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Results for baby shower translation from English to Kannada

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English

Baby Shower

Kannada

bayake

Last Update: 2015-03-23
Usage Frequency: 1
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Reference: Anonymous

English

Shower

Kannada

ಶಾವರ್

Last Update: 2014-04-03
Usage Frequency: 1
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Reference: Wikipedia

English

blessed with baby boy

Kannada

ಮಗುವಿನ ಹುಡುಗನೊಂದಿಗೆ ಆಶೀರ್ವಾದ

Last Update: 2018-06-12
Usage Frequency: 1
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Reference: Anonymous

English

blessed with baby girl

Kannada

blessed with baby boy

Last Update: 2019-02-06
Usage Frequency: 1
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Reference: Anonymous

English

kannda meaning baby corn

Kannada

kannda ಅರ್ಥ ಬೇಬಿ ಕಾರ್ನ್

Last Update: 2016-04-26
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Reference: Anonymous

English

Nivu hegidira baby hegide

Kannada

neevu hegidira

Last Update: 2019-01-31
Usage Frequency: 1
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Reference: Anonymous

English

baby swan bird name in kannada

Kannada

ಕನ್ನಡದಲ್ಲಿ ಬೇಬಿ ಸ್ವಾನ್ ಹಕ್ಕಿ ಹೆಸರನ್ನು

Last Update: 2017-09-03
Usage Frequency: 1
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Reference: Anonymous

English

dog's baby is called a puppy

Kannada

ನಾಯಿ ಬಾರ್ಕ್ಸ್

Last Update: 2015-01-03
Usage Frequency: 1
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Reference: Anonymous

English

love poemBaby when you hold me, my emotions makes it clear, Just how much you mean to me while we are laying here, I listen to your heart-beat in rhythm with my own, With every pound that warming sound, Keeps me safe with love you've shown. Baby when you touch me, with hands so soft but strong, You wrap me in your warm embrace, just where I belong, You hold me close and comfort me all through-out the night, Until you open up your eyes to first signs of daylight. Baby when you kiss me before you start your day, The happiness you bring my heart, no words can ever say, You make my life so beautiful, wonderful, and new, You're my hopes and dreams, you're my everything, I'm so in love with you.

Kannada

ಪ್ರೀತಿ ಕವಿತೆ

Last Update: 2018-12-09
Usage Frequency: 1
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Reference: Anonymous

