Indian Art and Culture is an important part of the GK section in competitive exams. In this section, aspirants can study the Indian art and culture of ancient, medieval, and modern history time. So crack any competitive exam by solving these questions related to Indian Art and Culture.
Test your knowledge of Art and culture Quiz Questions for a competitive exam. Explore artistic history & heritage. Prepare effectively. Boost your exam preparation!
Test your knowledge of Rajasthan's art and culture gk questions with our engaging quiz! Prepare for Rajasthan exams with fun and learning and try to solve art and culture quizzes on Rajasthan exams.
Explore Rajasthan's rich art and culture through insightful GK questions and answers with Rajasthan art history and cultural gk questions. Discover the heritage of India's vibrant state.
Here islam, islamic culture, muslim culture,islamic philosophy, muslim philosophy,Islamic activities that should follow accoding to the constitution, the holy Quran sent by Allah and Hadith of Mohammad Sm(Peace be upon him), the prophet will be discussed.
This article outlines the main results and methodological challenges of a large-scale survey on actual digital skills. A test covering three main dimensions of digital literacy (theoretical, operational and evaluation skills) was administered to a random sample of 65 third-year high school classes, producing data on 980 students. Items include knowledge questions, situation-based questions and tasks to be performed online. A Rasch-type model was used to score the results. In agreement with the literature, the sample performed better in operational skills, while showing a particularly poor performance regarding evaluation skills (although for this dimension the test shows reliability issues). Through a robust regression analysis we investigate if a skills divide based on ascriptive differences, gender and family cultural background, exists among the students. It emerges that cultural background has a significant effect, which is stronger on operational skills, while gender shows a more definite impact on theoretical knowledge.
Facebook and other social media have been hailed as delivering the promise of new, socially engaged educational experiences for students in undergraduate, self-directed, and other educational sectors. A theoretical and historical analysis of these media in the light of earlier media transformations, however, helps to situate and qualify this promise. Specifically, the analysis of dominant social media presented here questions whether social media platforms satisfy a crucial component of learning - fostering the capacity for debate and disagreement. By using the analytical frame of media theorist Raymond Williams, with its emphasis on the influence of advertising in the content and form of television, we weigh the conditions of dominant social networking sites as constraints for debate and therefore learning. Accordingly, we propose an update to Williams' erudite work that is in keeping with our findings. Williams' critique focuses on the structural characteristics of sequence, rhythm, and flow of television as a cultural form. Our critique proposes the terms information design, architecture, and above all algorithm, as structural characteristics that similarly apply to the related but contemporary cultural form of social networking services. Illustrating the ongoing salience of media theory and history for research in e-learning, the article updates Williams' work while leveraging it in a critical discussion of the suitability of commercial social media for education.
Peer facilitation is proposed as a solution to counter limited interaction in asynchronous online discussions. However, there is a lack of empirical research on online peer facilitation. This study identifies, through cross-case comparison of two graduate-level blended courses attended by Asian Pacific students, the actual peer facilitation techniques that could encourage online interaction. Analyses of interviews and online discussion transcripts suggest that techniques such as 'showing appreciation' and 'considering others' viewpoints' encourage online interaction. However, instructors intending to incorporate peer-facilitated online discussions should also consider the influence of factors such as the design of the online discussion activity and learners' cultural background as some participants could consider challenging others' ideas culturally inappropriate and need to be encouraged through techniques such as 'general invitation to contribute'. Facilitators might also re-consider the use of certain traditionally recommended strategies such as directing an online message at specific participants to encourage responses. This study suggests that doing so could sometimes backfire and discourage online contributions.
e objective of this study was to test whether information presented on slides during presentations is retained at the expense of information presented only orally, and to investigate part of the conditions under which this effect occurs, and how it can be avoided. Such an effect could be expected and explained either as a kind of redundancy effect due to excessive cognitive load caused by simultaneous presentation of oral and written information, or as a consequence of dysfunctional allocation of attention at the expense of oral information occurring in learners with a high subjective importance of slides. The hypothesized effect and these potential explanations were tested in an experimental study. In courses about literature search and access, 209 university students received a presentation accompanied either by no slides or by regular or concise PowerPoint slides. The retention of information presented orally and of information presented orally and on slides was measured separately in each condition and standardized for comparability. Cognitive load and subjective importance of slides were also measured. The results indicate a "speech suppression effect" of regular slides at the expense of oral information (within and across conditions), which cannot be explained by cognitive overload but rather by dysfunctional allocation of attention, and can be avoided by concise slides. It is concluded that theoretical approaches should account for the allocation of attention below the threshold of cognitive overload and its role for learning, and that a culture of presentations with concise slides should be established.
Although this article is not directly related to education policy, I think it provides an important look at the youth culture many students in DC schools experience.
While old-school socialism was an arm of the state, digital socialism is socialism without the state. This new brand of socialism currently operates in the realm of culture and economics, rather than government—for now
I use socialism because technically it is the best word to indicate a range of technologies that rely for their power on social interactions.
it is a spectrum of attitudes, techniques, and tools that promote collaboration, sharing, aggregation, coordination, ad hocracy, and a host of other newly enabled types of social cooperation
From Abkhazian to Zulu, Tampa Bay area students speak a world of native languages, enriching the melting pot of cultures.
This article was interesting to me because it made me think of the Postman reading and the narrative on diversity. It is amazing that so many students in this area of Tampa speak so many different languages. The god of multiculturalism is definitely present in this community!
The National Parks Service's Teaching with Historica Places uses places listed on the National Register of Historic Places to enhance traditional teaching of history, social studies, geography, etc. There are over 135 classroom lesson plans. I find this to be very interesting because I would like to incorporate more examples of material culture in the classroom. I think lessons like this provide a valuable lens through which to study historic moments.
The experiences of Chinese learners on two e‐learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e‐learning experience.