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From Didactic Pedagogy to New Learning
 
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Dr. Bill Cope, Department of Educational Policy, Organization, & Leadership
Views: 17518 Education at Illinois
Theories - Methods & Techniques of Teaching English
 
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http://www.teflonline.net http://www.teflcourse.net This ITTT video focuses on the theories, methods and techniques of teaching. It looks at the question of nature versus nurture in relation to the different methodologies. ITTT does not require trainees to have any previous teacher training experience. Our courses will provide you with the necessary knowledge, skills and methodologies to begin your career as a qualified English language teacher. Follow the above links to learn more. Are you ready to live and teach abroad? Click here and get started today: https://www.teflcourse.net/?cu=YTDESCRIPTION
What is Pedagogy | Define Pedagogy | Pedagogy Teaching | Education
 
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What is Pedagogy, Define Pedagogy, pedagogy teaching, Education. The science and art of education and learning theory. Just as there are fields of study in other subjects, this is the study of teaching. For example: Eva’s Mom feels good about the math app she just installed because Eva’s math teacher said it has high pedagogical value. Active Learning. Bloom's Taxonomy. Case Study Method of Instruction. Flipped Classroom. Gamification. Peer Instruction. Student Engagement Systems. Hidden Curriculum Learning space Learning theories Critical pedagogy Dialogic learning Student-centered learning ....... Our Mantra: Information is Opportunity. Knowledge is Power. Be Informed - Be Powerful! SUPPORT US: SUBSCRIBE / LIKE / SHARE / COMMENT :) Subscribe Link: https://goo.gl/qbyzFb ....... CONNECT US: Website: http://www.simplyinfo.net Facebook: https://www.facebook.com/SimplyInfo.net Twitter: https://twitter.com/SimplyInfo9 YouTube: https://www.youtube.com/c/SimplyInfo9 Slideshare: https://www.slideshare.net/SimplyInfo9 Pinterest: https://in.pinterest.com/SimplyInfo9/ Instagram: https://www.instagram.com/simplyinfo9/ YouTube Subscribe Link: https://goo.gl/qbyzFb ....... OTHER PLAYLISTS TO EXPLORE: Games & Sports: https://goo.gl/uTXRWB Jobs & Career Info: https://goo.gl/cbCDXy Business Management: https://goo.gl/1sDjfW Information Technology: https://goo.gl/nWYpK8 Physics Concepts: https://goo.gl/FnLmes Education & Learning: https://goo.gl/54TR8A Filmmaking Concepts: https://goo.gl/RQL5qn Psychology Concepts: https://goo.gl/oYNNKA Indian Law Concepts: https://goo.gl/m98pWn Economics Concepts: https://goo.gl/yymX98 ....... About Simplyinfo.net: We provide the best info bytes videos in a very simple and effective way to learn, to revise and to master micro-content information. We simplify information in a wide variety of categories. Contact Us: [email protected] Be Blessed with Love, Health & Happiness. Cheers & Have Fun :) Team SimplyInfo.net P.S. CLICK BELOW LINK TO SUBSCRIBE FOR UPDATES. SUBSCRIBE LINK: https://goo.gl/qbyzFb
Views: 23709 SimplyInfo
3.1 Models of Pedagogy: Didactic, Authentic and Transformative
 
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New Learning, Mary Kalantzis & Bill Cope, College of Education, University of Illinois Urbana-Champaign
Views: 1444 Education at Illinois
Classical education teacher | The Eight Essential Principles of Classical Pedagogy
 
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Des: Classical education teacher Video Link: The Classical education movement advocates a form of education based in the traditions of the teacher raises questions and the class discusses them. By controlling the pace, the teacher can keep the class very lively, yet disciplined. Classical education depends on a three-part process of training the mind. The early years of school are spent in absorbing facts, systematically laying.Education to be true, it must include Jesus Christ and acknowledge the truth of Scripture. Subscribe My Channel: Website Link: Classical education teacher Frequently asked questions of the Association of Classical & Christian Schools.Do I need a degree in education to teach in a classical Christian school. Learn the essentials of classical education with Diane's homeschool Quick-Start Guide. How to teach reading, thinking, writing, & speaking skills. These resources will help answer general questions about education, teaching, learning, and the logistics of managing a home and homeschooling #Classical education teacher #teaching classical education at home #classical education teaching methods #classical education definition #classical education curriculum #classical education homeschool #classical education schools #classical education reading list #disadvantages of classical education
What is PARABLE? What does PARABLE mean? PARABLE meaning, definition & explanation
 
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✪✪✪✪✪ We're uploading our new videos at - https://bittubers.com/profile/TheAudiopedia . Check us out and SUBSCRIBE there. ✪✪✪✪✪ ✪✪✪✪✪ The Audiopedia Android application, INSTALL NOW - https://play.google.com/store/apps/details?id=com.wTheAudiopedia_8069473 ✪✪✪✪✪ What is PARABLE? What does PARABLE mean? PARABLE meaning - PARABLE pronunciation - PARABLE definition - PARABLE explanation - How to pronounce PARABLE? Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. A parable is a succinct, didactic story, in prose or verse, which illustrates one or more instructive lessons or principles. It differs from a fable in that fables employ animals, plants, inanimate objects, or forces of nature as characters, whereas parables have human characters. A parable is a type of analogy. Some scholars of the canonical gospels and the New Testament apply the term "parable" only to the parables of Jesus, though that is not a common restriction of the term. Parables such as "The Prodigal Son" are central to Jesus' teaching method in the canonical narratives and the apocrypha. Parables are often used to explore ethical concepts in spiritual texts. The Bible contains numerous parables in the Gospels section of the New Testament (Jesus' parables). These are believed by some scholars (such as John P. Meier) to have been inspired by mashalim, a form of Hebrew comparison. Examples of Jesus' parables include the Good Samaritan and the Prodigal Son. Mashalim from the Old Testament include the parable of the ewe-lamb (told by Nathan in 2 Samuel 12:1-9) and the parable of the woman of Tekoah (in 2 Samuel 14:1-13 ). Parables also appear in Islam. In Sufi tradition, parables are used for imparting lessons and values. Recent authors such as Idries Shah and Anthony de Mello have helped popularize these stories beyond Sufi circles. Modern parables also exist. A mid-19th-century example, the Parable of the broken window, criticises a part of economic thinking. A parable is a short tale that illustrates a universal truth; it is a simple narrative. It sketches a setting, describes an action, and shows the results. It may sometimes be distinguished from similar narrative types, such as the allegory and the apologue. A parable often involves a character who faces a moral dilemma or one who makes a bad decision and then suffers the unintended consequences. Although the meaning of a parable is often not explicitly stated, it is not intended to be hidden or secret but to be quite straightforward and obvious. The defining characteristic of the parable is the presence of a subtext suggesting how a person should behave or what he should believe. Aside from providing guidance and suggestions for proper conduct in one's life, parables frequently use metaphorical language which allows people to more easily discuss difficult or complex ideas. Parables express an abstract argument by means of using a concrete narrative which is easily understood. The allegory is a more general narrative type; it also employs metaphor. Like the parable, the allegory makes a single, unambiguous point. An allegory may have multiple noncontradictory interpretations and may also have implications that are ambiguous or hard to interpret. As H.W. Fowler put it, the object of both parable and allegory "is to enlighten the hearer by submitting to him a case in which he has apparently no direct concern, and upon which therefore a disinterested judgment may be elicited from him, ..." The parable is more condensed than the allegory: it rests upon a single principle and a single moral, and it is intended that the reader or listener shall conclude that the moral applies equally well to his own concerns. Medieval interpreters of the Bible often treated Jesus' parables as allegories, with symbolic correspondences found for every element in his parables. But modern scholars, beginning with Adolf Jülicher, regard their interpretations as incorrect. Jülicher held that Jesus' parables are intended to make a single important point, and most recent scholarship agrees. Gnostics suggested that Jesus kept some of his teachings secret within the circle of his disciples and that he deliberately obscured their meaning by using parables. For example, in Mark 4:11–12 The parable is related to figures of speech such as the metaphor and the simile, but it should not be identified with them. A parable is like a metaphor in that it uses concrete, perceptible phenomena to illustrate abstract ideas. It may be said that a parable is a metaphor that has been extended to form a brief, coherent narrative. A parable also resembles a simile, i.e., a metaphorical construction in which something is said to be "like" something else (e.g., "The just man is like a tree planted by streams of water").
Views: 16012 The Audiopedia
Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette
 
