HP2-H65 Exam Braindumps are must for success in actual test

killexams.com HP2-H65 cheat sheet contains Finish Pool of Queries and Answers plus real questions checked and accredited along with referrals and explanations (where applicable). Our focus on collecting the particular HP2-H65 Questions and Solutions is not simply in order to pass the HP2-H65 test at the very first attempt but Actually Transform your Knowledge regarding the HP2-H65 test subjects.

Exam Code: HP2-H65 Practice test 2022 by Killexams.com team
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Killexams : HP Personal test syllabus - BingNews https://killexams.com/pass4sure/exam-detail/HP2-H65 Search results Killexams : HP Personal test syllabus - BingNews https://killexams.com/pass4sure/exam-detail/HP2-H65 https://killexams.com/exam_list/HP Killexams : Examination and Assessment

The School holds academic integrity in high regard. Under the Conditions of Registration for your programme you consented to all of your summative coursework (essays, projects, dissertations, etc) being analysed by plagiarism detection software.

The Department of Health Policy submits all summative coursework to Turnitin UK (iParadigms) for textual similarity review and the detection of plagiarism. Copies of all papers submitted to this software will be retained as source documents in the iParadigms reference database solely for the purpose of detecting plagiarism.

Plagiarism is the use of any work by others, whether published or not, and can without proper referencing. Any quotation from the published or unpublished work of other persons, including other students, must be clearly identified by being placed inside quotation marks and a full reference to their source must be provided in the proper form.

You can submit your coursework to Turnitin yourselves, before the final submission to make sure you have not inadvertedly plagiarised someone elses work. even if you inadvertently plagiarised work, you will still be held responsible.

If you wish to submit your coursework to Turnitin yourself, make sure that you submit it ‘in draft’ on Moodle and NOT ‘for grading’. If you submit a draft, you will be able to finalise your coursework before submitting for grading. ONLY when you are sure that you want to submit your work for grading, should you choose this option. Once your work is submitted for grading, you will not be able to change it.

When you submit the electronic copy in Moodle you will be asked to confirm, by submission, that you understand the School's regulations on plagiarism and assessment. By submitting your work on Moodle you are confirming that all work contained within your work is your own, apart from properly referenced quotations.

More information

Thu, 01 Oct 2020 17:01:00 -0500 en-GB text/html https://www.lse.ac.uk/health-policy/student-life/examination-assessment
Killexams : ICSE results: 32 students from MMR make it to national toppers list

Mumbai: A total of 32 students from the Mumbai Metropolitan Region (MMR) made it to the list of national toppers in the Indian Certificate of Secondary Education (ICSE) examinations, the results for which were announced on Sunday evening. The results improved significantly since 2019 when just 13 national rankers were from MMR. 2019 was the last year when the board released a merit list.

With the Covid-19 outbreak in March 2020 and Delta variant-driven surge in 2021, Council for Indian School Certificate Examinations (CICSE) had decided against putting out a merit list citing “exceptional circumstances”.

This year, all 245 schools in Maharashtra from where students appeared achieved a 100% pass percentage. As seen with SSC results released last month, female students fared better than their male counterparts.

While all girl candidates cleared the exam, the pass percentage among boys stood at 99.99%.

This year’s performance, according to school principals, is a result of a new mode of examination and assessment. Exams were conducted in two semesters -- December 2021 to January 2022, and April to May 2022.

For the results, equal weightage was given to both Semester 1 and Semester 2 examinations, and Project (Internal Assessment) marks were added to arrive at the final marks in each subject.

“Mumbai and Maharashtra overall fared very well. We are pleased with the results. Students have kept up the Board’s performance, which is commendable amid various personal challenges since March 2020. For the first time in three years, we are announcing results based on exams and not continuous evaluation, so that in itself is significant,” said Gerry Arathoon, chief executive and secretary, CICSE.

Perin Bagli, principal, Activity High School, Peddar Road and secretary-treasurer of the Association of ICSE Schools in Maharashtra said students have performed exceptionally well this year. “The factors that benefitted the students were MCQ exams, which the students found easy. The workload was less because the syllabus was divided into two parts. The results were also released based on the best of terms subject-wise. There was so much time for the students, that even the slower ones could catch up with the curriculum.”

Notably, a large number of students have scored above 90%. At Jamnabai Narsee School, Juhu, 277 students appeared for exams of which 187 students scored above 90%. “They scored well despite last-minute changes in test board patterns. The students have been resilient and overcame several difficulties during the pandemic and scored exceptionally well,” said principal Kalpana Patange.

Vikram Unnikrishnan, a candidate from Bombay Scottish School who secured a score of 99.4%, said he was surprised but not shocked by his result. “Online schooling went on from 9 am to 1 pm, and it was extremely difficult to grasp the fundamental concepts of core subjects. Being at home all day and not having any school presence makes it tough for you to keep up your focus, but the school made efforts to assist students during the pandemic, such as providing six mock papers for board preparations, and teachers were always available to answer any questions,” Unnikrishnan said.

Sun, 17 Jul 2022 12:31:00 -0500 en text/html https://www.hindustantimes.com/cities/mumbai-news/icse-results-32-students-from-mmr-make-it-to-national-toppers-list-101658084489053.html
Killexams : CBSE Class 10 Maths Deleted Syllabus 2022-23: Check Chapters/Topics Removed from Syllabus; get New Curriculum Here!

Check deleted portion of CBSE Class 10 Maths Syllabus that will not be assessed in CBSE Class 10 Maths Board test 2022-23. get the reduced syllabus in PDF.

