Latest news with #Maths
Business Standard
a day ago
- Science
- Business Standard
RBSE Class 10 Boards: PhysicsWallah Student Scores 99.8%, Three Others Above 99%
VMPL Bharatpur (Rajasthan) [India], May 31:Several students from PhysicsWallah (PW) have recorded strong performances in the RBSE Class 10 Board Examinations 2025. Among them, Chanchal from Gopalgarh, Bharatpur has scored the highest marks with a score of 99.83%. Other top-performing students include Deepika from Weir with 99.67% and Avani Sharma from Sikar with 99.33%. These students have been a part of PW's online programs which have specifically been designed to support students preparing for Class 10th RBSE Board Examinations. In total, four students from PhysicsWallah scored 99% and above, 51 students achieved 98% and over 250 students have secured 95% and above. Commenting on the results, Alakh Pandey, Teacher, Founder and CEO of PhysicsWallah, said, "We congratulate all students who appeared for the exams and appreciate their effort. Class 10 board exams are an important academic milestone, laying the foundation for future studies and career choices. Our focus remains on providing structured learning support that helps students prepare effectively and stay on track. These results reflect steady progress toward that goal." "I prepared for each subject by completing the syllabus chapterwise. PW's online classes made it easy to understand concepts. I used to attend classes at 5 am for Maths and these really helped me," said Chanchal talking about how she supplemented her learning. This year, over 10 lakh students appeared for the RBSE Class 10 examination. The strong performances by many students highlight the increasing importance of structured academic preparation and the growing role of online learning platforms in supporting student success. PhysicsWallah provides academic resources for students across India through a combination of digital platforms and offline centers. About PhysicsWallah (PW) PhysicsWallah (PW), an education platform, was founded in 2020 by Alakh Pandey and Prateek Maheshwari. Headquartered in Noida, Uttar Pradesh, PW aims to democratize education through online, offline and hybrid platforms. Initially launched as a YouTube channel in 2016, PW now offers education to students through its YouTube channels, including vernacular languages. PW aims to create a hybrid education ecosystem in the country by establishing tech-enabled offline and hybrid centres in cities nationwide. PW's offerings span various educational segments, including test preparation, a skilling vertical, higher education, and education abroad. PW has raised funding from investors, including Hornbill Capital, Lightspeed Ventures, Westbridge and GSV Ventures.
RTÉ News
a day ago
- General
- RTÉ News
Leaving Cert Maths Ordinary Level study tips with Jean Kelly
Study Hub guest Jean Kelly, from Dublin's Institute of Education, is here to share her expert knowledge with students preparing for Leaving Cert Ordinary Level Maths. In the video up top she runs through Paper 1 and 2 with Study Hub host Maura Fay. Jean looks at what might come up and the best ways for students to get set. Jean also shared six videos full of great advice and tips for Leaving Cert students sitting the exams with RTÉ Learn. Jean has a wide breadth of experience in teaching Leaving Cert Ordinary Level Maths to students of all abilities and has been teaching in The Institute of Education for over 20 years. Over that time, Jean has developed an unmatched track record in helping students through the Maths syllabus and brings a refreshing approach to the explanation, clarification and tuition of the Maths syllabus.
