#Digital Scholarship Center

[librarycards]

Hello! Sorry if you’ve posted about this somewhere already/if it’s redundant, but I thought your coinage of “transMad” was very cool and I’m wondering what that term means to you? I’m really happy to see other people talking about madness being intertwined w their gender/transness and looking forward to checking out your reading lists :))

thank you so much for asking about one of my favorite things to infodump about!! rather than rehash a bunch of stuff, if it's okay, I'm going to borrow a few quotes from past!me that i've published in different places // offer you some things of mine to read.

broadly, though, i use transMadness as a way to explore the identificatory, epistemological, methodological, and theoretical implications of an orientation (to use Sara Ahmed's term) toward bodymind noncompliance and self/selves-determination. this orientation refuses to delineate diagnostically between Maddened / transed experiences of the world/our many worlds, and instead takes this shared/overlapping ground as a jumping off point for solidarity and speculation - that is, something that allows us to imagine otherwise worlds / make them manifest through creativity and collaboration.

(Ha, and I claimed i wouldn't talk too much...famous autistic last words)

ANYWAY. here are some clips that might help explain more dimensions of transMadness. note that, in my dissertation-in-progress, i'm focusing on xeno/neogender and/as self-diagnostic cultures among queercrip and transMad internet users. i'm interested in the anti-psych liberatory potential of this digital community work, especially as it centers forms of knowledge and scholarship devalued within Academia Proper, especially because so much of it is made by and for disabled, Mad, queer, trans people, esp. youth. Onward to quotes!

On transMad epistemologies: citation/power/knowledge:

I’ll spend most of this piece looking not at what transMad is, but what it does. First and foremost, transMad cites. Even its name alludes to other portmanteaus: neuroqueer and queercrip being the best-known among them. Many people have offered many different (ever-“working”!) definitions of these terms; today, I offer co-coiner Nick Walker’s (2021) definition of neuroqueer: a verb and an adjective “encompass[ing] the queering of neurocognitive norms as well as gender norms” (p. 196). In terms of queercrip, I also return to its coiner, Carrie Sandahl (2003), who for whom the queercrip (as person and as method/movement) confuses the diagnostic gaze, bears sociopolitical witness, and performs glitchful[4], incongruous, confusing in(ter)ventions into possible community. At base, “queer” and “crip” appear as analogous, reclaimed slurs signifying marginalized transgression. When combined, they describe a loop, perhaps a Möbius strip: crip (ani)mates queer, queer tells-on crip. The specter of crip haunts queer—and even more explicitly, as we will see, trans—and the crip(ped) bodymind holds, moves, and fucks queerly. Who knows where “queer” stops and “crip” and “neuro” begin? Likewise, transMad, whose citational style leaves little room for diagnostic clarity amidst a pastiche of noncompliant text.

On transMad epistemologies: multiplicity (h/t @materialisnt):

They encourage us to remove others’ names from our bodies, to reign in unruly citations, to set “boundaries” which violate Mad, crip ethics of care (see Fletcher, 2019). In truth, any framing of individual authorship in which the body text is “mine” and the citations gesture “elsewhere” belie the inherent interdependence of all intellectual life, and particularly of transMad intellectual life. transMad plural scholar mix. alan moss (2022) argues in relation to the pathologization of multiple systems: “all people, indeed all that exists, is a system that itself is constantly enmeshed in several overlapping and interconnected systems.” In short, I am full of Is, and will continue as many more. Just as disability justice helps us understand all life as interdependent and deserving of access, a transMad approach sees our selves as numerous and fuzzy. We have permission to dispense with the need for tidy texts, with our interlocutors, edits, and iterations either obfuscated entirely or exclusively relegated to a bibliography. transMad citation may thus be considered akin to visible mending[6], creating flamboyantly messy, multiplicitous work that does not seek to pass as objective or discrete.

On the value of (crip) failure and/as "virtuality":

Don’t get me wrong: Zoom PhD work is a failing enterprise. That is to say, it is a queercrip, transMad enterprise, which is to say, it is a beautiful, beautiful project. Mitchell, Snyder, and Ware describe such “fortunate failures” in the context of “curricular cripistemologies.”5 Coined by Merri Lisa Johnson, the term “cripistemologies,” refers to “embodied ways of knowing in relation, knowing-with, knowing-alongside, knowing-across-difference, and unknowing,” ways which frequently exist outside the purview of mainstream academia.6 Curricular cripistemologies, then, refer to an intentional, queercrip deviation from normative pedagogical approaches which trades the corrective impulse of “special ed” and other rehabilitative programs, and offers instead a generative noncompliance.7 That is, rather than trying to identify, isolate, and ameliorate difference, curricular cripistemologies lean into difference as it is experienced by disabled students ourselves, querying how atmospheres of in/accessibility shape normative approaches to education and how the embrace of “failure,” not as a last-resort but as a first choice, poses potentially transformative possibilities.

On transMadness and fat liberation: (for @trans-axolotl's Psych Survivor Zine)

A transMad, fat approach to disorderly eating requires making connections with humility and understanding, and, as I discussed above, engaging in compassionate, critical interrogation of our own anti-fatness.

[...]

A transMad, fat, abolitionist politic is one that makes room. We imagine beyond the cage, even if the details of that imagining are not yet clear. Just as we have carved micro-sites of support within violent digital and in-person contexts, just as we have learned to think about our lifeworlds beyond the paradigm of “recovery or death,” we can also reconceptualize fatness not as the enemy, but as another form of bodymind noncompliance in alliance and/or entanglement with disorderly eating practices. For thin disorderly eaters, this requires us to fundamentally challenge the way we view food and embodiment, even while maintaining a Mad respect for alternative ways of approaching reality.

On xenogenders, virtuality, and self-determination:

It is this very “irrationality” –– the “unrealness,” the “you’ve-got-to-be-kiddinghood,” that is most frequently weaponized against xenogenders, as well as their newly-coined sets of xenopronouns. The perceived and actual virtuality of xenogenders is often placed against the notion of “actuality,” in this case, of “real” (or “practical”) genders and pronouns to be used in one’s “real life.” Disabled activists have rightly resisted the distinction between online and (presumed-offline) “real life,” given that this categorically excludes homebound bodyminds, as well as those without IRL social and support circles. That said, I believe the virtual –– as almost, not-quite, proximite, making-do –– is incredibly useful in thinking about xenoidentities as transMad tools –– particularly, as transMad tools of underground collaboration / co-liberation.

[...]

What if gender was a project we wanted to fail? That is, what if trans- was a process not of getting better, not of moving-toward a bodymind more sane, more straight, and more cisheteropatriarchially desirable, but rather a line of flight on a longer trail to illegibility? Indeed, what if we replaced pathology’s narrow “path” with a trail lighted by the language of our comrades, whose linguistic interventions make and break gender in ways heretofore unimaginable? Xenoidentities, both individually and as a trans-gressive M.O., are fundamental to a broader transMad project of crafted, collective illegibility; intersubjective citation (imagine what it feels like for someone to be the gender that you coined!); and collective care that refuses a politics of cure. Crucially both virtual and digital, xenoidentities are furthermore a manifestation of the power of trans, predominantly disabled digital counterpublics, who overturn the hierarchy which places the IRL-real above the digital-unreal, making unruly, Mad space in which (with apologies to Donna Haraway) a hundred xenoselves might bloom.

