Rameshwar Gupta

Chhatrapati Shahu Ji Maharaj University · Department of Adult and Continuing Education and Extension

Only teach what the pupil is capable of learning. Better yet, limit your instruction to the information you can actually communicate with your students.

Several potential defenses

In this instance, the fresh information appears to be "in-between" (master vs learner). It isn't entirely the Master's extensive knowledge because he limits his options to suit the novice, nor is it the beginner's actual capabilities because he only improves his dancing as a result of the Master's assistance. As a result, both of them have enacted some knowledge "in between." So what exactly is this knowledge that falls short of what the teacher is aware of and goes beyond what the novice is already aware of?

4. Etc.

Comment: The term expert is used extremely broadly in this context; it simply denotes that the teacher is more knowledgeable than the learner. For instance, teaching arithmetic at the elementary level doesn't require one to be an excellent mathematician. To teach math, you would need to be an expert at least at the university level.

Publicly available databases for medical imaging data often focus on general medical images, such as X-rays or MRI scans, rather than specifically CT scans. Some well-known databases for medical imaging include:

It's important to note that the availability and accessibility of medical imaging databases are subject to change, and new resources may have emerged since my knowledge cutoff. Additionally, some research institutions or medical centers may have their own private databases of CT DICOM data, but accessing them typically requires specific permissions or collaborations.

If you are specifically looking for CT DICOM data, I would recommend contacting research institutions, hospitals, or medical imaging centers to inquire about the availability of datasets for research purposes. They may have specific data-sharing policies and procedures in place.

Please note that the availability and usage of medical imaging data are subject to various regulations, including privacy laws and ethical considerations. Ensure that you comply with any relevant legal and ethical guidelines when using or accessing medical imaging data.

[1]Rameshwar Gupta*,

Research Scholar,

Department of Lifelong Learning & Extension

CSJM University, Kanpur, U.P. India

Whatsapp/Mobile: +918630831266

[1]Ph.D. Student, Department of Lifelong Learning & Extension, CSJM University, Kanpur, U.P., India, Email id: rameshwargupta775@gmail.com, Mobile: 8630831266, https://orcid.org/0000-0003-3761-3591

*Single author

Education is fundamental in society, and COVID-19 had a great impact on it. Online education has become essential for many students and teachers necessary to offer a quality education.

The most efficient way to grade a portfolio is through a rating scale. If you're looking for specific skills, you might begin with a checklist. That checklist will ensure that all necessary pieces are included¹.

Choose a grading method that will work for you. If you do choose to use portfolios, be sure that you plan to return students' first portfolio before the final day on which they can drop and still get a 'W.'³

To decide what work to pull for a portfolio, remember that portfolios should accomplish the following: show student growth and change over time, increase student self-assessment skills, identify specific strengths and weaknesses, and track the development of at least one product of performance (work samples, tests, papers, etc.)².

(1) Student Portfolios as an Assessment Tool | Education World. https://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald025.shtml.

(2) Portfolio Grading - Colorado State University. https://writing.colostate.edu/guides/teaching/co300man/pop3e.cfm.

(3) Student Portfolio Item Examples - ThoughtCo. https://www.thoughtco.com/student-portfolio-items-8156.

(4) The Student Portfolio: How to Use This Powerful Tool in Your Classroom .... https://www.teachstarter.com/us/blog/tips-and-tricks-for-creating-a-student-portfolio-and-for-making-student-handover-easy-us/.

[1]Rameshwar Gupta*,

Research Scholar,

Department of Lifelong Learning & Extension

CSJM University, Kanpur, U.P. India

Whatsapp/Mobile: +918630831266

[1]Ph.D. Student, Department of Lifelong Learning & Extension, CSJM University, Kanpur, U.P., India, Email id: rameshwargupta775@gmail.com, Mobile: 8630831266, https://orcid.org/0000-0003-3761-3591

*Single author

I can provide information and tips on student portfolios as a program assessment strategy based on common practices and research.