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Collaboration. Communication. Critical thinking. Creativity. - Should be present in all classrooms. Joe Ruhl received his bachelors and masters degrees at Purdue University and he has been sharing the joys of biology with kids for 37 years. He presently teaches Biology, Genetics, and Science Research courses at Jefferson High School in Lafayette, Indiana. Joe and his wife Gail have two children and two grandchildren. The National Association of Biology Teachers named Joe Ruhl the Outstanding Biology Teacher of Indiana in 1987. In 1988 he was awarded a Golden Apple Teaching Award by the Lafayette, Indiana Chamber of Commerce. In 1989 he was honored at the White House as Indiana’s recipient of the Presidential Award for Excellence in Science Teaching. In 1996 he received the Purdue University College of Science Distinguished Alumnus Award for Excellence in K-12 Science Teaching. In 2004 he was awarded the Purdue College of Education’s Crystal Apple Teaching Award. And in 2012 he was honored with the Shell National Science Teaching Award. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
Views: 1453170 TEDx Talks
Proven classroom management tips & strategies.wmv
 
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This video will help teachers with management of their classrooms to provide an effective learning environment for their middle school students. Administrators can also use this video to provide staff development to their staff helping them with classroom management and discipline. This video emphasizes organization, routines, and procedures. This is part one which is more about proven structures to provide opportunity for student and teacher success. Learning cannot happen without a safe, secure, and comfortable learning environment for students. All stakeholders; administrators, teachers, and students will benefit from the tips and strategies illustrated in this video. In addition to the tips based on twenty years of experience with middle school students, especially students of color, poverty, and English language learners (ELL) the author/ creator of this video gives a list of other experts in the field; Michael Grinder, Harry Wong, Ruby Payne, and Robert Marzano all of which have great ideas to help teachers provide effective classrooms. Helpful hints are listed to get the teacher started from the very first day of class. Not only can middle school teachers use these tips and strategies, but 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, and 9th grade teachers can find valuable information in these videos and the accompanying web page. Test scores and learning in general will improve with effective classroom management. Procedures and structure with positive communication is the key to reaching students to teach them effectively. This video is also perfect for teacher credential students that want to become teachers. These student teachers can use this advice and information to be successful in their student teaching assignments.
Views: 564257 Smartatmath
Language Learning Theories
 
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Take TESOL online courses to learn how to teach English as a foreign or second language: https://www.integrating-technology.org/enrol/index.php?id=456 You may find the latest research studies on child language acquisition/learning by Patricia Kuhl of interest http://ilabs.uw.edu/institute-faculty/bio/i-labs-patricia-k-kuhl-phd
Views: 184333 Nellie Deutsch - Ed.D
Semiotics: WTF? Introduction to Saussure, the Signifier and Signified
 
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In this episode of What the Theory, an introduction to semiotics, in particular the approaches of linguists and semioticians Ferdinand de Saussure and Charles Sanders Peirce. Signs, semiotics as well as the concepts of the signifier and signified can seem like somewhat complex terminology when first starting out as can Peirce's related yet distinct notion of the icon, index, symbol triad. In this video essay, I try to help all you out who would like semiotics explained in a clear and concise manner so that you can go away with a slightly clearer understanding of semiotics theory. Further Reading Semiotics: A Graphic Guide by Paul Cobley & Litza Jansz US: https://amzn.to/2SCGokF UK: https://amzn.to/2SB84GX Semiotics: The Basics by Daniel Chandler US: https://amzn.to/2EFeEbJ UK: https://amzn.to/2VpgP8C Mythologies by Roland Barthes US: https://amzn.to/2Eq3rud UK: https://amzn.to/2NBvXNu [The above are affiliate links. I receive a small kickback from anything you buy which, in turn, helps to support the channel.] If you've enjoyed this video then please do check out the rest of my channel where I put out a whole range of videos discussing theatre and playwriting from the perspective of an aspirant and (some might say) emerging playwright and theatre maker as well as reflecting on my experience as a PhD Student. Twitter: @Tom_Nicholas Website: www.tomnicholas.com Thanks for watching!
Views: 81821 Tom Nicholas
What is sustainable development?
 
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A simple introduction to sustainable development and the Sustainable Development Goals (SDGs). The film is produced by Animaskin on behalf of UN Association of Norway and UNICEF Norway, as part of an interdisciplinary learning program for students on primary and secondary level. Read more about this topic at https://www.fn.no/Undervisning/Baerekraft and https://www.unicef.no/skole/barekraft
Views: 299898 FN-sambandet Norge
Montessori Method,18th Teaching Method,Topic-25,Pedagogy
 
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Montessori Method,18th Teaching Method,Topic-25,Pedagogy Follow me on Facebook https://mbasic.facebook.com/viplav.gautam.7?ref_component=mbasic_home_header&ref_page=%2Fwap%2Fhome.php&refid=8 1. Psychology Practice Set pdf :- https://drive.google.com/open?id=1YcbYDIu1cDR_uyVbTnCmFde_W8bMxjeH 2. Maths Pdf :- https://drive.google.com/open?id=1_Zy0BqRJaESlLejIxDKYRX-_3hxJARfz 3.English Pdf :- https://drive.google.com/open?id=1SyZCKteiLK8FuBBkixq7A5xp42XhVOcx 4. Pedagogy Pdf :- https://drive.google.com/open?id=1mAbe98x2ojRwbnyVznaOUs3NvwAPJC_0 5.Dsssb question bank :- https://drive.google.com/open?id=1BD4yRjn6ExTwCjNCMzzmg2rWgt2GE31X 6. Ctet Psychology Test :- https://drive.google.com/open?id=1z5p35opPTNWbN4-YFDLL0r_SynO6vK7S 7. 7th Class PSA :- https://drive.google.com/open?id=1z5p35opPTNWbN4-YFDLL0r_SynO6vK7S 8. Psychology Book :- https://drive.google.com/open?id=1RnueZefPDiW9nd18VNpbNDdtHePgRxi0 9. Hindi pdf :- https://drive.google.com/open?id=1V7dfd-ENHt7rV42oXZRKE3G05eVSr3Nf 10. Computer pdf :- https://drive.google.com/open?id=17niQcdnmnLGRJa0cxcXCpiE6SXEV250U 11. 5000 GK Questions pdf :- https://drive.google.com/open?id=1vYBq6b0Bf_j3I-CGnyHNgrC5AeCSrygm psychology uni,online psychology courses,school psychology programs,psychology degree,child psychology courses,child psychology degree,psychology colleges,psychology classes,graduate schools for psychology master degree in pedagogy,pedagogy teaching methods,current pedagogy inbteaching,what does pedagogy means,deep learning education,pedagogy degree,general pedagogy
Views: 47905 Back to School
Diane Larsen-Freeman on Techniques & Principles in Language Teaching (3rd ed.)
 
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Diane Larsen-Freeman discusses the newly-released 3rd edition of the influential teacher development title Techniques and Principles in Language Teaching, published by Oxford University Press. This classic guide has been an essential resource to new and experienced teachers worldwide, and Professor Larsen-Freeman describes the need to consider a range of methods in language teaching, and how methods continue to evolve.
More pedagogic change in 10 years than last 1000 years: Donald Clark at TEDxGlasgow
 
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Search, links, media sharing, social media, Wikipedia, games, open source etc. are ground breaking shifts in the way we learn, says Donald Clark. Unfortunately, they're not matched by the way we teach. The growing gap between teaching practice and learning practice is acute and growing. Institutional teaching, especially in Universities is hanging on to the pedagogic fossil that is the lecture. The true driver for positive, pedagogic change is the internet. More about Donald... Donald Clark was CEO and one of the original founders of Epic Group plc, which established itself as the leading company in the UK e-learning market, floated on the Stock Market in 1996 and sold in 2005. Describing himself as 'free from the tyranny of employment', he is a board member of Ufi, Cogbooks, LearningPool and the Brighton Arts Festival. Donald has been involved in major film, games, simulations, social media and mobile projects. He is an evangelist for the use of technology in learning and has won many awards, notably the 'Outstanding Achievement in e-learning Award'. He has advised on e-learning for many global, public and private organisations, and is a regular speaker at national and international conferences...... also a regular (and controversial) blogger on e-learning! In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
Views: 56580 TEDx Talks
What Is DBT Therapy Dialectical Behavior Therapy - Why It's Important | BetterHelp
 