On Maddening queer "diagnosis":

In her indictment of all “Kwik-Fix Drugs,” Gray further indicates the practice of forced treatment as in and of itself as a project of violent normalization, regardless of specific target or reason. The intentional ambiguity between her narrative of Madness and her narrative of asexuality disrupt mounting demands for a healthy (sanitized, neoliberal, and consumable) queerness. A Mad ace approach identifies these demands as, indeed, comparable with cis heteronormative notions of sexual maturity and responsibility – the idea that participation in culturally-normative sexual practices is a prerequisite for health (Kim, 2011, 481) and thus, personal autonomy (Meerai, Abdillahi, and Poole 2016, 21). By fusing the “lack of sexual appetite” attributed to her medications for bipolar disorder with her asexuality, Gray destabilizes the binary between healthy-sexual-diversity and unhealthy-psychopathology. She is once again disrupting contemporary queer impulses to dissociate from ongoing histories of pathologization. Here, Mad and queer/asexual activism are as inseparable in text as they are in Gray. Gray and her comrades collectively refuse both sexuality-as-“rehabilitation” (See Kim 2011, 486) and asexual acceptance predicated upon normative “health” (Kim 2010, 158) – that is, they Madden asexuality. Twoey, in her own voice, remixes the sources of her own pathologization, staggering the supposedly-divine pronouncement of the DSM across pages and bookending its extracts with her own writing and art. In this undermining of the DSM’s epistemological polish, Gray disrupts the domination of written prose over poetry and visual art, while also critiquing the role of the DSM in commercialized health “care.” Her zine opens with the lines “sex sells and sex is sold / sex was being sold and i didn’t buy” (Gray 2018, n.p.). Gray indicates a pathology perceived not only in a refusal to practice sex, but also in a refusal to buy (into) it. After all, a refusal to buy into existing sexual paradigms is for her also a refusal to buy into a feminized reproductive mandate.

#sector-v #thank you genuinely! #ask #transmad #antipsychiatry #xenogender #epistemology #madness

[colleendoran]

An answer

I'm not going to post the question because I don't want the person who asked it to get piled on.

The magical art fairy did not give me a great and grand education that my mommy and daddy paid for.

My parents were poor and at one point homeless. They lived in a pigeon coop. With pigeons.

I was not super popular in school. I was a nerd in the dark days before being a nerd was something people aspired to. I had braces, glasses, bad acne and was a bit chubby. When I no longer had any of these things (well, I still wear glasses, I prefer them to contacts,) people acted like I always looked that way and sailed the seas of success on a wave of appearance advantages.

My parents did not pay for my education. I went to regular school like everyone else. I had one year of college which I attended on academic scholarship, and I majored in business. I had an art class with a professor who almost never showed up. When the scholarship money ran out after one year, I left.

After I'd been a professional artist for more than twenty years, I took an online digital art class at one of those for profit art schools, which was quite a trick on dial up speed, I must say. Shortly after, I realized it was a scam, I contacted the administration to demand my money back. I got it. The school was eventually sued into oblivion and went out of business.

I did manual field labor as a kid, worked in a veterinarian hospital, parked cars, and ran a roller coaster. I picked up dog poop and did volunteer work at the U.S.O. and the AIDS Housing and Education Fund. I worked as a condo association attendant.

I don't know where people get the impression that I was born with a silver spoon in my mouth. And it's not like I don't have some advantages. But money and status weren't among them.

Most of the people in comics from my generation come from poverty. Some didn't. But most did.

I am self taught and most of what I learned was from the Famous Artist Course books my mom got as a kid. I was very grateful that my dad invested in a set of encyclopedias for the family when we were still quite poor. I devoured them.

I started sending out portfolio work, story ideas, and resumes at age 12. My first rejection letter was from Random House. I got my first advertising gig when I was about 14-15. The woman who hired me was Linda Wesley Salake.

I met artist Frank Kelly Freas at a science fiction convention I found out about from an advertisement. He was very kind and mentored me. He didn't teach me much about art, but he did teach me a lot about the realities of the art centered life.

I cooked and cleaned house for him after his wife Polly died.

My average income for my first ten years as a professional artist was less than $10,000. And for part of that time, I was not living with my parents. So I supported myself on less than $10,000.

Eventually, I lasted long enough in the arts that I started making some money. Then things got worse. Then they got better. Then they got worse. Then they got better.

Advantages, contacts, ability - none of that is distributed equally. But if you can, make art because it is something that means something to you, and it gives you joy.

And we all deserve some joy.

If it was just about the money, I'd have ditched this bug bin long ago.

That's all.

#comics #art #art centered life

[gravesaint]

hi! when i read your post i got so excited bc the whole reason I went back to school (first time in 4 years, since high school!) is to become an archivist and work in a queer archive and help bridge those gaps and educate young ppl abt our history. do you mind answering a few questions of mine about how you got your job? what kind of program were you in, what did u major in, how did you end up working in a queer archive, what’s your job like? I could DM also!

Hello! Thanks for the ask!

So in undergrad I actually majored in art history because I knew I wanted to do some kind of museum/memory institution work, but wasn't really sure what (I went back and forth between curation, conservation, education, etc.). I also got a minor in museum studies!

I then went directly into gradschool because I got lucky with scholarships, and last spring I completed my master's in museum sciences. That program had three different tracks (administrative, education, and collections care), and I went down the collections care track since that aligned most with my desire to do archival work. I also interned in a few different areas at a local museum, and my work with their digitization department is what really cemented the fact that I liked working with collections.

Once I finished my master's, I was actually just on the job hunt when I decided to volunteer at my local equality center as a way to get out of the house and stay active in the community. I started by cleaning out their closets sdhfdjfhd

The volunteer coordinator saw in my email signature that I had a master's in archival and collections care and asked if I'd be willing to look at their history project room (literally a room full of 50+ years of materials that no one had ever organized). They had tried to put together an archival plan for it about 20 years ago, but the project just never took off.

I started by just going through everything and coming up with a preliminary plan for how to start managing the space, and I volunteered once a week for a few months just working on that. Over time my plans got more and more complex and I started treating the position like an actual job because I'm bad at setting boundaries lol. By this time I had actually landed a paying job working at a museum gift shop (not a lot of museum opportunities where I live currently, so I had to take what I could get and it pays the bills).

I spoke often with one of the center's main patrons (an older gay man who has done a lot of philanthropy in my city), and we eventually worked out an agreement for turning what I had already been doing into a paid position. I had already been doing work way beyond the scope of a volunteer (I did a lot of work on our online catalogue while at home or at my other job), and because I kept a record of all the work I had done and projects I had started, it was easier to pitch the idea of a full-time position to the organization's president.

So overall, I came into the position in a kinda unconventional way tbh. But luckily everyone at the center actually values the history and the work I've put in, so they saw the value of hiring me on officially. There are definitely easier ways of getting into archival work, but that's how it happened for me sjdfjdfh

As for what the job is actually like, I detail that in this ask!

My closing advice:

Have better workplace boundaries than me.

Look for ways to apply your skills in unconventional places (I never thought I would be making a career somewhere outside of a museum).

It can be daunting, but try to get as much experience under your belt while still in school as you can (via internships and volunteering), because it helps grow your confidence and it'll be easier for you to promote yourself and your work in the future. Unfortunately most internships probably aren't going to be paid, which is bullshit, but they really do help once you're out of school.

Develop a cocktail of autism, adhd, and ocd that makes you really good at building organizational and archival systems from the ground up (not actually required because chances are you'll find a pre-functioning archive that already has basic protocols in place).

#sorry this is kinda long winded and probably not as interesting as you might have hoped sjdhfdh #and ACTUALLY my partner just got accepted into a phd program so we might be moving at some point soonish #but ive gotten a lot of good references by doing this work #so hopefully trying to find archival work will be a little easier where ever we end up going down the line #asks

[masterwords]

legend

I had this idea. And I sprinted it in 20 minutes and didn't edit it and if it sucks, I'm sorry but CM: Evolution has really put me in my Hotchgan feels HARD (as if I ever really leave but...) so this happened. It fits with the @comfortember prompt for today: proud. ❤

1.6k words. Cheesy, stupid, self-indulgent and so sweet. Hotch & Morgan semi-retired and freezing at a Northwestern University football game.

**

Breathing hurt.

Hotch tugged his hat down over his ears and pressed his gloved hands over his mouth and nose, sucking in one, two, three deep breaths through the filter of warm knit wool. It didn't sting his lungs the way the air did. Derek's aunt made them for him, and a hat to match, and they were holding up better than anything he'd ever purchased at the store. She had made some crack about how he was always cold and made him two pair...his indoor gloves and his outdoor gloves. It was meant as a joke, poking fun at the way he wrapped himself in blankets or seated himself as close to a fire as he could, but he'd never minded a good joke at his expense. Especially not when that joke came with the warmest gloves he'd ever put on his hands.