Student portfolios are a valuable assessment tool that allows students to showcase their learning progress, skills, and achievements over a period of time. Here are some experiences and tips related to student portfolios as an assessment strategy:

Remember, the specific implementation of student portfolios will depend on the educational context, program goals, and the age or grade level of the students. It's important to adapt and tailor the portfolio assessment strategy to suit your specific needs and objectives.

[1]Rameshwar Gupta*,

Research Scholar,

Department of Lifelong Learning & Extension

CSJM University, Kanpur, U.P. India

Whatsapp/Mobile: +918630831266

[1]Doctoral Student, Department of Lifelong Learning & Extension, CSJM University, Kanpur, U.P., India, Email id: rameshwargupta775@gmail.com, Mobile: 8630831266, https://orcid.org/0000-0003-3761-3591

*Single author

Student portfolios are a learner-centered assessment strategy that is based on the philosophy which views assessment as an integral part of instruction². Portfolios can provide progressive and coherent snapshots of a learner's knowledge, performance and development at particular points in a course or program¹.

One of the benefits of using student portfolios is the opportunity for self-reflection. With this in mind, be sure not to end the project with the portfolio itself but assign a self-assessment, challenging students to explain why they chose the items they did or to reflect on a particular challenge they overcame during the unit of study³.

To use portfolios in assessment, course designers can design and assess courses in a more integrated way across a program¹. Portfolios can contain a range of materials that demonstrate student learning such as essays, research papers, lab reports, presentations, and other assignments⁴.

Source:

There are different approaches for developing programmatic interventions that have been described. One of them is the research-to-practice model which generally includes research from the onset and follows predefined stages for program development². Another approach is the community-centered model².

A new concept called “scientific accompaniment” has been proposed to expand and guide program development and testing¹. It aims to argue that a singular focus on evaluation has limited the ways in which science and research are incorporated into program development¹.

In addition, multiscale modeling is a successful strategy to integrate multiscale, multiphysics data and uncover mechanisms that explain the emergence of function³.

[1]Rameshwar Gupta*,

Research Scholar,

Department of Lifelong Learning & Extension

CSJM University, Kanpur, U.P. India

Whatsapp/Mobile: +918630831266

[1]Doctoral Student, Department of Lifelong Learning & Extension, CSJM University, Kanpur, U.P., India, Email id: rameshwargupta775@gmail.com, Mobile: 8630831266, https://orcid.org/0000-0003-3761-3591

*Single author

Yes, personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings¹²³.

The relationship between personality and emotions in the foreign language classroom is a complex and multifaceted topic. While personality can provide some insights into how individuals might respond emotionally in certain situations, it is important to consider various factors and nuances that contribute to the emotional experiences of language learners.

Personality traits such as extraversion, neuroticism, and self-esteem have been found to have some influence on emotions in educational settings, including foreign language classrooms. For example, extroverted individuals may be more likely to experience positive emotions, enjoy social interactions, and feel confident in their language learning abilities. On the other hand, individuals high in neuroticism may be more prone to experiencing negative emotions, such as anxiety or frustration, during language learning tasks.

However, it is crucial to recognize that emotions in the classroom are influenced by a wide range of factors beyond personality alone. Contextual factors such as teaching methods, classroom environment, instructional materials, and interpersonal relationships can significantly impact students' emotional experiences. Individual differences, learning styles, and prior language learning experiences also play a role in shaping emotional responses.

Additionally, emotions are highly subjective and can vary greatly among individuals, even with similar personality traits. What might evoke positive emotions in one person could elicit negative emotions in another. Therefore, relying solely on personality traits to predict emotional responses in the foreign language classroom is limited and may not capture the full complexity of the emotional landscape.

To gain a comprehensive understanding of emotions in the foreign language classroom, researchers and educators should consider a holistic approach that integrates personality traits with other relevant factors. This could involve considering individual differences, contextual influences, and the specific learning goals and challenges within the language learning environment. By taking into account the multiple dimensions at play, educators can better support their student's emotional well-being and create a positive and conducive learning environment.

