#continuity and differentiability class 12th

[girlactionfigure]

Recently, Alana Hadid collaborated on an Instagram post that claims Palestinian identity predates Judaism. It would be one thing to try to argue that Palestinian identity as it exists today predates the State of Israel -- something not everyone would agree with -- but Judaism?

If your advocacy for Palestinians requires you to deny, revise, or rewrite Jewish history, that’s not advocacy for Palestinians. That’s antisemitism.

RELIGION IN ANTIQUITY

Let’s put a few concepts into historical context. The concept of religion as it exists today did not exist in the ancient world. In antiquity, national and religious identities were almost one in the same. Think, for example, of the Ancient Egyptians or the Ancient Greeks. Though they both observed their own pantheon of gods and practiced their own traditional religious rituals, when we think of Ancient Egyptians or Ancient Greeks, we don’t think of them as religious groups. In the Middle East, most nations had a “national god;” for example, the Assyrians named themselves after their national god, Ashur. 

The difference between Ancient Egyptians and Ancient Greeks and Jews today is that while the Egyptians and Greeks have long ceased practicing their ancient national religions, in favor of religions like Christianity and Islam, Jews today do continue practicing the same religious rituals and rites as our ancient ancestors did. 

Just like the Ancient Egyptians made no differentiation between their national and religious identity, Jewish national and religious identity is still deeply intertwined. In fact, there is no word for “religion” in the Hebrew Bible. The closest would be “dat,” meaning law, or “emuna,” meaning belief.

BEFORE JUDAISM: YAHWISM 

The precursor to Judaism, Yahwism, dates back to the 12th century BCE. The most significant difference between Yahwism and Judaism is that the Yahwists only followed the Hebrew God -- YHWH -- but did not necessarily reject the rest of the existence of the Canaanite pantheon. 

The cult of YHWH was the national cult of the Kingdom of Israel (1047 BCE-930 BCE), though it seems other Canaanite cultures may have worshipped YHWH as well. Interestingly, the Hebrew God as depicted in the Hebrew Bible seems to be an amalgamation of YHWH and El, the most important god in the Canaanite pantheon.

FROM YAHWISM TO JUDAISM

In 930 BCE, the Kingdom of Israel split into two: the Kingdom of Israel to the north, also known as Samaria, and the Kingdom of Judah to the south. The term “Jew” comes from “Judahite,” as in a resident or citizen of the Kingdom of Judah. In Hebrew, the word for “Judahite” and “Jew” is the same, “Yehudi.” 

In 587 BCE, the Babylonians conquered the Kingdom of Judah and exiled its educated class to Babylon. It was around this time that the transition between Yahwism and Judaism -- which had been happening slowly over centuries -- became complete. The Jews came to reject the very existence of the rest of the deities in the Canaanite pantheon and, due to the Babylonian Exile, Jewish practices also picked up Babylonian influences.

ETYMOLOGY OF JUDAISM

The term “Judaism” itself does not come from Hebrew. Rather, it comes from Greek, and dates to the period of the Greek occupation of Judea (i.e. around the time of the story of Hanukkah). “Judaism” comes from Ἰουδαϊσμός” [Ioudaismos], a variation of the Greek term “Hellenismos.” It’s how the Greek occupiers described Jewish culture, religious ritual, and religious belief.

"Ioudaïsmós [was not] reduced to the designation of a religion. It means rather 'the aggregate of all those characteristics that makes Judaeans Judaean (or Jews Jewish).'"

Biblical scholar Shaye J. D. Cohen

To reiterate, for Jews themselves, there was no distinction between their national identity and their religious identity.

JUDAISM AS A RELIGION

Given that the concept of religion is a foreign one to Jewish identity, when did Jews start seeing ourselves as a religiousgroup? It all goes back to Napoleon and the French Revolution. 

For hundreds of years in Europe, Jews were denied citizenship, equal rights, and confined to living in ghettos. It was during the French Revolution that Jews were finally emancipated. Shortly after, Napoleon instituted a policy of Jewish emancipation that guaranteed Jews freedom from discrimination -- so long as we stripped the “national” elements from our Jewishness and instead reduced it merely to a religious identity. 

In 1806, Napoleon wrote: “[It is necessary to] reduce, if not destroy, the tendency of Jewish people to practice a very great number of activities that are harmful to civilization and to public order in society in all the countries of the world. It is necessary to stop the harm by preventing it; to prevent it, it is necessary to change the Jews…Once part of their youth will take its place in our armies, they will cease to have Jewish interests and sentiments; their interests and sentiments will be French.”

Napoleon’s assimilationist policies fundamentally shifted how Jews understood their identity. This set the groundwork for the Haskalah (Jewish Enlightenment) and the establishment of “religious” Jewish movements, such as the Reform and Conservative movements.

JEWISH IDENTITY

A NATION

If we are looking at Jewish identity through a Jewish lens, it’s important to understand that first and foremost, Jews consider ourselves a nation, which is why we call ourselves Am Yisrael, or the Nation of Israel. 

In this context, a nation is not necessarily a nation-state but rather, a group of people whose collective identity includes shared language, history, ethnicity, territory, and/or culture. It’s a term more political in nature than “ethnicity,” as a nation sees itself as having a common political destiny.

AN ETHNORELIGIOUS GROUP

In modern terms, we’d call ourselves an “ethnoreligious group,” meaning an ethnic group with a common religious practice.

A TRIBE

Jews also often refer to ourselves as a tribe, though technically we came from a confederation of tribes. In fact, the word “tribe” comes from “tribus” in Latin, which was first used to describe the 12 tribes of Israel.

WHAT ABOUT THE PHILISTINES?

The Philistines were an ancient seafaring people of Greek origin. They settled in Gaza and parts of what is now southern Israel in 1175 BCE. They are ethnically and culturally unrelated to today’s Palestinians and were exterminated by the Babylonians in the 7th century BCE.

“Philistine” is not what the Philistines called themselves, but rather, what the Israelites and Ancient Egyptians called them. We don’t know what the Philistines called themselves. The word comes from the Hebrew word “peleshet,” meaning “invader,” “squatter,” or “foreigner.”

For a full bibliography of my sources, please head over to my Instagram and  Patreon. 

rootsmetals

stop lying about Jewish history challenge 😃 the rest of the post is debunked in my DBAPP 4 highlight but I thought I’d fully address this particularly egregious lie because WOW! on second thought I do find this topic super interesting to talk about, so thanks I guess 😅

[gui1ty-by-association]

Here’s a brief, sort of detailed, sort of half assed, sort of explanation of the history of the death metal band Death by an autistic women who has yet to differentiate if she is in a niche band shirt covert peace alliance or niche band shirt contest with her coworkers

*DISCLAIMER : (I am on tumblr in 2025 so I severely doubt more than 3 people might like this shit, but because I’ve been brutalised by music nerds before I’m just gonna clarify loll)Some info may not be insanely accurate as I found conflicting info here and there, but this is my best attempt to make sense of the bands lineup history and is simply a way for me to enjoy my music/music archival obsession in my free time between classes and work. Peace and love.*

Originating in Orlando Florida, the band Death is known for its contributions to the death metal subgenre. The band is considered to have pioneered the sound of the genre alongside other well known bands from the era such as Obituary, Morbid Angel, and Autopsy.

The band formed in 1983 originally under the alias, Mantas, until the band dissolved resulting in their rebrand as Death in 1984. Prior to their name change the band recorded multiple demos and smart sessions and continued this after its rebrand until they signed a deal following the recording of their demo, Mutilation, in 1986 with combat records leading to the release of their debut studio album, Scream Bloody Gore, on May 25th, 1987. Following this release the band embarked on a short lived tour timid in comparison to the tour following the release of their US touring album, Leprosy, on August 12th 1988, marking their first headliners. Then came their third album, Spiritual Healing on February 16th, 1990. Next their fourth album, Human, on October 22nd, 1991. Then their fifth album, Individual Thought Patterns, on June 22nd, 1993. Their sixth album, Symbolic, on March 21st, 1995. Lastly, They released their seventh and final album, The Sound of Perseverance, on August 31st, 1998.