“WOOOOOOOOOOO! GET EM!” Derek shouted from beside him, startling him by jumping up and waving his arms in the air wildly. “YEAH BABY!” Hotch glanced up at Derek and smiled cold and dreamy. He had no idea what had just happened on the field, but it mattered little. He had sixty quizzes to grade and Derek had a game to watch, that was the deal.

“You see that? DID YOU SEE THAT?!”

Hotch blinked up at him and Derek knew what that meant. He hadn't. It was okay, too. He would explain that it was one of the boys Derek had mentored at the youth center, one of the many he'd helped get scholarships to Northwestern. He was in his last year and he was a stud. NFL quality, Derek said, and he was working his tail off to get scouts out, get him noticed. He had connections.

That was how games went with them. Hotch went along dutifully, sometimes watching the game, others absorbed by the work he had to do. Since retiring from the FBI, since choosing that his family had to come first, he'd been teaching part time at Northwestern Law. It made sense, taking on a class or two at Derek's alma mater in order to prove to Derek that yes, moving to Chicago was a good thing for all of them. Being closer to Fran, to Derek's sisters and the rest of the Morgans was important. He'd spent so many years away from all of them. At a certain point they both realized what it cost them to remain in the D.C area and it wasn't worth it. Once Roy passed, the decision was even easier because Jessica wanted to go too.

“Let's get away from all of this,” she'd said, sealing the deal when Hotch had his doubts, most of which involved leaving her. “There's nothing left for us here.”

She was right. But in Chicago, they had the Morgans, and it was a quick trip from there to New York to visit Sean once he was released from prison. They were doing better at that whole visiting thing, too. Better at being brothers. Sean sent birthday gifts and cards; he even came to Chicago to visit. Hotch couldn't remember a time in his life when family looked like this, and it was overwhelming at times, but it was always good.

Except the temperatures in Chicago when winter hit. If he had to come up with one complaint to file for the record, that would be it. Right now, they were sitting in temperatures that were in the single digits, and the windchill took them down below zero. His nose hurt, his lungs hurt, his joints ached, his nose ran. In his pockets he kept plenty of packets of Hot Hands, and his collection of wool undergarments had grown exponentially, but there was really only so much you could do to combat this kind of chill. It settled deep in his bones.

“What quarter is it?” he asked, blinking his frosted eyelashes as he tried to focus his eyes on the scoreboard. It was a blur of purple and yellow, bright lights and nothing else. His glasses had fogged up enough times he'd given up on them...he could see his papers just fine without them, everything else would be up to Derek.

“Third. One left baby. Hang in there.”

Hotch scrunched his frozen nose but he smiled and went back to his papers. He only had a few left to go, and they would occupy his mind until the frostbite set in at least. At that point...well, at least he knew Derek could carry him if his feet no longer worked.

“Hey,” Derek said quietly, nudging Hotch with his elbow. “That one of your students?” Hotch glanced up and squinted, focusing on a young woman a few rows up who kept turning back to look at him. He smiled at the vague shape of her and she lifted her arm in a nervous wave.

“Yes,” he replied, returning the wave with one thick gloved hand. Her eyes darted from him to Derek and back, the vague flicker of realization in them, and blushing she turned back around and turned her attention back to the game. He scrunched his nose; it was really about the only expression he had left available that his frozen face could manage and watched her for a moment longer. He had some misgivings about what she saw or thought she saw, some horror at the thought she might feel it was inappropriate in some way that he waved at her, or perhaps that he was here with his husband. Whatever it was made her turn in an instant, and all he could do was turn back to his papers and begin scribbling furiously in the margins with frozen stiff fingers. He was going to be a human popsicle by the time this game was over.

“Professor Hotchner?” came a voice from beside him, and he glanced up, sniffling a little. His nose was running it was so damn cold. The student he'd waved at was now standing above him with an expectant smile.

“Monica,” he answered quietly, nodding and pushing up to standing as fast at his locked and painful joints would allow. He steadied himself against the seat when it flipped up behind him and smiled. “How can I help you?”

“I um...” she started a little nervous. “This is probably really out of line and I'm sorry to bother you, but is that Derek Morgan beside you?”

Hotch glanced over at Derek who was so intently locked on what was going on in the game that he hadn't noticed what was happening beside him. He nodded.

“It is,” he replied. He left it open, just hanging there, doing his best not to make any assumptions about her intention. The stadium erupted around them, and Derek leapt out of his seat again, hollering. Without wasting a moment, hHe wrapped Hotch in a hug, arms tight around his shoulders and kissed his cheek. Not a care in the world.

“TOUCHDOWN!”

“Derek,” Hotch whispered, nodding his head in Monica's direction. “This is Monica Jordan, one of my students.”

“Oh, hey! Pleasure to meet you!” Derek released Hotch quickly, with only one arm, and extended his hand to her. The other arm stayed hooked around Hotch's shoulders, fingers digging into his puffy coat protectively. “He's nice to you, yeah?”

“Yes,” she said quickly, taking his hand. “Yeah, his class is great. It's my favorite.”

“Nahhh...that can't be true,” Derek said, shaking his head. “He's so boring. I've been forced to sit through this man's lectures. Come on, what's your real favorite class?”

“No, really,” she began, squaring up her shoulders as if she needed to defend him. “The way he presents topics is so engaging. You can tell he's got a lot of lived experience, it's not just something he read in a textbook and regurgitated for us. Did you guys work together?”

“Yeah, we did. For a long time.”

“I'm supposed to do an interview with someone I admire for my sociology class, and I was wondering if um...if I could interview you, Mr. Morgan?”

“If it's all good with the ol' ball and chain...”

Hotch rolled his eyes and sighed. Sometimes he just had to question his own sanity. “Derek.” He said nothing more, and Derek let out a soft chuckle.

“Yeah, sure. Let me know when and where, I'll be there. OH HELL YEAH! WILDCATS WIN BABY! WOOOOOO!”

Hotch couldn't blame Derek for his enthusiasm, the way he was easily distracted by what was happening on the field. It was the team's first win of the season. Likely to be their only win, too. The team seemed to be permanently ailing, it was kind of their thing, but Derek never wavered in his support. No one could accuse him of being a fair-weather fan, and Hotch followed him dutifully to every game. His support of Derek was unwavering, too.

“I um,” Monica started, stepping a little closer to Hotch. “He's a legend in my neighborhood. I grew up hearing stories about him from everyone. You're really lucky.”

Hotch, frozen as he was, beamed at that. His eyes shone bright with tears that froze before they could do much more than appear. “I am.”

Breathing hurt, but the celebratory kiss Derek gave him, and the warm air pushed into his lungs didn't. He hoped Monica had walked away, hoped she wasn't staring at them, but he wasn't going to let it stop him from wrapping his arms around Derek beneath his open coat and hugging him close. Sucking up all of the warmth he had to offer in the glow of the stadium erupting in loud cheers. “I love you,” Derek whispered between kisses, and Hotch smiled against his lips and muttered his reciprocation breathless and happy.

#aaron hotchner #derek morgan #hotchgan #aaron hotchner x derek morgan #hotch x morgan #criminal minds #criminal minds fanfiction #comfortember 2022 #prompt 27: proud

[charmingsprout]

i tricked my professors into letting me write about critical role and 2797 lines of transcript and 84 pages of writing later ya boi just submitted eir master’s thesis to the library for open access publication

[Begin image description. Image 1: Title page of thesis. Conversational Analysis of Turn-Taking in a Dungeons & Dragons Game Session, A Thesis submitted to the faculty of San Francisco State University In partial fulfillment of the requirements for the Degree Master of Science In Speech, Language, and Hearing Sciences. By A.J. (last name redacted). San Francisco, California, May 2023.