English

nternational Women’s Day is celebrated on March 8 worldwide, commemorating the political, social and economic achievements of women. Over the decades, the objective of Women’s Day celebration has evolved and embraced culture and ethnicity to emerge as a celebration of appreciation, respect and love towards women. Women’s Day is also celebrated in schools nowadays and also forms an integral part of the curriculum to spread the awareness of women empowerment, their roles and achievements. One of the most fundamental ways of letting everyone know about the day and its importance in schools, colleges and other places is Women’s Day speeches. Thus here are some speeches on Women’s Day that can be used as a part of projects on International Women’s Day. 1. Empowering Women! “Good morning to all the Excellencies and my friends, as we all gathered here to celebrate this event, I would like to speech on the topic of women empowerment in India. Empowering women in India is very necessary to bring gender equality or we can say that gender equality is very necessary to empower women.Gender equality is the first step to bring women empowerment in India. Men should not understand that women are made only to handle household chores or take responsibility of home and family. Instead, both (men and women) are responsible for everything of daily routine. Men too need to understand their responsibility of home and family and all other works women do so that women can get some time to think about themselves and their career. Women should also identify their strengths and abilities, and move towards a world of empowerment. On the event of Women’s Day, let us all promise to create a better world to live in. Thank you.” 2. Saluting Her Contribution to the Society!! “First of all I would like to say good morning to all my teachers and friends. I would like to say thank to my class teacher to give me this opportunity to speech in front of you at this great occasion of International Women’s Day. On this day, huge sentiments are expressed about the power of women and many proverbs and poems directed towards women. It is really nice to have a special day for women where they are glorified to a point of being honored, awarded, and appreciated. Then why is that after so much awareness and acknowledgement of a woman’s contribution to life ,society, family and work; saluting her strength, resilience, sacrifice she still is considered only second to men and treated like a second rate citizen ? This is because for generations, it has been ingrained among women that they are not capable of doing most things. Women empowerment lies in honoring yourself and treating yourself with respect. “No one can put you down without your permission,” Eleanor Roosevelt. Thank you.” 3. Women’s Day: Building the World a better Place To Live! “International Women’s Day is celebrated every year on March 8, recognizing and appreciating women’s political, economic and social achievements over the decades. Woman’s Day was first observed in 1909 in the United States and it is only in 1977 that the United Nations officially declared International Women’s Day celebration on March 8. An event which started as a political affair has evolved over the years and is now celebrated by gifting flowers, greeting cards and gifts to women in most regions. International Women’s Day is also an official holiday in several countries like Belarus, Armenia, Albania, Brazil, and Cameroon. On this occasion, we should endeavor building a better world where men and women live harmoniously, free of violence and discrimination.” 4. Women a Full Circle!! A heart-warming Good morning to everybody present here, here we have all gathered to celebrate women’s day and to celebrate the achievement of women and the strength to fight with whatever comes in her way. Over the years the essence of women’s day celebration has evolved and has taken up an all together novel form. A woman in herself is a full circle and complete within herself she has inside her the potency to fight for whatever is right! Her strength, I would like to illustrate her statement with an anecdote. There was a warm egg in the nest of an eagle which was about to hatch, and then a farmer who lived nearby took out the egg and kept it with his hen’s eggs which were also about to hatch. After quite some time the gets hatched and they started following their mother and tried as much as to be the way their mother was. The point here to note is that that the baby eagle never knew that it was from eagle family. Though their mother had realised the eagle’s different behaviour but she never acknowledged it. One day the baby eagle saw an eagle flying powerfully high into the sky and it was amazed at the strength she was possessing and wished to be an eagle in the next birth so as to have such unwavering strength. The baby eagle never realised its strength for it always believed that it belonged to the hen’s family. The, gist of the story says that we women are the baby eagles born to an eagle’s family not knowing that we possess the same strength as that of the eagle’s family. Stop believing women, Start living; Living your life on your terms, it’s high time!! 5. A Woman Can Help Her Fellow Woman! Good morning everyone!! Today I am privileged to have got the chance to speak on such an important topic. It’s women’s day and it is the time not only to teach the male to be encouraging enough to help women come out of all the hell they are going through. It’s a fact that women are equally responsible for all that a woman has to face. This fact can be illustrated by the fact that it is women who is responsible for the diminishing strength of the other women, be it the home or the work place. Have you ever though why the lobster which are caught always lies together; the reason being the other lobsters does not let any of them to come out. Same is the case with we women, there are women who with their thinking do not let the other women come out from the stereotypes and taboos so, an inclusive, transformation in the way of our thinking is important! Women too need to learn to respect their fellow women and encourage in whatever dream they have for themselves. The more we show and use the strength of our courage the more it will get beautified!! Gather the strength to shatter those who play with rest. 6. Unite to Fight: The Cause of Women Empowerment! Hello everyone, I am feeling obliged to have got an opportunity to speak on this auspicious and encouraging day of the year. The first lesson that all of us learn start only at home and the rest follows with the kind of attitude we have got instilled in us. Inclusive support if we say, that includes each one of us including the men. We together can start with the empowerment right at home, you don’t need to learn a lesson for it. For instance we can encourage the ladies at our home, our mother, sisters, and wives to pursue their dreams and excel in their career. A wholehearted support, be it however trivial, will boost their self confidence and will have a transforming impact on the women’ way of life. They can only come out of the pathetic situations that we humans have created. Let’s fight it together!! Together we will over any big problem!!

Kannada

ಮಹಿಳಾ ದಿನದ ಬಗ್ಗೆ ಸಣ್ಣ ಮತ್ತು ಪ್ರಭಾವಿ ಭಾಷಣ

Last Update: 2018-03-07
Usage Frequency: 3
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Reference: Anonymous