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If you or someone you know is dealing with a challenging situation and could benefit from additional support, consider talking to one of the 2,000 licensed online counselors at BetterHelp. DBT or Dialectical Behavior Therapy is one of the most effective therapies used to treat Borderline Personality Disorder. Previous to the development of DBT, patients with Borderline were told that their illness wasn’t treatable. How Does DBT Work? DBT teaches life skills that allow people to regulate their emotions and tolerate pain. DBT focuses on four principles: Increasing distress tolerance – One of the things that people with Borderline Personality Disorder struggle with is tolerating high levels of intense emotions such as depression or anger. When they feel these powerful, overwhelming emotions, they tend to become reactive and lash out at others. Another part of their distress tolerance is stopping them from engaging in self-harm, which includes physical injury as well as substance abuse. Learning emotional regulation – A key component of DBT is being able to recognize what you’re feeling, label the emotion without judging it and then tolerate the feeling without trying to run away from it or become overwhelmed due to its intensity. Mindfulness- You may have heard of mindfulness meditation, which is the practice of becoming aware of oneself and staying present while thoughts go in and out of your mind. Mindfulness is a similar practice, and it teaches people to be mindful of their feelings, not judge them and stay in the present moment without trying to change it. Interpersonal effectiveness: People learn to handle conflict, express how they feel, become assertive as opposed to aggressive. Learning interpersonal skills as someone who manages BPD is a fantastic skill that they can apply to many different relationships whether they are close friends, coworkers or a stranger on the street. IMPORTANT: The information in this video is not intended or implied to be a substitute for professional medical advice, diagnosis, or treatment. All content, including text, graphics, images, and information contained in this video is for general information purposes only and does not replace a consultation with your doctor.
Views: 12133 BetterHelp
Wave phenomena with ultrasound
 
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With our setup for ultrasound diffraction experiments you can learn basic principles of diffraction and interference phenomena of waves in general using a macroscopic setup. Benefits: * Didactic set-up by central positioning of the pattern of diffraction on the goniometer and movement of detector through diffracted field. * Measurements can be performed classical or via integrated interface. * Excellent reproducibility for demonstration or in practica. Subjects: * Diffraction at a pin hole and a circular obstacle * Diffraction at single and double slitsystem with various widths * Diffraction at multiple slit system * Interference of two ultrasonic transmitters
Dynamics of the Spiritual Exercises Lecture 2: Principle and Foundation
 
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Dynamics of the Spiritual Exercises is a series of ten lectures given by Fr. Howard Gray, SJ at Holy Trinity Parish in Georgetown, Washington, DC. The lectures provide advanced reflection on the classic text of the Exercises for men and women who serve as guides for retreatants undertaking the Spiritual Exercises of St. Ignatius. This lecture covers "Principle and Foundation".
Views: 17481 Georgetown University
DIDACTIC LECTURES RECORDING
 
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Our lectures covering the most commonly asked questions in the oral board exam are now available on MP3 or DVD. This is not a review of OBGYN, but rather a focused concentrated presentation of extremely high yield questions in the oral general board exam. A set of these disks cover the approximately 8 hours of didactic lectures. The DVD has a picture in picture setup whereby your full screen shows the Powerpoint slides real time, and an additional box in the lower right hand corner of your screen, shows the lecturer delivering the lectures: This has the effect of making you feel as if you are present at the course!).
Views: 1144 ExamProClips
63 | Parables  -- Chuck Knows Church
 
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62 | Chuck Knows Church -- Parables. A parable is a succinct, didactic story which illustrates one or more instructive lessons or principles. But what does that mean? And why did Jesus use parables? Chuckle along with Chuck as he talks about "Parables" on this his SIXTY-THIRD show! Chuck Knows Church is a WEEKLY online series. Check back each Wednesday for the next episode! Use each episode in worship, youth groups, fellowship groups, confirmation classes, worship teams, new member classes and late-night snack viewing! Follow Chuck on his website: www.ChuckKnowsChurch.com (You can also download Chuck shows here for free) Facebook: www.Facebook.com/ChuckKnowsChurch Twitter: @ChuckKnows Chuck Knows Church is produced for all people by The General Board of Discipleship (GBOD) of The United Methodist Church. Please embed Chuck episodes on your website. It's free, informative, and fun.
Views: 5330 ChuckKnowsChurch
A Documentary on the Process of Active Learning
 
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A word on the purpose, design, and structure of the film: This film is intended to introduce faculty to (or help them develop their knowledge of) various theories, ideas, and strategies for teaching in a way that facilitates ‘active learning’. The latter term has become a catch-phrase in current educational discourse. The plenitude of perspectives, ideas, and strategies that can fit under such a phrase as ‘active learning’ have rendered it, in our opinion, quite nebulous; a catch-all phrase that can mean many things at once. In consequence, we invite the viewers to ponder the following set of questions in an attempt to unpack this concept and to reach some general underpinning principles that can help them in the design, appraisal and implementation of learning experiences that may be considered ‘meaningful’ for both teacher and student: What is the difference between students experiencing learning through ‘traditional’, ‘didactic’, ‘transmission-model’ approaches and those experiencing ‘active learning’? Aren’t students in all cases somewhat ‘active’ in their learning? One may argue that transmission models are also forms of active learning: when students listen to a lecture or attempt to memorize information, their minds are active in appropriating the information. On the other hand, if we were to design instruction around highly interactive, ‘fun’ activities with the least structure possible, allowing students the full freedom to explore and experience their environments, would this then qualify as a form of ‘active’ or ‘meaningful’ learning? What if the experiences that the students ‘accumulate’ in such situations remain disorganized and disjointed? The above two questions/scenarios tap into a broader question about teaching and learning: Must all learning be learning by doing? And if so, what does ‘doing’ involve? Is ‘doing’ equivalent to situated, hands-on activity? Can doing be non-situated? The making of this film was guided by the above questions and dilemmas. These questions and the ideas they evoked in the team that made this film were embedded into the content, structure and aesthetics of this film. As a ‘documentary’, this film was designed containing several deliberate signals, images, and prompts for the interacting viewer. Some of them were implicitly (or subliminally if you may) embedded into the footage while others were explicitly stated or expressed. Some were intended as provocations of thoughts, ideas, or personal experiences while others were intended to provide more explicit content. This film hopes to operate as both ‘tool’ and ‘result’; a tool for inquiry into the meaning of teaching and learning as well as the result of this inquiry (Vygotsky, 1978, p. 65). In an attempt to make this film an interactive experience for the viewers and to engage them actively and meaningfully in considering the above as well as other emergent questions, the makers of this film adopted the following strategies: We embedded several ‘provocations’ and ‘prompts’ into the content, structure and style of the film. We invite the viewers to remain attentive to what might seem as random, fleeting and inconsequential objects, gestures and signs that were deliberately inserted into the film. We used various visual devices to evoke thinking on various levels (ex. meta-cognitively). Some of them might appear uncanny or even surreal. As such, a certain playful mindset is recommended. These provocations spanned objects, contexts, gestures, metaphorical images, camera perspectives, as well as other visual, aesthetic and verbal devices; their presence as well as their absence were often deliberate and intended to provoke questions and ideas about teaching and learning. A gentle caveat: the film ends in a circular dialogue (why?) which is relatively lengthy yet somewhat playful in its attempt to delay or resist premature closure. Everything prior to this dialogue is not in any way intended to instruct. Rather, the process and buildup to this dialogue hopes to provoke questions, hesitations, concerns as well as insights. In summary, this film attempts to stay loyal to the rawness of the process of teaching and learning and therefore its creators resisted sanitizing it from the inevitable crudities that accompany this process. We hope that such crudities can function as provocations for a deeper thinking about the meaning of teaching. References: Bruner, J. (1999). The Process of Education. Cambridge, MA: Harvard University Press. Dewey, J. (1938). Experience and Education. New York, NY: Kappa Delta Pi. Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press. [email protected]
Views: 1337 Mahmoud Natout
Pedagogy of Online Education
 
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Pedagogy of Online Education. OUVM Virtual Mobility course. Teachers: Lina Morgado, Juan Perez Perez, Federico Piseri Universidade Aberta
Views: 562 OUVM
PHILOSOPHY - Hegel
 
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The German philosopher Hegel believed that strange and alien bits of history have much to teach us. He believed story and civilisation do not move in a straight line, so important ideas and attitudes get left behind. Please subscribe here: http://tinyurl.com/o28mut7 If you like our films take a look at our shop (we ship worldwide): http://www.theschooloflife.com/shop/all/ Brought to you by http://www.theschooloflife.com Produced in collaboration with http://www.madadam.co.uk #TheSchoolOfLife
Views: 1365020 The School of Life
علوم التربية (الحلقة الأولى) الاستعداد للاستحقاقات المهنية
 
