Thursday, 18 September 2014

Bette A. Stevens
“Bookworms aren't people who love to read. They are people who treat books as treasures. Anonymous”
Bette A. Stevens, Amazing Matilda: A Monarch's Tale

Kathryn Schulz
“both doubt and certainty are as contagious as the common cold”
Kathryn Schulz, Being Wrong: Adventures in the Margin of Error

“We cannot rest until each of us would be satisfied with randomly assigning our own children to any public school in the nation.”
― Jason Kamras

Ludwig von Mises
“War prosperity is like the prosperity that an earthquake or a plague brings.”
Ludwig von Mises, Nation, State, and Economy

“In the collision between the remoteness and purity of the rainforest realms and the crassness of consumer culture, the difference is so extreme that for the most part there has been no authentic or practical method for this medicine system as traditionally practiced to integrate and adapt to the changing times.”
Jonathon Miller Weisberger, Rainforest Medicine: Preserving Indigenous Science and Biodiversity in the Upper Amazon

“Could it be that the atomic isolation of the husband and wife nucleus with an orbiting child or two is in fact a culturally imposed aberration for our species? As ill-suited to our evolved tendencies as corsets, chastity belts, and suits of armor? ...a distorted and distorting family structure inappropriate for our species?”
Christopher Ryan

“To me it was plain silly. It is so obvious that life works in terms of species rather than individuals. The individual just has to be born, to develop to the point at which it can procreate, and then to fall away into death to make way for its successors, and humans are no exception whatever they may fancy.”
Diana Athill, Somewhere Towards the End

Neil Postman
“In saying no one knew about the ideas implicit in the telegraph, I am not quite accurate. Thoreau knew. Or so one may surmise. It is alleged that upon being told that through the telegraph a man in Maine could instantly send a message to a man in Texas, Thoreau asked, "But what do they have to say to each other?" In asking this question, to which no serious interest was paid, Thoreau was directing attention to the psychological and social meaning of the telegraph, and in particular to its capacity to change the character of information -- from the personal and regional to the impersonal and global.”
Neil Postman, The Disappearance of Childhood

Kathryn Schulz
“doubt is a skill. credulity ,by contrast, appears to be something very like an instinct”
Kathryn Schulz

“It is inconceivable that our mind does not change according to where we might be, and how we perceived in it.”
Tsan-Kuo Chang

“Unless social sciences can be as creative as natural science, our new tools are not likely to be of much use to us.”
Edgar Douglas Adrian

“[F]or a social theorist ignorance is more excusable than vagueness. Other investigators can easily show I am wrong if I am sufficiently precise. They will have much more difficulty showing by investigation what, precisely, I mean if I am vague. I hope not to be forced to weasel out with 'But I didn’t really mean that.' Social theorists should prefer to be wrong rather than misunderstood. Being misunderstood shows sloppy theoretical work.”
Arthur L. Stinchcombe

C. Wright Mills
“In so far as he [sic] is concerned with liberal, that is to say liberating, education, his public role has two goals: What he ought to do for the individual is to turn personal troubles and concerns into social issues and problems open to reason – his aim is to help the individual become a self-educating man, who only then would be reasonable and free. What he ought to do for the society is to combat all those forces which are destroying genuine publics ... his aim is to help build and to strengthen self-cultivating publics.”
C. Wright Mills, The Sociological Imagination

Joan Didion
“I am an anthropologist who lost faith in her own method, who stopped believing that observable activity defined anthropos.”
Joan Didion, A Book of Common Prayer

Anthony Antek
“ I write for the beauty of the printed word"
from PREFACE to BIPOLAR BUFFALO”
Anthony Antek

Caryl Phillips
“Many years have passed since I first discovered you. You troubled me then. You trouble me now. But mortality, like thunder, rumbles its dull way toward me. It is I who must take the step. Through the fire. And come unto you.”
Caryl Phillips, Color Me English: Migration and Belonging Before and After 9/11

“Since Ivy League admissions data is a notoriously classified commodity, when when Harvard officials said in previous years that alumni kids were just better, you had to take their word. But then federal investigators came along and pried open those top-secret files. The Harvard guys were lying.