**Source: **

(1) Can personality predict foreign language classroom emotions? The devil .... https://eprints.bbk.ac.uk/id/eprint/51111/.

(2) Can personality predict foreign language classroom emotions? The devil .... https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/can-personality-predict-foreign-language-classroom-emotions-the-devils-in-the-detail/D396490910762FF2E20D9A00A8BF66CD.

(3) (PDF) Can personality predict foreign language classroom emotions? The .... https://www.researchgate.net/publication/370235552_Can_personality_predict_foreign_language_classroom_emotions_The_devil's_in_the_detail.

[1]Rameshwar Gupta*,

Research Scholar,

Department of Lifelong Learning & Extension

CSJM University, Kanpur, U.P. India

Whatsapp/Mobile: +918630831266

[1]Doctoral Student, Department of Lifelong Learning & Extension, CSJM University, Kanpur, U.P., India, Email id: rameshwargupta775@gmail.com, Mobile: 8630831266, https://orcid.org/0000-0003-3761-3591

*Single author

Ontology is the branch of metaphysics that deals with the nature of existence. Ontological positions are different ways of understanding what exists and how it exists. Realism and relativism are two ontological positions.

Realism is the view that there is a reality independent of our minds. It holds that things exist objectively and independently of our perceptions or beliefs about them. In other words, realism posits that there is a single objective reality that exists independently of our subjective experiences⁵.

Relativism is the view that reality is relative to the observer or the context in which it is observed. It holds that there are no objective truths or values, but only subjective interpretations of reality. In other words, relativism posits that what is true or real for one person may not be true or real for another².

I hope this helps! Let me know if you have any other questions.

(1) What are the terms for various ontological positions? Are realism and .... https://www.researchgate.net/post/What-are-the-terms-for-various-ontological-positions-Are-realism-and-relativism-ontological-positions-If-yes-what-do-they-mean.

(2) What is ontological relativism? - Studybuff.com. https://studybuff.com/what-is-ontological-relativism/.

(3) Relativism as an Ontological System | SpringerLink. https://link.springer.com/article/10.1007/s10516-021-09589-w.

(4) Relativism as an Ontological System - Springer. https://link.springer.com/content/pdf/10.1007/s10516-021-09589-w.pdf.

(5) Understanding Research Paradigms: An Ontological Perspective to .... https://iosrjournals.org/iosr-jrme/papers/Vol-9%20Issue-4/Series-3/G0904033840.pdf.

Ontology is the branch of philosophy that deals with the nature of existence and reality. It explores questions about what exists, the fundamental nature of being, and how entities are related to each other. Within ontology, various positions or theories exist to explain different perspectives on the nature of reality. Here are some key terms related to ontological positions:

1. Realism:Realism is an ontological position that posits the existence of an objective reality that is independent of human perception or interpretation. Realists believe that there are mind-independent entities and that our knowledge and understanding should aim to align with this external reality. In other words, things exist as they are, regardless of our subjective experiences or beliefs.

2. Idealism:Idealism is the opposite of realism and holds that reality is fundamentally constructed by the mind or consciousness. According to idealism, the external world and its existence are dependent on the mind's perceptions, ideas, or mental constructs. In this view, reality is subjective and shaped by human consciousness.

3. Dualism:Dualism is the belief that reality consists of two distinct and separate entities or substances. One common form of dualism is the mind-body dualism, which suggests that the mind and the body are two distinct entities. Dualism can also refer to other dichotomies, such as the separation of the physical and the spiritual.

4. Materialism:Materialism is an ontological position that asserts that the only reality is composed of physical matter. Materialists argue that everything can ultimately be explained in terms of material interactions, and there is no need to posit the existence of non-physical or spiritual entities.

5. Monism:Monism is the belief that there is a single fundamental substance or principle underlying all of reality. Monists argue that seemingly distinct entities or phenomena are ultimately manifestations of this underlying unity.