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تلخيص لمادة علوم التربية الحلقة الأولى الاستعداد للاستحقاقات المهنية علوم التربية الحلقة الأولى الاستعداد للاستحقاقات المهنية سلسة علوم التربية حلقات علوم التربية مفاهيم تربويةاستعد للامتحان المهني تعرف المنهاج الدراسي الدليل البيداغوجي المنهاج الدراسي الكفاءة المهنية امتحان الكفاءة المهنية مستجدات التربية والتكوين منهجية تدريس المواد أسس مراجعة المناهج خصائص المنهاج الدراسي أسس بناء المناهج الدراسية المبادئ الديداكتيكية العامة للمنهاج وظيفة المناهج التربوية المستجدات التي أتت بها المناهج التربوية الجديدة عناصر المنهاج الدراسي التخطيط التربوي أنواع التخطيط الديداكتيك أنواع الديداكتيك وظيفة التخطيط التربوي تعريف الديداكتيك أنواع الديداكتيك وظيفة التخطيط التربوي خصائص المنهاج الدراسي خطاطة المنهاج الدراسي مكونات المنهاج الدراسي تكوين مستمر الإمتحان المهني تدبير التعلمات أحسن ملخص لعلوم التربية أفضل ملخص علوم التربية معنى الديداكتيك تعاريف تربوية بيداغوجيا منهجيات التدريس علوم التربية التدريس Un résumé du premier séminaire sur la science de l'éducation prépare aux bénéfices professionnels Curriculum Principes de l'examen du curriculum Caractéristiques du programme Construire le curriculum Principes généraux du programme Fonction de curriculum éducatif Les nouveaux développements dans les nouveaux programmes d'enseignement Éléments du curriculum Planification de l'éducation Types de planification Didactique Types de didactique Fonction de planification de l'éducation Définition de Didactique Types de didactique Fonction de planification de l'éducation Caractéristiques du programme Graphiques du programme Composantes du programme Configuration continue Examen professionnel Gestion de l'éducation Le meilleur résumé des sciences de l'éducation Meilleur résumé de la science de l'éducation La signification de didactique Définitions pédagogiques Pédagogie Méthodes d'enseignement Sciences de l'éducation Enseignement A summary of the science of education first seminar prepare for professional benefits Curriculum Principles of Curriculum Review Characteristics of Curriculum Building the curriculum General principles of the curriculum Educational curriculum function The new developments in the new educational curricula Elements of the curriculum Educational planning Types of planning Didactic Types of Didactic Educational Planning Function Definition of Didactic Types of Didactic Educational Planning Function Characteristics of Curriculum Curriculum Charts Components of the curriculum Continuous configuration Professional Examination Management of education The best summary of education sciences Best Education Science Summary The Meaning of Didactic Educational definitions pedagogy Teaching methodologies educational Sciences Teaching Eine Zusammenfassung des Bildungswissenschaftlichen ersten Seminars bereitet auf berufliche Vorteile vor Lehrplan Grundsätze der Überprüfung des Curriculums Merkmale des Lehrplans Erstellen des Lehrplans Allgemeine Grundsätze des Lehrplans Lehrplan-Funktion Die neuen Entwicklungen in den neuen Lehrplänen Elemente des Lehrplans Bildungsplanung Arten der Planung Didaktik Arten von Didaktik Bildungsplanungsfunktion Definition von Didaktik Arten von Didaktik Bildungsplanungsfunktion Merkmale des Lehrplans Lehrplan Charts Bestandteile des Lehrplans Kontinuierliche Konfiguration Professionelle Prüfung Management von Bildung Die beste Zusammenfassung der Bildungswissenschaften Best Education Wissenschaftszusammenfassung Die Bedeutung der Didaktik Bildungsdefinitionen Pädagogik Lehrmethoden Bildungswissenschaften Lehre Un resumen del primer seminario de ciencia de la educación se prepara para los beneficios profesionales Plan de estudios Principios de la revisión del plan de estudios Características del plan de estudios Construyendo el plan de estudios Principios generales del plan de estudios Función del currículo educativo Los nuevos desarrollos en el nuevo currículo educativo Elementos del plan de estudios Planificación educativa Tipos de planificación Didáctico Tipos de Didáctica Función de planificación educativa Definición de Didáctico Tipos de Didáctica Función de planificación educativa Características del plan de estudios Gráficos Curriculares Componentes del plan de estudios Configuración continua Examen profesional Gestión de la educación El mejor resumen de las ciencias de la educación El mejor resumen de ciencia educativa El significado de didáctico Definiciones educativas Pedagogía Metodologías de enseñanza Ciencias de la educación Enseñanza
Views: 347 ARKAN FILINTA
A Hands on Approach to Science and Math | SciTech Now
 
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STEMteachersNYC is dedicated to interchange and interaction among teachers of various STEM (Science, Technology, Engineering, and Mathematics) disciplines. Our general purpose is to cultivate excellence in STEM teaching and to promote learning, self-confidence and success for our students.
Views: 499 STEMteachersNYC
The 'Periodic Table' High School - Chemistry Rediscovered Under 18 winner
 
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1st Place under 18 – Daniel Estrada Ramírez, Petronela Oltita Ghitoaica, Emma Juanpere Colomina and Jhasmin Edith Suarez Santalla. This video is the winner of the Sir Geoffrey Wilkinson Prize funded by the Wilkinson Charitable Foundation on the “Under 18” category. This year marks the 150th anniversary of Dimitri Mendeleev’s development of the Periodic Table of Chemical Elements. That is why, the United Nations has proclaimed 2019 as the International Year of the Periodic Table of Chemical Elements (IYPT 2019). Being the best “friend” of a scientist for predicting the appearance and properties of the matter, the Periodic Table of the Elements represents one of the most significant achievements in science. To join in this special celebration, EYCN has organized the second edition of its video competition Chemistry Rediscovered in honor of the IYPT. The main purpose of this video was to show you how to tackle with Chemistry in a different way instead of using the traditional approach. We tried to find a didactic and creative way to convey a visual and entertaining idea in order to get closer to the viewer. Have you ever wondered about what would the elements of the periodic table be like if they were human? We have moved thus into our High School scenario experimenting with the periodic table trying to explore how it could be like if the elements behaved like real teenagers. We have represented the most known elements and we have personified them by assigning each one a personality, taking into account their intrinsic chemical characteristics. Then, we have created a storyline for them to live together, as they do in nature, but adapted to their school background. All this was done in order to show people unconventional ways of how the elements work, because new methods to transmit the passion for chemistry can be found while innovating and using one’s imagination. «The EYCN warmly thanks the Wilkinson Charitable Foundation for their strong support provided for young chemists across Europe. »
Views: 547 EYCN Communications
CT Coronary Angiography: Going Beyond Coronary Stenosis (JOHN J. MAHMARIAN, MD)
 
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SESSION TWO • Ischemic Heart Disease: Role of Noninvasive Imaging "CT Coronary Angiography: Going Beyond Coronary Stenosis. Is FFR From Resting Studies Ready for Prime Time?" SPEAKER: JOHN J. MAHMARIAN, MD ------------------------------------------- 8th Annual MULTIMODALITY CARDIOVASCULAR IMAGING FOR THE CLINICIAN February 23-25, 2018 Houston Methodist Research Institute - Houston, Texas COURSE DIRECTOR William A. Zoghbi, MD, FASE, FAHA, MACC COURSE CO-DIRECTORS Stephen H. Little, MD, FRCPC, FACC, FASE John J. Mahmarian, MD, FACC, FSCCT, FASNC Miguel A. Quiñones, MD, MACC Dipan J. Shah, MD, FACC A DeBakey Institute for Cardiovascular Education & Training event PROGRAM OVERVIEW Cardiovascular imaging plays a vital role in the management of the cardiovascular patient. Knowledge of various imaging modalities is critical to understanding their advantages, limitations and appropriate utilization in patients with ischemic heart disease, heart failure, atrial fibrillation, cardiomyopathy, masses, valvular disease and aortic disease. In addition to didactic lectures by world experts, this symposium offers the opportunity to participate in small-group tutorials for each imaging modality and demonstrations of heart anatomy, as well as observe live procedural cases. These sessions will allow participants to better visualize and understand cardiac and valvular structure, and enhance correlations with cardiac imaging. TARGET AUDIENCE Cardiologists, cardiovascular surgeons, anesthesiologists, internists, radiologists, critical care physicians, advanced cardiovascular practitioners, cardiovascular nurses, sonographers, fellows in training, cardiovascular imaging technologists in areas such as echocardiography, nuclear cardiology, cardiac CT and cardiac MRI will benefit from this course. EDUCATIONAL OBJECTIVES • Discuss new developments in multimodality imaging • Compare the different types of imaging for the assessment of ischemia to determine which is the most beneficial for the specified clinical question • Evaluate valve and heart morphology and relate them to valvular imaging and interventions • Describe the timing and interventions in common valvular disorders • Discuss how imaging can be utilized to differentiate cardiomyopathies and masses • Explain the role of imaging in vascular disease and diseases of the aorta • Summarize the most common congenital heart disease disorders seen in the adult and their salient imaging features
Answers from the Experts: Cutaneous Lymphoma Overview
 