Image 2: Photo of computer screen showing part of an email from “Digital Scholarship Center” to “Avi (last name redacted)”. “This email confirms that A.J. (redacted) submitted Conversational Analysis of Turn-Taking in a Dungeons & Dragons Game Session to the Library. Once we finish processing this submission, we will upload it to the SFSU Dissertations & Thesis collection in the CSU’s institutional repository, ScholarWorks. Unfortunately we cannot provide a timeframe for when the processing will be complete. After is is uploaded, you will be able to search by name and/or title to see your thesis/dissertation/creative work in https://scholarworks.calstate.edu/. If you have any questions or concerns, please contact the Library’s Digital Scholarship Center at [email protected]. Recipient Data: Time Finished: 2023-05-05 18:48:02 MDT. /End image description.]

[yamayuandadu]

I’m also tired about hearing how Inanna was “unique,” “one of a kind,” “transgressive,” whatever. She was one of the main deities. There’s probably a double digit number of dynasties who invoked her among royal deities. This is like trying to portray Osiris or Ptah as fringe in Egyptian religion. There are also probably DOZENS of other goddesses associated with sex. Most major deities appear in love poetry, also. I detest the Tikva Frymer-Kensky style presentation of Inanna’s status as unmarried/not defined by marriage at being somehow unique or aberrant in particular. There are tons of unmarried goddesses. I don’t even think it impacted her character in myths seeing how Nanaya or Ishara are similar. Conventionally just subsuming them under Inanna to avoid addressing this is pretty much depraved, nobody does this with male gods - imagine if Greek mythology scholarship had a non-zero number of people basically pretended Helios does not exist at all and does not need to be studied on his own because he's kind of similar to Apollo. Assuming that marriage automatically defines a goddess is weird too, tbf. Ninisina, for example, was also a MAJOR goddess and was defined by her role as the tutelary deity of the kings of Isin and as a medicine goddess, not by being married to Pabilsag (indeed, Pabilsag was defined by being married to her instead); same with Nisaba and her largely irrelevant husband Haya. With Nanshe and Nindara. With Ninhursag and Shulpa’e. You get the idea. There were also DOZENS, maybe hundreds of goddesses who were simply personifications of professions of other aspects of life. Now, of course authors like Thorkild Jacobsen did not enjoy that, and worked hard to reduce them to some transcended womanhood or outright to personifying female genitals (I wish I was kidding. Dude did this TWICE with separate names!!!), but that should stay in the 1970s. The whole argument about Inanna being the only goddess not defined strictly by relation to male deities sort of falls apart when you realize there was, for example, Ninmug (defined by her role as a tutelary deity of artisans); Ninmug actually appears in myths in this role! And not in obscure ones, in Enki and the World Order of all things! There’s also for example Ningirima, also unmarried and attested chiefly in incantations. Various city goddesses only defined by their connection to a city. And so on. Often the associations used to reduce the role of deities to present Inanna as unique are only alleged based on full equation of goddesses because hey, female figures are interchangeable, right? If Ninisina is married so is Ninkarrak, and clearly both are defined entirely by their relation to Pabilsag (nvm that both of them had flourishing cult centers and Pabilsag was on life support via marriage and his city was only kept afloat by kings of Isin) I also detest when all this “Inanna exceptionalism” is hailed as feminist. It’s not. The boring number cruching compilations of % of female city deities in the Early Dynastic tablets are ten times more feminist than Wolkstein & Kramer Inanna book and other similar publications could ever hope to be.

[hybridmindthoughtsreloaded]

Tom DeWeese, the founder and director of the American Policy Center http://americanpolicy.org/ informs an audience in Albany, NY about the origins of Agenda 21, the central planning strategy that has grown out of the United Nations since 1993 to become soft law in the cities and counties across America to control all facets of the economy for an international redistribution of wealth.

This United Nations program lays out a comprehensive plan of sustainable development locally, nationally, and globally in every area where humans affect the environment. Basically it's the UN's plan to establish control over all human activity, including man's reputed contribution to climate change. The UN is at the hub of a global network working to submerge the independence of all nations in a world government controlled by the elites, and JBS calls for the U.S. to get out of the U.N.

FAIR USE NOTICE: These works are for criticism, comment, news reporting, teaching, and research. All footage taken falls under ''fair use'' of the Digital Millennium Copyright Act (1998). Therefore, no breach of privacy or copyright has been committed. This video may contain copyrighted material the use of which has not been specifically authorized by the copyright owner. This material is being made available within this transformative or derivative work for the purpose of education, commentary and criticism are being distributed without profit, and is believed to be "fair use" in accordance with Title 17 U.S.C. Section 107 Copyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use.

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St. Michael's Ministry of Gnosis is a 501(c)(3) charitable organization and contributions are tax-deductible for income, gift, and estate taxes.

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#agenda 21 #agenda 2030 #agenda 2050 #smart grid #5g

[wendellcapili]

Very sad to learn that Dr. Raul Pertierra (2 July 1941-7 April 2024) has passed on. From Macquarie University, where he was educated and taught initially, to the University of Sydney and the University of New South Wales (UNSW), where he taught for many years, he was pivotal in pushing for Australia-related studies in the Philippines and is one of the pioneering figures in promoting Philippine Studies in Australia. In 1992, with Mark Turner and Lulu Respall-Turner, he co-organized the International Philippine Studies Conference in Canberra. It was unprecedented because participants were culled from experts in and out of Australia, many from Southeast Asian and North American universities.

Over two decades ago, he introduced me to Australian Studies and guided me through my Ph.D. application at the Australian National University (ANU). He was thrilled when I received the ANU Vice Chancellor's Ph.D. Scholarship at the Research School of Pacific and Asian Studies (renamed College of Asia and the Pacific), thanks to his foresight and direction. The night before I left for Canberra, he treated me to dinner and gave me a list of names, emails, and phone numbers of his friends across Australia. The list served me well when I did archival and field research in Brisbane, Melbourne, Perth, and Sydney. Through him, I was introduced to Michael and Leny Pinches at the University of Western Australia, Mina Roces at the University of New South Wales, Deborah Ruiz Wall and her involvement with aboriginal communities at Red Fern, and Mark and Lulu Respall-Turner at the University of Canberra.

More than these, Raul was prolific. His works include The Filipino Migration Experience Global Agents of Change (2023), Anthropology and the AlDub Nation: Entertainment as Politics and Politics as Entertainment (2016), Reflections on the Relevance of the Social Sciences in the Philippines (2014), We Reveal ourselves to ourselves: the new communication media in the Philippines (2013), The new communication media and their effects on Filipino culture and society (2008), The role of everyday culture for a scientific orientation in Philippine society: are the youth any different? (2006), Transforming Technologies Altered Selves: Mobile Phones and Internet Use in the Philippines (2006), Cultural Diversity and Cultural Exchanges in the Framework of Globalization (2004), Science, Technology, and everyday culture in the Philippines (2003), Txt-ing selves: cellphones and Philippine Modernity (as co-author, 2002), The globalization of culture: possibilities and threats (2000), Emancipation within culture (1998), Explorations in social theory and Philippine ethnography (1997), Philippine localities and global perspectives essays on society and culture (1995), and Religion, Politics and Rationality (1988).

In his later years, Raul furthered his teaching, archival, and field research as a Visiting Professor at The Centre for Asian Studies Amsterdam, a joint center of the University of Amsterdam (UvA) and the Free University (VU), and at the Institute of Southeast Asian Studies (ISEAS) in Singapore. In the Philippines, he taught sociology and anthropology at the Ateneo de Manila University, Philippine Women's University, and the Asian Center, UP Diliman. More than twenty years ago, he problematized the breadth and scope of the digital age on the lives of Filipinos. He believed that Filipinos were shaping their social world through new information technologies. This included generating, distributing, and consuming information as a crucial part of the order of things. He foreshadowed specificities of what became an AI future where technology would play a more significant role in shaping society. His insights into the digital age have proven to be accurate over time.

Maraming Salamat Raul. Many of us will remember the legacy you have left behind.