Belfast Telegraph
3 days ago
- Business
- Belfast Telegraph
The Northern Ireland organisation helping change thousands of lives
With its initial work dating back more than 150 years, Ulster Supported Employment Limited (USEL) now works to help those with learning difficulties and disabilities find their way into the workplace, as well as operating its own substantial manufacturing and services social enterprise at its Belfast base. It's an organisation which is quietly changing thousands of lives in communities right across Northern Ireland. And it's the people – from the staff to those involved in the various schemes and initiatives – which are at the heart of USEL. The organisation has a team of around 185 staff, and supports around 1,000 people each year. 'Our mission is simple but powerful: to support people with disabilities and health conditions into meaningful employment,' Scott Jackson, chief executive of USEL, says. 'This work touches almost every workplace because any organisation of any size will have people facing these challenges. It's not niche; it's everyone.' For Scott, the heart of USEL is its people. 'The staff and those we support – that's what makes USEL what it is. They are the key to our success.' USEL delivers a wide range of employment services across Northern Ireland, including Workable NI, Empower, and Skills for Life and Work. These programmes help individuals build confidence and capability in CV writing, interview techniques, essential skills like English and Maths, and even newer areas like podcasting – all underpinned by professional and personal development. 'We combine essential training with practical, on-the-job experience,' Scott says. 'That might mean someone gaining warehousing experience here at USEL, which then helps them transition to employment in the open labour market.' USEL's Workable NI programme supports both employees with disabilities and the employers who hire them offering tailored, on-the-job support that helps retain talent and build inclusive workplaces. The organisation has deep roots, tracing back to social reformer Mary Hobson, who originally established workshops for blind workers. Today, USEL operates from its Belfast base on the Shankill Road, with regional offices in Londonderry and Portadown, and staff based across Northern Ireland. 'We're working to shift employer attitudes to prove that with the right support, people can and do thrive in work,' Scott says. On the social enterprise side, USEL is a key manufacturing and recycling player. It produces specialist bags and carriers used by emergency services across the UK, and operates Northern Ireland's only mattress recycling facility. 'We've undergone a major transformation,' Scott says. 'We make products for blue light services, partner with commercial clients, and drive circular economy thinking. Our shredding business, U Shred NI, is growing steadily as a secure waste provider.' USEL also runs the Ability Café social enterprise, with outlets on the Shankill Road and in Sir Thomas and Lady Dixon Park. Walking through USEL's Shankill base, the scale of operations becomes clear – from classrooms and a podcasting suite to warehousing and recycling areas. A new building project is also underway to support future growth. While USEL is a non-departmental public body under the Department for Communities, the majority of its income is self-generated through commercial contracts. 'We bid competitively. Nothing is handed to us,' Scott says. 'That commercial focus drives innovation and sustainability.' Looking ahead, he sees continued growth on the horizon. 'We're increasing brand awareness, entering new markets, and always measuring return on investment. Every pound we earn helps us reach more people and deliver more programmes.' USEL supports a wide spectrum of individuals – from those who've never worked and need foundational skills, to people already in employment who need targeted support due to new health conditions or disabilities. 'Let's say someone develops a disability after an accident,' Scott says. 'We're there for both the individual and the employer, ensuring they get the right support to stay in work.' Ultimately, the goal is broader than employment it's about boosting economic participation and creating meaningful social impact. 'This is about people. It's about jobs. It's about building a more inclusive economy.'
Time of India
5 days ago
- Business
- Time of India
UP govt sets up trust to run Banke Bihari temple in Vrindavan
Lucknow: The Banke Bihari temple in Vrindavan will be run by trust being set up by the state govt. Governor Anandiben Patel has cleared an ordinance to set up the Shri Banke Bihari Ji Mandir Nyas or Trust. This Trust will be responsible for ensuring that the customs, practices, festivals, prayers, ceremonies etc related to the Banke Bihar Temple in Mathura continue without any interference or changes, appointment of priests, their wages and ensuring security of devotees. It will also be responsible for the management and administration of the temple. The trust will have 11 nominated members and seven ex-officio members, all of whom will have to be from Sanatan Dharma. All trustees will be appointed by the state government, the role of which will be limited to ensuring transparency in finances and answerability in financial transactions. The government, the ordinance states, will not interfere in any religious matter related to the temple. Among the nominated members, there will be three prestigious persons who are associated with Vaishnav traditions or peeths, including seers, religious leaders, heads of Maths, mahants, acharyas, swami etc. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Augsburg: Rentner zahlen zu viel für Hörgeräte – Das ist der Grund Gutes Hören Undo Three others related to any branch of Sanatan tradition, branches including seers, munis, gurus, thinkers, mahants etc will be nominated to the Trust. In addition to them, three others from any branch of Sanatan Dharma who are from fields like education, industry, thinkers, social workers etc but not restricted to just these fields can be nominated while two persons from the Goswami tradition who are currently serving the temple, and who are descendents of Swami Haridas, will be appointed to the Trust. One of them will head the raj bhog service and the other will supervise dinner services. These members will be appointed for a term of three years and can serve not more than two terms. The ex-officio members will include the district magistrate of Mathura, the police superintendent of Mathura, commissioner of Mathura-Vrindavan, UP Braj Teerth Development Council CEO, one official of the department of religious affairs and the CEO of the Banke Bihari ji Mandir Trust. These members will continue to serve till they last in the stated posts. The appointment of any member will not be affected by their caste or gender. The responsibility of the trust will include conservation, repair and maintenance of the temple complex. It will be allowed to purchase, rent or lease movable or immovable property up to Rs 20 lakh. For any financial transaction above that, the trust will need to take prior clearance from the state govt. The trust will also not be allowed to hand over, transfer, gift, sell etc, property related to the god, property of the temple or Banke Bihari's jewellery uncles prior permission is taken from the state government. A senior government official said that the decision to set up the trust was taken to bring in greater transparency in the running of the temple, considering the immense financial contribution by devotees and to ensure seamless facilities for devotees. The decision was cleared through a cabinet by-circulation and approved officially by the governor.