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Dr. Ellen Kim provides an overview of cutaneous lymphomas, addressing common questions concerning: - Non-Hodgkins Lymphoma - Blood involvement - Importance of knowing your subtype - Why it takes so long to be diagnosed - Value of multidisciplinary approach to care - Cause of disease - General principles of treatment - Relationship between the clinical and pathology in diagnosis - Multiple biopsies Presenter: Ellen Kim, MD, Perelman School of Medicine at the University of Pennsylvania Recorded at the 2017 2-Day Patient Conference in New York, NY.
Views: 1088 CutaneousLymphomaFnd
How to escape education's death valley | Sir Ken Robinson
 
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Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility. TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and much more. Find closed captions and translated subtitles in many languages at http://www.ted.com/translate Follow TED news on Twitter: http://www.twitter.com/tednews Like TED on Facebook: https://www.facebook.com/TED Subscribe to our channel: http://www.youtube.com/user/TEDtalksDirector
Views: 3387417 TED
Action and Reaction in Orthodontics | Essential Biomechanics
 
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Are you sure you understand the application of Newton`s laws in orthodontics? In this preview, the most basic principles of physics applied to orthodontics are introduced and clarified. If you need a solid foundation on orthodontic biomechanics, enjoy our 40% discount on the Online Course Introduction to Orthodontic Biomechanics and reach this knowledge with updated and truly didactic material! LINK TO ACTIVATE YOUR DISCOUNT: https://www.udemy.com/introduction-to-orthodontic-biomechanics/?couponCode=BIO_4020172912
Communications Technologies System – LabVolt Series 8087
 
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General presentation of the Digital communications training system. It is a a state-of-the-art communications training system specifically designed for hands-on training. It offers training that starts from the basic pulse modulation techniques (PAM, PWM, PPM, PCM, DPCM, and delta modulation), covers the various digital modulation schemes used in data transmission (ASK, FSK, BPSK, QPSK, and QAM), and extends to modern, spectrally- efficient, digital communication techniques such as the asymmetric digital subscriber line (ADSL) and spread spectrum technologies (direct-sequence spread spectrum and frequency-hopping spread spectrum) More info on https://www.labvolt.com/solutions/9_telecommunications/98-8087-00_communications_technologies_training_systems
William Hanna, Psy. D., BCRPS Clinical Principles Concerning Character Psychopathology
 
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William Hanna, Psy. D., BCRPS, from Alta Mira Recovery Programs (www.AltaMiraRecovery.com), Discuses Personality Disorders: Clinical Principles Concerning Character Psychopathology. Alta Mira provides an enhanced, brain healthy, curriculum within a Monday through Sunday, 30 or 90 day core program which includes educational didactic lectures and related integration of knowledge and skills within the interactive practical groups which happen in the afternoon. Alta Mira employes a philosophy of treating addiction through biological, psychological, social and integration means of modalities. What Doctor Hanna believes sets Alta Mira apart from other substance dependence treatment facilities is the highly credentialed professional team including seven doctoral level clinicians on staff, state of the art neuropsychological and psychological testing with Dr. Patti Weiss including assessment and diagnosis, providing three individual therapy sessions to each client per week and Alta Mira's cutting edge brain healthy curriculum and the ability to provide brain SPECT scans or images. There are two kinds of people in the world, the emotional and the intellectual. To be healthy you need to have a balance of both. The shaping of ones personality consists of three interdependent factors. The factors are psychological, physiological and environmental or interpersonal factors. Together, these influences will determine the anxieties and need states that will result in the development of specific unconscious defense mechanisms and conscious coping strategies of the person. The key to understanding adult psychopathology lies in the understanding of childhood and adolescent development. Before ethically diagnosing the client with a personality disorder the client has to sit through a batteries test. The definition of a character disorder according to the DSM is "A personality disorder is an enduring pattern of inner experience and behavior that deviates markedly from the expectations of the individuals culture... is pervasive and inflexible, has an onset in adolescence or early adulthood, is stable overtime and leads to stress or impairment." A personality disorder or character disorder is a historical diagnosis, it lies in the clients history, not in the clients interview itself, although you can gather much information and clues in the clients interview. Dr. Hanna states that "The clients immediate behavior in the interview often provides important clues to underlying psychopathology, but the criteria for establishing the diagnosis lie in historical evidence. A personality disorder leaves historical cracks. The nature of these tracks varies significantly."
Medical Assistant Student (Miguel M.)
 
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Welcome to Gurnick's Medical Assistant School! Find out what our Students are saying. Testimonials: https://www.gurnick.edu/reviews Program information: http://www.gurnick.edu/programs/medic... Our Medical Assistant Program is offered at our San Mateo, Concord, Sacramento, Modesto, and Fresno Campuses. What does a Medical Assistant Do? A Medical Assistant works in a physician or other health practitioner's office and is considered an indispensable force. A Medical Assistant performs a variety of administrative and clinical tasks. Gurnick Academy of Medical Arts Medical Assistant students will be taught the principles of front and back office medical assisting. They will be introduced to the fundamentals of anatomy and physiology. Medical Assistant Program Goals and Objectives: - To provide quality education and training that develops the potential of each student to become a productive, responsible, and professional member of society, as well as a skilled member of the medical assisting workforce. - To prepare competent entry-level medical assistants in the cognitive (knowledge), psychomotor (skills) and affective (behavior) learning domains. - To provide our students with open access and a supportive environment that encourages student success in the classroom, laboratory, and on the externship site. - To encourage professionalism, integrity, and high standards in students. - To adhere to professional standards incorporating legal and ethical responsibilities of a Medical Assistant. - To prepare students to organize, to prioritize, and to delegate care by communicating effectively with members of the medical team. - To apply knowledge of specific disease conditions in the prevention, treatment, and wellbeing of the patients. - To prepare students to take the national exam for Clinical Certified Medical Assistant (CCMA). Medical Assistant Program is a certificate program. The State of California does not require that medical assistants be certified, but such a certificate may increase the chances of being hired. The national CMA exam is taken during the program upon successful completion of didactic coursework. Students who pass this exam and meet graduation requirements will be eligible to work as Certified Medical Assistants. Why Gurnick Academy? Gurnick Academy of Medical Arts is a private academy offering quality medical programs that integrate professional skills, career-focused education and hands-on practical experience, by empowering students to develop and achieve their personal and career goals. It is nationally accredited by the Accrediting Bureau of Healthcare Education Schools (ABHES). Gurnick Academy locations: San Mateo, Concord, Sacramento, Modesto, Fresno, & Los Angeles. Not all programs are offered at all locations. Please visit our website for more information. https://www.gurnick.edu/.
Local Anesthetics: Pharmacology and Toxicity
 
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Pain Didactic: Local Anesthetics -- Pharmacology and Toxicity Jan Slomba, MD Attending Physician Department of Pain Medicine and Palliative Care Beth Israel Medical Center, New York, NY
Views: 14586 painpallcare
A4 / V2 Rocket in detail: Turbopump
 
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The A4 / V2 turbopump: part 1. If the V2 rocket could be said to have a beating heart, it would undoubtedly be the 600 horsepower steam turbine-powered twin propellant pump system. Lower down the page is an index jump list that will take you to specific parts of this video. Starting in 1935 the project to develop the V2 turbopump was one of a handful of key technologies that made the ballistic missile a possibility. Even today, the turbopump remains a key technology that enables liquid-fuelled rocket engines to develop the thrust needed to reach orbit. In this comprehensive video, we look at the steam turbine-powered propellant pumps of the infamous V2 rocket - the world's first ballistic missile and the first human-made object to enter the realm of space beyond 100km altitude. The video looks initially at the general form of the steam turbine and two independent centrifugal pumps and the location of the pump assembly on the missile before moving on to a detailed look at an original V2 turbopump on display in Peenemünde - the place of its birth. We answer the question: why do we need a turbopump? We look at the German army history of the turbopump and the vital role played by civilian contractors, not just in the manufacturing supply of the propellant pumping system - but in its development as well. The video takes a detailed look at the Helmut Walter steam generator - the system that supplied the energetic stream of super-heated steam to the turbine wheel to power the twin pumps and deliver over 8 tons of fuel and liquid oxygen to the thrust chamber in a little over a minute! The simple and powerful monopropellant chemistry used by the steam generator also comes in for close scrutiny with a detailed, and safe, test of the method used (safe, but not without mishap and humour). With a detailed explanation of the unique two-stage launch system that relied on the turbopump for its success. We find out what can be learnt from historical turbopump relics found at impact sites and research facilities. 1:11 Introduction to the turbopump parts and its location on the missile 12:55 The turbopump presentation at the Peenemünde Historical-Technical museum. 23:40 Why do we need a turbopump? 34:04 Contractors and turbopump development 42:39 The Walter steam generation plant (Erratum: please note we spelt Walter's name wrong in the video). 46:00 The chemistry used to generate the steam 55:22 Introducing the Mack Sennett School of missile research 1:06:46 How the steam generator works 1:12:44 Turbopump and launch sequence 1:18:12 The Steam rotor 1:26:27 A look at historical relics of the turbopump 1:48:47 What's in part 2, followed by closing credits In part two of this video we'll be looking at some of the less well-known aspects of the turbopump; exploring the steam exhaust system, the gyroscopic phenomena associated with the turbopump and the surprising logic behind the turbopumps safety cut-off system. Presented and written by Robert J Dalby FRAS Produced by AB Media for Astronomy and Nature TV For more information on the V2 missile visit our website: www.v2rockethistory.com
Views: 103433 Astronomy and Nature TV
819 Occlusion & Evidence Based Dentistry with Dr. Mike Racich : Dentistry Uncensored
 