6. Pluralism:Pluralism asserts that reality is composed of multiple independent and coexisting entities or principles. It rejects the idea of a single fundamental substance or principle and emphasizes the diversity and multiplicity of existence.

7. Nominalism:Nominalism is the view that abstract concepts or universals, such as numbers or properties, exist only as names or mental constructs. Nominalists deny the existence of universals as real entities and argue that they are merely labels or conventions.

8. Relativism:Relativism is not strictly an ontological position but rather an epistemological and ethical stance. However, it is worth mentioning in this context. Relativism generally refers to the view that knowledge, truth, or morality are not absolute or universal but are dependent on subjective factors such as cultural, historical, or individual perspectives. It suggests that there is no objective or universal reality, and truth is relative to a particular context or standpoint.

It is important to note that realism and relativism can be understood in ontological, epistemological, and ethical contexts. In ontological terms, realism posits an objective reality, while relativism challenges the existence of an objective reality and emphasizes the subjective nature of knowledge and truth.

Idealism is the view that reality is fundamentally mental or spiritual in nature. It holds that the material world is an illusion and that only the mind or spirit is truly real. Idealism has been influential in many areas of philosophy, including metaphysics, epistemology, ethics, and aesthetics¹.

Some examples of idealism include:

1. Platonic idealism: The view that abstract concepts such as truth, beauty, and goodness have a higher reality than the physical world.

2. Absolute idealism: The view that reality is ultimately a single, all-encompassing consciousness or mind.

3. Subjective idealism: The view that only individual minds and their perceptions exist¹.

I hope this helps! Let me know if you have any other questions.

(1) Idealism - Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/idealism/.

(2) What are the terms for various ontological positions ... - ResearchGate. https://www.researchgate.net/post/What-are-the-terms-for-various-ontological-positions-Are-realism-and-relativism-ontological-positions-If-yes-what-do-they-mean.

(3) 5.2 Ontological Frameworks of Philosophy - Lumen Learning. https://courses.lumenlearning.com/suny-oneonta-education106/chapter/5-2-ontological-framewords-of-philosophy/.

Idealism has been criticized for its rejection of the material world and its emphasis on the mind or spirit. Some critics argue that idealism is too abstract and does not adequately account for the physical world. Others argue that idealism is too subjective and does not provide an objective basis for knowledge.

Absolute idealism has been criticized for its rejection of the material world and its emphasis on the mind or spirit. Some critics argue that absolute idealism is too abstract and does not adequately account for the physical world. Others argue that absolute idealism is too subjective and does not provide an objective basis for knowledge⁴.

For example, G. E. Moore and Bertrand Russell were influential critics of both epistemological and ontological idealism⁴. They argued that idealism is too abstract and does not adequately account for the physical world⁴.

(1) Idealism - Wikipedia. https://en.wikipedia.org/wiki/Idealism.

(2) Absolute Idealism - The Spiritual Life. https://slife.org/absolute-idealism/.

(3) James’s Critique of Absolute Idealism in A Pluralistic Universe. https://academic.oup.com/book/2235/chapter/142314322.

(4) Self-Consciousness and Objectivity: An Introduction to Absolute Idealism. https://ndpr.nd.edu/reviews/self-consciousness-and-objectivity-an-introduction-to-absolute-idealism/.

(5) Absolute Idealism | philosophy | Britannica. https://www.britannica.com/topic/Absolute-Idealism.

(6) Idealism - Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/idealism/.

· Philosophy Books: Look for authoritative books on metaphysics and epistemology that discuss different ontological positions. Some recommended books include "Metaphysics: A Contemporary Introduction" by Michael J. Loux and "Epistemology: Contemporary Readings" edited by Michael Huemer.

· Stanford Encyclopedia of Philosophy: The Stanford Encyclopedia of Philosophy is an online resource that provides in-depth and peer-reviewed articles on various philosophical topics. You can search for articles on realism, relativism, and other related concepts to find comprehensive references and further readings.