Since the band's end in 2001 multiple re-releases have been established, but unfortunately the band no longer creates given the nature of its disbanding.

• When it comes to trying to pinpoint who made up the band throughout its reign, you’ll notice that the band seemed to be lacking object permanence regarding its members. So I say this with great emphasis as accumulating this information felt like trying to take a full load of laundry from the dryer to the couch in one run, but hold my hand as we go or else you WILL get lost, and God knows I’m not coordinated or emotionally regulated enough to save you via my ability to form coherent sentences.

Throughout the band's history members came and went ranging from members who only partook for a few months, to members who remained stationary for multiple years, and members who worked with the band off and on while pursuing individual projects as well as holding positions in other bands of the times. The band’s founding members consisted of guitarist, primary songwriter, and eventual lead vocalist, Chuck Schuldiner, Drummer and vocalist until his departure cited as a result of, “personal issues”, with the band in 1985, Kam Lee, and guitarist who departed in 1985 as well due to Schruldiner’s frustration regarding his creative progression, Rick Rozz.

By late 1985 following the departure of Rozz, the band was made up of founding member’s Schuldiner and Lee as well as new guitarist Matt Olivo, and new bassist Scott Carlson who were both members in the collectives secondary band, Genocide, later to be renamed, Repulsion . However, the band would experience a full dismemberment only a few months after their union when both Olivo and Carlson parted shortly after the ejection of Kam Lee. Following this separation Schruldiner partnered with Erik Meade and Eric Brecht, though yet again the band would endure another splicing when Meade and Schrudiner engaged in a verbal altercation. Meade stated many years later in an interview posted by user GLOOM666 on truepunkmetal.blogspot.com, “We were only in the band for about six months and a few shows. Then we had an argument with Chuck and he left. He just stormed out of the rehearsal room and that was that. I think he went back to Florida for a few months and then came back to SF, but I’m not 100% sure.” This marked the departure of Meade and Brecht. Schrudiner moved to Canada and joined the band Slaughter for a few months before moving back to San Francisco and re-entertaining the Band Death in 1986 with new drummer Chris Reiffert, short term guitarist John Hand, and oscillating member guitarist Steve Digiorgio who played with the band Sadus as well. These members would work towards the goal of scheduling live performances, but their plans would eventually fall through before Schruldiner then chose to move back home to Florida. The band continued its pattern of instability with occasional few year members like bassist Terry Butler who played in the band between 1987-1990, up until its final end in 2001 when Schruldiner passed on December 13th attributed to complications regarding illness from a brain tumor. Between 1986-2001 the band consisted of multiple interchanging members such as drummer Richard Christy, guitarist Shannon Hamm, and bassist Scott Clendinen.

Schuldiner is known as the only continuous member of the band throughout its history likely due to his creative nature, or for what I’d say is for lack of a better word, but honestly it's just the truth, his perfectionism. Schuldiner’s history aligns with that of a rock star with a fiery attitude, but when it comes down to it, though he engaged and instigated multiple arguments that would lead to issues such as member loss or instability, he was known for his humility and dedication to his work rather than being summed up exclusively as a harsh survival of the fittest cut throat asshole. Individual perceptions of his persona as well as him personally may vary, but the consistent theme revolves tightly around his cordial behaviors and ascertainment for the limits of his creative abilities. Arguably he may have lacked emotional regulatory skills, but his contributions to the development of metal has been nonetheless major, making him himself, separate from his bands, a pillar to be observed when becoming enthralled within the various metal subcultures the world has to offer.

So that's neat.

God bless. Amen. May the lord be with you or something like that. I’m not sure, I didn’t get to first communion.

[theofficersacademy]

April is here! And so is spring, officially!

Housekeeping

Current Month in TOA: Red Wolf Moon

Our mission board this season is for the Golden Deer! Take a look at the new tasks here. Don't forget that mission tasks require at least one partner affiliated with the Golden Deer House to take up.

Please remember to delete your thread titles posts after you've saved them to your drafts. Thank you!

RP is a cooperative activity, at its finest when all participating parties are working together. To this end, we'd like to put out a reminder that it is common courtesy to check your prospective partner's pinned post or muse dossier before RPing with them. This helps toward being on the same page when threading together.

As a reminder for April Fool's: - Please tag any posts made for April Fool's with #TOAaprilfools so that they can be differentiated from regular posts and/or blacklisted. April Fool's posts will not count for class mastery or IC requirements for the month - Please do not change your blog's URL. Descriptions and display pictures are OK to change - Please do not RP as another muse. April Fool's jokes are limited to versions of your own muse or objects/animals related to your muse (things that you would ordinarily have free reign to write headcanons about) - Please do not make jokes centered on content that could potentially be offensive. This includes using words from another language or concepts from another culture as a punchline

We also have a new feedback poll for the month of April! Most of these questions are specific to this year’s Battle of the Eagle and Lion. Did you enjoy the 3v3 format? How can it be improved? Let us know!

A Reminder re. Activity

We've been receiving a lot of requests or reserves for second or third muses lately, many of which we've had to turn down. Per TOA rules: " When taking on an additional muse, the mun should also have demonstrated strong levels of activity well past the minimum on existing muses, as well as high engagement with the rest of the group. As a general rule of thumb, over a three month span we expect 6 thread replies a month on one muse if applying for a second muse, and 9 thread replies a month across two muses if applying for a third muse. " The above should be carefully considered so as to avoid disappointment when applying for another muse. If you've a history of poor activity upon being granted an additional muse, requirements may be even more stringent. The key is consistent, continued activity.

Other

April Mun Birthdays: Kanoesa (14th), Cecil (15th), Emily (18th), Ree (23rd)

April Muse Birthdays: Tharja (2nd), Marni (4th), Maria (5th), Linus (6th), Diamant (6th), Hector (7th), Miranda (8th), Sakura (9th), Clair (9th), Tormod (12th), Mareeta (15th), Erk (19th), Lucina (20th), Niles (22nd), Leanne (25th), Duessel (26th), Tibarn (29th)

First-year mun anniversaries this month: Viper (1st), Sekhmet (15th)

Third-year mun anniversaries this month: Leon (25th)

First-year muse anniversaries this month: Arval (1st), Sain (9th), Caspar (13th), Altena (18th), Nel (19th), Rafal (20th), Veyle (20th), Céline (29th)

Second-year muse anniversaries this month: Hector (17th)

Muses who have been in the group for a solid year will also be granted an Academy Brooch to put in their inventory. It doesn’t do anything. It just lets others know your character has been around the block. These characters are also granted a new opportunity to change houses if they wish to do so.

- The House Leaders

[spspune]

Why Students Prefer the Best Junior Colleges in Pune

As a seasoned educator in Pune, I’ve witnessed a remarkable evolution in how students and parents approach higher secondary education. With growing competition, changing industry dynamics, and a deeper awareness about career readiness, the choice of junior college after the 10th standard has become more crucial than ever. Especially in Pune—a city widely recognized as Maharashtra’s academic capital—the focus on holistic learning has raised the bar for what students expect from their junior colleges. If you’re seeking guidance, here’s an in-depth perspective on what to look for while choosing among the best junior colleges in Pune and why one institution in particular has been gaining attention for all the right reasons.

What Makes the Best Junior Colleges in Pune for 11th and 12th Science Stand Out?

The 11th and 12th grades are not just a continuation of school life—they are the most formative years for students who aspire to enter competitive and professional fields. Whether your ambition is to become a doctor, engineer, researcher, or scientist, the foundation you build during this period will shape your academic journey ahead.

When identifying the best junior colleges in Pune for 11th and 12th science, these core factors must be considered:

Experienced Faculty with Subject Expertise: Institutions that invest in seasoned educators who not only teach but mentor students.

Integrated Learning Models: Curriculums that combine board syllabus with competitive exam coaching to eliminate the need for external classes.

Advanced Laboratories: Modern physics, chemistry, and biology labs that allow students to learn through hands-on experimentation.

Weekly Assessment Cycles: Regular testing and progress tracking to ensure every student stays on course and receives the support they need.

Peer Learning and Academic Culture: A positive environment that encourages discussions, team projects, and problem-solving beyond the classroom.

