Sandeep Bhaiya | New Web Series | EP 01 | Mulyankan
Sandeep Bhaiya | New Web Series | EP 02 | Decision Making
Sandeep Bhaiya | New Web Series | EP 03 | All In
Sandeep Bhaiya | New Web Series | EP 04 | Comfort Zone
Sandeep Bhaiya | New Web Series | EP5 Finale | Believe
Umeed tootne pe zindagi bhi naaraz hoti hai par hote hain kuch log jinhe haar manzoor nahi! Sandeep Bhaiya is a character who never accepted failure and always motivated others to achieve their goals too. This show revolves around his journey from being a UPSC student to becoming a civil servant.
#TVF#SandeepBhaiya#UPSC#UpscMotivation#IAS
Directed by: Parijat Joshi
Story: Shreyansh Pandey, Nitin Tiwari, Siddhartha Tiwari
Written by: Siddhartha Tiwari, Nitin Tiwari
Executive Producers: Vijay Koshy, Shreyansh Pandey, Anandeshwar Dwivedi
Associate Producers: Jitendra Kumar, Mittal Sangle, Shivani Sinha
Supervising Producer: Uteja Sharma
Creative Producer: Nitin Tiwari
D.O.P: Sreechith Vijayan Damodar
Editor: Tushar Manocha
Music: Rishi Dutta
Post Production: Gaurav Rungta, Garvit Janshali
Casting: Navrattan Mehta
Costume Stylist: Yashika Kakkar
Production Designer: Abhimanyu Jai
Cast: Sunny Hinduja, Deepali Gautam, Punit Tiwari, Rajendra Gupta, Abhinav Anand
This comprehensive lecture series delves into the multifaceted realm of hypotheses in academic research, encompassing their origins, formulations, analyses, and applications. Hypothesis-I traces the linguistic roots of the term "hypothesis" to its Latin and Greek foundations, elucidating its role as a tentative proposition subject to empirical scrutiny. Emphasizing its significance as an initial step in scientific investigation, the lecture underscores the necessity of clear definitions and operational terms, delineating hypotheses from established theories. In Hypothesis-II, the discourse expands to examine hypotheses in both quantitative and qualitative research. In qualitative studies, hypotheses aid in unearthing thematic patterns, while their quantitative counterparts guide rigorous variable analysis. Hypothesis-III, the third installment, delves into crafting effective research questions and hypotheses. A thorough differentiation between quantitative and qualitative paradigms unfolds, encompassing diverse question and hypothesis types. The lecture series culminates in Hypothesis-IV, where pragmatic considerations in developing hypotheses take the spotlight. Ethical, feasible, and relevant criteria are probed, bolstered by frameworks like PICOT and FINER MAPS. The construction of impactful research questions and hypotheses is elucidated through a six-step process, which harmonizes contextual understanding, problem identification, preliminary research, hypothesis formulation, and study aim articulation. This comprehensive exposition navigates the nuanced landscape of hypotheses, concurrently mapping their evolution from nascent propositions to research catalysts across diverse academic domains.
Keywords:
hypothesis, academic research, qualitative research, quantitative research, research questions, frameworks
Hypothesis - Ph.D. Coursework
1. Hypothesis - I:
The lecture is about the topic of hypothesis in academic research.
The etymology of the word "hypothesis" is traced back to Latin and Greek roots, emphasizing its foundation and groundwork.
A hypothesis is an educated guess or prediction about the relationship between variables.
It is a statement that can be tested through scientific research and requires specific definitions and operational terms.
A hypothesis is not a proven theory or fact, but a starting point for further investigation and is subject to revision based on research findings.
In this lecture on PhD coursework, Professor Dilip Barad discusses the topic of hypothesis in academic research. The etymology of the word "hypothesis" reveals its Latin and Greek roots, highlighting the importance of laying a foundation for research. A hypothesis is not merely a preposition, but rather a result of groundwork and scientific thinking.
A hypothesis is an educated guess or prediction about the relationship between variables. It is based on limited evidence and requires further testing and verification. Variables play a crucial role in hypothesis formulation, with independent variables being the ones that can be changed, dependent variables being what is observed or measured, and controlled variables being the ones that remain constant.
A hypothesis is not a proven theory or fact, but rather a starting point for further investigation. It requires scientific research and testing to determine its validity. If research findings do not support the hypothesis, it may need to be revised or even abandoned. Hypotheses inform the collection of relevant data and enhance objectivity in research.
It is important to differentiate between a hypothesis and a proven theory. A hypothesis is falsifiable and subject to empirical testing, whereas a theory has been extensively supported by evidence. The lecture also touches on the challenges of verifying hypotheses in qualitative research and the meaningfulness of hypotheses in different fields like ethics and aesthetics.