CBSE Class 10 Maths Deleted Syllabus 2022-23

CBSE Class 10 Maths Syllabus has been revised and reduced by 30% for the annual assessment to be conducted in the academic session 2022-2023. Below is given the list of the chapter-wise subjects that are not included in the new CBSE Class 10 Maths Syllabus 2022-2023. All the class 10 students must check the details of the deleted chapters/topics so as to avoid memorizing irrelevant content. Prepare for your CBSE Class 10 Maths Board test 2022-23 according to the reduced CBSE Class 10 Maths Syllabus. The link to check the new syllabus is provided below:




Euclid’s division lemma, Decimal representation of rational numbers in terms of terminating/non-terminating recurring decimals.


Statement and simple problems on division algorithm for polynomials with real coefficients.


Simple problems on equations reducible to linear equations.


No Deletion


No Deletion


Area of a triangle


Proof of the following theorems are deleted  

If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other.

The ratio of the areas of two similar triangles is equal to the ratio of the squares of their corresponding sides.

In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.

In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angles opposite to the first side is a right angle.


No Deletion


Full Chapter Deleted


No Deletion


Trigonometric ratios of complementary angles


No deletion


No deletion


Frustum of a cone.

Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken).


· Step deviation Method for finding the mean  

· Cumulative Frequency graph


No deletion

Check below the rationalised NCERT Book for Class 10 Maths. We have provided here the new edition of the book in which content has been reduced by removing certain chapters and subjects from the book. Students must read the new book alongside considering the prescribed course content in the CBSE Class 10 Maths Syllabus 2022-2023. They must clear any syllabus related doubts with their subject teachers.

NCERT Book for Class 10 Maths (2022-2023)

NCERT Solutions for Class 10 Maths

Jagran Play

रोमांचक गेम्स खेलें और जीतें एक लाख रुपए तक कैश

Wed, 27 Jul 2022 17:55:00 -0500 text/html https://www.jagranjosh.com/articles/cbse-class-10-maths-deleted-syllabus-2022-2023-1658984989-1
Killexams : A Delphi developed syllabus for the medical specialty of sport and exercise medicine


Training in the medical specialty of sport and exercise medicine is now available in many, but not all countries. Lack of resources may be a barrier to the development of this important specialty field and the International Syllabus in Sport and Exercise Medicine Group was convened to reduce one potential barrier, the need to develop a syllabus. The group is composed of 17 sport and exercise medicine certified residing in 12 countries (Australia, Canada, India, Ireland, Malaysia, the Netherlands, Qatar, South Africa, Sweden, Switzerland, the UK and USA). This paper presents the first phase of this project covering the domains and general learning areas of a specialist training syllabus in sport and exercise medicine.

  • Education
  • Sports And Exercise Medicine


Sport and exercise medicine (SEM) has become a recognised field of medical specialisation in countries on six continents. The specialty of SEM includes the:

  • promotion and implementation of regular physical activity in the prevention, treatment and rehabilitation of chronic diseases of lifestyle (termed ‘noncommunicable diseases’ by the WHO).

  • prevention, diagnosis, treatment and rehabilitation of injuries that occur during physical activity.

  • the prevention, diagnosis and management of medical conditions that occur during or after physical activity.1

In many countries SEM specialist training is not available. Physical inactivity poses significant health related risks throughout the world. Given the skill set that SEM physicians can bring in a variety of areas, including to any overarching governmental process to encourage and maintain physical activity, training of SEM physicians in these countries is highly desirable.

The development of a medical specialist training programme is a significant undertaking and requires considerable resources, both intellectual and physical. In 2016 a group of medical practitioners with experience in the development of training and assessment programmes in SEM were invited to join a Delphi group. The group was tasked with creating a ‘basic syllabus in the specialty of SEM’ with the intention that the syllabus be made available for use by any country wishing to develop a specialist training programme in SEM. It is hoped that by reducing the resource barrier more people, organisations and governments will have access to the expertise of specialist SEM physicians. The syllabus presented here is not intended for countries where specialty training is currently in place; excellent programmes already exist in these countries.


This project arose out of a series of discussions which occurred at SEM conferences in Australia, New Zealand and Europe in 2014 and 2015. The SEM specialist physicians involved in these discussions recognised that SEM is now practised at the specialist level in a substantial number of countries internationally, but that each country undertaking SEM specialist training had essentially ‘re-invented the wheel’. It was recognised that this was an inefficient use of scarce resources, and that the effort required to create a specialist training programme may form a barrier to the specialty being developed in more countries. The project is an attempt to provide an advanced starting point for those countries who do not have a SEM specialist training programme.

Internationally the existing postgraduate training path to specialty status for doctors in the field varies considerably. It ranges from undertaking an additional year or more of training postprimary specialty (eg, USA) through to stand-alone 4-year primary specialty training programmes (eg, Australia). Specialist SEM training is a lengthy process; in many countries training would not be complete before postgraduate year 7.

The group is offering a syllabus rather than a curriculum as it was felt that the specialty will best evolve in individual countries on the back of pre-existing educational and medical infrastructure. The syllabus presented here is flexible enough to be used in a variety of specialist training scenarios. With an understanding of local resources, a national medical organisation could take this basic syllabus, and determine how they will train and assess in the specialty of SEM.

The authors recognise there are many upskilling short courses designed to Strengthen a doctor’s knowledge of various branches of SEM, however these do not produce SEM specialists.

No funding or organisational support has been sought for this project. The group has no affiliated organisations, although the individual group members have affiliations to various national SEM organisations.


The Delphi group, which has come to be known as the International Syllabus in Sport and Exercise Medicine Group (ISSEMG) was formed by inviting approximately 20 SEM certified from 12 countries where specialist SEM training is already established. The invitees were told of the nature of the project and asked to inform their national SEM organisation of the invitation, with the understanding that the national SEM organisations were not being asked to ratify the project, but could offer an alternate participant if the primary invitee could not participate for some reason, or if someone in the organisation had a greater interest in the project. Ultimately the group came to be composed of 17 SEM certified residing in 12 countries (Australia, Canada, India, Ireland, Malaysia, the Netherlands, Qatar, South Africa, Sweden, Switzerland, the UK and USA).