These components are essential, especially in science, where understanding and application go hand-in-hand.

How Suryadatta Public School Creates a Comprehensive Learning Experience

Amid the educational landscape of Pune, Suryadatta Public School in Bavdhan stands out for its thoughtful and future-ready approach to junior college education. It offers higher secondary education in Science, Commerce, and Arts streams and is affiliated with the Maharashtra State Board. The institution blends academic excellence with personality development, ensuring students are not only prepared for board exams but are also equipped for life beyond school.

What truly differentiates Suryadatta Public School is its:

Integrated Preparation for Entrance Exams: Students receive foundational coaching for NEET, JEE, CA, CS, NDA, and other competitive exams as part of their curriculum.

Smart Campus Infrastructure: Wi-Fi-enabled classrooms, digital learning resources, computer labs, and science labs that cater to hands-on learning.

Activity-Based Learning: Educational visits, science projects, interschool competitions, and value-based activities enhance student participation and learning.

Focus on Discipline and Ethics: The school’s structured schedule and mentorship culture instill discipline and foster respect, both essential qualities in any profession.

Career Pathway Support: Students benefit from industry talks, alumni interactions, and professional development workshops that guide them in shaping their goals.

The school also emphasizes multilingual skills, environmental consciousness, and digital literacy—skills that are critical in today’s fast-evolving academic and professional spaces.

[dronacharyaiaschd]

Master 12th Math with the Best Tuition in Chandigarh

Master 12th Math with the Best Tuition in Chandigarh Mathematics in Class 12 is important in determining the academic life of a student. Whether you want to pursue engineering, commerce, or competitive exams, math literacy is crucial. The proper math tuition in Chandigarh can turn the tables and help you understand tricky concepts, enhance problem-solving ability, and increase confidence.

Why 12th Math Tuition in Chandigarh? Chandigarh boasts some of the top coaching centers offering professional guidance for Class 12 math preparation. Here's why professional tuition can be a game-changer: Personalized Learning Approach – Limited batch sizes allow students to receive personal attention, enabling them to clear doubts easily. Expert Faculty – Highly qualified teachers apply modern teaching methods to make difficult mathematical concepts easier. Regular Practice and Tests – Ongoing tests and assignments aid in monitoring progress and consolidating learning. Exam-Focused Preparation – A well-designed curriculum emphasizes crucial topics, past question papers, and competitive exam trends.

Major Topics Covered in 12th Math Tuition

A well-designed tuition course covers all the major Class 12 math topics as mandated by the CBSE and other boards. Some of the major areas are: Calculus – Differentiation, Integration, and Application of Derivatives Algebra – Matrices, Determinants, and Linear Programming Probability & Statistics – Conditional Probability, Mean, Median, and Standard Deviation Coordinate Geometry – Three-Dimensional Geometry and Vectors Relations & Functions – Inverse Trigonometric Functions and Continuity

How to Select the Best Math Tuition in Chandigarh?

Getting the most appropriate tuition center is a thoughtful decision based on numerous factors: Faculty Experience – Inspect the education and experience of teachers. Student Reviews and Success Rate – Check previous outcomes and students' reviews. Flexible Batch Timings – Make sure the class timing is compatible with your study schedule. Doubt-Solving Sessions – Provision of additional classes for resolving doubts.

Conclusion Excelling in Class 12 mathematics requires the right guidance, consistent practice, and strategic preparation. Enrolling in the best math tuition in Chandigarh can help you build a strong foundation and secure excellent marks in your board exams. With expert coaching, a structured curriculum, and personalized attention, you can overcome challenges and master every concept with ease. Start your journey today and make math your strength!

[mpboardsolutions-blog]

MP Board Class 12th Maths Book Solutions in English Medium

MP Board Class 12th Maths Chapter 1 Relations and Functions

Chapter 1 Relations and Functions Ex 1.1

Chapter 1 Relations and Functions Ex 1.2

Chapter 1 Relations and Functions Ex 1.3

Chapter 1 Relations and Functions Ex 1.4

Chapter 1 Relations and Functions Miscellaneous Exercise

MP Board Class 12th Maths Chapter 2 Inverse Trigonometric Functions

Chapter 2 Inverse Trigonometric Functions Ex 2.1

Chapter 2 Inverse Trigonometric Functions Ex 2.2

Chapter 2 Inverse Trigonometric Functions Miscellaneous Exercise

MP Board Class 12th Maths Chapter 3 Matrices

Chapter 3 Matrices Ex 3.1

Chapter 3 Matrices Ex 3.2

Chapter 3 Matrices Ex 3.3

Chapter 3 Matrices Ex 3.4

Chapter 3 Matrices Miscellaneous Exercise

MP Board Class 12th Maths Chapter 4 Determinants

Chapter 4 Determinants Ex 4.1

Chapter 4 Determinants Ex 4.2

Chapter 4 Determinants Ex 4.3

Chapter 4 Determinants Ex 4.4

Chapter 4 Determinants Ex 4.5

Chapter 4 Determinants Ex 4.6

Chapter 4 Determinants Miscellaneous Exercise

MP Board Class 12th Maths Chapter 5 Continuity and Differentiability

Chapter 5 Continuity and Differentiability Ex 5.1

Chapter 5 Continuity and Differentiability Ex 5.2

Chapter 5 Continuity and Differentiability Ex 5.3

Chapter 5 Continuity and Differentiability Ex 5.4

Chapter 5 Continuity and Differentiability Ex 5.5

Chapter 5 Continuity and Differentiability Ex 5.6

Chapter 5 Continuity and Differentiability Ex 5.7

Chapter 5 Continuity and Differentiability Ex 5.8

Chapter 5 Continuity and Differentiability Miscellaneous Exercise

MP Board Class 12th Maths Chapter 6 Application of Derivatives

Chapter 6 Application of Derivatives Ex 6.1

Chapter 6 Application of Derivatives Ex 6.2

Chapter 6 Application of Derivatives Ex 6.3

Chapter 6 Application of Derivatives Ex 6.4

Chapter 6 Application of Derivatives Ex 6.5

Chapter 6 Application of Derivatives Miscellaneous Exercise

MP Board Class 12th Maths Chapter 7 Integrals

Chapter 7 Integrals Ex 7.1

Chapter 7 Integrals Ex 7.2

Chapter 7 Integrals Ex 7.3

Chapter 7 Integrals Ex 7.4

Chapter 7 Integrals Ex 7.5

Chapter 7 Integrals Ex 7.6

Chapter 7 Integrals Ex 7.7

Chapter 7 Integrals Ex 7.8

Chapter 7 Integrals Ex 7.9

Chapter 7 Integrals Ex 7.10

Chapter 7 Integrals Ex 7.11

Chapter 7 Integrals Miscellaneous Exercise

MP Board Class 12th Maths Chapter 8 Application of Integrals

Chapter 8 Application of Integrals Ex 8.1

Chapter 8 Application of Integrals Ex 8.2

Chapter 8 Application of Integrals Miscellaneous Exercise

MP Board Class 12th Maths Chapter 9 Differential Equations

Chapter 9 Differential Equations Ex 9.1

Chapter 9 Differential Equations Ex 9.2

Chapter 9 Differential Equations Ex 9.3

Chapter 9 Differential Equations Ex 9.4

Chapter 9 Differential Equations Ex 9.5

Chapter 9 Differential Equations Ex 9.6

Chapter 9 Differential Equations Miscellaneous Exercise

MP Board Class 12th Maths Chapter 10 Vector Algebra

Chapter 10 Vector Algebra Ex 10.1

Chapter 10 Vector Algebra Ex 10.2

Chapter 10 Vector Algebra Ex 10.3

Chapter 10 Vector Algebra Ex 10.4

Chapter 10 Vector Algebra Miscellaneous Exercise

MP Board Class 12th Maths Chapter 11 Three Dimensional Geometry

Chapter 11 Three Dimensional Geometry Ex 11.1

Chapter 11 Three Dimensional Geometry Ex 11.2

Chapter 11 Three Dimensional Geometry Ex 11.3

Chapter 11 Three Dimensional Geometry Miscellaneous Exercise

MP Board Class 12th Maths Chapter 12 Linear Programming

Chapter 12 Linear Programming Ex 12.1

Chapter 12 Linear Programming Ex 12.2

Chapter 12 Linear Programming Miscellaneous Exercise

MP Board Class 12th Maths Chapter 13 Probability

Chapter 13 Probability Ex 13.1

Chapter 13 Probability Ex 13.2

Chapter 13 Probability Ex 13.3

Chapter 13 Probability Ex 13.4

Chapter 13 Probability Ex 13.5

Chapter 13 Probability Miscellaneous Exercise

[187days]

Day One Hundred Thirteen

I had a lot of meetings today. Only one of them- the usual Thursday morning PLC meeting- was expected.