#Raul Pertierra

[indicpays]

Services for Aadhar Verification Are Now Offered in Jaipur: Simplifying Identity Verification

Aadhar Verification Services has been launched in the busy city of Jaipur, marking a major step towards efficiency and ease. By providing residents and tourists with streamlined methods for authenticating their identities, this project represents a turning point in the effort to expedite identity identification operations.

Identity verification has changed all across the country thanks to Aadhar, India's unique identifying system. After being assigned a 12-digit unique identification number by the Unique Identification Authority of India (UIDAI), Aadhar has emerged as the primary means of verifying an individual's identity and address in a variety of contexts. With Aadhar, you can create bank accounts and receive government subsidies—it's a worldwide identity proof.

A new era of ease has arrived in Jaipur with the introduction of Aadhar Verification Services, which anyone may use at conveniently positioned locations across the city. These centers, manned by professionals with the necessary training, provide direction and support to people going through the verification procedure, guaranteeing a smooth and easy experience.

The strong security and accuracy that Aadhar Verification Services offer is one of their best qualities. Since every Aadhar number is closely connected to a person's biometric and demographic information, it is nearly impossible to duplicate or falsify. This strict security measure reduces the dangers related to fraud and identity theft while also streamlining the verification process and improving its dependability.

Furthermore, UIDAI's strict privacy and data protection guidelines are followed by Aadhar Verification Services. Confidentiality and privacy rights are maintained by encrypting and securely storing any personal information provided throughout the verification procedure.

There are many advantages for Jaipur people when Aadhar Verification Services are available. Aadhar Verification Services expedite the identification procedure, saving important time and effort for anyone requesting government subsidies, professionals looking for work, or students asking for scholarships. 

Aadhar Verification Services' ease of use and accessibility promote financial inclusion and make it easier to obtain necessary services. Aadhar authentication is required for eligibility in many government welfare programs and projects, ensuring that eligible people receive their benefits quickly and effectively.

Additionally, businesses and organizations in Jaipur have a plethora of chances thanks to Aadhar Verification Services. Businesses can strengthen security protocols, expedite workflows, and cultivate customer trust by incorporating Aadhar verification into their operations. Aadhar Verification Services offer a dependable and affordable solution for consumer and staff identity verification.

Apart from its apparent advantages, Aadhar Verification Services play a major role in Jaipur's efforts towards inclusive growth and digital transformation. Jaipur presents itself as a forward-thinking metropolis that is utilizing technology to improve governance and service delivery by accepting Aadhar as a trustworthy method of identification verification.

The simple Aadhar Verification Centers in Jaipur provide identification authentication services for visitors. The process of obtaining government services or finding lodging as a tourist is made easier and more convenient with Aadhar Verification.

To sum up, the introduction of Aadhar Verification Services in Jaipur marks a significant turning point in the city's efforts to improve efficiency and convenience. Whether you live here, are visiting, or operate a business, Aadhar Verification Services provide a dependable, safe, and practical way to confirm identities and gain access to a wide range of opportunities and services. Open up a world of opportunities in Jaipur by embracing the simplicity and effectiveness of Aadhar Verification Services.

#payment gateway #gateway #b2b payments #b2b services #b2bmarketing

[scottbethel]

Air and Space Forces Association CyberPatriot Initiatives

The Air & Space Forces Association (AFA) advocates for American air and space forces to ensure robust national defenses. The organization works to support airmen, guardians, and their families through a range of assistance programs. The AFA also operates education initiatives such as CyberPatriot, which aim to advance the nation's future.

Numerous stakeholders, including coaches, parents, students, and sponsors, back the opportunities offered through CyberPatriot. The Center for Infrastructure Assurance and Security (CIAS) at the University of Texas—San Antonio is also a pivotal founding partner.

A key focus of CyberPatriot is to encourage K-12 students to pursue careers in cybersecurity and STEM fields (science, technology, engineering, art, and mathematics) through initiatives like the National Youth Cyber Defense Competition. The National Youth Cyber Defense Competition engages high school and middle school teams in simulated IT management scenarios.

Participants in the competition work to identify and resolve cybersecurity weaknesses across virtual operating systems while upholding essential services. Top-performing teams receive fully funded trips to Maryland for the National Finals Competition, which offers national attention and scholarship award opportunities. Past competitors can connect with each other and receive access to various STEM opportunities provided by program sponsors and supporters through the CyberPatriot Alumni Network, an online platform.

Hosted by organizations nationwide, AFA CyberCamps is a CyberPatriot program that offers engaging summer programs focused on cybersecurity education. The camps cater to middle and high school students and teach fundamental principles of cyber safety and defense. Standard camps cover basic concepts designed for beginners, whereas advanced camps offer more complex content for experienced participants.

Attending a CyberCamp provides a valuable introduction to cybersecurity and often leads to participation in CyberPatriot's National Youth Cyber Defense Competition. Standard camp attendees require no prior cybersecurity knowledge, while advanced camp participants should have some experience or exposure to related concepts.

The Elementary School Cyber Education Initiative (ESCEI) by CyberPatriot offers three interactive learning modules designed to enhance online safety and cybersecurity awareness among K-6 students. Individuals can download the modules for classroom or home use. Additional supplemental activities are also provided.

In December 2017, with its inaugural publication, Sarah the Cyber Hero, Cyberpatriot launched its Cyber Education Literature Series. The pre-K reader introduces cybersecurity concepts to young children. Individuals can purchase digital and hard copies of the book on Amazon and BookBaby.com.

Aside from reaching youth, CyberPatriot also offers initiatives aimed at adults. For example, the CyberGenerations educates senior citizens on cybersecurity essentials. It covers topics like password management, malware, online scams, and social media safety. Additionally, CyberGenerations provides support resources for those affected by cyber scams. Participants can engage with the program at their own pace or join workshops conducted in group settings.

Cyberpatriot's Tech Caregiver Program is an extension of CyberGenerations. Tech Caregivers comprise student and adult volunteers who undergo training, pass an exam, and earn certification to educate senior citizens on fundamental cybersecurity practices in a user-friendly manner. The program aims to contribute to the community by empowering older individuals to recognize, comprehend, and mitigate the online scams frequently aimed at them.

#Scott Bethel

[vibha-ngo]

Empowering Underprivileged Children: The Impact of Vibha NGO in India

In the vast landscape of India, where disparities in education persist, NGOs play a pivotal role in bridging the gap and ensuring every child has access to quality education. Among these, Vibha stands out as a beacon of hope, dedicated to uplifting underprivileged children across the nation. With a mission to transform lives through education, Vibha has emerged as one of the best NGOs for children's education in India.

Vibha's journey began with a simple yet profound vision – to empower underprivileged children with the gift of education. Recognizing education as the key to breaking the cycle of poverty, Vibha embarked on a relentless pursuit to provide learning opportunities to those who need it the most. Focused on holistic development, the NGO not only imparts academic knowledge but also nurtures life skills and values essential for success in today's world.

Operating with a grassroots approach, Vibha identifies communities and regions where children lack access to quality education. Through strategic partnerships with local stakeholders and educators, Vibha establishes sustainable programs tailored to the specific needs of each community. Whether it's setting up schools in remote villages or implementing digital education initiatives in urban slums, Vibha's interventions are designed to make a lasting impact.

One of Vibha's flagship initiatives is its focus on underprivileged children's education in India. With a deep understanding of the challenges faced by children from marginalized backgrounds, Vibha provides targeted support to ensure their academic success. From providing scholarships and educational materials to offering remedial classes and mentorship, Vibha's comprehensive approach addresses the multifaceted barriers to learning.

Moreover, Vibha recognizes the transformative power of digital education in today's technology-driven world. In response to the growing demand for digital literacy, Vibha has pioneered digital education initiatives across India. By equipping schools and community centers with computers, internet connectivity, and educational software, Vibha is opening doors to a world of opportunities for underprivileged children.