The development process was a modified Delphi process, with questionnaires around course inclusion being sent out at a rate of approximately one every 3 weeks, the comments of the group collated and circulated, with iterative questionnaires developed as needed. A cut-off point of 80% agreement was the general standard for course inclusion. One member of the group (DH) created the questionnaires with multiple members offering initial lists of course inclusions. Surveys were distributed via a link embedded in an email with a reminder email circulated approximately 2 weeks later. Response rates to the surveys varied from 60% to 100%. Each questionnaire posed a series of questions around course areas, with members agreeing or disagreeing on a topic’s inclusion, with the option of commenting on the course area and a final option of suggesting other course areas for inclusion. The commentary and additional suggestions were then collated and circulated to the group with the option of further comment available. It was generally not possible for the collator to identify who had completed a survey or who had provided particular comments. Where appropriate, follow-up questions on the course areas were posed in the next questionnaire.

The agreed syllabus is hierarchical, the top level contains the ‘Domains’, that is to say the overarching areas of learning. In the second level, the domains have been divided into ‘General Learning Areas’ (GLA) and each GLA will be divided into ‘Specific Learning Areas’ (SLA).

This paper presents the domains and GLAs; the SLAs are still in development and will be presented in a later publication.

It has been assumed that the doctors undertaking specialist training in SEM have prior high-level training in anatomy and exercise physiology. If this is not the case then these areas need to be included in the learning domains.



The following have been agreed as the key domains of SEM specialist training

  1. Physical activity and human health

  2. Medical issues related to exercise

  3. Injuries related to sport and exercise

  4. Nutrition

  5. Pharmacology

  6. Antidoping

  7. Sports team care and sports event medical management

  8. Physical activity in challenging environments

  9. Specific groups undertaking sport and exercise

  10. Intrinsic skills of an SEM physician

  11. Extrinsic skills of an SEM physician

General learning areas

For each domain, the following have been agreed as the GLAs:

Physical activity and human health GLAs

  1. The role of physical activity in the prevention and treatment of disease: population health perspectives

  2. Applied exercise physiology: types of exercise, effects of exercise and maximising adaptations to exercise

  3. Physical activity guidelines and recommendations

  4. Barriers to physical activity: environmental, social, physical and psychological

  5. Considerations before prescribing exercise

  6. Exercise prescription in healthy individuals

  7. Exercise prescription in individuals with disease

  8. Exercise prescription in special circumstances

  9. Communicating the physical activity message beyond the individual

Medical issues related to exercise GLAs

  1. Neurological issues related to physical activity

  2. Respiratory issues related to physical activity

  3. Cardiovascular issues related to physical activity

  4. Gastrointestinal issues related to physical activity

  5. Renal and urogenital issues related to physical activity

  6. Metabolic issues related to physical activity

  7. Ear, nose and throat issues related to physical activity

  8. Immunological and haematological issues related to physical activity

  9. Dermatological issues related to physical activity

  10. Psychological and mental health issues related to physical activity

Injuries related to sport and exercise GLAs

  1. Principles of tissue injury and repair in the musculoskeletal system

  2. Principles of injury prevention

  3. General pathology of the musculoskeletal system

  4. Head and neck injuries

  5. Upper limb injuries

  6. Trunk, abdominal and thoracic spine injuries

  7. Lumbar spine and pelvic injuries

  8. Lower limb injuries

  9. Interpretation of radiological and other investigations

  10. Principles of injury rehabilitation

  11. Return to sport decision making

Nutrition GLAs

  1. Sports nutrition for health and performance

  2. Hydration

  3. Carbohydrates

  4. Fats

  5. Protein

  6. Micronutrients and vitamins

  7. Energy requirements and relative energy deficiency

  8. Nutritional supplements

Pharmacology GLAs

  1. Medication abuse in elite athletes

  2. The influence of medications used in the treatment of disease on exercise capacity

  3. Medication and exercise interactions which may cause or worsen disease

Antidoping GLAs

  1. The World Anti-Doping Authority (WADA) list

  2. The WADA therapeutic use exemption process

  3. Other prohibited medications in specific sports

  4. The consequences of doping: health risks, sanctions and responsibilities

Sports team care and sports event medical management GLAs

  1. Roles of the SEM physician in the team environment

  2. The Olympic movement medical code on the ethical treatment of athletes

  3. Medical screening of athletes and event participants

  4. Preseason/pre event medical organisation

  5. Equipment, medical supplies and facilities for team and event care

  6. Match/event day medical issues

  7. Emergency sports medicine: on-field assessment and management of sports injuries and medical conditions

  8. Postseason and postevent review of medical care

  9. Team travel

  10. Common general practice problems encountered when travelling with teams

Specific environments and sport GLAs

  1. SEM as it relates to physical activity at altitude

  2. SEM as it relates to physical activity in cold environments

  3. SEM as it relates to physical activity in hot environments

Specific groups in sport GLAs

  1. Sports medicine as it relates to paediatric athletes

  2. Sports medicine as it relates to female athletes

  3. Sports medicine as it relates to ageing athletes

  4. Sports medicine as it relates to athletes with a disability

  5. Sports medicine as it relates to extreme and adventure sport athletes

Intrinsic skills of an SEM physician GLAs

Intrinsic skills are core skills which all physicians should learn during basic training, but which also have particular applications within SEM practice.