English

Veer (brave) Hanuman was a minister and friend of Sugreeva. He is the greatest devotee of Shri Rama, ever at his service and very devoted to the Lord. Hanuman’s father was Kesari and his mother Anjana. She was an Apsara (a celestial damsel) called Punjiksthala in her earlier life. As a result of a curse, she was born as a vanara, in the house of a vanara king called Kunjar. Hanuman is also called pavanputra (son of the wind god). Vanarraj (king of the monkeys) Kesari once undertook a severe penance and at the end, Brahma asked him for a boon. Kesari said, “I want a son as strong and powerful as the wind God, Vayu.” Brahma granted his wish. When the young Anjana was going for a stroll on the mountainside, in a human form. Vayu devta (wind god) saw her and playfully blew off her silken sari (a type of Indian dress) and embraced her. Anjana was very angry. She said, “Who is this? Who wants to rob me of my modesty?” Vayu said, “Oh Anjana, the pure hearted, I am here to do as the Gods bid and with my mental power I have caused your womb to bear a baby. You are as innocent and pure as ever.” Anjana narrated this to her husband. Kesari said, “Anjana, your son will grow up to be valiant and invincible. This is a boon from Brahma.” After nine months, Anjana gave birth to a boy. When he was but a baby, Hanuman saw the rising sun. He thought that the orange red ball was a ripe fruit and he jumped up to pluck it and eat it. In a moment, he swallowed up the sun. There was chaos everywhere and the entire creation was in an unstable state. The enraged Indra (King of the Devas) threw his thunderbolt at Hanuman. The child fell in a swoon on the ground. Now when Vayu saw this he decided to hold back all winds. The entire world was at standstill. Brahma and the Gods, along with Indra, came and greeted Hanuman and blessed him that his body would be as strong as a thunderbolt and that he would always be unconquerable. Hanuman had been injured on his chin. A small chibuk (scar) is called Hanu hence his name became Hanuman. Surya (Sun God) gave him the knowledge of the Vedas. As a child he was very mischievous and would playfully throw away the prayer vessels of the sages of the forest, thus disturbing their religions rites. They cursed him to forget how powerful and energetic he was. “You will have no recall of your prowess and ability. Only when another person reminds you of it, you will be aware of your endless power and immeasurable energy.” Due to his virtues and intellectual ability, Hanuman became a minister in Sugreeva’s court and his good friend and companion. Bali was Sugreeva’s elder brother who became his foe and was eager to kill him. To escape the wrath of Bali, Sugreeva ran around everywhere in the world but Bali chased him wherever he went. Then Hanuman suggested that Sugreeva should go to Rishyamukha Mountain, which was out of bounds for Bali because of a curse on him put by Sage Matanga. So Sugreeva set up his residence at Rishyamukh Mountain. Rama arrived there in search of Sita who had been taken away by Ravana; he was wandering through the forests with his brother Lakshman , to find out where Sita had gone. Hanuman recognized them and introduced them to Sugreeva who befriended them. Sugreeva was missing his wife Roma who had been taken away by Bali by force. Rama killed Bali and made Sugreeva the King of Kishkindha, the capital of the Vanara kingdom and Roma was returned to him. Sugreeva promised to help Rama in his search for Sita and sent his monkey spies to search in all directions. The responsibility of the search in the South was with Angad, Hanuman & Jambvant. Acknowledging the abilities of Hanuman, Shri Rama gave him his ring which had his name etched on it, so that whenever he found Sita, he could prove to her that he was an envoy of Rama. Yogini Satyavati and Sampati, Jatayu’s brother whom they met by the seashore, gave them the information that Sita was in Lanka, under Ravana’s captive care. Now all of them began to ponder how they would cross the ocean to Lanka. It was then that Jambavat reminded the silent Hanuman about his immeasurable power, which he had forgotten about. “Oh! Brave Hanuman, recall your celestial power bestowed on you.” Hanuman then remembered all the powers he had been blessed with and with a leap reached the shores of Lanka across the sea. He saw Sita in the Ashokvatika and in the silence of the night, dropped Rama’s ring near her, while hiding in a tree overhead. He then began to narrate the story of Rama. Sita heard him and asked him to come before her. He did so and introduced himself as an envoy of Rama. With Sita’s permission he destroyed the Ashokvatika and killed the guards. When Ravana’s son, Akshaykumar came to catch him, he killed him too. Then Ravana sent Indrajeet to catch Hanuman, with explicit instructions, “Don’t kill him, and just catch him so that I can find out whose spy he is.” Meghnad caught Hanuman with his Brahmapash (Brahma’s) weapon. With respect to Brahma, Hanuman allowed himself to be caught, for he had a task of Rama to fulfill. Vibheeshana explained to Ravana, that he is just an envoy, a messenger. So don’t kill him, just break a limb and send him back. A monkey’s affection lies in their tail so tie a cloth around his tail and set it on fire. Hanuman was happy with this suggestion. His tail was tied with strips of cloth dipped in oil and set on fire. Hanuman made his tail longer and longer and with the burning long tail, jumped up to the ramparts of Ravana’s palace and set the whole of Lanka on fire to give Ravana a sample of his strength. Sitaji bestowed on him, Ashta Siddhi (Eight spiritual powers) and Nav Siddhi (nine spiritual powers). Hanuman took Sita’s message and told it to Rama on his return from Lanka. Rama decided at once to set out with his army for Lanka. With the help of the Vanara army, a bridge was made to span the ocean and they crossed over to Lanka, Vibheeshan came away from Ravana’s court to join Rama’s army. The battle between Rama and Ravana began. After a fierce fighting scene, Lakshman fell into a faint because of the weapon used by Meghnad. The vaid (physician), Sushena recommended the Sanjeevani herb that grew only on Himalayan Mountain, could alone save Lakshmana’s life. Hanuman flew across the skies to reach the mountain but he could not recognize which plant was Sanjeevani. So he picked up the entire mountain and brought it to Lanka. As soon as the Vaid (physician) Sushena used the herb on Lakshman , he woke up from his fainting spell and sat up. Next day, Meghnad was killed by Lakshman in the battlefield. Kumbhakarna was also killed. Then Ravana sent for AhiRavana, his son and the King of Patallok. AhiRavana came to Lanka and at night got into the camp of Rama’s army by taking the form of Vibheeshana. He carried away Rama and Lakshman to sacrifice them as an offering to the Goddess. When Hanuman realized that the kidnapping of Rama Lakshman was done by AhiRavana, he at once reached the underground kingdom. He took the guise of the Devi (goddess) and killed AhiRavana and all his rakshasa soldiers. Seating Rama Lakshman on his shoulders, Hanuman came back to Lanka to continue the battle. In the end, Rama killed Ravana. Vibheeshan was crowned king of Lanka. Riding on the Pushpak Viman, Rama, Sita and Lakshman returned to Ayodhya. Rama introduced Bharat to Hanuman and said, “Bharat , Hanuman is as dear to me as you are.” Sugreeva, Angad and other Vanaras were rewarded by Rama and they went back home. However Hanuman was committed to serve Rama, so he stayed by his side. When his avatar (incarnation) on earth came to an end, Rama bestowed immortality on Hanuman to live forever on earth and look after the devotees of Rama. As soon as a devotee remembers Ramabhakt Hanuman, he assumes a minute from and reaches there to help them. According to Shiva Purana, Hanuman is an incarnation of Lord Shiva. What better evidence can there be for the devotion of Ramabhakt Hanuman, that today there are far more temples dedicated to Hanuman than to Rama in our country! Hanuman Chalisa (prayer to Hanuman) is read by many people daily in India. Hanuman is worshipped on Tuesdays (this day is connected with the planet Mangal (Mars) and Hanuman is associated with strength and force which are also characteristics of Mars) and Saturdays (because he is the only one who could defeat Planet Shani (Saturn) and so worshipping him on Saturdays removes the malefic of Saturn from the horoscope). Hanuman is still believed to be living the Himalayan ranges and is immersed in the devotion to his dear Ram. The ultimate image that portrays the devotion of Hanuman towards Ram is when he tore open his heart with his claws and the image of Rama and Sita was seen in it.