Central to Vibha's ethos is its commitment to inclusivity and equity in education. The NGO firmly believes that every child, regardless of their socio-economic background, deserves access to quality education. As such, Vibha actively works towards promoting gender equality, supporting children with disabilities, and reaching out to marginalized communities often overlooked by mainstream education systems.

Beyond academics, Vibha places a strong emphasis on holistic development, recognizing that education extends beyond the classroom. Through extracurricular activities, life skills workshops, and health awareness programs, Vibha nurtures well-rounded individuals capable of realizing their full potential. By instilling values of empathy, resilience, and community service, Vibha empowers children to become agents of change in their own lives and society at large.

In addition to its direct interventions, Vibha also advocates for policy reforms and systemic changes to address the root causes of educational inequality. By engaging with policymakers, educators, and civil society organizations, Vibha amplifies the voices of underprivileged children and advocates for policies that prioritize education as a fundamental right.

As a testament to its impact, Vibha has garnered recognition as one of the best NGOs for children's education in India. With a track record of success spanning decades, Vibha has touched the lives of millions of children, offering them hope, opportunity, and a brighter future. However, the journey is far from over, and Vibha remains steadfast in its commitment to transforming lives through education.

In conclusion, Vibha stands as a shining example of the transformative power of education and the indomitable spirit of human compassion. By championing the cause of underprivileged children in India, Vibha not only changes individual lives but also contributes to building a more equitable and inclusive society for all. As we look towards the future, let us continue to support organizations like Vibha in their noble mission to ensure every child has the chance to learn, grow, and thrive.

In the realm of education, Vibha's impact reverberates far beyond the confines of classrooms and school buildings. It extends into the hearts and minds of children who dare to dream of a better tomorrow, despite the odds stacked against them. It reaches into communities, where the seeds of change are sown, nurtured, and cultivated, bearing fruit in the form of empowered individuals and empowered societies.

Vibha's success stories are as diverse as the communities it serves. In rural villages, where access to education is limited, Vibha's intervention has transformed dilapidated school buildings into vibrant centers of learning. Through infrastructure development projects and teacher training programs, Vibha has elevated the quality of education and inspired generations of children to pursue their dreams.

In urban slums, where poverty and deprivation loom large, Vibha's digital education initiatives have opened up new horizons for children who once had little hope for the future. By harnessing the power of technology, Vibha has empowered children with essential digital skills, equipping them to navigate an increasingly digitized world and break free from the cycle of poverty.

Moreover, Vibha's emphasis on inclusivity ensures that no child is left behind. Whether it's providing tailored support to children with disabilities or promoting girls' education in patriarchal societies, Vibha advocates for a more inclusive and equitable education system where every child has the opportunity to thrive.

Behind Vibha's success are countless unsung heroes – dedicated volunteers, passionate educators, and generous donors – who selflessly contribute their time, expertise, and resources to the cause. It is their collective efforts and unwavering commitment that fuel Vibha's mission and drive its impact forward.

Looking ahead, Vibha remains steadfast in its commitment to advancing the cause of education and empowering underprivileged children across India. With a focus on innovation, collaboration, and scalability, Vibha seeks to expand its reach and deepen its impact, ensuring that every child, regardless of their background or circumstances, has the chance to unlock their full potential.

As individuals, communities, and societies, we all have a role to play in shaping the future of education and creating a more just and equitable world. Whether it's through volunteering, advocacy, or philanthropy, we can each contribute to Vibha's mission and make a difference in the lives of underprivileged children.

In closing, Vibha serves as a shining beacon of hope and a testament to the transformative power of education. Through its tireless efforts and unwavering dedication, Vibha continues to inspire and uplift countless lives, illuminating a path towards a brighter, more inclusive future for all. As we stand on the threshold of possibility, let us join hands with Vibha and together, pave the way for a world where every child has the opportunity to learn, grow, and thrive.

Website: https://vibha.org/

Contact: 1-408-997-9992

Email: [email protected]

#underprivileged children education india

[dailyblogstech]

Launch Your Digital Marketing Career with Grastech's Training in Noida

Launch Your Digital Marketing Career with GRAStech's Training in Noida

The digital landscape is booming, and with it comes a surging demand for skilled professionals in the field of digital marketing. If you're based in Noida and looking to take advantage of this exciting opportunity, look no further than GRAStech's Digital Marketing Training program.

GRAStech, a division of the renowned GRAS Education and Training Services Pvt. Ltd (popularly known as GRAS Academy), is a leading name in vocational training and skill development across India. Recognized by the National Skill Development Corporation (NSDC) and with over 35 training centers in 10 states, GRAS Academy boasts a proven track record of empowering youth with employable skills. Since its inception in 2007, GRAS Academy has successfully trained over 1 lakh individuals, transforming them into self-sufficient professionals. Their core mission is to bridge the skill gap in various industries by equipping young people with the necessary tools for successful careers.

Why Choose GRAStech's Digital Marketing Training in Noida?

Here are just a few reasons why GRAStech's Digital Marketing Training in Noida stands out:

Experienced and Industry-Expert Trainers: Our program is led by seasoned professionals with extensive experience in the digital marketing domain. They stay current with the latest trends and ensure you receive practical, real-world knowledge.

Comprehensive Curriculum: Dive deep into essential digital marketing modules like Search Engine Optimization (SEO), Social Media Marketing (SMM), Pay-Per-Click (PPC) advertising, Content Marketing, Email Marketing, and more.

Hands-on Learning Approach: Gain valuable practical experience through case studies, live projects, and industry simulations, preparing you for the demands of the job market.

Career Support Services: Our dedicated team provides career guidance, interview preparation assistance, and placement support to help you land your dream job.

State-of-the-art Facilities: Train in a modern and professional environment equipped with the latest technology and resources.

Nationally Recognized Certification: Earn a recognized certification upon successful completion of the program, enhancing your resume and professional credibility.

Benefits of Digital Marketing Training:

High Demand and Lucrative Careers: Digital marketing professionals are in high demand across various industries. With this training, you can unlock exciting career opportunities with competitive salaries.

Remote Work Potential: Many digital marketing positions offer remote work options, allowing for flexibility and a better work-life balance.

Continuous Learning and Growth: The digital marketing field is constantly evolving, ensuring a dynamic and stimulating career path.

Entrepreneurial Opportunities: Gain the skills and knowledge to launch your own digital marketing agency or freelance business.

Who Should Consider this Training?

Graduates looking to launch a career in digital marketing.

Working professionals seeking a career change or upskilling in digital marketing.

Business owners or entrepreneurs who want to manage their own digital marketing campaigns.

Individuals with an interest in online marketing and technology.

FAQs about GRAStech's Digital Marketing Training in Noida

1. What are the prerequisites for enrolling in the program?

There are no specific educational prerequisites for enrolling. However, a basic understanding of computers and the internet is recommended.

2. What is the duration of the program?

The program duration can vary depending on the chosen course format (full-time, part-time, or online).

3. What are the course fees?

Please contact GRAStech directly for the latest course fees and any applicable discounts.

4. Do you offer any financial assistance options?

GRAStech may offer scholarships or loan programs to eligible candidates. Please inquire with them for details.

5. What kind of job opportunities can I expect after completing the training?

Upon successful completion, you can expect to find job opportunities like Search Engine Optimization Specialist, Social Media Marketing Manager, Content Marketing Specialist, PPC Specialist, and more.

Invest in Your Future with GRAStech's Digital Marketing Training in Noida

By enrolling in GRAStech's comprehensive Digital Marketing Training in Noida, you'll gain the necessary skills and knowledge to thrive in this ever-growing industry. With their experienced trainers, practical learning approach, and career support services, GRAStech provides you with the tools to launch a successful and rewarding career in digital marketing.

Take the first step towards your digital future. Contact GRAStech today to learn more about their Digital Marketing Training program!tunesharemore_vertexpand_contentadd_photo_alternatephoto_cameramicsend

[eyasinseo]

What is Technology in Education

"What is Technology in Education Technology in education refers to the integration of technological tools, resources, and methods into the teaching and learning process to enhance educational experiences and outcomes. This includes the use of various devices, software applications, digital platforms, and online resources to facilitate instruction, engage students, and promote learning in both formal and informal educational settings.