This past fall, after two years of study, the U.S. Department of Education's Office for Civil Rights (OCR) found that, far from being more qualified or equally qualified, the average admitted legacy at Harvard between 1981 and 1988 was significantly LESS qualified than the average admitted nonlegacy. Examining admissions office ratings on academics, extracurriculars, personal qualities, recommendations, and other categories, the OCR concluded that "with the exception of the athletic rating, [admitted] nonlegacies scored better than legacies in ALL areas of comparison."

In his recent book, "Preferential Policies", Thomas Sowell argues that doling out special treatment encourages lackluster performance by the favored and resentment from the spurned. His far-ranging study flits from Malaysia to South Africa to American college campuses. Legacies don't merit a word.”
John Larew

“What you think can determine what you can achieve! So think big to achieve great things!”
Dr. Vivencio Ballano

Immanuel Wallerstein
“La science sociale di XIXe siecle nous a legue un terrible heritage, l'idee que els processus se divisent en trois champs separes: le politique, l'economique et le socioculturel.”
Immanuel Wallerstein, Unthinking Social Science: Limits Of 19Th Century Paradigms

All Quotes | My Quotes | Add A Quote


Browse By Tag

More...

Tuesday, 16 September 2014


TEACHING  PRACTICE LESSON TEMPLATE  
Name of the Teacher  :   Pradeepthi  J
Name of the School    :                                    
    Subject                       : Social Science
    Unit                            : a\p-jy³ B{i-bn-¡p¶  `qan
    Topic                         :         kp\man                                        
                                                    

Standard     :IX
Division       :
Strength       :
Duration     :45Minitues
Date            :








      


CURRICULAR STATEMENT

NÀ¨, \ncn-£Ww ,A-]-{K-Y-\w, XpS-§nb {]{In-b-I-fn-eqsS Ip«n-IÄ {]iv\-§-f-¸än Nn´-IÄ hnI-kn-¸n¨v ]cnlmcw \nÀt±in¡p-¶Xv hgn ]pXnb ]T\ Bi-b-§Ä cq]o-I-cn¨v \qX\  Ah-k-c-§Ä {]tbm-Kn-¡p-Ibpw A\q-Iqe at\m-`m-h-§Ä  hnI-kn-¸n-¡p-I-bpw sN¿p¶p.

Learning Outcomes
1.      kp\m-an-sb-¸än Adnhv e`n-¡p¶p
2.     `uam-´À `mK¯p­m-Ip¶ `pI¼ {]I-¼-\-§-fmWv  kp\m-an¡v Imc-        W-am-Ip-¶Xv F¶ [mcW e`n¡p¶p
3.     kp\m-an¡v FXn-cmbn kzoI-cn-¡m-hp¶ ap³I-c-pX-ep-I-sf-¸än t_m[-       h-·m-cm-Ip-¶p.



Content Analysis


Terms                           
kp\m-anIÄ, P¸m³ ]Zw, Xpd-aq-J-¯n-c-am-e-IÄ, Cµncm t]mbnâv,
Facts    
      ·        At\Iw aoä-tdmfw DbÀ¶p s]m-§m³ tijn-        bpÅ IS¯n-c-am-e-I-fmWv kp\m-an-IÄ
      ·        P¸m³ ]Z-amb kp\man F¶ hm¡n\À°w Xpd-     aqJ¯n-c-am-e-IÄ F¶mWv
      ·        kap-{Zm-´À`m-K-§-fn D­mWv­SmIp¶  Xn{h-X-tb-       dnb `pI¼§Ä kyjvSn-¡p¶ {]I-¼-\-               §Ä`oa³ Xnc-am-e-IÄ   D­m-Wv­SIp-¶-Xn\v
        Imc-W-amIp-¶p.
      ·        2004 Unkw-_À 26\v C´y³ alm-k-aq-{Z-¯n       cq]w sImWv­S­ kp\man temI-N-cn-{X-                   ¯nse Fähpw hn\m-i-Im-cn-bmb H¶mbncp¶p.
       ·       C´y³ ^eIw sNdp ^e-I-amb _mÀa-t¹än\p      Xmtg¡v sX¶n\n§n-bm-Xn-Wn-Xn\p ImcWw
       ·        XpSÀ¨-bmb `pI¼ \ncn-£W kwhn-[m-\§Ä        GÀs¸-Sp-¯p-¶-Xn-epsS kp\m-an-s¡-Xnsc ap³        Icp-X FSp-¡m³ Ign-bpw.