The Hindu
24-05-2025
- The Hindu
How to go beyond AI in education
AI prompting is powerful. It accelerates work, scales ideas, and connects information. But without context, curation, and personal agency, it leaves you painfully mediocre. To go beyond AI, focus on what it cannot do and work on the unpromptables in learning. You can prompt AI to write an essay, summarise a book, solve Maths, or code. It delivers fast and polished results. But being fast is not mastery and being polished need not be original. The Prompt Paradox is the illusion that all knowledge can be generated through proper prompting. Prompts are useful but insufficient when dealing with context, curation, and metacognition. As you see, learning also calls for things that cannot be prompted. Real-world experience Reading about climate change may provide information, ideas, and statistics, but understanding its impact on a fishing village involves knowledge of rising sea levels in a lived context. Facts remain hollow without the weight of real-world experience. Not all contexts can be lived. In the same way, not all knowledge can be prompted. Prompts can describe experiences, but they cannot replicate the visceral nature of embodied learning, such as dancing, enjoying the taste of a mango, or struggling to learn cycling. Similarly, prompts can provide ethical frameworks, but they cannot truly simulate the lived experience of moral deliberation. Spotify changed how we listen to music. Instead of following artists or albums, many of us get algorithmic playlists based on mood or other preferences. This is convenient, but it flattens diversity and misses the context. In the same way, in AI-driven learning, when we receive personalised content, the context is collapsed, and intellectual diversity is reduced. Processing knowledge in fragments strips it of its depth. Active curation Real learning, like real music, demands active curation. Algorithms can assist but should not decide. Otherwise, we risk being trapped in a loop of the familiar — never challenged, never changed. Repeated exposure to second-hand information builds an illusion of knowledge, not expertise. Curation is knowing what to leave out to focus on what is important. The more we rely on AI-automated promoting, the less agency we apply in choosing what to engage with as learners. A student researching war can gather hundreds of articles in seconds and summarise its dimensions, but forming a perspective requires human discernment, which cannot be prompted. Much online course content is often recycled, leading to diminishing returns as each iteration merely repeats its predecessors. Prompting cannot solve the problem of digital regurgitation, which clutters the Internet with zero originality. Both learners and educators should be aware that true personal voice emerges from reality; not from algorithms or rehashed data. If avatars blur reality, students risk losing personal agency, becoming trapped in algorithmically defined personas. Struggling with mathematical proof builds mental resilience. However, when AI provides quick fixes, it short-circuits this essential struggle, holding back the natural cognitive growth. While AI can mimic thought patterns using graph-of-thought prompts, it lacks self-awareness. Metacognition — thinking about your own thinking — is key to evaluating and planning how you learn, in such situations. But here is the thing: you cannot just prompt it. To go beyond AI, focus on what it cannot do. Before querying AI, journal your thoughts to clarify understanding and gaps in understanding. Engage with the real world. Read, discuss, and experience to go deeper. Actively filter and interpret information to develop discernment, rather than passively consuming online content. Use AI as a starting point, not a conclusion. Integrate ideas instead of substituting them. Combine prompting with your insights to contribute meaningfully rather than echoing. While AI delivers answers, only you can assess their significance; true understanding arises from your interpretation, not mere data shuffling where endless rephrasing saps originality. Challenge AI by crafting questions that expose its limitations and biases. Run Bias Audits by generating AI content on controversial topics and scrutinising inherent prejudices. Let the learner understand the fragility of the prompted 'knowledge'. Practise cognitive disobedience: question algorithmic suggestions and uphold your human agency. Unquestioning reliance on algorithmic authority will soon be a serious AI issue in learning. Paradoxically, these practices will make you a better and more responsible AI prompter. You can prompt for answers. You cannot prompt for understanding. True learning happens where AI stops and you move from prompting to understanding with learner autonomy. There, you rely on context, metacognition, personal expression, and the constructive struggle of meaning-making. Surrounded by algorithms, if we fail to confront potential biases and ignore the unpromptables in learning, we reduce ourselves to an average learner. That is the act of critical engagement with AI. It separates thinkers from mere users of AI. Views expressed are personal The writer is Deputy Secretary, University Grants Commission.