That one wasn't a particularly eventful meeting either; I just had a handful of things to go over with the department, and some of the guys had questions about course selection and the program of studies, and then we should have gone to do our curriculum work, but we spent an additional ten minutes or so joking about which one of us should apply to be the next superintendent (the current one is retiring at the end of this year), and what our leadership would mean for the district. While that was going on, The Principal asked to see me to follow-up on a conversation we'd had about leveling and differentiation, so we agreed to meet at 8:15.

When did I actually get to the meeting? 8:19.

I got sucked into answering emails and lost track of the time, then bolted out of my classroom when I realized it. Luckily, The Principal wasn't bothered; he and Dean 1 were still wrapping up a separate discussion anyhow. Once they were done, I stepped into the office, and we had a really productive meeting about our original topic as well as some other things involving my department. As we were wrapping up, he asked how I'm doing and how my teaching year's been going. I told him I'm fine- always am- but I appreciated the check-in.

When I returned to my classroom, I had a message from Mr. N asking if we could meet to discuss some future English and social studies interdisciplinary work, but by that time the block was almost over, so we ended up having a lunch meeting instead. We're going to apply for money to do summer work, but we also want to get the ball rolling during upcoming teacher workshop days, if possible. It's kind of fun that we've gone from being mentor and mentee to both being department heads, and getting to make these kinds of plans together.

And in between all these meetings, I taught my classes!

In APGOV, students smashed a vocab quiz, then some MCQ practice, and we wrapped up my multi-day lesson on the presidency and vice presidency by discussing relevant constitutional amendments (12th, 20th, 22nd, 25th). What's next? All about the bureaucracy; I teased this by asking them to hypothetically order a pizza (they told me all the toppings they wanted) and then guess how many federal agencies were involved in regulating that pizza (something like a dozen). That was amusing.

In Global Studies, students continued reading their books, and then I had them get into groups to share what they're reading, what interesting plot points they've gotten to so far, and what they learned from the background research they did last class. After that, we had a whole class discussion; I asked them to tell. me what their classmates had shared with them, what they'd shared themselves, or both. That went WAY better than I thought it was going to go. Like, I figured it would be decent, but it was actually really cool and some students who don't typically participate in class discussions put their hands up for this one. Hooray for that!

After school, I proctored the citizenship test for any seniors still needing to pass it. Every social studies teacher gives the test monthly during the school day, but it's good to give other opportunities, too, because some students are taking their social studies courses online, or they're not in one of our courses till next quarter, or they've failed previous attempts. It took longer than I'd thought it would because one of the test-takers was a former student, and we got to talking as I graded her test, so I missed track practice. I'd told The Head Coach that was a possibility, though.

The team will be at New England's on Saturday. One last meet for this indoor season!

[f1]

Toto Wolff accepts bitter reality that Red Bull are in different F1 class

The Mercedes team principal, Toto Wolff, has echoed the words of Lewis Hamilton in bluntly describing the “bitter reality” of their deficit to the Formula One championship leaders Max Verstappen and Red Bull. After being comprehensively beaten again by Verstappen at the Hungarian Grand Prix, Wolff observed that at very best, Mercedes might only be considered quick in a field of cars that excluded the Red Bulls. Verstappen won at the Hungaroring by almost 34 seconds from McLaren’s Lando Norris. Hamilton had started on pole but was passed by Verstappen, Norris and his McLaren teammate Oscar Piastri through the opening corners. The British driver came back strongly in the final stages but could still only manage fourth. He said afterwards he felt he had not been performing at his best for over a year and insisted the result in Hungary reflected the reality that despite the pole, Mercedes were not fast enough. Wolff felt their car’s ultimate pace was enough to have beaten the McLarens but admitted they remained in a different league to Red Bull. “We can talk it up and say we could have been or would have been second,” he said. “But that is irrelevant because you have a car in front that is 34 seconds clear and probably he was cruising for a long time. That’s the bitter reality.” After a captivating qualifying on Saturday in which Hamilton had pipped Verstappen by three-thousandths of a second, there was optimism a decent fight might be on the cards for Sunday. But Red Bull’s race pace, with a series of upgrades employed in Budapest, proved unmatchable. Verstappen’s teammate, Sergio Pérez, also moved through the pack from ninth to finish third. So much was the differential Wolff said that while Mercedes had some form in Hungary it was only in terms of light-heartedly comparing the rest of the field to representing F1’s feeder series. “As surprising as it sound in terms of pace, it was quick in terms of the rest of the world,” he said. “In the F2 pack it was quick, the F1 car won by 34 seconds …” Christian Horner congratulates Sergio Pérez, who climbed from ninth on the grid to finish third. Photograph: Bernadett Szabó/Reuters Red Bull broke McLaren’s 35-year-old record of 11 consecutive wins scored in 1988 with their 12th in a row in Budapest. That feat was celebrated by the team principal, Christian Horner. “To break that record from 1988, which I remember watching, [Ayrton] Senna, [Alain] Prost, the great McLaren team led by Ron Dennis,” he said. “To think it has taken 35 years but we are the team to break that, particularly to think about the quality of the opposition we are competing against is a phenomenal achievement.” Wolff also reaffirmed that it was up to his team to do better in a season dominated by Red Bull, which – as he knows from the periods of Mercedes supremacy – is not appealing to fans. “We just need to work better and get ourselves back into contention,” he said. “Many fans would have left frustrated after Saturday thinking that we were really close together, keen to watch what happens on Sunday and then they see one car just disappear into the sunset.” Wolff said Mercedes would continue to push to improve this year’s car, especially given the exceptional advances McLaren have made with their most recent set of upgrades. He also confirmed work on next year’s car was proceeding apace and that the team were investigating all options in bridging the gap to Red Bull. “I think we need a lot of changes in 2024,” he said. “The direction our team is developing is really quite interesting – we see opportunities and we are leaving no stone unturned, looking at every single concept. Every single concept that we have seen on other cars, whether that is powerful or not, whether this of any use for us.” via Formula One | The Guardian https://www.theguardian.com/sport/formulaone

[cbse-board]

Clear your basics to advance level concepts explained and prepared by expert teachers for Continuity and Differentiability Class 12 Maths.

[medalmonkey]

Class 12th NCERT Ch 01 Electric charges and fields

Q1. What is the property which differentiate between positive and negative types of charges-

a) field of charge.

b) amount of charge.

c) strength of charge.

d) polarity of charge.

Q2. What will happen when we rub a glass rod with silk cloth?

a) Some of the electrons from the glass rod are transferred to the silk cloth.

b) The glass rod gets positive charge and silk cloth gets negative charge.

c) New charge is created in the process of rubbing.

d) Both a and b are correct.

Q3. A person combs his hair. What is the reason of production of static electricity-

a) Contact between the comb and hair results in production of charge.

b) Friction between the comb and hair results in the result transfer of electrons.

c) Deduction between the comb and hair.

d) Induction between the comb and hair.

Q4. An object can get or loose charge by which of the following process-

a) Electric force

b) Heating

c) Shaking

d) Rubbing

Q5. Who calculated the charge on an electron -

a) Faraday

b) J.J.Thomson

c) Milikan

d) Einstein

You children take \(1.6\times10^{-19}\) very general and obvious thing. This is the charge on an electron as measured by some genius.

It is not 1 coulomb, it is not 2 coulomb, it is not 3 coulomb, so why does not it strange to you!