Overall, the lecture emphasizes the significance of hypothesis in academic research as a tool for making predictions, guiding data collection, and advancing scientific understanding.
2. Hypothesis-II:
The speaker discusses the purpose and analysis of hypothesis in quantitative and qualitative research.
In qualitative research, hypothesis formulation helps uncover themes and develop a general understanding of the topic.
In quantitative research, hypothesis testing and confirmation play a vital role in narrowing down variables and producing high-quality data.
The speaker, Professor Dilip Bharat, discusses the purpose and analysis of hypothesis in both quantitative and qualitative research.
In qualitative research, the purpose of a hypothesis is to formulate a general understanding of a topic and uncover themes. It helps researchers obtain deeper information about a subject and serves as a foundation for developing research questions and hypotheses. Qualitative research often precedes quantitative research, providing a baseline understanding that allows for the formulation of hypotheses related to correlation and causation. While quantitative researchers consider hypotheses essential, qualitative researchers primarily use them to frame their analysis and interpret the data, moving from a hypothesis to a broader theory.
On the other hand, in quantitative research, hypotheses play a crucial role in testing and confirming expected outcomes. These hypotheses are educated statements based on background research and current knowledge. They make specific predictions about the relationship between independent and dependent variables. Quantitative research relies on statistical analysis and structured data sets, often analyzed using software tools like Excel, R, or SPSS. Hypothesis formulation in quantitative research helps narrow down variables and ensures a controlled research outline to generate high-quality data.
The analysis of data differs between qualitative and quantitative research. Qualitative research generates highly textual data, where researchers identify key themes and patterns by reading and analyzing the text. In contrast, quantitative research produces data sets that can be analyzed using statistical software and includes factors such as ratings, rankings, and metrics. The analysis approaches and questions raised from the data also vary between the two research types.
The transcript highlights the interconnectedness between research questions and hypotheses. Research questions aim to answer specific aspects of a study after data analysis and interpretation. In qualitative research, research questions hold great importance, particularly for fields like literature, psychology, sociology, and history, where interpretations play a significant role. In quantitative research, research questions are fewer, and hypotheses take precedence, providing specific predictions to be tested and explored.
In summary, the lecture explains that the purpose and analysis of hypotheses differ in quantitative and qualitative research. Qualitative research employs hypotheses to uncover themes and develop a general understanding, while quantitative research relies on hypotheses to test and confirm expected outcomes. The analysis of data also varies, with qualitative research focusing on textual analysis and quantitative research utilizing statistical tools. The lecture emphasizes the interconnectedness between research questions and hypotheses, with qualitative research placing more emphasis on research questions and quantitative research prioritizing hypotheses.
3. Hypothesis-III
This is Part 3 of a lecture series on hypothesis in academic research for a PhD coursework.
The speaker discusses the characteristics of good research questions and hypotheses.
It explains the differences between quantitative and qualitative research questions and hypotheses.
Quantitative research questions can be descriptive, comparative, or relationship-based, while qualitative research questions can be contextual, descriptive, evaluative, explanatory, or generative.
The transcript also mentions different types of quantitative and qualitative hypotheses, such as simple, complex, directional, associative, null, and alternative hypotheses.
In Part 3 of the lecture series on hypothesis in academic research for a PhD coursework, the speaker, Professor Dilip, discusses the characteristics of good research questions and hypotheses. He emphasizes that excellent research questions should be specific and focused, integrating collective data and observations to confirm or refute subsequent hypotheses. On the other hand, good hypotheses should be empirically testable, backed by preliminary evidence, testable by ethical research, based on original ideas, supported by evidence-based logical reasoning, and capable of being predicted.
The lecture further explores the differences between quantitative and qualitative research questions and hypotheses. Quantitative research questions can fall into three categories: descriptive, comparative, and relationship-based. In contrast, qualitative research questions cover a broader range, including contextual, descriptive, evaluative, explanatory, and generative questions. It is interesting to note that while quantitative research questions generate multiple hypotheses due to the various variables involved, qualitative research questions typically generate only one hypothesis.
The lecture provides examples of different types of hypotheses for both quantitative and qualitative research. For quantitative research, these include simple, complex, directional, associative, null, and alternative hypotheses. Each type of hypothesis serves a distinct purpose, such as predicting relationships, describing interdependencies, or clarifying differences. In qualitative research, hypotheses may emerge from the exploration of subjective experiences, allowing for the formulation of formal hypotheses that can be tested in future quantitative approaches.
