Latest news with #Courses
Saba Yemen
28-05-2025
- Politics
- Saba Yemen
Majzar district concludes summer courses
Marib – Saba: The summer courses for the year 1446 AH have concluded in Majzar district of Marib governorate. At a ceremony organized by the Subcommittee for Summer Activities, Courses, and Mobilization, the head of the education sector in the governorate, Ali al-Zaidi, praised the success of this year's programs and the collaborative efforts of the government and community in graduating students equipped with Quranic knowledge and useful skills. Cultural activist Mohsen al-Shami emphasized the importance of these courses in reinforcing correct religious understanding, good morals, raising awareness among young people, instilling faith-based identity, promoting values, and developing knowledge and creativity. Speakers at the event described the summer courses as a platform for enlightening generations with the Quranic approach and faith-based principles, equipping them with guidance, awareness, insight, and concern for national issues, particularly the Palestinian cause. They commended the organizers for building a knowledgeable generation. Whatsapp Telegram Email Print more of (Local)
Saba Yemen
27-05-2025
- General
- Saba Yemen
Closing ceremony of summer courses in Bidbadah District, Marib
Marib - Saba: The Subcommittee for Summer Activities, Courses, and General Mobilization in Marib province, along with the Executive Committee in Bidbadah District, organized a closing ceremony on Tuesday to mark the conclusion of the 1446 AH summer courses. During the event, students carried the Yemeni and Palestinian flags, along with banners and chants expressing the steadfast support of the Yemeni people for the Palestinian cause. At the ceremony, Mohammed Alwan, Director of the Martyrs' Families Care Authority branch, highlighted the successes of the summer courses in nurturing youth spiritually and physically, and in building a generation equipped with knowledge to confront the schemes of the nation's enemies. Meanwhile, Ali Siraj, the District Education Director, praised the efforts of the course organizers, teachers, and instructors in educating students through activities beneficial to their academic and practical lives. He emphasized that the summer courses had borne fruit, with students from various areas gaining scientific, cultural, and intellectual benefits. The closing ceremony was attended by Bidbadah District Director Dharan Al-Saqaf, District Local Secretary Ali Al-Hayyi, Rescue Forces Colonel Abdulqawi Al-Mawadi, as well as social and military figures. Outstanding teachers and students were honored at the event. Whatsapp Telegram Email Print
Yahoo
05-03-2025
- Entertainment
- Yahoo
Learning ethics − one Marvel movie at a time
Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching. Ethics in the MCU As a die-hard fan of the Marvel Cinematic Universe, I rewatch the movies and series on a regular basis. As an ethicist, I can't help but notice that the MCU raises some really tough moral questions. Yes, the movies are about monsters and magic and things exploding, but they are also about racial prejudice, power and obligation, artificial intelligence, biotechnological enhancement and colonization. They center complicated questions about right and wrong, moral character and unintended consequences. The more I rewatched them, the more I was convinced that this would be a great way to introduce students to the study of ethics. So when my time came again to offer a first-year seminar, I constructed one around watching superheroes at work. Leading new college students through an ethical analysis of Marvel movies seemed like an opportunity to work on useful intellectual skills in a low-pressure environment. Not a bad way to start college! I structured the course around specific moral questions and then used an MCU film or series to get the students thinking about those questions. For instance, the challenges faced by the female protagonist in 'Captain Marvel' gave us an opportunity to talk more broadly about gender, empowerment and respect for women's leadership, as did the brutal reaction to the movie by some comic book bros. The antagonist in 'Black Panther' takes over the African country of Wakanda in order to ignite a global anticolonial uprising, and we used his perspective to think about the ethics of racial oppression, reparations and violent resistance. Captain America's best friend, Bucky Barnes, who was captured and brainwashed into serving as a covert assassin for decades, has to deal with the consequences of his actions once he recovers his true self. Bucky's situation invited us to talk about the relationship between intention and complicity in our moral judgments. And the most fascinating conversation I had in the entire semester was about the utilitarian calculus of the supervillain Thanos, who appears in the 'Infinity War' and 'Endgame' films. Overpopulation led to the destruction of Thanos' home planet, and his fear that the whole cosmos could meet a similar fate drives him to wipe out half of all life in the universe. Was he justified? Our discussions explored the ethical limits of utilitarian calculations. To my shock, half of the class eventually came to the conclusion that Thanos may have had a moral point. While it is helpful to talk about moral responsibility theoretically, or with reference to real headlines, narrative is another useful way to get students to think