Q6. What do you call a method of charging without bringing a body in contact -

a) Magnetization

b) Electrification

c) Electrostatic induction

d) Electromagnetic induction

Q7. What is the meaning of charge imbalance -

a) Object contains no protons.

b) Object contains no electrons.

c) Object contains equal number of electrons and protons.

d) Object contains unequal number of electrons and protons.

Q8. Which of the following statement is true regarding a negatively charged conducting sphere -

a) The charge is uniformly distributed throughout the entire volume.

b) The charge is located at the center of the sphere.

c) The charge is located at the bottom of the sphere  because of the gravity.

d) The charge is uniformly distributed on the surface of the sphere.

Q9. How many electrons are there in 1C charge -

a) \(6\times10^{18}\)

b) \(1.6\times10^{19}\)

c) \(6\times10^{19}\)

d) \(1.6\times10^{18}\)

Q10. Coulomb’s law tells that -

a) force between two charges is proportional to the sum of the charges.

b) force between two charges is inversely proportional to the distance between the charges.

c) force between two charges is proportional to the product of the charges and inversely proportional to the distance.

d) force between two charges is proportional to the product of the charges and inversely proportional to the square of distance.

Q11. Which of the following statement is true - 

a) electrical forces are produced by electrical charges.

b) like charges attract, unlike charges repel each other.

c) electric forces are weaker than gravitational forces.

d) positive and negative charges can combine to produce a third type of charge.

Q12. The constant k in Coulomb’s law depends upon -

a) nature of medium

b) system of units

c) intensity of charges

d) both a and b.

Q13. Which of the following statements is not a similarity between electrostatic and gravitational forces -

a) both forces obey inverse square law.

b) both forces operate over very large distances.

c) both forces are conservative in nature.

d) both forces are attractive in nature always.

Q14. What is the SI unit of permittivity of free space-

a) Farad

b) Weber

c) \(C^2N^{-1}m^{-2}\)

d) \(C^2N^{-1}m^{-1}\)

Q15. You place three charges at the vertices of an equilateral triangle. Magnitude of each charge is q. Side of triangle is l. What would be the force on a charge Q placed at the centroid of the triangle -

a) \(\frac{3Qq}{4\pi\varepsilon_0l^2}\)

b) \(\frac{2Qq}{4\pi\varepsilon_0l^2}\)

a) \(\frac{Qq}{4\pi\varepsilon_0l^2}\)

d) zero

Q16. The force per unit charge is -

a) electric flux

b) electric field

c) electric potential

d) electric current

Q17. Which of the following is true in reference to electrical and gravitational fields -

a) the field concept is often used to describe contact forces.

b) gravitational or electric field does not exist in the space around an object.

c) fields are useful for understanding forces acting through a distance.

d) there is no way to verify the existence of a force field since it is just a concept.

Q18. The electric field at a point is -

a) always continuous.

b) continuous if there is no charge at that point.

c) discontinuous if there is a charge at that point.

d) both b and c are correct.

Q19. The dimensional formula of electric intensity is -

a) \(M^1L^1T^3A^{-1}\)

a) \(M^1L^{-1}T^{-3}A^{1}\)

a) \(M^1L^1T^{-3}A^{-1}\)

a) \(M^1L^2T^1A^{1}\)

Q20. If the charge on an object is doubled then electric field becomes -

a) half

b) double

c) unchanged

d) thrice

[aarjav-jain]

Complete course on Digital Marketing

Well, I know everything about this course. As I am the curator of one of these courses :-)

First I want to thank all my Tumblr readers, as of now we got 450+ enrollment from Tumblr.

And, I would like to write everything about this course here on Tumblr. So, I have asked the question myself.

First thing first, the story behind this course creation.

I was the school topper in my 12th grade from Guru Tegh Bahadur Public School, I got 96%. I was excited after that, as I got admission in Delhi University based on my marks.

Since after scoring such good marks and getting admission to Delhi University, I was hoping that now things will get easy in life.

But that sweet shell was broken on the day of orientation in the college, that day I saw more than 1500 students with the same marks and college in their hands.

And then I knew that this place is not for me, I can not achieve my dreams by following a regular path.

After reading hundreds of the article and watching hundreds of the video I came to know about Digital marketing and found that the scope of digital marketing has increased in the past at a faster rate and will be growing drastically in future also.

Then I decided to learn digital marketing, I joined a course for digital marketing in Delhi by paying 50,000, and after I was done with the course I was having good theoretical knowledge but no practical knowledge.

I started to watch Youtube videos and started reading Neil Patel's articles to brush up my skills and to gain some practical knowledge I go for 2 internships in Delhi and Noida. After 1 year I decided to launch a digital marketing agency, we started well with some potential clients.

Suddenly I clicked with an idea of starting some webinars to share knowledge of digital marketing, the motive of those webinars was to get digital marketing clients.

But instead of people asking for digital marketing services, people start asking whether we provide digital marketing course, that was the moment I decided to launch a course on Digital Marketing.

But there was one big hurdle that more than 50 institutions in Delhi are providing digital marketing courses from the last 5 years. The question was-

How to differentiate us from others?

To find the answer, I started enrolling for online courses at these institutions. I came up with 2 things that these institutes were not providing that was-

1. Practical knowledge

2. Marketing knowledge

3. Mentorship

By marketing knowledge here I mean is in the whole course the instructors did not explain what is marketing, they did not tell me what is consumer behavior, no one explains to me how reputed companies market themselves on different platforms. Instructors were only focusing on digital aspects of the course like website development, social media marketing, or SEO.

Digital marketing can not be learned by only watching the video and reading blogs. Mentorship is very important to learn digital marketing.

So once you will enroll in this course, you will be directly in contact with me. In the first lecture I clearly state that you need to implement everything that you are learning and when you find any queries or doubts, you will be directly contacting me for that. There will no online portal where you have to add your question and wait for the answer.

During the whole course, you will be only in contact with me not with my team members :-)

That was the answer to my question "How to differentiate us from others?". We decided to launch Digital marketing that will cover all the aspects of the Digital part as well as the marketing part. That is why name it as "A complete course on digital marketing".

In this course, we teach our students with a practical approach. We make sure that the marketing part is been covered in the course. In the course, there are 20+ marketing case studies of companies like Coke, Uber, and Starbucks that how these companies use marketing as their growth tool. Ever concepts of marketing like season marketing, cause marketing, emotion marketing is been discussed in detail, and many time in the course.

Now let's understand some other aspects of the course-

Course Audience (Basically who can enroll):-

I have developed the course keeping three types of audience in considerations.

This course is for:-

Marketer:- It is been said that one should always brush up their skills, if you are already in the marketing field and working as a marketing head, you should enroll in this course. Now the time is changing and the same with the demand for digital marketing over traditional marketing.

Business Owner/ Entrepreneur:- More than 120+ business owners enroll in this course and make their business online. It is a better option than hiring an agency and giving them at least 50,000 for doing your digital marketing. If you are having the time to learn from the course and implement, it is the best option you can get to make your business online.

Career seeker:- We help you to make your career in Digital marketing, you can enter into this field as a freelancer, affiliate marketer, have your own digital marketing agency, build your personal brand as an influencer or can apply for jobs at various positions like website developer, SMM expert, SEO expert.

Students:- Students enrolled in graduate programs like BCom, BA(Economics), BBA, BBM, BSc( Maths), BSc (Statistics) can always consider the digital marketing industry as their career choice. Every topic is explained from the beginning and we will be taking you to an advanced level step by step.

Though the course is made for the above four audiences, certain sections are focussed on just one of the above. But, since the course will progress in a systematic manner where the participant will get one video class a day, everyone has to complete all the sections.

COURSE FEE - Why not free?:-

1990/- Rs Though, we have distributed free copies of this course to many college students. We couldn’t make it free for all.

We did keep it free for 1 week and told everyone I knew about this course. But, they were 5 to 10 takers of this course.

Then we ran ads. Targeted ads to people looking for Digital marketing courses. And, we did 27 sales in three weeks.

I and my team decided to keep a price for the course to cover the cost of the website and video hosting and advertising.

Whatever we earn, we invest back in this website and ads.