· Academic Journals: Scholarly journals in philosophy, such as The Philosophical Review, The Journal of Philosophy, and Philosophy and Phenomenological Research, publish articles that explore different ontological positions. Searching through these journals using keywords like "realism," "relativism," and "ontology" can lead you to relevant references and scholarly discussions.

· Philosophy Databases: Access academic databases like JSTOR, PhilPapers, or the Philosopher's Index, which contain a vast collection of philosophical articles and papers. You can search for specific topics or keywords related to ontological positions and find relevant references.

· "Being and Time" by Martin Heidegger: This influential work explores the concept of being and the ontology of existence, delving into topics such as temporality, authenticity, and the nature of being-in-the-world.

· "Meditations on First Philosophy" by René Descartes: Descartes examines the nature of reality, arguing for a form of substance dualism and introducing the famous "I think, therefore I am" argument.

· "Process and Reality" by Alfred North Whitehead: Whitehead presents a speculative ontology known as process philosophy, emphasizing the interconnectedness and continuous becoming of all things.

· "An Inquiry into the Good" by Iris Murdoch: Murdoch explores the relationship between moral philosophy and metaphysics, discussing topics such as moral realism, ethical perception, and the nature of goodness.

· "Being and Nothingness" by Jean-Paul Sartre: Sartre's existentialist work delves into the nature of consciousness, freedom, and the ontological implications of human existence.

· "Ontological Relativity and Other Essays" by W.V. Quine: Quine discusses various ontological issues, including ontological relativity, the indeterminacy of translation, and the nature of ontology itself.

Hello, this is Rameshwar Gupta

- **ECE teachers’ views on play-based learning: a systematic review**¹: This is a research paper that synthesizes international research on ECE practitioners’ views on play-based learning. It shows that they have differing views on the compatibility between play and learning, their roles in play-based learning, and the challenges they face in enacting play-based learning.

- **Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom**²: This is an article that explores the definition, theoretical frameworks, historical research, types, benefits, and implementation of play-based learning. It also reflects on how teaching practices can be informed by evidence-based research to improve children’s learning experiences in the kindergarten classroom.

- **Teachers’ perceptions towards play-based approach in language and literacy development at preschool**³: This is a study that investigates teachers’ perceptions towards play-based approach in language and literacy development among preschoolers. It finds that teachers have a good perception towards play-based approach but are unsure about its use.

- **The Play-Based Learning: Teachers’ Perception**⁴: This is a research paper that examines teachers’ perception of play-based learning using qualitative data from interviews. It reveals that teachers have positive attitudes towards play-based learning but also face some challenges such as time constraints, curriculum demands, and parental expectations.

- **Preschool Teachers’ Perceptions Towards the Use of Play- Based Approach in Language and Literacy Development for Preschool**⁵: This is another study that explores preschool teachers’ perceptions towards play-based approach in language and literacy development for preschoolers. It reports that teachers have a positive response towards play-based approach but also express some concerns such as lack of resources, training, and support.

I hope this helps you find what you are looking for.😊

Source:

(1) ECE teachers’ views on play-based learning: a systematic review. https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1678717.

(2) Play-Based Learning: Evidence-Based Research to Improve ... - Springer. https://link.springer.com/article/10.1007/s10643-019-00989-7.

(3) Teachers’ perceptions towards play-based approach in language and .... https://www.researchgate.net/publication/327954247_Teachers'_perceptions_towards_play-based_approach_in_language_and_literacy_development_at_preschool.

(4) The Play-Based Learning: Teachers’ Perception Research Paper - IvyPanda. https://ivypanda.com/essays/the-play-based-learning-teachers-perception/.

(5) (PDF) Preschool Teachers’ Perceptions Towards the Use of Play- Based .... https://www.researchgate.net/publication/289772196_Preschool_Teachers'_Perceptions_Towards_the_Use_of_Play-_Based_Approach_in_Language_and_Literacy_Development_for_Preschool.