Kannada

ಕಸ್ತೂರಿ

Last Update: 2017-08-22
Usage Frequency: 1
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Reference: Anonymous
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English

My school is very excellent having red colour three storey building. I like to go school on daily basis in the proper uniform. My class teacher is very kind and teaches us to follow school discipline. My school is located at very nice place and away from all the crowd and noise of the city. My school has two small green gardens near to the main gate where lots of colourful flower beds, grassy lawns, fruits trees and two beautiful showers. My school has lots of facilities such as one computer lab, two science labs, one big library, one common reading room, one big playground, one nice stage and one stationary shop. My school has classes for nursery to 12th class students. My school has around fifty seven highly qualified teachers including men and women, 20 helpers, one principal and 10 gate keepers. My teacher teaches us very politely and makes us learn subjects in very creative and attractive ways.

Kannada

QUERY LENGTH LIMIT EXCEDEED. MAX ALLOWED QUERY : 500 CHARS

Last Update: 2017-01-15
Usage Frequency: 1
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Reference: Anonymous

English

WLE Austria Logo (no text).svg The beautiful white bengal tiger, Abhishek Chikile, CC BY-SA 4.0. Hide Participate in Wiki Loves Earth India 2016 Photo contest Upload Photos of Natural Heritage sites of India to help Wikipedia & win fantastic Prizes Check out the rules here Educational technology From Wikipedia, the free encyclopedia "E-learning" redirects here. It is not to be confused with Online machine learning. Education Disciplines Evaluation History Organization Philosophy Psychology (school) Technology (Electronic marking) International education School counseling Special education Teacher education Curricular domains Arts Business Early childhood Engineering Language Literacy Mathematics Science Social science Technology Vocational Methods Case method Conversation analysis Discourse analysis Factor analysis Factorial experiment Focus group Meta-analysis Multivariate statistics Participant observation v t e Educational technology is defined by the Association for Educational Communications and Technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."[1] Educational technology refers to the use of both physical hardware and educational theoretics. It encompasses several domains, including learning theory, computer-based training, online learning, and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology: educational technology as the theory and practice of educational approaches to learning educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS) educational technology itself as an educational subject; such courses may be called "Computer Studies" or "Information and communications technology (ICT)". Contents 1 Definition 2 Related terms 3 History 4 Theory 4.1 Behaviorism 4.2 Cognitivism 4.3 Constructivism 5 Practice 5.1 Synchronous and asynchronous 5.2 Linear learning 5.3 Collaborative learning 6 Media 6.1 Audio and video 6.2 Computers, tablets and mobile devices 6.3 Social networks 6.4 Webcams 6.5 Whiteboards 6.6 Screencasting 6.7 Virtual classroom 6.8 E-learning authoring tools 6.9 Learning management system 6.10 Learning objects 7 Settings 7.1 Preschool 7.2 K–12 7.3 Higher education 7.4 Corporate and professional 7.5 Public health 7.6 ADHD 7.7 Disabilities 7.8 Identity options 8 Benefits 9 Disadvantages 9.1 Over-stimulation 9.2 Sociocultural criticism 10 Teacher training 11 Assessment 12 Expenditure 13 Careers 14 See also 15 References 16 Further reading Definition Richey defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."[2] The Association for Educational Communications and Technology (AECT) denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning."[3][4][5] As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. Related terms Early 20th century abacus used in a Danish elementary school. Given this definition, educational technology is an inclusive term for both the material tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.[6] However, modern electronic educational technology is an important part of society today.[7] Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI),[8] internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, ubiquitous learning and digital education. Each of these numerous terms has had its advocates, who point up potential distinctive features.[9] However, many terms and concepts in educational technology have been defined nebulously; for example, Fiedler's review of the literature found a complete lack agreement of the components of a personal learning environment.[10] Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle.[9] For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility and context of learning;[11] nevertheless, its purpose and conceptual principles are those of educational technology.[9] In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that was initially emphasized by name has blended into the general field of educational technology.[9] Initially, "virtual learning" as narrowly defined in a semantic sense implied entering an environmental simulation within a virtual world,[12][13] for example in treating posttraumatic stress disorder (PTSD).[14][15] In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.[16] As a further example, ubiquitous learning emphasizes an omnipresent learning milieu.[17] Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process: students may not have to do anything in order to learn, they just have to be there.