  1. Communication

  2. Collaboration

  3. Leadership and management

  4. Health advocacy

  5. Research, teaching and learning

  6. Professionalism

  7. Ethics

  8. Cultural, religious and LGBTQ awareness and safety

Extrinsic skills of an SEM physician GLAs:

The ISSEMG have defined extrinsic skills primarily as the ‘doing’ skills, that is to say skills that require hands-on ability as opposed to the primarily cognition skills defined in the intrinsic skills.

Please note that in this domain the ISSEMG has chosen to define some skills as core, that is to say required of all certified in SEM, and some skills as advanced, that is to say skills which could reasonably be expected to be acquired postspecialty training, but which could be acquired during specialty training.

Core skills

  1. Perform a comprehensive examination of the musculoskeletal and neurological systems and interpret the findings at an advanced level.

  2. Perform a sport-specific medical and musculoskeletal screening examination.

  3. Perform advanced life support in non-hospital environments.

  4. Provide effective immediate medical care for on-field injuries and medical events.

  5. Perform concussion screening examinations, baseline and postinjury, and interpret the results.

  6. Interpret radiological and other investigations relating to SEM at an advanced level.

  7. Interpret ECG findings in an athlete with reference to current guidelines.

  8. Inject a variety of joints and soft tissues without radiological guidance.

  9. Prescribe advanced protective braces.

Advanced skills

  1. Tape joints, tendons and muscle for injury prevention and treatment.

  2. Interpret simple video analysis of a variety of sporting skills including running gait.

  3. Perform a targeted ultrasound examination of a peripheral musculoskeletal problem.

  4. Inject a variety of joints and soft tissues with radiological guidance.

  5. Perform and interpret the findings of a resting and exercise lung function test.


ISSEMG has developed a baseline syllabus SEM medical specialist training programme and offers the first two layers of the syllabus in this document. The members of ISSEMG hope that this project is of value to those national medical organisations seeking to create a specialist training programme in SEM. ISSEMG intends to provide the SLA component of the syllabus within the next 3 years.


The authors thank the ISSEMG team members for their contribution.

Wed, 20 Dec 2017 13:01:00 -0600 en text/html https://bjsm.bmj.com/content/52/8/490
Killexams : Deletion of certain subjects from class X syllabus of Math invites mixed reactions No result found, try new keyword!According to NCERT, deletion of Pythagoras Theorem and Quadratic Equations from class X syllabus won’t affect the overall standards of Math as students have been exposed to these subjects in the ... Wed, 27 Jul 2022 01:34:33 -0500 en-in text/html https://www.msn.com/en-in/money/careers/deletion-of-certain-topics-from-class-x-syllabus-of-math-invites-mixed-reactions/ar-AA101QHZ Killexams : DU’s four year undergraduate programme: What is its structure, syllabus and framework No result found, try new keyword!As the university is now only in the process of finalising the syllabus of the first semester syllabus for the various programmes, students do not know which subjects they will study in the course of ... Thu, 28 Jul 2022 12:36:00 -0500 en-in text/html https://www.msn.com/en-in/money/other/du-e2-80-99s-four-year-undergraduate-programme-what-is-its-structure-syllabus-and-framework/ar-AAZYqIZ Killexams : FUTURE SHOCK: 25 Education trends post COVID-19
 Future Shock: 25 trends in education post COVID-19.
Future Shock: 25 trends in education post COVID-19.
By Sandeep Goyal

This Future Shock series is inspired by the Alvin Toffler book with the same name, first published in the 1970s. The book future gazed a rapidly changing world, propelled into newer and newer orbits by not just science and technology, but by newer political realities, sociological change and the emergence of newer opportunities, newer aspirations and newer lifestyles. But even Toffler had not visualized a world faced with cataclysmic change because of a pandemic, a metamorphosis triggered by a virus.

Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic. Some 1.3-1.5 billion students and youth across the planet are affected by school and university closures. These nationwide closures are impacting over 72% of the world’s student population. Several other countries have implemented localized closures impacting millions of additional learners. Governments around the world are making efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning.

School closures carry high social and economic costs for people across communities. Their impact however is particularly severe for the most vulnerable and marginalized boys and girls, and their families. The resulting disruptions exacerbate already existing disparities within the education system but also in other aspects of their lives. UNESCO has put out many detailed, and learned, papers on the unprecedented current situation in the world of academics – one that has not occurred since the Second World War, though the scale and human impact of the current pandemic is far far larger than any war in human history. Closure of schools has a catastrophic impact on society, and the UNESCO studies summarize some of it as follows:

• Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived of opportunities for growth and development. The disadvantages are disproportionate for under-privileged learners who tend to have fewer educational opportunities beyond school.

• Poor nutrition: Many children and youth rely on free or discounted meals provided at schools for food and healthy nutrition. When schools close, nutrition is compromised.

• Confusion and stress for teachers: When schools close, especially unexpectedly and for unknown durations, teachers are often unsure of their obligations and how to maintain connections with students to support learning. Transitions to distance learning platforms tend to be messy and frustrating, even in the best circumstances. In many contexts, school closures lead to furloughs or absenteeism by teachers.

• Parents unprepared for distance and home schooling: When schools close, parents are often asked to facilitate the learning of children at home and can struggle to perform this task. This is especially true for parents with limited education and resources.

• Challenges creating, maintaining, and improving distance learning: Demand for distance learning skyrockets when schools close and often overwhelms existing portals to remote education. Moving learning from classrooms to homes at scale and in a hurry presents enormous challenges, both human and technical.

• Gaps in childcare: In the absence of alternative options, working parents often leave children alone when schools close and this can lead to risky behaviors, including increased influence of peer pressure and substance abuse.

• High economic costs: Working parents are more likely to miss work when schools close in order to take care of their children. This results in wage loss and tend to negatively impact productivity.

• Unintended strain on health-care systems: Health-care workers with children cannot easily attend work because of childcare obligations that result from school closures. This means that many medical professionals are not at the facilities where they are most needed during a health crisis.