Historical context of Technology in Education The historical context of technology in education is a narrative of humanity’s ongoing efforts to innovate and enhance teaching and learning methodologies through the adoption of various technological tools and advancements. While the concept of technology in education may evoke images of computers and digital devices in modern classrooms, its roots extend far back into history, reflecting the adaptability and creativity of educators and learners throughout the ages.

Ancient Civilizations: Oral Tradition and Early Tools – In ancient civilizations, education relied primarily on oral tradition, with knowledge passed down through storytelling, songs, and communal rituals.

– Basic tools such as clay tablets, papyrus scrolls, and styluses were used for recording information and disseminating knowledge, marking the earliest forms of educational technology.

Classical Era: Writing Systems and Libraries – The invention of writing systems, such as cuneiform in Mesopotamia and hieroglyphics in Egypt, revolutionized education by enabling the preservation and transmission of knowledge.

– Libraries, such as the Library of Alexandria in ancient Greece, served as repositories of written knowledge and centers of scholarship, facilitating intellectual exchange and research.

Medieval Manuscripts and Book Production – During the Middle Ages, handwritten manuscripts produced by scribes in monasteries played a crucial role in preserving classical texts and religious scriptures, serving as primary educational materials.

– The development of book production techniques, including the use of parchment and illuminated manuscripts, made written knowledge more accessible to scholars and students.

Early Modern Period: Printing Press and Textbooks – The invention of the printing press by Johannes Gutenberg in the 15th century revolutionized education by making books more affordable and widely available.

– Printed textbooks became standard educational materials, providing structured curricula and standardized content for schools and universities.

Industrial Revolution: Mass Education and Pedagogical Innovations – The Industrial Revolution led to significant changes in education, with the rise of mass schooling and the establishment of compulsory education laws in many countries.

– Pedagogical innovations, such as the introduction of systematic teaching methods and educational reforms, aimed to meet the needs of an increasingly industrialized society.

20th Century: Audio-Visual Aids and Educational Media – The 20th century witnessed the emergence of audio-visual aids, including film projectors, slide projectors, and overhead projectors, which enhanced classroom instruction and visual learning.

– Educational radio and television programs expanded access to educational content beyond traditional classroom settings, reaching broader audiences and promoting lifelong learning.

Late 20th Century: Computers and Digital Technologies – The late 20th century saw the integration of computers and digital technologies into education, ushering in a new era of technological innovation and transformation.

– Computers, educational software, and multimedia resources provided new opportunities for interactive learning, computer-assisted instruction, and distance education.

21st Century: Digital Learning Environments and Personalized Learning – The 21st century has witnessed the proliferation of digital learning environments, including learning management systems (LMS), online course platforms, and virtual classrooms.

– Advances in artificial intelligence (AI), data analytics, and adaptive learning technologies have enabled personalized learning experiences tailored to individual students’ needs and abilities.

In summary, the historical context of technology in education reflects a continuum of innovation and adaptation, with each era contributing to the evolution of educational practices and the integration of new technologies to enhance teaching and learning experiences. From ancient oral traditions to modern digital classrooms, technology has played a pivotal role in expanding access to education and empowering learners worldwide.

How it works: Technology in education Understanding how technology works in education involves recognizing its various components, implementation methods, and their interactions to enhance teaching and learning experiences. Here’s an overview of how technology operates in education:

Hardware: Devices: Technology in education encompasses a range of hardware devices, including computers, laptops, tablets, interactive whiteboards, projectors, and smartphones. These devices serve as the primary interface through which students access educational content and engage with learning materials.

Infrastructure: Educational institutions also require robust infrastructure, such as networks, servers, and internet connectivity, to support the deployment and operation of technology-enabled learning environments.

Software: Learning Management Systems (LMS): LMS platforms serve as centralized hubs for delivering educational content, managing assignments, facilitating communication between instructors and students, and tracking student progress.

Educational Software Applications: These include a diverse array of applications and tools designed specifically for educational purposes, such as interactive learning modules, simulations, multimedia presentations, and productivity software for creating and sharing content.

Adaptive Learning Platforms: Adaptive learning software utilizes algorithms and data analytics to personalize learning experiences based on individual student needs, preferences, and performance data.

Collaboration Tools: Online collaboration tools, such as video conferencing platforms, discussion forums, and collaborative document editing software, enable students and educators to interact and collaborate in real-time, regardless of geographical location.

Content: Digital Textbooks and Resources: Digital textbooks, e-books, and online resources provide students with access to a wealth of educational content in various formats, including text, images, videos, and interactive multimedia elements.

Open Educational Resources (OER): OER platforms offer freely accessible educational materials, including textbooks, lecture notes, videos, and assessments, which can be used, adapted, and shared under open licenses.

Multimedia Content: Technology enables the integration of multimedia elements, such as audio, video, animations, and simulations, into educational materials to enhance engagement, comprehension, and retention of content.

Pedagogy:

Blended Learning: Blended learning combines traditional face-to-face instruction with online learning activities, allowing for flexibility, personalization, and a mix of instructional modalities.

Flipped Classroom: In the flipped classroom model, students engage with instructional content outside of class, typically through online videos or readings, and then use class time for interactive discussions, activities, and hands-on learning experiences.

Active Learning Strategies: Technology can support active learning approaches, such as problem-based learning, inquiry-based learning, and project-based learning, by providing students with opportunities to explore, experiment, collaborate, and create.

Assessment and Feedback:

Online Assessments: Technology enables the administration of various types of assessments, including quizzes, tests, surveys, and assignments, in digital formats. Automated grading features and immediate feedback provide students with timely information on their progress and performance.

Data Analytics: Educational technology platforms collect and analyze data on student interactions, engagement, and performance, allowing educators to gain insights into student learning behaviors, identify areas for improvement, and tailor instruction accordingly.

Support and Professional Development:

Training and Professional Development: Educational technology initiatives often include training programs and professional development opportunities for educators to enhance their digital literacy skills, pedagogical knowledge, and proficiency in using technology tools effectively.

Technical Support: Educational institutions provide technical support services to assist students and educators with troubleshooting hardware and software issues, resolving technical challenges, and ensuring the smooth operation of technology-enabled learning environments.

In essence, technology in education operates as an integrated ecosystem encompassing hardware, software, content, pedagogy, assessment, and support mechanisms to facilitate teaching and learning processes, empower educators, and enhance student outcomes in today’s digital age.

Future of technology in education

The future of technology in education promises to be dynamic and transformative, driven by ongoing advancements in digital technologies, pedagogical innovations, and evolving learning needs. As we look ahead, several key trends and developments are shaping the future landscape of education technology:

Personalized Learning Experiences: Adaptive Learning: Advances in artificial intelligence (AI) and data analytics will enable the development of adaptive learning systems that tailor educational content and learning pathways to individual student needs, preferences, and learning styles. Personalized Feedback: Technology will facilitate the delivery of timely and targeted feedback to students, providing them with insights into their progress, strengths, areas for improvement, and personalized recommendations for further learning. Immersive Technologies: Virtual and Augmented Reality (VR/AR): VR and AR technologies will create immersive learning environments that simulate real-world experiences, enabling students to explore complex concepts, conduct virtual experiments, and engage in interactive simulations across various disciplines. Mixed Reality: The integration of virtual, augmented, and physical elements in mixed reality environments will blur the lines between digital and physical learning spaces, offering new opportunities for collaborative problem-solving and experiential learning. AI-Powered Educational Assistants: AI Tutors and Assistants: AI-powered virtual tutors and educational assistants will provide personalized support to students, answering questions, offering explanations, and guiding them through learning activities in real-time. These AI agents will adapt to students’ individual needs and preferences, fostering self-directed learning and autonomy.

[pipsdelhi62]

A Comprehensive Guide to Choosing the Best Institute: Tips and Tricks for Aspirants.