[17][18] The combination of adaptive learning, using an individualized interface and materials, which accommodate to an individual, who thus receives personally differentiated instruction, with ubiquitous access to digital resources and learning opportunities in a range of places and at various times, has been termed smart learning.[19][20][21] Smart learning is a component of the smart city concept.[22][23] Bernard Luskin, an educational technology pioneer, advocated that the "e" of e-learning should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic."[24] Parks suggested that the "e" should refer to "everything, everyone, engaging, easy".[25] These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.[24] History Main article: Educational software 19th century classroom, Auckland Helping people learn in ways that are easier, faster, surer, or less expensive can be traced back to the emergence of very early tools, such as paintings on cave walls.[26][27] Various types of abacus have been used. Writing slates and blackboards have been used for at least a millennium.[28] From their introduction, books and pamphlets have held a prominent role in education. From the early twentieth century, duplicating machines such as the mimeograph and Gestetner stencil devices were used to produce short copy runs (typically 10–50 copies) for classroom or home use. The use of media for instructional purposes is generally traced back to the first decade of the 20th century[29] with the introduction of educational films (1900s) and Sidney Pressey's mechanical teaching machines (1920s). The first all multiple choice, large scale assessment was the Army Alpha, used to assess the intelligence and more specifically the aptitudes of World War I military recruits. Further large-scale use of technologies was employed in training soldiers during and after WWII using films and other mediated materials, such as overhead projectors. The concept of hypertext is traced to description of memex by Vannevar Bush in 1945. Cuisenaire rods Slide projectors were widely used during the 1950s in educational institutional settings. Cuisenaire rods were devised in the 1920s and saw widespread use from the late 1950s. In 1960, the University of Illinois initiated a classroom system based in linked computer terminals where students could access informational resources on a particular course while listening to the lectures that were recorded via some form of remotely linked device like a television or audio device.[30] In the mid 1960s Stanford University psychology professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach arithmetic and spelling via Teletypes to elementary school students in the Palo Alto Unified School District in California.[31][32] Stanford's Education Program for Gifted Youth is descended from those early experiments. In 1963, Bernard Luskin installed the first computer in a community college for instruction. Working with Stanford and others he helped develop computer-assisted instruction. Working with the Rand Corporation, Luskin's landmark UCLA dissertation in 1970 analyzed obstacles to computer-assisted instruction. Artistic portrait of Ivan Illich by Amano1. In 1971, Ivan Illich published a hugely influential book called, Deschooling Society, in which he envisioned "learning webs" as a model for people to network the learning they needed. The 1970s and 1980s saw notable contributions in computer-based learning by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of Technology[33] as well as developments at the University of Guelph in Canada.[34] In 1976, Bernard Luskin launched Coastline Community College as a "college without walls" using television station KOCE-TV as a vehicle. In the UK the Council for Educational Technology supported the use of educational technology, in particular administering the government's National Development Programme in Computer Aided Learning[35] (1973–77) and the Microelectronics Education Programme (1980–86). By the mid-1980s, accessing course content became possible at many college libraries. In computer-based training (CBT) or computer-based learning (CBL), the learning interaction was between the student and computer drills or micro-world simulations. Digitized communication and networking in education started in the mid-1980s. Educational institutions began to take advantage of the new medium by offering distance learning courses using computer networking for information. Early e-learning systems, based on computer-based learning/training often replicated autocratic teaching styles whereby the role of the e-learning system was assumed to be for transferring knowledge, as opposed to systems developed later based on computer supported collaborative learning (CSCL), which encouraged the shared development of knowledge. Videoconferencing was an important forerunner to the educational technologies known today. This work was especially popular with Museum Education. Even in recent years, videoconferencing has risen in popularity to reach over 20,000 students across the United States and Canada in 2008-2009. Disadvantages of this form of educational technology are readily apparent: image and sound quality is often grainy or pixelated; videoconferencing requires setting up a type of mini-television studio within the museum for broadcast, space becomes an issue; and specialised equipment is required for both the provider and the participant.[36] The Open University in Britain[34] and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc., was first developed) began a revolution of using the Internet to deliver learning,[37] making heavy use of web-based training, online distance learning and online discussion between students.