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819 Occlusion & Evidence Based Dentistry with Dr. Mike Racich : Dentistry Uncensored with Howard Farran Dentaltown - http://bit.ly/DUwHF819 iTunes - http://bit.ly/DUwHFiTunes Dr. Racich, a 1982 graduate from University of British Columbia, has a general dental practice emphasizing comprehensive restorative dentistry, prosthodontics and TMD/ orofacial pain. Dr. Racich is a member of many professional organizations (current AES Past President) and has lectured nationally and internationally on subjects relating to patient comfort, function and appearance. He is a Fellow of the Academy of General Dentistry and the American College of Dentists as well as a Diplomate of the American Board of Orofacial Pain and the International Congress of Oral Implantologists. Dr. Racich has published in peer-reviewed scientific journals such as the Journal of Prosthetic Dentistry and the International Journal of Periodontics and Restorative Dentistry and has authored the books: The Basic Rules of Oral Rehabilitation (2010), The Basic Rules of Occlusion (2012), The Basic Rules of Facially Generated Treatment Planning (2013), and The Basic Rules of Being a Dental Patient (2016). Currently he mentors the didactic/clinical FOCUS Dental Education Continuum (study clubs, proprietary programs, coaching, 2nd opinions only) in Western Canada. www.DrRacich.ca
Views: 526 Dentaltown
Immune System, Part 1: Crash Course A&P #45
 
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Our final episodes of Anatomy & Physiology explore the way your body keeps all that complex, intricate stuff alive and healthy -- your immune system. The immune system’s responses begin with physical barriers like skin and mucous membranes, and when they’re not enough, there are phagocytes -- the neutrophils and macrophages. It also features the awesomely named natural killer cells and the inflammatory response, and we'll explain how all of these elements work together to save the day if you happen to slip on a banana peel. Crash Course A&P poster: http://store.dftba.com/products/crashcourse-anatomy-and-physiology-poster Table of Contents Physical Barriers Like Skin and Mucous Membranes 2:01 Phagocytes: Neutrophils and Macrophages 3:17 Natural Killer Cells 4:29 Inflammatory Response 5:29 *** "Reformat" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/ *** Crash Course is on Patreon! You can support us directly by signing up at http://www.patreon.com/crashcourse Thanks to the following Patrons for their generous monthly contributions that help keep Crash Course free for everyone forever: Mark, Eric Kitchen, Jessica Wode, Jeffrey Thompson, Steve Marshall, Moritz Schmidt, Robert Kunz, Tim Curwick, Jason A Saslow, SR Foxley, Elliot Beter, Jacob Ash, Christian, Jan Schmid, Jirat, Christy Huddleston, Daniel Baulig, Chris Peters, Anna-Ester Volozh, Ian Dundore, Caleb Weeks -- Want to find Crash Course elsewhere on the internet? Facebook - http://www.facebook.com/YouTubeCrashCourse Twitter - http://www.twitter.com/TheCrashCourse Tumblr - http://thecrashcourse.tumblr.com Support Crash Course on Patreon: http://patreon.com/crashcourse CC Kids: http://www.youtube.com/crashcoursekids
Views: 3088649 CrashCourse
Equivalence of Forces | Essential Biomechanics
 
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If you want to predict the movements resulting from any orthodontic appliance, the first analysis you should do is: when applying a force to any point on a tooth, what are the forces and moments perceived by the CR of that tooth or group of teeth? We can only appropriately answer this question if we understand the principle of EQUIVALENCE. If you need a solid foundation on Biomechanics, enjoy our 10% discount on the Online Course Introduction to Orthodontic Biomechanics and reach this knowledge with updated and truly didactic material! LINK TO ACTIVATE YOUR DISCOUNT: https://www.udemy.com/introduction-to-orthodontic-biomechanics/?couponCode=BIO_1020180104
How a Microwave Oven Works
 
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Bill details how a microwave oven heats food. He describes how the microwave vacuum tube, called a magnetron, generates radio frequencies that cause the water in food to rotate back and forth. He shows the standing wave inside the oven, and notes how you can measure the wavelength with melted cheese. He concludes by describing how a magnetron generates radio waves. You can learn more about the microwave oven from the EngineerGuy team's new book Eight Amazing Engineering Stories http://www.engineerguy.com/elements
Views: 2884634 engineerguy
Refrigeration System Demonstrator – LabVolt Series 3400
 
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Discover Festo Didactic Refrigeration System Demonstrator, a unique system allowing you to observe the phase change of the refrigerant. For more information: https://www.labvolt.com/solutions/4_hvac/80-3400-30_refrigeration_system_demonstrator
Shaykh Muhammad al-Hashimi al-Tilimsani: Questions and Answers
 
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Shaykh Muḥammad ibn Aḥmad ibn al-Hāshimī ibn ʿAbd al-Raḥmān al-Tilimsānī (Arabic: محمد الهاشمي التلمساني‎) (September 16, 1881 CE – December 19, 1961; Shawwāl 22, 1298 AH – Rajab 12, 1381 AH) was an Algerian (by birth) and Syrian (by residence) Sufi saint and scholar, considered by some to have been the “renewer (mujaddid) of religion” and also the Shaʿrānī of his time. Shaykh al-Hashimi was born to parents who traced their lineage back to Ḥasan ibn ‘Alī, in the town of Sabda, in the vicinity of Tlemcen. His father was a scholar and a judge. Shaykh al-Hashimi was the eldest of the siblings. In 1911 CE, during Ramadan, 1329 AH, al-Hashimi emigrated with his Shaykh Muhammad ibn Yallas to Syria, fleeing the French colonial administration’s restrictions on traditional scholarship. They stayed in Damascus for a few days, but al-Hashimi was forced by the authorities to journey on to Turkey and stay in Adana for two years, after which he returned to Damascus and was reunited with his Shaykh, remaining in his company and making Damascus his abode for the rest of his life. Shaykh al-Hashimi studied the outward sciences with the following masters: the great scholar of ḥadīth Badr al-Dīn al-Ḥasanī, Shaykh Amīn Suwayd, Shaykh Jaʿfar al-Kattānī, Shaykh Najib Kīwān, Shaykh Tawfīq al-Ayyūbī, Shaykh Muḥammad al-ʿAṭṭār from whom he learned the principles of jurisprudence, and Shaykh Muḥammad ibn Yūsuf al-Kāfī from whom he learned Mālikī jurisprudence. As for Sufism, he was first a disciple of Shaykh Muḥammad ibn Yallas, who authorised him to pass on the general litany (wird) of the Tariqa. After the death of Ibn Yallas in 1927 CE/1346 AH, when the famous Shaykh Aḥmad al-ʿAlāwī passed through Damascus on his way back from Mecca, he designated al-Hāshimī as his deputy in the Middle East.[2] Shaykh al-Hāshimī would eventually become the representative par excellence of the ʿAlāwiyya in the Levant, with many of his disciples and spiritual descendants still teaching to this day, in the lineage of what came to be called the Shādhiliyya-Darqāwiyya-Hāshimiyya tariqa. Four of his main disciples went on to remarkable careers of their own: Shaykh Muḥammad al-Nabhān (1900–1972), Shaykh ʿAbd al-Qādir ʿĪsā (1918–1992), Shaykh Muḥammad Saʿīd al-Kurdī (1890–1972) and Shaykh ʿAbd al-Raḥmān al-Shāghūrī (1912–2004). In his long teaching career, he published only nine titles that include didactic poems and small treatises of a few pages, dealing with only two disciplines: Sufism and scholastic theology (fiqh). * A Creed of the People of the Sunnah (ʿAqīda ahl al-sunna wa-naẓmuhā— a standard theological text in verse) * Commentary on the Versification of A Creed of the People of the Sunnah' * The Key to Paradise (a commentary to A Creed of the People of the Sunnah) * The Path of Felicity (on the meaning of the two testimonies of faith, set to verse) * The Treatise of Comprehensive Research (on the wonders of creation and the Creator, written in answer to the challenge presented by modern education) * Commentary on the “Chess of the Gnostics” (Sufi commentary on the Shaṭranj al-ʿĀrifīn attributed to Muḥyīddīn ibn ʿArabī) The Correct Solution (on Sufi discipleship) * The Scattered Pearls, Responses to Ten Questions (on Sufism) Treatise on the Definitive and Just Word (on the unity of the Muslims) __________________________ Rumi's Garden is pleased to present an online store specialising in contemporary and reclaimed vintage heritage crafts, sacred art and Islamic relics from the Muslim world. We sell authentic and certified Ka'aba kiswahs, kiswahs from Holy Chamber of Prophet Muhammad ﷺ in Masjid al-Nabawi (Medina), qandeels which are the golden embroidered calligraphy on the Ka'aba, replicas of the footprint of our Beloved Prophet ﷺ, high grade pure bakhoor, incense burners, Muslim prayer beads, Persian marquetry boxes, old manuscripts, henna, posters and much more! Our collections come from regions ranging from Muslim China, to the mountains of Iran and Afghanistan to the ancient cities of Damascus and Cairo, into the Spanish mountain range of the Sierra Nevada in Andalusia. Until recently, many of these rare treasures have been hidden away from the public eye. We intend to make them more readily available at affordable prices. We are sincerely committed to the ethical sourcing of all crafts we sell.
Views: 140 Rumi's Garden
SURGICAL EDUCATOR - Trailer Video-  How to utilise the channel utmost
 