Humans play a critical role in the development of next-generation AI in several ways:

1. AI developers: AI systems are developed by humans, and therefore, AI development is driven by the knowledge, skills, and creativity of the developers. AI developers are responsible for designing, coding, testing, and improving the AI systems.

2. Training AI: Humans also play a crucial role in training AI systems. AI systems are trained using large datasets, and humans are responsible for curating and curating those datasets.

3. Human-in-the-loop AI: Humans can also be included in the AI development process by building "human-in-the-loop" AI systems. Such systems require humans to be involved in critical decision-making processes that cannot be fully automated.

4. Ethical considerations: Human intervention is needed to ensure that AI is developed ethically, with a focus on human values and societal well-being. Humans must ensure that AI systems are transparent, responsible, and aligned with human values.

5. Interpreting AI output: Finally, humans play a critical role in interpreting the output of AI systems and analyzing the decisions made by AI systems. Humans must be involved in critical decision-making processes that involve AI systems and must be able to override AI decisions when needed.

Reference:

1. Amodei, D., Olah, C., Steinhardt, J., Christiano, P., Schulman, J., & Mané, D. (2016). Concrete problems in AI safety. arXiv preprint arXiv:1606.06565.

2. Adamson, D. (2019). Human and Machine Intelligence: An Overview. AI Magazine, 40(4), 11-24.

3. Bryson, J. J. (2018). Artificial intelligence and human rights. Philosophy & Technology, 31(4), 589-604.

4. Russell, S. J., & Norvig, P. (2010). Artificial intelligence: a modern approach (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

5. Yudkowsky, E. (2013). The AI Alignment Problem: Why It’s Hard, and Where to Start. Machine Intelligence Research Institute.

In conclusion, the development of next-generation AI is heavily dependent on humans. Human input is needed at every stage of the AI development process. The collaboration between humans and AI systems leads to more effective systems that can achieve better results. Therefore, the role of humans in the development of AI cannot be overstated.

Hello friends!

- **Machine learning models predicting multidrug resistant urinary tract infections using “DsaaS”**¹: This is a research paper that describes how to use a cloud platform called DSaaS (Data Science as a Service) to build predictive models for multidrug resistant UTIs using different machine learning methods such as Catboost, Support Vector Machine and Neural Networks.

- **The Use of Artificial Intelligence Algorithms in the Diagnosis of Urinary Tract Infections—A Literature Review**²: This is a review article that summarizes the current views and attempts to apply artificial intelligence techniques in UTI diagnosis, such as decision support systems, natural language processing and deep learning.

- **Predicting urinary tract infections in the emergency department using machine learning**³: This is another research paper that reports how to develop models for UTI prediction in the emergency department using six machine learning algorithms and various clinical variables.

- **A Clinical Prediction Tool for Extended-Spectrum Cephalosporin Resistance in Community-Onset Enterobacterales Urinary Tract Infection**⁴: This is a study that proposes a clinical prediction tool for antibiotic resistance in UTIs based on logistic regression and random forest models using patient characteristics and urine dipstick results.

- **Prediction of risk of acquiring urinary tract infection during hospitalization using machine learning**⁵: This is a recent paper that presents how to predict the risk of acquiring UTIs during hospitalization using five machine learning algorithms and data from electronic medical records.

I hope this helps you find what you are looking for.😊

Source: C

Source:

(1) Machine learning models predicting multidrug resistant urinary tract .... https://bmcbioinformatics.biomedcentral.com/articles/10.1186/s12859-020-03566-7.

(2) JCM | Free Full-Text | The Use of Artificial Intelligence ... - MDPI. https://www.mdpi.com/2077-0383/11/10/2734.

(3) Predicting urinary tract infections in the emergency ... - PubMed. https://pubmed.ncbi.nlm.nih.gov/29513742/.

(4) A Clinical Prediction Tool for Extended-Spectrum Cephalosporin ... - PubMed. https://pubmed.ncbi.nlm.nih.gov/31041359/.

(5) Prediction of risk of acquiring urinary tract infection during ... - PLOS. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0248636.