[38] Practitioners such as Harasim (1995)[39] put heavy emphasis on the use of learning networks. With the advent of World Wide Web in the 1990s, teachers embarked on the method using emerging technologies to employ multi-object oriented sites, which are text-based online virtual reality systems, to create course websites along with simple sets of instructions for its students. By 1994, the first online high school had been founded. In 1997, Graziadei described criteria for evaluating products and developing technology-based courses that include being portable, replicable, scalable, affordable, and having a high probability of long-term cost-effectiveness.[40] Improved Internet functionality enabled new schemes of communication with multimedia or webcams. The National Center for Education Statistics estimate the number of K-12 students enrolled in online distance learning programs increased by 65 percent from 2002 to 2005, with greater flexibility, ease of communication between teacher and student, and quick lecture and assignment feedback. According to a 2008 study conducted by the U.S Department of Education, during the 2006-2007 academic year about 66% of postsecondary public and private schools participating in student financial aid programs offered some distance learning courses; records show 77% of enrollment in for-credit courses with an online component.[41] In 2008, the Council of Europe passed a statement endorsing e-learning's potential to drive equality and education improvements across the EU.[42] Computer-mediated communication (CMC) is between learners and instructors, mediated by the computer. In contrast, CBT/CBL usually means individualized (self-study) learning, while CMC involves educator/tutor facilitation and requires scenarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. Students growing up in this digital age have extensive exposure to a variety of media.[43][44] Major high-tech companies such as Google, Verizon and Microsoft have funded schools to provide them the ability to teach their students through technology, in the hope that this would lead to improved student performance.[45] Theory Main articles: Educational psychology, E-learning (theory), Learning theory (education) and Educational philosophies Various pedagogical perspectives or learning theories may be considered in designing and interacting with educational technology. E-learning theory examines these approaches. These theoretical perspectives are grouped into three main theoretical schools or philosophical frameworks: behaviorism, cognitivism and constructivism. Behaviorism This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, and B.F. Skinner. Many psychologists used these results to develop theories of human learning, but modern educators generally see behaviorism as one aspect of a holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing the animal learning experiments. Since behaviorism consists of the view of teaching people how to something with rewards and punishments, it is related to training people.[46] B.F. Skinner wrote extensively on improvements of teaching based on his functional analysis of verbal behavior[47][48] and wrote "The Technology of Teaching",[49][50] an attempt to dispel the myths underlying contemporary education as well as promote his system he called programmed instruction. Ogden Lindsley developed a learning system, named Celeration, that was based on behavior analysis but that substantially differed from Keller's and Skinner's models. Cognitivism Cognitive science underwent significant change in the 1960s and 1970s. While retaining the empirical framework of behaviorism, cognitive psychology theories look beyond behavior to explain brain-based learning by considering how human memory works to promote learning. The Atkinson-Shiffrin memory model and Baddeley's working memory model were established as theoretical frameworks. Computer Science and Information Technology have had a major influence on Cognitive Science theory. The Cognitive concepts of working memory (formerly known as short term memory) and long term memory have been facilitated by research and technology from the field of Computer Science. Another major influence on the field of Cognitive Science is Noam Chomsky. Today researchers are concentrating on topics like cognitive load, information processing and media psychology. These theoretical perspectives influence instructional design.[51] Constructivism Educational psychologists distinguish between several types of constructivism: individual (or psychological) constructivism, such as Piaget's theory of cognitive development, and social constructivism. This form of constructivism has a primary focus on how learners construct their own meaning from new information, as they interact with reality and with other learners who bring different perspectives. Constructivist learning environments require students to use their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning (Termos, 2012[52]). Under this framework the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Constructivist educators must make sure that the prior learning experiences are appropriate and related to the concepts being taught. Jonassen (1997) suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners. Educators utilizing a constructivist perspective may emphasize an active learning environment that may incorporate learner centered problem based learning, project-based learning, and inquiry-based learning, ideally involving real-world scenarios, in which students are actively engaged in critical thinking activities. An illustrative discussion and example can be found in the 1980s deployment of constructivist cognitive learning in computer literacy, which involved programming as an instrument of learning.[53]:224 LOGO, a programming language, embodied an attempt to integrate Piagetan ideas with computers and technology.[53][54] Initially there were broad, hopeful claims, including "perhaps the most contro