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SURGICAL EDUCATOR- How to utilise the Channel utmost #surgicaleducator #trailervodeo #surgicaleducation #usmle #babysurgeon #surgicaltutor How to use the channel? 1. I am creating and uploading my teaching videos under 6 broad categories. They are a. Didactic general surgery videos based on the above 18 clinical problems like Upper GI haemorrhage,groin swellings Etc. b. Common Pediatric Surgical problems videos like Intusussception, Neonatal bilious vomiting Etc c. Videos on Trauma Surgery like ATLS, Burns Etc d. Short videos on Case based learning- based on the system wise like Post-op complications, Biliary tract Etc. These are useful for MEQs and OSCE exams. e. Videos exclusively on operative surgery like open appendicectomy, laparoscopic appendicectomy Etc. f. Short videos on Image based Questions- system wise few images will be shown and questions will be asked. I will discuss the correct answers in these videos These are useful for your OSCE exam. 2. In the playlist section of the channel you can watch all inter-related videos together as a playlist. For example in the Scrotal Swellings playlist you can watch 6 videos on various causes for Scrotal Swellings. 3. In the Clinical Surgery playlist, I have included 9 videos by Dr Ghan Shyam Vidhya, which I think will be very useful to undergraduate medical students to learn the vanishing art of the physical examination. 4. In the liked videos playlist, I have included videos on operative surgery both open and laparoscopic and other interesting videos which I think will be very useful to my viewers. Since it will take few more years for me to cover the whole curriculum, I recommend my viewers to watch these useful videos. 5. In the MCQs in Surgery playlist, I have included 12 videos by Dr Imle which consist of thousands of MCQs with answers for your practice. 6. In the Pestana’s lectures playlist, I have included 46 videos where Prof Pestana will be discussing many case scenarios system wise which are very useful for your MEQ exams. 7. I will be extremely happy, if you find my channel helpful in your pursuit of obtaining excellence in Surgery. 8.I wish you a great learning experience. Dr.B.Selvaraj (Surgical Educator) All my videos are problem based, because patients are coming to us with problems and not with diagnosis. I have made a playlist for each surgical problem which consist of many videos. I request you all to watch all the videos in the playlist together so that you will become confident in dealing with these problems. Links to the Playlists based on Surgical Problems: 1. Scrotal Swellings: https://www.youtube.com/playlist?list=PLxyHif1Z9-uXwt0JH0YG8m4JmzgAli9jj 2. Groin Swellings: https://www.youtube.com/playlist?list=PLxyHif1Z9-uVaDboG_ddw2S6xInNnB80D 3. Abdominal Pain: https://www.youtube.com/playlist?list=PLxyHif1Z9-uUcXb96A3tFpTrWOVa2F7j1 4. Obstructive Jaundice: https://www.youtube.com/playlist?list=PLxyHif1Z9-uX6MsQnsCTGl8YDFN1TYiQm 5. Upper GI Hemorrhage: https://www.youtube.com/playlist?list=PLxyHif1Z9-uUtV67AdUQYEUKdhX9vL576 6. Lower GI Hemorrhage: https://www.youtube.com/playlist?list=PLxyHif1Z9-uUgt-kTdmBZcrODMWScm0fW 7. Thyroid Pathologies: https://www.youtube.com/playlist?list=PLxyHif1Z9-uWg55odQfB_7JT0NYIP8ELp 8. Breast Pathologies: https://www.youtube.com/playlist?list=PLxyHif1Z9-uVTLcGtam1kFBzjY4NAf7MZ 9. Peripheral Arterial Diseases: https://www.youtube.com/playlist?list=PLxyHif1Z9-uXcQE-u_6VIbQR4g8MdOi0z 10 . Venous Diseases: https://www.youtube.com/playlist?list=PLxyHif1Z9-uVf1aYodgILbxVpC-fkdqNo 11. Dysphagia: https://www.youtube.com/playlist?list=PLxyHif1Z9-uX1a7MVULzB-4DlU1LpKPy9 12. Trauma: https://www.youtube.com/playlist?list=PLxyHif1Z9-uWqLdpyHBCYvS68yxFbuwmV 13. Operative Surgery: https://www.youtube.com/playlist?list=PLxyHif1Z9-uWP-kZH9Vk5y4OjoIOYD4xe 14. Pediatric Surgery: https://www.youtube.com/playlist?list=PLxyHif1Z9-uVghSB1YB4nz7TytYhDovAH 15. Urology: https://www.youtube.com/playlist?list=PLxyHif1Z9-uXzZkDec1nDRwzPpW6V-G06 You can follow me in the following links: 1. Blog: http://surgicaleducator.blogspot.com/ 2. FB fan page: https://www.facebook.com/surgicaltutor 3. Pinterest: https://www.pinterest.com/drbselvaraj/ 4. Google+: https://plus.google.com/+SurgicalEducator 5. Twitter: https://twitter.com/51f6facd9089455 6. Facebook: https://www.facebook.com/selvaraj.balasubrama Disclaimer:  All my videos in this channel are not replacement for standard text books or a formal undergraduate or postgraduate course in a medical school. These are only supplements to your formal course.  Nobody should start doing surgery after watching these videos. You should undergo training under a master surgeon before embarking on real surgery in a live patient.
Views: 948 Surgical Educator
LECTURE 17 - Interpretation Basics of Cone Beam CT
 
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Cataraqui Woods Dental Implant Institute: This lecture is a part of a series of lectures provided as a service to the profession of dentistry to deliver a literature and knowledge based approach to dental implant education for practitioners interested in learning more about how to implement the discipline of oral implantology into their clinical practice. This online course should be merged with a suitable clinical course and long-term mentorship program, so that the practitioner can maximize their benefit from the didactic online program.
How to Become a Dermatologist
 