• Increased pressure on schools and school systems that remain open: Localized school closures place burdens on schools as governments and parents alike redirect children to schools that remain open.

• Rise in dropout rates: It is a challenge to ensure children and youth return and stay in school when schools reopen after closures. This is especially true of protracted closures and when economic shocks place pressure on children to work and generate income for financially distressed families.

• Increased exposure to violence and exploitation: When schools shut down, early marriages increase, more children are recruited into militias, sexual exploitation of girls and young women rises, teenage pregnancies become more common, and child labour grows.

• Social isolation: Schools are hubs of social activity and human interaction. When schools close, many children and youth miss out on social contact that is essential to learning and development.

• Challenges measuring and validating learning: Calendared assessments, notably high-stakes examinations that determine admission or advancement to new education levels and institutions, are thrown into disarray when schools close. Strategies to postpone, skip or administer examinations at a distance raise serious concerns about fairness, especially when access to learning becomes variable. Disruptions to assessments results in stress for students and their families and can trigger disengagement.

Read Also: FUTURE SHOCK: 25 food trends post COVID-19

I read somewhere long back that, “A school is not paradise. But school is a place where paradise can be created”. It continued in the same vein with the thought, “The classroom with all its limitations, remains a location of great possibility”. In the past few weeks, we have gone from Classroom to Zoom. From pedagogy to ‘panicgogy’. Much has been written about the hastily made transition. In the process, however, much has also changed. Perhaps never to return to whatever we knew of teaching and learning for generations.

As we track future trends, we will address both myths, and realities, in the new emerging scenario. Suffice it to say that academic schedules have been radically disrupted, most students outside the metro-based middle class have limited computer access, Wi-Fi is kind of spotty and erratic, there is a lot of electricity outage and synchronous virtual classes are very stressful for teachers not used to working with technology. However, since there are not many options for the time being, the education bulwark so used to brick-and-mortar face-to-face interactions, is trying its best to adjust and adapt to the new normal. Many new learnings, new perspectives, new trends will emerge as we head into The Great Unknown:

1. Fewer kids will go back to school when schools re-open. Denmark eased its coronavirus lockdown on 14th April, by reopening schools and day care centres, but concerns they might become breeding grounds for a second wave of cases convinced thousands of parents to keep their children at home. There is actually a Facebook group called ‘My kid is not going to be a Guinea Pig’ with 40,000 members in a country as small as Denmark. An overwhelming number of parents are asking the inevitable question, ‘Why should my little child go outside first’ especially since the virus is still to be brought under leash. India is going to be no different. A lot of well-heeled middle class folks may prefer to delay the return of their kids to school or college. And of course, with so many livelihoods lost, many poor parents may not be able to in any case afford sending their offsprings back to school for a long long time.
Linked question? Will this lead to home schooling? One, too early to say. Two, if the lockdowns re-occur soon, and frequently, home-schooling will become a distinct possibility with middle and upper middle families.

2. Fewer kids will go out of town, far from home, to study. The nightmare of kids stuck in Kota, Rajasthan, having to be rescued and brought back home is still fresh in the minds of most parents. Till the situation settles down somewhat, most parents will prefer to find workable alternatives closer home. Competitive exams are surely important, but safety of the young ones will take higher priority till the virus shows at least a visible downward trajectory.

3. Fewer kids will go overseas to study. Every form of international education is currently affected by the crisis and will be for some time, from study abroad schemes to staff exchanges and internships to transnational collaborative programmes. Universities have been closed and/or are delivering all education online. Every international conference in higher education has been cancelled or turned into a series of webinars. As governments are starting to reopen society and restart business, universities will also gradually reopen their campuses. Nevertheless, new modes of social distancing will continue to apply for quite some time, affecting on-campus learning in physical spaces, from the (international) classroom to libraries and on-campus student networking places. In the short term, international student mobility will decrease, including possible problems with student visas. International visiting professors could teach their courses online, continuing to provide some ‘internationalisation at home’. Once travel bans are lifted, in the medium term, student mobility will resume as it has so much become the DNA of contemporary higher education.

4. Social distancing, little or no sports. The fist-bump, the high-five, the warm handshake, the hug will be gone for a long time. The personal greeting, the smile, the intimacy, the bonhomie have all been subtracted from the class of tomorrow. The class will go from social to asocial. Friendships, social networking, campus bonding and huddles will be on hold for a while. Invisible walls will come up, diluting in many ways the fun & euphoria of campus life.
Sports too will be in low gear for a while. Gyms, swimming pools, maybe even tracks & fields will remain shut for sometime more. And when they do open, competitive sports and tournaments will take even longer to be reinstated.

5. Two shift or three shift schools. The need for social distancing will mean lesser students in each class. So the need for most educational institutions to perhaps work two shifts, maybe even three, everyday. While this will put infinite more pressure on the teaching and administrative staff, it may actually be a boon in disguise for the taught. Lots of schools and colleges in India have far too many students packed into small classrooms. A sparser class may actually make for better teaching and class interaction.

6. Social distance may lead to some getting ‘socially distant’. As it is, equality in the classroom has always been a fiction. The inequality, sadly, will only widen in the days to come. Caste/family background, social status, economic well-being, the kind of school you attended has invariably shaped the student’s confidence to speak-up in class. The underprivileged would most likely always be the meek attendees who would feel afraid to say something wrong in class, hence would prefer silence over participation. Such inequities do exist. The classroom, with equal seating, with uniform chairs, kind of brought an unsaid democracy to teaching. Technology which allows one student to access class from an air-conditioned, hi-speed wi-fi home, while another may be trying to find a quiet corner in an overcrowded tenement with jumpy internet will further ‘socially distance’ the class. Now, that is surely not what was intended from social distancing!