Concept
kap-{Z-m´À`m-K¯v D­Wv­SmIp¶ Xn{h-X-tb-dnb `qI¼§Ä kyjvSn-¡p¶ {]I-¼-\-§Ä
At\Iw aoä-tdmfw  DbÀ¶p s]m-§m³ tijn-bpÅ IS¯n-c-IÄ kyjvSn-¡p-¶-h-bmWv kp\m-an.

Previous Knowledge
2004- Â D­mWv­Smb kp\m-ansb¡p-dn¨v Ip«n-IÄ¡v ap¶-dn-hp­

Teaching Learning
Aids
kp\m-anbpsS Nn{X-§Ä





































Classroom Intraction  Produre
Response
Entry Level Learning Experience

2004- Unkw-_À 26 \v \½psS \mSns\ \mSp-¡nb Hcp Zpc-´-ap-­Wv­Smbn  \nc-h[n Bfp-IÄ acn¨p .\mi-\-jvS-§Ä DWv­vS­mbn F´m-Wn-Xn\v Imc-W-am-b-sX¶v \n§Ä¡-dn-bmtam ?
Ch-sb-§-s\-bmWv cq]w sImÅp¶-sX¶v \n§Ä¡-dn-bmtam?
Ah-sb-¸än \ap¡v NÀ¨ sN¿mw

kap{Z´À`m-K¯v D­mWv­Sm-Ip¶ Xn{h-X-tb-dnb `qI¼-§Ä kyjvSn-¡-s¸-Sp¶  {]I-¼-\-§Ä `oa³ Xnc-ameIÄ cq]w sImÅp¶-Xn\v Imc-W-am-Ip-¶p.





{]hÀ¯\w :1
kp\manbpsS Nn{X-§Ä ¢mÊn {]ZÀin-¸n-¡p-¶p
Nn{X-¯nsâ ASn-Øm-\-¯n  AXv \ap-¡p-­Wvmb  \mi-\-jvS-§sf¸-änbpw ,Po-hn-Xs¯¸änbpw NÀ¨ sNbvXv \nK-a\-¯n F¯n-t¨-cpI

 

 

 
kpN-I-§Ä
  • P\-Po-hn-Xs¯ F§s\ _m[n¨p
  • \mi-\-jvS-§Ä

{]hÀ¯\w :2
am¸n B³Um-am³ \nt¡m_mÀ  Zzo]nsâ Øm\hpw Cµocm t]mbnâpw ImWn¨v sImSp¡p-¶p.

 

    

Application level learning Experience

kp\man¡-Xnsc \½Ä¡v Fs´ms¡ ap³I-c-X-ep-IÄ GSp-¡m³ Ignbpw . \n§-fpsS A`n-{]mbw tcJ-s¸-Sp-¯p-I.

t{ImUo-I-cWw
 XpSÀ¨bmb `qI¼ \ncn-£W kwhn-[m-\-§Ä FÀs¸-Sp-¯p-I.
`qI¼ km[y-X-Isf¡pdn¨v  P\-§Ä¡v IyXy-k-a-b¯v hnh-c-§Ä \ÂIp-I.
CXv Bf-]mbw Ipd-bv¡m³ klm-bn-¡pw.

 

Formative   Evaluation

     1.     kp\man F¶ hm¡n-\À°w?
     2.     kp\man F¶m  F´v?
     3.     kp\mans¡Xn-cmbn FSp-¡m³ Ign-bp¶ ap³I-cp-X-ep-IÄ Fs´Ãw?







       

ENRICHMENT ACTIVITY
2004 Unkw-_À 26 \v D­Wv­Smb kp\man tIc-f-¯nepw Ab kwØm-\-amb Xan-gv\m-«nepw I\¯ BLm-X-amWv krjvSn-¨Xv CXn-s\-¡p-dn¨v h¶ ]{X-hmÀ¯-IÄ CâÀs\äv F¶n-h-bn-eqS hnh-c-ti-J-cWw \S¯n  dnt¸mÀ«v X¿m-dm-¡p-I.





Thursday, 11 September 2014

"If you don't know history, then you don't know anything. You are a leaf that doesn't know it is part of a tree."
-Michael Crichton.