Choosing the appropriate institution is a crucial choice that will influence both your academic and career path. With so many options available, it's critical to pick an institute that fits your objectives and aspirations by navigating through the sea of options. We'll go over the important aspects to take into account when selecting an institute in this in-depth guide, along with helpful hints and recommendations to get you there. Regardless of your career goals—be it digital marketing, makeup artistry, nursing, language acquisition, or competitive exam prep—this guide will enable you to select the ideal school for your requirements.

Define Your Goals and Priorities:

Consider your objectives and priorities carefully before starting your quest for the ideal institute. What are your goals for your career? What particular abilities or knowledge are you hoping to gain? You can focus on institutions that provide programs that match your interests and reduce the number of schools you may choose by making your objectives clear.

2. Research Thoroughly:

After you are certain of your objectives, conduct in-depth research on various institutes and their programs. Take into account elements like infrastructure, faculty experience, reputation, accreditation, course content, and job placement chances. Get information about the institute's advantages and disadvantages by using internet resources, reading reviews, and getting in touch with current or former students

3. Evaluate Course Offerings:

Make sure the courses each institute offers suit your academic and professional interests by evaluating their course offerings. Regardless of your interests—digital marketing, makeup artistry, nursing, language acquisition, or preparing for competitive exams—select an institution that provides thorough and practically applicable courses.

4. Assess Faculty Expertise:

Your educational experience and overall success in school are greatly influenced by the caliber of the faculty. Seek out institutions with knowledgeable, experienced faculty members who are authorities in their domains. To make sure you receive excellent instruction and mentoring, look into their credentials, teaching experience, and industry affiliations.

5. Consider Placement Opportunities:

Opportunities for placement are essential, particularly if you're looking for work right away after finishing your program. Examine the institute's placement history, industry ties, and alumni network to determine how successful it is in assisting students in landing jobs. Select an institution that has a strong placement cell and a history of placing students in respectable companies.

6. Evaluate Infrastructure and Facilities:

Your academic development depends on having a supportive learning environment. Make sure the institute's resources, facilities, and infrastructure meet your needs by evaluating them. Seek for spaces that will improve your learning, such as libraries, computer centers, well-equipped labs, and contemporary classrooms.

7. Consider Location and Accessibility:

Your overall ease of access to the institute is greatly influenced by its location. Select an institution that is both easily accessible by public transportation and conveniently located. Take into account elements like the duration of your commute, security, and ease of access to local services like dining establishments, libraries, and leisure centers.

8.Explore Financial Aid Options:

When selecting an institute, finances play a critical role. To lessen the financial burden of your education, look into financial aid options like grants, scholarships, and student loans. Select an institution that provides worthy students with financial aid and ample scholarship opportunities.

9.Seek Feedback and Recommendations:

Consult dependable people for advice and recommendations, such as friends, family, professors, or academic advisors. These people may have important knowledge about respectable universities. When you make your choice, take into account their recommendations and experiences.

10. Trust Your Instincts:

In the end, when selecting an institute, follow your gut and intuition. Follow your instincts and select the university that most appeals to you. When visiting the campus or interacting with faculty and staff, take into account variables like your comfort level, intuition, and general impression of the institute.

Conclusion:

Choosing the top institute is a big choice that needs careful thought and investigation. You can make an informed decision that is in line with your aspirations by defining your goals, carrying out in-depth research, assessing the course offerings, evaluating the faculty's expertise, thinking about placement opportunities, evaluating the infrastructure and facilities, thinking about accessibility and location, looking into financial aid options, getting advice and comments, and following your gut. Your larger dreams are the focus of Premier Institute for Professional Studies (PIPS) Delhi, located on Devli Road in New Delhi. PIPS Delhi offers up to 100% scholarship opportunities. It boasts excellent faculty members and a wide range of courses, such as courses on digital marketing, celebrity makeup, nursing, languages, and preparing for competitive exams. Come experience a life-changing journey with us at PIPS Delhi to fulfill your dreams and reach your maximum potential.

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The Ultimate Guide to Choosing an IELTS Coaching Centre 

Are you ready to embark on the exciting journey of preparing for the IELTS exam? Choosing the right coaching center is a crucial step in ensuring your success. In this comprehensive guide, we will walk you through the essential factors to consider, helping you make an informed decision and ace your IELTS with confidence.

Understanding the IELTS Exam

Before diving into the selection process, let's briefly understand the IELTS exam. It assesses your English language proficiency and is widely recognized by educational institutions and employers globally. Now, let's explore the key aspects to consider when choosing the perfect coaching center.

1. Location Matters: Finding Proximity and Convenience

Choosing a coaching center close to your home or workplace can make a significant difference. Commuting long distances might not only be time-consuming but also impact your energy levels. Opt for convenience without compromising on quality.

2. Experienced Faculty: The Pillars of Effective Learning

The expertise of the faculty members is crucial. A coaching center with experienced instructors can provide valuable insights and effective strategies for tackling different sections of the IELTS exam. Seek information about the qualifications and teaching background of the faculty.

3. Comprehensive Study Material: Your Roadmap to Success

A well-equipped coaching center should offer a diverse range of study materials. From practice tests to grammar guides, having access to comprehensive resources will enhance your preparation. Inquire about the availability and quality of study materials before making a decision.

4. Flexible Timings: Tailoring Learning to Your Schedule

Life is busy, and flexibility is key. Look for coaching centers that offer flexible timings to accommodate your schedule. This ensures you can balance your work, personal life, and IELTS preparation effectively.

5. Success Stories: Gauge the Track Record

The success stories of previous students can be indicative of the coaching center's effectiveness. Look for testimonials or reviews online and inquire about the success rates of the center. A strong track record can instill confidence in your choice.

6. Technology Integration: Enhancing Learning Experience

In this digital age, technology plays a vital role in education. A coaching center that integrates technology into its teaching methods can provide a more dynamic and engaging learning experience. Explore if the center utilizes online platforms, interactive tools, or virtual classrooms.

7. Mock Tests: Simulating the Real Exam Environment

Practice makes perfect. Opt for a coaching center that emphasizes regular mock tests. Simulating the real exam environment will not only help you become familiar with the format but also improve your time management skills.

8. Personalized Attention: Tailoring Support to Individual Needs

Every student is unique, and their learning needs differ. Choose a coaching center that values personalized attention. Smaller class sizes and individualized feedback can significantly contribute to your overall progress.

9. Cost Considerations: Balancing Quality and Affordability

While quality education comes at a cost, it's essential to find a balance. Compare the fees of different coaching centers and assess the value they provide. Look for scholarships or discounts that might make your choice more budget-friendly.

10. Alumni Network: Building Connections for the Future

An active alumni network reflects the enduring success of a coaching center. Consider how well-connected and supportive the alumni community is. Networking opportunities can open doors to further academic and professional achievements.

Conclusion

Choosing the right IELTS coaching center is a pivotal decision that can shape your future opportunities. Consider the factors mentioned above, weigh your priorities, and make an informed choice to embark on a successful IELTS journey.

FAQs (Frequently Asked Questions)

Q1: Can I prepare for the IELTS exam on my own?

Yes, self-study is possible, but a coaching center provides structured guidance, personalized support, and simulated exam experiences, enhancing your chances of success.

Q2: How long does it usually take to prepare for the IELTS exam?

The duration varies based on individual proficiency levels. On average, a dedicated preparation of 2-3 months is recommended.

Q3: Are online coaching centers as effective as physical ones?

Yes, many online coaching centers offer interactive sessions, mock tests, and personalized support, making them equally effective for IELTS preparation.

Q4: What happens if I don't pass the IELTS exam on my first attempt?

No worries! Many candidates take the exam more than once. Analyze your performance, focus on weak areas, and reattempt with improved preparation.

Q5: Can I use IELTS coaching center materials for self-study?

While it's recommended to use coaching center materials, supplementing them with additional resources can provide a more well-rounded preparation.

Choose your IELTS coaching center wisely, and let your journey toward English language proficiency begin!

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IELTS Coaching Centre in Kannur

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1870 (1870): Nationwide Gold Bank Notes

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