7. Teaching versus learning, will need figuring. Oscar Wilde once said, “Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught”. Going forward, the role of the teacher will get redefined. The notion of a teacher or an educator as the knowledge-holder who imparts wisdom to pupils is no longer fit for the purpose of the future. With students being able to gain access to knowledge, and even learn many a technical skill, through a few clicks on their phones, tablets and computers, we will need to redefine the role of the teacher in the classroom of tomorrow. This may mean that the role of teachers will need to move towards facilitating young people’s development as contributing (and employable) members of society, rather than just lecturing.

8. Teaching will go tech. But just Zoom isn’t e-learning. To enable remote learning, technology will kick in big time. The mechanics of remote instruction, however, are not necessarily inclusive or equitable. Remote instruction requires that students have access to both capable computing technology and reliable internet service (and in our country perennial electricity too). Which is not always unfortunately guaranteed in India. Also, Zoom deployment in itself isn’t going to equal learning. There will be need to do more. There are already educationists working on taking a lot of science lessons, even geography, to 3-D. A detailed world map in 3-D, for example, for a Class 6 student would surely be so much more fun. Also, a 3-D view of the heart. Technology will enrich teaching, but for that teachers and technologists both will have to persevere and innovate.

Read Also: FUTURE SHOCK: 25 travel & tourism trends post COVID 19

9. Technology in education alone will not be the enabler. If you want to see a true crisis in education, one has to look at our government-run schools, or at least the remote ones where a young teacher in an isolated village who has only received perhaps a basic college degree tries to teach 60+ children in a dilapidated, multi-grade classroom where books are scarce and many of the students (and even more of their parents) are often functionally illiterate. While talk in some elevated places of learning, at Harvard or even our own IIT/IIMs, may be about how new technologies can help transform education, in India it will first have to be about how such tools can help education systems function at a basic level. Change is on the way but those in pivotal positions will have to ensure that its benefits percolate to the benefit of all.

10. Technology will be about the content, not the container. It is possible to become so enamoured with the technology (and so distracted by device-related and delivery related questions) that insufficient attention is then given to how to use whatever devices are eventually deployed to their full effect. As we move to a greater proliferation of devices, combined with the fact that we will be accessing more content from multiple places, a greater value will be placed on the content, and how that content is used, rather than on any one particular device. Viewed from this perspective, the future of education is in the ‘content’, not the 'container'. It's about more than just content, of course -- it's also about the connections and the communities (students collaborating with each other, teachers supporting other teachers) that technologies can help enable, catalyze and support as well in the future.

11. Matthew Effect will have to be anticipated and mitigated. A Matthew Effect in educational technology is frequently observed: those who are most able to benefit from the introduction of technology (e.g. children with educated parents and good teachers, who live in prosperous communities, etc.) are indeed the ones who actually benefit the most. Just because investments in educational technology use are justified by rhetoric claiming that such use will benefit ‘the poor’ doesn't mean that this will actually happen. In fact, the opposite many well occur.

12. The US $100 laptop and One Mouse Per Child. Now that technology is finally entering the classroom, a US$100 laptop, one for every child, may actually no longer be Utopian. Perhaps more do-able in the ‘connected’ basic classroom of tomorrow, is 'One Mouse Per Child', an initiative born from an ongoing relationship between Microsoft Research Connections and Miguel Nussbaum at the Pontificia Universidad Católica de Chile. The ‘One Mouse Per Child’ project is a broad spectrum of experiments in the education space around games for learning using Single Display Groupware and multiple mice, a collaborative learning of activities which Strengthen the way resources can be used in under-resourced schools and foster personalized learning with individual feedback.

13. A lighter school bag may become a reality. On an average, an Indian school kid carries somewhere between 3-8 kilograms of weight every day to school, depending on the age and the class he/she is studying in. In addition to the books and notebooks, they carry a lunchbox and a water bottle. Digitisation and technology may help in shedding some of this weight.
Homework too may move increasingly onto the net. It was already beginning to happen at the better quality schools. Expect it to become more ubiquitous. It may take time. But it will happen for sure.

14. FOBA and Bulldozer Parents will intensify. Generation Z in our colleges and Universities today, is a generation that has grown up in a truly globalized and connected world. These Gen Z, 25 years old or less, faced with cancelled exams, shortened school terms, postponed sporting events and even delayed graduations will be troubled by both FOBA (Fear of Being Alone) and FOMO (Fear of Missing Out). Education in the days ahead will have to address the loneliness of remote learning as well as the distress of lost opportunities.
We will also see emergence of more protective, more pushy ‘Bulldozer Parents’ who will try to propel Generation Alpha (Gen A) -- the children of current millennial parents – moving all obstacles out of their way to create a clear path for their ‘entitled’ kids, making out as if nothing really has happened in the world around us.

15. Distance learning courses may not be considered inferior. The Organization for Economic Cooperation and Development (OECD) compared educational systems of developed countries and administered the international PISA, a test that involves 15-year-olds across 31 nations, some years ago. OECD found that students who used computers had both lower memorizing and math scores. The Reboot Foundation released a similar study in June 2019. They too found a negative connection between each nation’s performance on the PISA and their students’ use of technology in school. The more they used computer screens in schools, the lower the nation’s rank in educational achievement.
Well, with most learning headed to go digital, shedding of some of these biases may actually define the new normal. My father could rattle off maths tables upto 50. My generation barely managed upto 20. My daughter’s classmates are happy to know their tables till 10. Their calculators are ever-handy for more. Going forward, some old skills will be shed, and newer learnings will take their place.