about the ethical choices people make and how we make them. This is one way the arts and humanities can serve the liberal arts project, preparing young people for democratic citizenship. Stories serve as fictional but concrete 'case studies' through which students can think about themselves and others as moral actors. By focusing on other characters, stories encourage our moral imagination and empathy. Rather than reducing ethical issues to abstraction, stories remind us that moral choices are made within particular circumstances and relationships. Our main 'texts' for the semester were movies and series we watched and discussed with certain moral questions in mind. In conjunction, we read short pieces on ethical theory to give students a tool kit for analyzing those issues. Authors ranged from classical writers such as Aristotle and 19th-century philosopher John Stuart Mill to more modern perspectives such as Martin Luther King Jr., theologian James Cone and philosopher Martha Nussbaum. We also read parts of two awesome books making similar connections: 'The Politics of the Marvel Cinematic Universe,' edited by Nicholas Carnes and Lilly J. Goren, and 'Marveling Religion,' edited by Jennifer Baldwin and Daniel White Hodge. I hope the course provides students a fun chance to develop capacities for ethical thinking at the beginning of their college career. Public discourse in the United States, which is the focus of my teaching and scholarship, could use more citizens with greater skill in moral discernment, and these days we all could use more fun. Why not do something that is entertaining but also has intellectual integrity and social usefulness? This article is republished from The Conversation, a nonprofit, independent news organization bringing you facts and trustworthy analysis to help you make sense of our complex world. It was written by: James Calvin Davis, Middlebury Read more: Holy voter suppression, Batgirl! What comics reveal about gender and democracy America's postwar fling with romance comics Future lawyers learn key lessons from studying poetry in parks in this course James Calvin Davis does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
Yahoo
02-03-2025
- Business
- Yahoo
CPA Australia forges partnerships to boost data and AI skills
CPA Australia has partnered with Keypath Education and the Australian Financial Review to enhance data and AI skills among professionals, with a series of online short courses. These courses, available through the AFR Short Courses platform, are aimed at promoting professional development in these areas. The initiative offers five micro-credentials from CPA Australia, each ranging between four and six hours in duration. The courses are tailored for professionals seeking to acquire 'high-demand' skills that can propel their careers forward. The focus of the learning modules includes data interpretation, statistical analysis for decision-making, and fostering a data-driven culture within organisations. These educational offerings include titles such as 'Statistical Analysis for Decision-Making', 'Data-Informed Decision-Making', 'Data Interpretation', 'Creating a Data-Driven Culture', and 'Data Visualisation and Storytelling'. They join a roster of other institutions on the AFR Short Courses platform, including Microsoft, University New South Wales, Sydney University, and Melbourne Business School. CPA Australia chief learning and innovation officer Dr Ash Jones said: 'We're delighted to help bring this streamlined and convenient approach to ongoing professional development to life. This resource brings trusted names in educational upskilling and expert courses to a wider audience of professionals. 'This is part of CPA Australia's commitment to create pathways to success and ongoing development opportunities for individuals to boost their knowledge and career prospects, and in doing so help improve business productivity and growth.' This collaboration comes after CPA Australia's recent agreement with the Institute of Chartered Accountants of India (ICAI), which focuses on upskilling the next generation of accountants. The significance of this partnership was emphasised during the World Forum of Accountants hosted by ICAI in India earlier this month. "CPA Australia forges partnerships to boost data and AI skills" was originally created and published by The Accountant, a GlobalData owned brand. The information on this site has been included in good faith for general informational purposes only. It is not intended to amount to advice on which you should rely, and we give no representation, warranty or guarantee, whether express or implied as to its accuracy or completeness. You must obtain professional or specialist advice before taking, or refraining from, any action on the basis of the content on our site. Sign in to access your portfolio
Yahoo
07-02-2025
- Science
- Yahoo
California wildfires force students to think about the connections between STEM and society
Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching. 'STEM & Social Impact: Climate Change' Harvey Mudd College's mission is to educate STEM students – short for science, technology, engineering and math – so they have a 'clear understanding of the impact of their work on society.' But the 'impact' part of our mission has been the most challenging to realize. When our college revised its 'Core Curriculum' in 2020, our faculty decided we should create a new required impact course for all students. The course is taught by a team of eight instructors who share their own disciplinary perspectives and help students critically analyze proposed interventions for increasing wildfire risks. Our instructors teach biology, chemistry, computer science and mathematics. The class also includes scholars focused on media studies, political science religious studies and science, technology and society. The course focuses on California wildfires so students can think critically about the ways STEM and social values shape each other. For example, in 1911, U.S. Forest Service deputy F. E. Olmsted applied the Social Darwinist idea of 'survival of the fittest' to forest management. Reflecting the prevailing views of his era, he believed that competition was the driving force behind biology, economics and human progress – where the strong thrive and the weak fail. Olmsted said it was good forestry and good economics to let the forests grow unchecked. This policy would yield straight and tall 'merchantable timber' suitable for sale and the needs of industry. He also rejected 'light burning,' which Native Americans had used for centuries to manage forest ecosystems and reduce the flammable undergrowth. We live with the consequences of such reasoning 100 years later. Fires speed through overgrown land at alarming rates and release enormous amounts of carbon and other particulate matter into the atmosphere. Climate change is arguably the most pressing concern of our time. And wildfires are particularly relevant to those of us in fire-prone areas like Southern California. Public distrust of science is increasing. Consequently, society needs skilled STEM practitioners who can understand and communicate how scientific interventions will have different consequences and appeal to different stakeholders. For example, Los Angeles first responders have been using drones for search and rescue and to gather real-time information about fire lines since at least 2015. But the public is not always comfortable with drones flying over populated areas. The Los Angeles Fire Department has fielded enough citizen concerns about 'snooping drones' and government concerns about data collection that it developed strict drone policies in consultation with regulators and the American Civil Liberties Union. The course's focus on writing, critical thinking and climate change science prepares students to participate in public discussions about such interventions. By making students consider the impact of their future work, we also hope they will be proactive about the careers they want to pursue, whether it involves climate change or not. Not everyone benefits in the same way from a single innovation. For example, low-income and rural Americans are less likely to benefit from the lower operating costs and lower pollution of electric vehicles. That's because inadequate investment in public charging infrastructure makes owning them less practical. The course's interdisciplinary approach helps to expose these kinds of structural inequities. We want students to get in the habit of asking questions about any technological solution. They include questions like: Who is likely to benefit, and how? Who has historically wielded power in this situation? Whose voices are being included? What assumptions have been made? Which values are being prioritized? We combine popular and scholarly sources. Students watch two documentaries about the 2018 Camp Fire in Paradise, California, which killed 85 people. They analyze wildfire data using the Pandas library, an open-source data manipulation library for the Python computer programming language. They also read a Union of Concerned Scientists report examining fossil fuel companies' culpability for increased risk of wildfires. And they analyze the environmental historian William Cronon's classic indictment of the environmentalist movement for romanticizing an idea of a pristine 'wilderness' while absolving themselves of the responsibility to protect the rest of nature – humans, cities, farms, industries. We also examine poetry by Ada Limón, indigenous ecology and Engaged Buddhism. The final assignment for the course asks students to critically analyze a proposed intervention dealing with growing California wildfire risk using the disciplinary tools they have learned. For example, they could choose the increased deployment of 'beneficial fires' to reduce flammable biomass in forests. For this intervention, we expect that students would address topics like the historical erasure of Indigenous knowledge of prescribed burning, financial liabilities associated with controlled burning, and scientific research on the efficacy of beneficial fires. This article is republished from The Conversation, a nonprofit, independent news organization bringing you facts and trustworthy analysis to help you make sense of our complex world. It was written by: Erika Dyson, Harvey Mudd College and Darryl Yong, Harvey Mudd College Read more: AI can boost economic growth, but it needs to be managed incredibly carefully National parks teach students about environmental issues in this course How researchers measure wildfire smoke exposure doesn't capture long-term health effects − and hides racial disparities Darryl Yong is a professor at Harvey Mudd College and co-directs Math for America Los Angeles. His work has been funded by the National Science Foundation. Erika Dyson does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