In this course, I will be sharing my personal methods and experience that will help you to get digital marketing clients, getting jobs, working as an affiliate marketer. I helped a lot to the businessmen to take their businesses online with the help of this course.

All the experiences are shared :-)

Certificates along with the course:-

6 certificates from Google, that includes Google Analytics for beginners, advance and google ads, etc.

2 certificates from Hubspot that includes Email marketing and Hubspot marketing.

2 certificates from Facebook Blueprint.

I certificate from our organization for completion of course.

Idea is to reach out to a minimum of a million live in India and teach them digital marketing in common and simple language videos. There is a very high chance that when you are reading this answer, even this post is sponsored :-) And if you are interested in buying this USE QUORA5 as coupon code to buy the course. You will get a 5% discount.

What we offer:-

In this course, you will learn- Website development, Facebook Marketing, YouTube Marketing, Linked In marketing, SEO, Google Analytics, Affiliate marketing, Video Editing(Advance), Graphic designing(Basic), Analytical marketing, Google Ads, Social Ads, Google tag manager, E-commerce website development and marketing, E-mail Marketing, Inbound Marketing, Content Marketing, Marketing strategies insights.

I mean everything about DIGITAL MARKETING :-)

We will be providing you Elementor pro( page building software) free along with the course, worth Rs.14000/- and advance video editing software, worth Rs. 3000/-. These are provided so that you can learn digital marketing on the premium platforms. Please search them on Google :-). We are able to provide you these plugins at such a low cost because we use this software in our digital marketing agency.

You will be getting access to all the pre-recorded 90 lectures and software lifetime.

We also conduct 2 webinars every month, so that I can share the practical problem that I face in the digital marketing agency and share with you my real projects.

In the webinar, we focus on 2 things:-

The real-life digital marketing problems that I face working with my clients and ask my student in the webinar that what will you do if you were at my place. This actually gives them practical knowledge.

I work on my client's project in front of all of my students on the webinar. So that they will have knowledge that how to work at a professional level in this field and we provide the maximum level of practical knowledge to all our students.

The best part about these webinars is that you will be getting a webinar link in every 15 days so that you can learn digital marketing as long as you want. So learning never stops. 80% of the student continues watching these webinars even after completion of this course.

What you can do after the completion of this course?

After the completion of this course, you can get a chance of working as an intern in our Digital Marketing Agency and can earn some experience.

You can work as a Freelancer, many learners are working as a freelancer and earning 20,000–25,000 per month. One difficulty that you have to face working as a freelancer is getting the first 2 clients. After that things get easy.

You can have your own Affiliate website and can earn passive income from the Amazon Affiliate program in the form of commission. 20% of the learners are having their own websites and are on a path to build their own brand.

Start your own Digital Marketing Agency, this may seem a hectic task, but lot’s of methods are told in this course through with you can start your successful agency.

Apply for a job at various positions like website developer, SMM expert, SEO expert, and can have a stable job.

After this lockdown digitalization has become an obligation, nothing can stop you to get excel in this field. But with a single contingency “Will to work”

No knowledge is bad knowledge. :-) And, I had to make just one course for all. That's why I named it also “A complete course on Digital Marketing”

Thanks.

[release-info]

The history of Korea begins with the founding of Joseon (also known as “Gojoseon”, or Old Joseon, to differentiate it with the 14th century dynasty) in 2333 BCE by Dangun, according to Korea’s foundation mythology.[54][55] Gojoseon expanded until it controlled the northern Korean Peninsula and parts of Manchuria. Gija Joseon was purportedly founded in the 12th century BC, but its existence and role have been controversial in the modern era.[55][56] In 108 BCE, the Han dynasty defeated Wiman Joseon and installed four commanderies in the northern Korean peninsula. Three of the commanderies fell or retreated westward within a few decades. As Lelang commandery was destroyed and rebuilt around this time, the place gradually moved toward Liaodong. Thus, its force was diminished and it only served as a trade center until it was conquered by Goguryeo in 313.[57][58][59] Three Kingdoms of Korea During the period known as the Proto–Three Kingdoms of Korea, the states of Buyeo, Okjeo, Dongye and Samhan occupied the whole Korean peninsula and southern Manchuria. From them, Goguryeo, Baekje and Silla emerged to control the peninsula as the Three Kingdoms of Korea. Goguryeo, the largest and most powerful among them, was a highly militaristic state,[60][61] and competed with various Chinese dynasties during its 700 years of history. Goguryeo experienced a golden age under Gwanggaeto the Great and his son Jangsu,[62][63][64][65] who both subdued Baekje and Silla during their times, achieving a brief unification of the Three Kingdoms of Korea and becoming the most dominant power on the Korean Peninsula.[66][67] In addition to contesting for control of the Korean Peninsula, Goguryeo had many military conflicts with various Chinese dynasties,[68] most notably the Goguryeo–Sui War, in which Goguryeo defeated a huge force said to number over a million men.[69][70][71][72][73] Baekje was a great maritime power;[74] its nautical skill, which made it the Phoenicia of East Asia, was instrumental in the dissemination of Buddhism throughout East Asia and continental culture to Japan.[75][76] Baekje was once a great military power on the Korean Peninsula, especially during the time of Geunchogo,[77] but was critically defeated by Gwanggaeto the Great and declined.[78][self-published source] Silla was the smallest and weakest of the three, but it used cunning diplomatic means to make opportunistic pacts and alliances with the more powerful Korean kingdoms, and eventually Tang China, to its great advantage.[79][80] The unification of the Three Kingdoms by Silla in 676 led to the North South States Period, in which much of the Korean Peninsula was controlled by Later Silla, while Balhae controlled the northern parts of Goguryeo. Balhae was founded by a Goguryeo general and formed as a successor state to Goguryeo. During its height, Balhae controlled most of Manchuria and parts of the Russian Far East, and was called the “Prosperous Country in the East”.[81] Later Silla was a golden age of art and culture,[82][83][84][85] as evidenced by the Hwangnyongsa, Seokguram, and Emille Bell. Relationships between Korea and China remained relatively peaceful during this time. Later Silla carried on the maritime prowess of Baekje, which acted like the Phoenicia of medieval East Asia,[86] and during the 8th and 9th centuries dominated the seas of East Asia and the trade between China, Korea and Japan, most notably during the time of Jang Bogo; in addition, Silla people made overseas communities in China on the Shandong Peninsula and the mouth of the Yangtze River.[87][88][89][90] Later Silla was a prosperous and wealthy country,[91] and its metropolitan capital of Gyeongju[92] was the fourth largest city in the world.[93][94][95][96] Buddhism flourished during this time, and many Korean Buddhists gained great fame among Chinese Buddhists[97] and contributed to Chinese Buddhism,[98] including: Woncheuk, Wonhyo, Uisang, Musang,[99][100][101][102] and Kim Gyo-gak, a Silla prince whose influence made Mount Jiuhua one of the Four Sacred Mountains of Chinese Buddhism.[103][104][105][106][107] However, Later Silla weakened under internal strife and the revival of Baekje and Goguryeo, which led to the Later Three Kingdoms period in the late 9th century. Unified Dynasties 936, the Later Three Kingdoms were united by Wang Geon, a descendant of Goguryeo nobility,[108] who established Goryeo as the successor state of Goguryeo.[38][39][40][41] Balhae had fallen to the Khitan Empire in 926, and a decade later the last crown prince of Balhae fled south to Goryeo, where he was warmly welcomed and included into the ruling family by Wang Geon, thus unifying the two successor nations of Goguryeo.[109] Like Silla, Goryeo was a highly cultural state, and invented the metal movable type printing press.[49][50][51][52][53][110][111] After defeating the Khitan Empire, which was the most powerful empire of its time,[112][113] in the Goryeo–Khitan War, Goryeo experienced a golden age that lasted a century, during which the Tripitaka Koreana was completed and there were great developments in printing and publishing, promoting learning and dispersing knowledge on philosophy, literature, religion, and science; by 1100, there were 12 universities that produced famous scholars and scientists.[114][115] However, the Mongol invasions in the 13th century greatly weakened the kingdom. Goryeo was never conquered by the Mongols, but exhausted after three decades of fighting, the Korean court sent its crown prince to the Yuan capital to swear allegiance to Kublai Khan, who accepted, and married one of his daughters to the Korean crown prince.[116] Henceforth, Goryeo continued to rule Korea, though as a tributary ally to the Mongols for the next 86 years. During this period, the two nations became intertwined as all subsequent Korean kings married Mongol princesses,[116] and the last empress of the Yuan dynasty was a Korean princess. In the mid-14th century, Goryeo drove out the Mongols to regain its northern territories, briefly conquered Liaoyang, and defeated invasions by the Red Turbans. However, in 1392, General Yi Seong-gye, who had been ordered to attack China, turned his army around and staged a coup. Yi Seong-gye declared the new name of Korea as “Joseon” in reference to Gojoseon, and moved the capital to Hanseong (one of the old names of Seoul).[117] The first 200 years of the Joseon dynasty were marked by peace, and saw great advancements in science[118][119] and education,[120] as well as the creation of Hangul by Sejong the Great to promote literacy among the common people.[121] The prevailing ideology of the time was Neo-Confucianism, which was epitomized by the seonbi class: nobles who passed up positions of wealth and power to lead lives of study and integrity. Between 1592 and 1598, Toyotomi Hideyoshi launched invasions of Korea, but his advance was halted by Korean forces (most notably the Joseon Navy led by Admiral Yi Sun-sin and his renowned “turtle ship”)[122][123][124][125][126] with assistance from Righteous Army militias formed by Korean civilians, and Ming dynasty Chinese troops. Through a series of successful battles of attrition, the Japanese forces were eventually forced to withdraw, and relations between all parties became normalized. However, the Manchus took advantage of Joseon’s war-weakened state and invaded in 1627 and 1637, and then went on to conquer the destabilized Ming dynasty. After normalizing relations with the new Qing dynasty, Joseon experienced a nearly 200-year period of peace. Kings Yeongjo and Jeongjo particularly led a new renaissance of the Joseon dynasty during the 18th century.[127][128] In the 19th century, the royal in-law families gained control of the government, leading to mass corruption and weakening of the state, and severe poverty and peasant rebellions throughout the country. Furthermore, the Joseon government adopted a strict isolationist policy, earning the nickname “the hermit kingdom”, but ultimately failed to protect itself against imperialism and was forced to open its borders. After the First Sino-Japanese War and the Russo-Japanese War, Korea was occupied by Japan (1910–45). At the end of World War II, the Japanese surrendered to Soviet and U.S. forces who occupied the northern and southern halves of Korea, respectively. http://bit.ly/2IoEQrx