16. Blended learning & personalized education. There will be, going forward, a great opportunity to develop new forms of blended education (that will be in much demand). ‘Pre crisis’ there was already a growing demand for more flexible and blended forms of lifelong learning beyond initial education in order to address the need to upskill and reskill for the digital economy. Mature adult learners in the future will be more and more interested in micro-credentials which allow them to acquire specific knowledge and skills. The demand will be for more work relevant courses or learning paths and learning experiences that prepare students for AI, AR, VR, ML, Blockchain, Big Data, Cloud, data analytics, voice deployment and more. We will see a significant thrust towards experiential learning too.
We will see the emergence of top-of-the-line MasterClass formats taught by best-in-domain in every field, digitally delivered. A lot of this will be self-learning, that too self-motivated and self-funded. Adult learners will also spend more on ‘passion’ learning – hobbies or skills they always wanted to acquire but had no time for. With lesser travel, lesser likely socializing, and greater work-from-home, there will be more time for such learning indulgences.

17. Learning Outcomes versus Informed Citizenry. A vigorous debate has already been ignited on what online instruction means for learning outcomes, student satisfaction, instructor convenience, the cost of course delivery, and more. This debate, however, has been narrow and has unfortunately sidestepped discussion of the equally important implications for in-class pedagogical improvisation, student capacity to organise and express dissent and how to build courage amongst students. With the shift to online and blended education likely to continue beyond Covid-19 and become permanent, it will fundamentally transform the structure of the education system. At stake will be the monumentally important issue of the very purpose of an education system in society. Should its role be restricted to solely enhancing ‘learning outcomes’ and creating a cadre of skilled professionals? Or should it have a more expansive obligation to deepen democracy by producing an informed citizenry that is aware of its rights and possesses the capability to exercise the tools of democracy for societal progress? Time will tell.

18. Student debt crisis. This is more pronounced in the West. In India too lots of students (more their parents) are taking education loans. If the employment market does not pick up, student debt could become a serious issue.

19. Reskilling & Upskilling will gain momentum. Often during recessions, enrollment in higher education surges as more people lose their jobs and/or face a lack of job prospects. Even those employed often see economy downsides as an opportunity to enroll back in school if they were already in lower-paying jobs. Those graduating might also want to stay back in school to get a post graduate degree like was seen in the Great Recession. Courses to be pursued will surely be in technology; but vocational courses may also see a significant uptick. Except that colleges and Universities are not geared to cater to these domains, and the private sector is mostly opportunistic, shallow and expensive.

20. AI will personalise learning. The opportunities — and challenges — that the introduction of artificial intelligence (AI) could bring to higher education are significant. Today’s colleges and universities face a wide range of challenges, including disengaged students, high dropout rates, and the ineffectiveness of a traditional “one-size-fits-all” approach to education. But when big data analytics and artificial intelligence are used correctly, personalized learning experiences can be created, which may in turn help to resolve some of these challenges. With a personalized learning experience, every student would enjoy a completely unique educational approach that’s fully tailored to his or her individual abilities and needs. This could directly increase students’ motivation and reduce their likelihood of dropping out. It could also offer professors a better understanding of each student’s learning process, which could enable them to teach more effectively.

21. Artificial Intelligence (AI) & Cloud Computing will enable MOOC. MOOC – massive open online courses – empower teachers and students in remote areas to learn and furnish themselves with the latest knowledge. While a definitive objective is mass customization, different applications and projects will help this grow in reach and impact. Tutoring applications will be modified, with their lesson structures relying upon the execution of a one of a kind user profile. Increased data crunching will make testing an increasingly interactive marvel. AI and machine learning will be used to outline a student’s qualities and shortcomings. Individual learning rates and records will be contemplated and computed. These tests, intended to support students’ confidence in zones they exceed expectations in and challenge them in regions they don’t will become holistic methodologies to enables students to stay encouraged and motivated.

22. Examination & grading will undergo a change. AI will help teachers deal with assessment, evaluating, paper setting, making mark-sheets and tracking the performance of each student with less tedium. With these tasks made simple they will be able to concentrate more on course improvement, teaching quality and aptitude development. Artificial intelligence frameworks will also move examinations, and scoring sytems, to go increasingly digital with the role, and discretion, of the examiner reducing.

23. Chatbots will provide personalized help and guidance. Recently, The University of Murcia in Spain began testing an AI-enabled chatbot to answer students’ questions about the campus and areas of study. As this chatbot was rolled out, the school’s administrators were surprised to discover that it was able to answer more than 38,708 questions, answering correctly more than 91% of the time. Not only was this chatbot able to provide immediate answers to students outside of regular office hours, but university officials also found that the chatbot increased student motivation. All of these benefits were achieved without the need to change the structure of the staff. One additional benefit of having chatbots at universities to answer students’ questions is the large volume of big data that would be obtained regarding students’ concerns and areas of interest. This data could be analyzed to help enable universities to create innovative new services and programs to further Strengthen students’ educational experiences.

24. Executive education will witness a sea-change. The global university-based executive education market was worth close to $2bn in 2019. But this has come to a juddering halt in 2020. Wharton Executive Education is one of the largest providers of in-person and online executive education in the world. More executives choose to learn with Wharton than any other elite business school in the world, with upwards of 12,000 attending programmes in person and over 50,000 completing online certificate courses in 2019. The decline in business caused by coronavirus at Wharton has been significant but has been partially offset by an uptick in online enrolments and by converting some in-person programmes into online courses. Be it Wharton or B-schools in India, competition is emerging from elsewhere: Israeli tech venture Jolt, for example, which runs short skills classes and specialises in live video classes led by expert tutors is seeing massive traction. Universities will need to reconfigure their approach significantly to stay relevant.