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Role of Women In Society The role of women in society has been greatly overseen in the last few decades but now are coming to a more perspective to people. In the early days women were seen as wives who were intended to cook, clean, and take care of the kids. They were not allowed to vote while men took care of having jobs and paying any bills that had to be paid. Soon enough it caught on that women should have a bigger role than what other people thought women should have. Women would have strikes and go on marches to prove that they should have rights just like everyone else. They faced discrimination like and other race that faced it. Women would voice their opinion in any way possible so that they could reach their goal and they did. Women have made vast improvements in their lifestyles in the past few decades from holding positions in governments to simple things like getting a job and supporting themselves. Men have a tendency to leave their wives due to the fact that they had their child and the father was not committed enough or not ready to be a “father.” Women are faced with more responsibly than men but also are faced with a lot more problems than men because they are looked at like a woman a bearer of children. It is a fact that men shouldn’t abuse their wives and its true, but they still are. Thousands of legal cases of domestic violence are seen throughout the country. Abortion is also another problem that women are faced with. Morality is an issue with this as women are sometimes not ready to be a mother and their husbands or boyfriends have already left them. Men usually just walk away from the situation but women have to choose to either have the baby or have it “aborted”. Some people say it is a sin to let a women have an abortion because they say they are killing a baby and the baby is still innocent and has nothing to do with it. People also say that the baby is not yet developed and the women

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