[alecbangkok]

WeLearn & Why I do What I do

When I wrote this, I was trying to figure out my response to people who ask me “What is this WeLearn thing you’re involved with anyway?” and I think I’ll start by describing why I became involved with, and believe in, WeLearn.

To know a little bit about my background is probably necessary to understand my response, so here goes:

When I was in third grade, my parents moved me from my rather traditional (mid-1970’s) elementary school to the Riverside Open School, an experimental public school in my hometown of Schenectady, New York.

I had always been identified as gifted, and placed as such in all of my classes, and things went well in Grades K-2, when I had teachers who were relatively young and dedicated to their students’ growth, and weren’t afraid to try new-ish things (again, for the time) to keep us engaged. However, my first teacher in Third Grade was not of the same mold. She was “old-school,” and didn’t like independent-minded students. We did not get along. Complaining to my parents did her no good. My father was himself a relatively young and dedicated, progressive-minded high school physics teacher in a neighboring district, and my mother was the product of fairly liberal parents herself. Both understood that education was not achieved through obedience and rote memorization, and didn’t appreciate my teacher trying to turn us into little robots. Thankfully, my second-grade teacher was also teaching third grade that year, and my parents were able to get me switched back to her, so that year looked to be salvaged. Still, there was no doubt that fourth grade would bring me into contact with Robot-Lady, which led to my parents exploring alternative options to keep me engaged with my education. That’s when they found Open School, and, after some research, transferred me there.

I was extremely fortunate; my family didn’t have much money (high school teacher father + stay-at-home mom with major health issues = limited resources to say the least) and wouldn’t have been able to afford a private Montessori or Waldorf school. The fact that there was a public school that embraced a similar philosophy and was located in Schenectady, NY, was almost miraculous. That it was a perfect fit for me, even more so. My two and a half years, from the middle of Grade 3 through the end of Grade 5, were far from utopian, but they were wonderful. I still experienced the feeling of “otherness” that I would feel for the rest of my school years, not to mention adulthood, and had to deal with that, but being treated as an individual, rather than a strangely-shaped cog that didn’t fit into the existing machinery according to the instruction manual, meant that I was mostly accepted by both the teachers and the other kids, even if they didn’t understand me sometimes.

Some learning was done at least partially as a class, differentiated for the different levels of understanding, but much of what we did was project-based learning. Keep in mind that this was the mid-to-late 1970s, and both PBL and differentiation are only now beginning to creep into U.S. public school classrooms 40 years later, and you’ll understand just how progressive this school was for its time. Still, not perfect. I didn’t succeed at everything I tried, and my independence still crossed a threshold that sometimes made me a pain in the ass for those around me, but each failure and/or difficulty was treated as an opportunity to learn for the next time. My teachers communicated regularly with my parents, as they did with all parents, who also were part of many activities both in and out of our classrooms, creating a feeling of community. To that extent, my education was very much what it should have been. If only it had continued that way.

Schenectady’s school system divided grades on a Middle School model, meaning that Elementary was K-5, Middle School was 6-8, and High School was 9-12. Open School was an Elementary school, which meant that once Fifth Grade was complete it was time for Middle School, and there was no counterpart to Open School for upper grades. Luckily for me, I would be attending Woodlawn Middle School with all of my friends from my neighborhood, so I wouldn’t be coming in as a stranger without a social structure. I think I handled the division of learning into subjects pretty well, and generally had good teachers in my classes. I was back to being separated out of the pack into the GT group, which had both benefits (learning how to perform a Japanese Tea ceremony, for example) and costs (magnified “otherness” at the same time we all started going through puberty and I began to discover some extra “otherness” that I didn’t quite yet understand). So overall it was a big switch, but not life-shattering. That would happen the following school year.

While I was going through Sixth Grade, my father was granted a sabbatical year from his school district which he used to complete and defend his doctoral dissertation. This resulted in his receiving his Ph.D. in Theoretical Physics, which in turn resulted in his looking for jobs where we could pull ourselves securely into the middle class. Ultimately, the job he found was with a defense contractor in Santa Barbara, California. We were mostly excited about the change and the cross-country road trip, and my dad was especially excited about being able to do interesting research for a living.

We arrived, found a house, and I began school at Goleta Valley Junior High, in a new place, with a new culture in which kids were considerably less sheltered, knowing no one and realizing more clearly than ever that I was far more attracted to the other boys than the girls, which I dared not mention let alone think of. Without the safety net of kids with whom I had been friends for the better part of my lifetime, my “otherness” made me an outlier worthy of notice to the other kids in school. This was not a good thing. I did everything I could to be the same as everyone else (in Junior High School, this is a matter of survival as much as anything else), but there was always something that made me noticeably “other,” and, therefore, a target.

Add to this the school itself, which looked like a prison (I could never tell whether the high chain-link fences topped with barbed wire were to keep bad people out or us in), as well as teachers who valued uniformity over interest, and I felt like I was in hell. Honestly, I can remember teachers from all of my K-12 years except for the two years at GVJH. It’s not a matter of positive or negative; they were all so unmemorable that I can’t see more than my Seventh Grade English teacher’s skunk-like hairdo. But I do remember some of my fellow students and how they treated me. Fortunately, I was able to make friends with some of the other nerds, and that provided the partial security of safety in numbers, but even with them I spent a lot of time feeling “other,” and still felt isolated despite my best efforts. This was not helped by my developing severe allergies and asthma, which meant that when I got sick, it was rarely just a cold. I would spend weeks at a time home sick; weeks that were stretched considerably longer than they needed to be as a result of my feelings toward school.