25. AR will make visualization, annotation and storytelling better. Augmented Reality (AR) is a powerful visualization tool. It allows one to bring an object or concept into a reality that is otherwise imagined, inaccessible or difficult to grasp, and can even help to make the invisible visible. All 185 first-year medical students at Case Western Reserve University (CWRU) are using HoloLens and HoloAnatomy, an award-winning AR app by CWRU and Cleveland Clinic, to learn from their own homes in the lockdown. HoloAnatomy helps students learn about the human body in ways not otherwise possible. With access to the minutest details of the human anatomy in 3D, students’ learning is not limited by the availability of cadavers for dissection or 2D medical textbook illustrations. Annotation with AR helps guide through with the completion of a task, helps navigate a new environment or even provide real-time descriptions of what’s happening around. London’s National Theatre is using AR to help make its performances more accessible for people who are deaf and hard of hearing. When wearing a pair of smart caption glasses, users see a transcript of the dialogue and descriptions of the sound from a performance displayed on the lenses. AR makes new modes of storytelling and creative expression possible with experiences unfolding in real time. Introducing new and alternate perspectives, it changes the way we tell, share and even remember stories. The National Gallery of Prague is using haptics (virtual touch feedback) to help people who are blind and visually impaired experience artwork with Touching Masterpieces by Neurodigital. Wearing a pair of haptic gloves, users are able to “see” 3D virtual sculptures like Michelangelo’s David through a series of touch vibrations to the fingertips, palms and hands.

Will all this happen in education? Happen soon? My guess is perhaps not all of it. Not perhaps in India. Not for now atleast. But the more affluent West will surely see a lot of AR happening in teaching.

One can continue to discuss trends. Seemingly unimportant ones like the shift to more and more digital will kill the skill of handwriting. Even drawing by hand. Digital teaching may kill books. And that howsoever we may use technology and AI, students of science will still need labs to do experiments, medical students will still need cadavers…

Lots has to, and will, change in the field of education, and learning, in the weeks, months and years to come. One thing is for sure. We are never going to go back to the ‘pre-crisis’ era. That is now behind us. We will have to let go of the syllabus as it existed before; we will have to somewhat re-learn the ‘normal/expected’ order of classroom teaching; we will have to re-think contact hours; we will have to re-visit the notion of everyone having to do the same thing; we will have to re-examine assignments that invite cheating; we will have to recalibrate control and authority; we will have to question assumptions about what students want; we will have to tone down suspicions about student integrity; we will have to huddle together to discuss “covering the content” and “content delivery”; and of course we will have to correct perceptions about students’ access to technology and teachers’ relationship with the same.

Concurrently, educationists will have to latch on to caring for students as whole people; fostering community and connections that facilitate learning; working to understand each student’s context; collaborating with students on their learning; learning from students; responding with flexibility; engaging in conversations about the ‘difficulty of now’; challenging students to learn, not just ride out the semester; avoiding isolation and collaboration within faculties; and using students and teaching colleagues as resources and sounding boards.

Tomorrow will be a new dawn. What we make of it is entirely in our own hands. Change is desirable; change is inevitable. Change in fact has been forced upon us. Whether we use the opportunity to advantage or let it pass us by will decide whether the future will shock us or we will create shock-absorbers that will in fact use the impact to cushion us in our journey to a better tomorrow.

The author has been in marketing and communication for 36 years. He has during his advertising innings handled over 500 brands across different domains, including education and technology.

Wed, 20 Jul 2022 07:59:00 -0500 en text/html https://brandequity.economictimes.indiatimes.com/news/business-of-brands/future-shock-25-education-trends-post-covid-19/75729537
Killexams : GATE 2018: Online Registration Ends Tomorrow; test Scheduled In February 2018
GATE 2018: Online Registration Ends Tomorrow;  test Scheduled In February 2018

GATE 2018: Online Registration Ends Tomorrow @ Gate.iitg.ac.in

New Delhi: The month long online registration window for GATE 2018 will end tomorrow. This is the last call for candidates planning to appear in GATE 2018. According to a statement provided on the official website of The Graduate Aptitude Test in Engineering (GATE) 2018, there will be no extension for the registration deadline. The online registration for GATE 2018 will have to be completed on GATE Online Application Processing System or GOAPS. GATE is primarily conducted for selection of candidates for M.Tech. programs and is conducted for 23 subjects. GATE scores are valid for three years.

Apart from its academic use, the GATE 2018 scores are also mandatory for job applications in several Public Sector Undertakings (PSUs).
GATE Registration 2018: How to apply

Apply for GATE 2018 At GOAPS

Step One: GOAPS registration is the first step in the GATE 2018 application process. For registration, an applicant will have to provide full personal details. Upon registration, an e-mail containing the GOAPS Enrollment ID will be sent to the applicant. This Enrollment ID will be the reference ID for all future communication. 

Step Two: Login to the GATE 2018 GOAPS website with your registration credentials

Step Three: After logging in, fill in the following details: Address for Communication, Eligibility degree details, College name and address with PIN code, GATE 2018 paper (subject), Choice of GATE 2018 examination cities, Photograph, Image of candidate's signature etc.

Step Four: Click "Save and View Application" button.

Step Five: Click "Submit and Proceed to Payment" button

Step Six: Pay the fee

According to GATE 2018 organisors, the GOAPS portal is self-explanatory and user- friendly. Additional help information required in filling various fields in the GOAPS portal will also be made available.

Applicants are advised to check their details before paying the application fee and then only submit the application form. 

Candidates who are planning to apply for government jobs should also apply for GATE 2018. PSUs such as BHEL, IOCL, MRPL, NTPC, and Power Grid Corporation Limited all recruit engineering graduates through GATE 2018 score. 

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Tue, 03 Oct 2017 19:22:00 -0500 en text/html https://www.ndtv.com/education/gate-2018-online-registration-ends-on-october-5-appsgate-iitg-ac-in-exam-scheduled-in-february-2018-1758376
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