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How to Become a Dermatologist. Dr. Ross Kopelman had the pleasure of interviewing Dr. Brittany Oliver, a dermatologist, about her journey to become a dermatologist. In this video you will discover tips you need to become a dermatologist and prepare for residency. Bio for Dr. Brittany Oliver: Brittany was born and raised in Orlando, Florida and received her medical education in Washington, DC. She completed a research fellowship at the National Institutes of Health as part of the Medical Research Scholars Program, where she studied cutaneous Graft versus Host Disease. She is currently a dermatology resident in Philadelphia. Reason Dr. Brittany Oliver pursued Dermatology: The variety and complexity of patients and problems, the ability to perform fast, minor bedside diagnostic procedures as well as surgeries, and the accessibility of the skin to provide important histopathologic correlation to what one is visualizing clinically are just a few of the things that drew me to dermatology from the very beginning. There is so much more to this field than most people probably realize; besides just treating acne and administering Botox, dermatologists must be proficient in principles of anatomy, wound care/healing, infectious disease, rheumatology, cutaneous oncology, genetic syndromes involving the skin, aesthetics, as well as the "bread and butter" areas of general and procedural dermatology. In addition to skin, we are also experts in hair and nail disorders. We must have a keen eye to appreciate subtle differences in patterns and morphology to inform our diagnoses, the implications of which could mean the difference between sending a patient for full-body PET/CT scans versus simply prescribing one of many topical remedies in our toolbox. Education: College - University of Florida Medical School - George Washington University School of Medicine & Health Sciences Residency - University of Pennsylvania Typical Day in the life of a Dermatologist: A typical morning for me starts between 7:00 and 8:00 am, with either patient care or didactic sessions in which faculty or upper-year dermatology residents give us lectures on a variety of topics. We see patients in many settings, including in attending specialty clinics, at the children’s hospital, at the VA Medical Center taking care of veterans for surgical and medical appointments, and also in our own weekly resident clinic that allows us to build relationships and continuity with patients we intend to follow over the course of the 3-year residency program under the supervision of attending physicians. Residents also cover consult services at all of our local affiliated hospitals – that’s the rotation I’m currently on. It’s my job to hold the consult phone and accept new consults between 8:00 AM and 5:00 PM. I get anywhere from one to five new consults per day and see all the patients myself before rounding with the team later in the afternoon. In the inpatient population, common things we may be called for include drug rashes, blistering diseases, skin manifestations of vasculitis and infectious rashes. I usually end the day around 4:00 or 5:00 PM on a light rotation and 6:00 to 7:00 PM on a more demanding rotation. Residency training: To become a dermatologist, you must complete four years of medical school followed by four years of residency. The first year of residency, known as “intern year,” is a year general medicine in a primarily inpatient setting – you can choose to do a year of internal medicine, general surgery, or pediatrics. The following three years are spent becoming an expert in skin, hair, and nails as you prepare for a future as a board-certified dermatologist. What type of advice to you give to those aspiring to be in Dermatology: What helped me the most on my way to pursuing dermatology was mentorship. Dermatology is a rather small field, and having the support of someone at a higher level is incredibly valuable. It is not easy finding someone who is willing to invest in your success, view your wins as their wins. When you find that person, nurture that academic relationship: be on time, every time. Turn in the first draft of that manuscript early, before your deadline! Read about the patients you see in clinic with your mentor, then ask thoughtful questions the next time. Show that person that you are not just intelligent, but dependable, qualities everyone wants in a resident but that not every individual possesses. These may seem small, but they do not go unnoticed. Make your mentor want to root for you! 3 Things that Excite Dr. Brittany Oliver about being a Dermatologist: 1. I love the day-to-day variety in dermatology. The field is an incredible mixture of medical and surgical approaches to treatment. 2. I am motivated by the challenge of the field 3. I love that we get to see the young and old and everything in between If Dr. Brittany Oliver picked another field: Travel Blogger
Views: 69 MedChatMonday
MOOC - Basics of Surgery. Want to become a real surgeon?_Applicationvideo MOOC Production Fellowship
 
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Teaching complex manual skills like surgical techniques via a MOOC is a challenge. This challenge is faced in 3 simple interactive steps, which can be trained at home. The students needs basic equipment: his computer, a webcam and a digital camera and of course simple surgical instruments, suture material (both could eventually be even provided to students for the time of the class) and a "patient" . During this class, easily available surrogate materials, e.g. bananas, are used. Step 1: MOOC provides the optimal video demonstrating the targeted performance. In this video, the skill is demonstrated and the quality criteria are explained. Step 2: The learner performs the task and records his own video representing his actual performance quality. He documents the result quality in digital images. He records key informations in writing. Step 3: The learner compares the two videos and analyses his images by himself based on the learned criteria. Sharing his image and video material with the online community initiates an online discussion within the virtual class. The online discussion is moderated by the teacher. The teacher is also responsible to support the process of finding answers to open questions. However, video analysis is only part of the didactic concept: Understanding the procedure, training in steps, analysing the mistakes and always making a plan how to prevent the errors is essential. In other words students are encouraged to strive for quality and constant improvement by following the Plan-Do-Check-Act (PDCA-)cycle. Furthermore, complex procedures are broken down into simple steps, which are trained separately. Each new task is introduced using the Peyton-principle. Peyton introduced verbalization of a complex action to help dividing the complex action in manageable steps. The experience of success when mastering step by step helps to increase the motivation. Consequent application of the PDCA-principle contributes to fast improvement of the personal skills. Expert-moderated online peer-to-peer discussion stresses the idea of self-directed, responsible learning to the desired level of proficiency. Application of teaching and learning principles, especially the idea of video-based self-control, are obviously not limited to teaching basic surgery, but are applicable for almost all manual skills. Transfer to an MOOC approach is feasible since only easy-to-use and readily available technical video equipment is required.
Views: 2861 ExTra ChirTech
Audiobook Katherine Jewell Everts – The Speaking Voice  Principles of Training Simplified and....
 
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Audiobook full length. From the Preface of The Speaking Voice: "This book offers a method of voice training which is the result of a deliberate effort to simplify and condense, for general use, the principles which are fundamental to all recognized systems of vocal instruction. It contains practical directions accompanied by simple and fundamental exercises, first for the freeing of the voice and then for developing it when free." Parts I and II of the book comprise advice on vocal production and techniques, while some chapters in Part III provide detailed guidance on the vocal interpretation of various literary genres, including the essay, various types of poetry, short stories, dramatic monologues and plays. Some chapters comprise mainly examples for practice, and include complete poems and stories. The reader has endeavoured to follow the author's instructions, but makes no guarantee as to her success, especially in the poetic realm. 00:00:00.000 : 00 Preface and Introduction 00:06:22.008 : 01 Pt. I, Ch. I Learning to Support the Tone 00:22:47.040 : 02 Pt. I, Ch. II Learning to Free the Tone 00:39:22.009 : 03 Pt. I, Ch. III Learning to Re-enforce the Tone 00:44:55.040 : 04 Pt. II, Ch. I The Technique of the Instrument: Discussion 01:01:21.009 : 05 Pt. II, Ch. II Study in Change of Pitch 01:09:51.013 : 06 Pt. II, Ch. III Study in Inflection 01:26:18.034 : 07 Pt. II, Ch. IV Study in Tone-color 01:51:20.016 : 08 Pt. III, Ch. I The Law of Approach 02:01:45.030 : 09 Pt. III Ch. II The Essay 02:21:51.025 : 10 Pt. III Ch. III The Fable 02:28:50.001 : 11 Pt. III Ch. IV Lyric Poetry 03:15:31.009 : 12 Pt. III Ch. V Didactic Poetry 03:25:01.011 : 13 Pt. III Ch. VI The Short Story 04:10:43.025 : 14 Pt. III Ch. VII Epic Poetry 04:45:59.038 : 15 Pt. III Ch. VIII The Dramatic Monologue and the Play Audiobook in the public domain English audio books playlist https://www.youtube.com/playlist?list=PLZmLAWS_elMr-R9RQCpQNxs95SH_XSnNV German audio books playlist https://www.youtube.com/playlist?list=PLZmLAWS_elMp2nGzKlMi1ibO_L5HtBR3J French audio books playlist https://www.youtube.com/playlist?list=PLZmLAWS_elMqEBaoW7ZgEQ1szlSYPzbF- Spanish audio books playlist https://www.youtube.com/playlist?list=PLZmLAWS_elMondrW0mkksUiIROcxPcwGV Dutch audio books playlisthttps://www.youtube.com/playlist?list=PLZmLAWS_elMqYUKL_ZsnxRShg72eKWBXO Russian audio books playlist https://www.youtube.com/playlist?list=PLZmLAWS_elMpUnwvrPYwuBKZh6_UnNAMr Finnish audio books playlist https://www.youtube.com/playlist?list=PLZmLAWS_elMoXQI1fQVu6rIjT3d9JlYCi Japanese audio books playlist https://www.youtube.com/playlist?list=PLZmLAWS_elMoGrPEoMUYQE_vKZBQ8gGu_ Portuguese audio books playlist https://www.youtube.com/playlist?list=PLZmLAWS_elMog4TUM0b6NgruFqA9HmHlq
Hands-on Live Dental Implant Immersion Course - Puebla Mx
 
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This video shows the essence of Dr. Michael Wehrle's Implant Immersion Course in Puebla Mexico where Implant Know How has officially partnered with this surgical course offering. Implant Know-How's Golden Rule and philosophy of treating patients as you would want to be treated to achieve long-term results and giving patients optimum care with the use of proper protocols in order to achieve predictability is the overall mantra. The program is open to dentists worldwide and introduces general dental practitioners to dental implant surgical & restorative principles utilizing digital dentistry in a manner that provides for both didactic and a hands-on clinical experience. With the final prosthesis in mind as a starting point we are able to replicate the principal of “restorative driven implant dentistry, with a surgical component” as it is done ideally. In this video you will hear first hand from the director of the program, Dr. Michael Wehrle as well as from course participants. Upcoming course dates 2017: May 23-28 - Wehrle Implant Immersion Course June 20-25 - CBCT Guided Sinus Augmentation with Dr. Scott Ganz August 15-20 - Wehrle Implant Immersion Course November 7-12 - Wehrle Implant Immersion Course December 5-10 - CBCT Guided Sinus Augmentation with Dr. Scott Ganz 45 Continuing Education Credits - provider Ultra Modern Dental Group All inclusive Location: BAM Center, Puebla Mexico Learn More & Register at: www.implantknowhow.com
Views: 588 Implantknowhow