Apart from contempt, familiarity breeds peer groups of a sort, and even if I spent a lot of time feeling “other,” at least I had people I could hang out with by the time high school rolled around. That, plus the acquisition of our first home computer and its included word processor, made things a bit less miserable. Why a word processor? Because it showed me that writing could be accomplished without the physical pain and graphite-smudged fingers us southpaws tend to endure. Once I realized this, I started to enjoy writing and realized I was actually pretty good at it, despite my Tenth-Grade English teacher who thought purple hair made her edgy even though she couldn’t tolerate a lack of servile conformity in her students.

I mention my Tenth-Grade English teacher and her purple mane to illuminate the stifling atmosphere that was high school. Again, with the exception of scattered teachers such as my 11th Grade English teacher Peg Harris, whose passion for writing helped shape my own, it was a lot of assembly-line providers who diminished my passion for learning with every passing period. Band, orchestra, then choir when I’d had it with the clarinet, and Junior Statesmen of America, were the only things that kept me interested. By the time 12th Grade rolled around, and we moved to Virginia, much of my love for learning and creative fire had been stifled by subjugation.

High School in Northern Virginia was a mixed bag. On the bright side, I discovered theater and had a new outlet for self-expression, if only for a short time. I lost weight, made friends relatively easily, and was just happy not to be in SoCal any more. I still felt “other,” but that was kind of drowned out in a school where I was one of roughly 5,000 students. My graduating class was close to 1,000, so I guess people were too wrapped up in their own groups to spend too much time harassing outliers. Either that, or with numbers that large we had someplace to hide. However, Fairfax County Schools took themselves really seriously (I think they were #1 in the country at that point), which in the late ‘80s meant really pushing students hard to achieve the district’s desired outcomes (not necessarily the student's). This, in turn, meant making sure everything and everyone conformed to the standards they felt led to those desired outcomes. NoVA is the home of, among other things, the Pentagon, so as you can imagine conformity was a pretty big deal with so many parents who were current or former career military officers. That meant that I went from a lot of dual-credit college classes with adult students to The Land of Educational Robotics. To give you an idea, when the admissions decisions for the service academies came out, the suicide rate spiked…significantly.

I’m not going to get into college and grad school because this is about my elementary and secondary years and how they relate to WeLearn.

I honestly didn’t think I’d be writing quite so much backstory. I guess there must be some therapeutic value in cataloging all of this educational nonsense…which leads to why I’m involved in WeLearn, as well as what we do that makes me so excited about it.

I don’t want one more student to need to find therapeutic value in cataloging educational nonsense. I want to create a student-centered educational environment, that is process-focused rather than outcome-driven, that educates instead of indoctrinates. I want students who feel “other” to embrace their “otherness” rather than fear the results of it showing, because, to some degree, there’s “otherness” in all of us. Education should be about inspiring discovery; first and foremost the discovery, exploration, and focusing of each student’s passion. At the same time, students need to learn the skills that will make them good human beings: collaboration, an ethical compass, leadership, conceptualization, emotional literacy, and a continued love of learning no matter their chosen subject or field. Maybe a fanatical devotion to the Oxford Comma. It’s a given that we really have no idea what jobs people will be doing twenty years from now - automation and AI have seen to that - so I want students to have the tools to mold an unknowable future.

I think the best way to do that is to build a community of learners, using the best tools, technological and otherwise, that are available to us. Give the community a space where they can explore those tools to learn holistically, to make their passions conflagrations rather than having them snuffed out of existence. Give them what they need to learn how to shape the future rather than be victimized by it. I believe I’ve found a team of visionaries who share what I see for the future, so it’s not just what I want; it’s what we want.

We don’t just want them to be learners; we want them to be WeLearners!

[dcgdefenceacademy99]

10 Proven Strategies for Passing the IMU CET Exam

The IMU CET is one of the most difficult exams in India, and it is designed specifically for the merchant navy. Students can benefit from IMU CET exam preparation tips. The IMU CET is a national level entrance exam held by IMU to admit students to several programs in the field of marine engineering. Candidates who pass this exam are admitted to undergraduate, postgraduate, and diploma programs at IMU-affiliated colleges. 

This article is for you if you want to pass the IMU CET exam and become a Merchant Navy officer. These Expert IMU CET Preparation Tips will undoubtedly assist you in balancing your time spent on regular studies and IMU CET exam preparation.

1.Knowledge about the IMU CET Syllabus and Exam Pattern

You should thoroughly understand the IMU CET syllabus and exam pattern before beginning your IMU CET preparation. This may help you cover topics one at a time and plan your schedule accordingly. You could also attend the DCG Defence Academy. It is one of the top IMU CET coaching institutes in Chandigarh. We provide the best IMU CET  coaching in Chandigarh under the supervision of retired defence officers, as well as the most thoroughly tested IMU CET study materials.

2.Make good use of your study time.

 Better preparation necessitates a well-planned study schedule. A good study strategy includes effectively managing your time for the IMU CET syllabus. In order to receive high marks, your preparation schedule must be well-organized.

3.Ensure that your fundamentals are clear.

Make a list of chapters and topics after reviewing your entire syllabus. Then, emphasize the topics that require more attention and concentration. Begin by thoroughly researching the topics. You will be able to answer various types of questions if your fundamentals are clear. With the assistance and guidance of professional teachers, you can clear up your fundamentals.

4. Pay attention to the general aptitude tests (English and General Aptitude).

It is worth noting that it has a higher point value per question than the maths

 paper.

English 

You must be fluent in English in order to pass the IMU CET exam. Prepare your vocabulary carefully. Questions from the exam can be used to practice and learn.

- Only use exam-level questions to practice grammar.

- Reading comprehension requires only focus and keen observation; you must choose the appropriate facts and figures.

- Sentence Structure Jumble Questions examine only three parts of a sentence: the subject, the verb, and the object of the verb. 

- When answering Para Jumble Questions, pay attention only to three parts of the paragraph: the introductory sentence, the mandatory pairs, and the concluding sentence.

General Aptitude

General Aptitude is a required course, so prepare thoroughly. This section may award you full marks or even none at all. The questions assess your general aptitude. 

5.Mathematics

If we're talking about mathematics, you'll need a lot of practice to pass the IMU CET exam because, as you know, maths is a time-consuming subject, so prepare well. There are numerous topics that can be covered in mathematics. Relationships and Functions, Inverse Trigonometric Functions, Matrics, Determinants, Continuity and Differentiability, Application of Derivatives, Integrals, Application of Integrals, Differential Equations, Vectors, 3D Geometry, Linear Programming, and Probability are just a few examples. 

6.Chemistry

If you are studying for the IMU CET exam, you should concentrate on chemistry because it covers so many topics. All of the topics are taken from 11th and 12th grade textbooks.

7. For the IMU CET Exam, choose your study materials wisely.

While studying for the IMU CET, a large number of books should not be read.

It is critical to strike a balance between your IMU CET preparation and your Class 12th preparation.

The most important aspect of preparing for the IMU CET is reading the appropriate book. Almost every aspect of the exam is covered thoroughly.

8.Take brief notes.

It is best to keep short, easily accessible notes so that you can revise them without devoting too much time.

Make use of expert-prepared notes that are both useful and significant.

Read the concept notes from the NCERT study material.

9.Keep fit and healthy.

It is recommended that you eat well and drink plenty of water to stay fit and healthy.

Set a regular sleeping schedule.

Aside from that, I prefer to relieve stress through yoga or another form of exercise or meditation.

10.Revision

Good performance necessitates revision. This will help you recall the information.

Candidates should take brief notes and regularly revise them.

Do not spend too much time researching topics. You will forget everything you have previously learned as a result of this. In the final week before the exam, thoroughly review all of the topics and subjects you have studied. This will help you perform well on the exam.

About DCG Defence Academy

DCG Defence Academy is one of Chandigarh's most well-known IMU CET coaching institutes. Under the supervision of retired military officers, we provide the best experienced faculty and training. We provide the most effective IMU CET coaching in Chandigarh, as well as CDS, AFCAT, Navy, and other courses. Our academy's success rate is so high that the vast majority of our graduates are now employed as military officers. So, what are you waiting for? Pass the IMU CET exam by joining DCG Defence Academy and realizing your dream.