The speaker also highlights the importance of understanding the natural context of real-world problems and tailoring research questions and hypotheses accordingly. He discusses examples such as the experiences of nurses working night shifts during the COVID-19 pandemic or the forms of disrespect and abuse experienced by individuals in specific contexts.
Overall, this part of the lecture series delves into the technicalities of understanding hypotheses in academic research. While the information may not directly apply to all research endeavors, it provides valuable insights for formulating research questions and hypotheses in various contexts.
4. Hypothesis-IV:
The video is from the fourth and final part of a Ph.D. coursework on research questions and hypotheses wherein the criteria for developing research questions and hypotheses, including feasibility, interest, novelty, ethics, and relevance are discussed.
It mentions frameworks such as PICOT (Population, Intervention, Comparison, Outcome, Time Frame) and FINER MAPS (Feasibility, Interest, Novelty, Ethical, Relevant, Manageable, Appropriate, Potential Value, Publishable, Systematic).
The video outlines six important points for constructing effective research questions and hypotheses, including clarifying the background, identifying the research problem, conducting preliminary research, constructing research questions, formulating hypotheses, and stating the study aims.
The video also highlights the differences between quantitative and qualitative research in terms of forming research questions, hypotheses, and conclusions.
If the video is not visible or not playing here, please click this link to watch the video: https://youtu.be/MQZwXqwq3H0
Summary:
This is the final part of a Ph.D. coursework on research questions and hypotheses. The video emphasizes the importance of developing research questions and hypotheses that meet certain criteria. It introduces frameworks like PICOT (Population, Intervention, Comparison, Outcome, Time Frame) and FINER MAPS (Feasibility, Interest, Novelty, Ethical, Relevant, Manageable, Appropriate, Potential Value, Publishable, Systematic) to guide the process.
The video outlines six key points for constructing effective research questions and hypotheses. Firstly, it is essential to clarify the background of the study. Secondly, researchers need to identify the research problem within a specific time frame. Thirdly, conducting preliminary research and reviewing existing knowledge is crucial to formulating research questions. Fourthly, researchers should construct specific research questions that investigate the identified problems and identify the necessary variables for assessment. Fifthly, researchers need to formulate specific deductive or inductive predictions in the form of hypotheses. Finally, they should state the aims of the study.
The video also distinguishes between quantitative and qualitative research in terms of forming research questions, hypotheses, and conclusions. For quantitative research, researchers need to test or verify hypotheses, whereas qualitative research focuses on formulating research questions and choosing appropriate methods, sites, and subjects for the study. The conclusion of a qualitative study can lead to the formulation of new hypotheses for further research.
Overall, the video provides guidance on developing research questions and hypotheses that adhere to specific criteria and outlines the step-by-step process for constructing them. It emphasizes the importance of conducting preliminary research, formulating clear and specific questions, and differentiates the approaches between quantitative and qualitative research.
References
Barroga, E.,
& Matanguihan, G. J. (2022). A Practical Guide to Writing Quantitative and
Qualitative Research Questions and Hypotheses in Scholarly Articles. Journal of
Korean Medical Science, 37(16). https://doi.org/10.3346/jkms.2022.37.e121
Black, J. A.,
& Champion, D. J. (1976). Methods and issues in social research. John Wiley
& Sons.
Feynman, Richard
(1965) The Character of Physical Law p.156
Grinnell, F.
(2013). Research integrity and everyday practice of science. Science and
Engineering Ethics, 19(3), 685-701. T
Hilborn, Ray;
Mangel, Marc (1997). The ecological detective: confronting models with
data. Princeton University Press. p. 24. ISBN 978-0-691-03497-3.
Retrieved 22 August 2011.
Kerlinger, P.,
& Lein, M. R. (1986). Differences in Winter Range among age-sex Classes of
Snowy Owls Nyctea scandiaca in North America. Ornis Scandinavica (Scandinavian
Journal of Ornithology), 17(1), 1–7. https://doi.org/10.2307/3676745
Mellor, Will.
(2022). Qualitative vs. Quantitative Research — Here’s What You Need to Know.
GLG.
https://glginsights.com/articles/qualitative-vs-quantitative-research-heres-what-you-need-to-know/
Popper, Karl
(1959). The Logic of Scientific Discovery (2002 pbk; 2005
ebook ed.). Routledge. ISBN 978-0-415-27844-7.
Humanities Help Build Critical and Divergent Thinking Abilities
Studying arts and humanities, particularly literature, provides unique opportunities to develop critical and divergent thinking abilities that may not be as readily available in other fields such as sciences, commerce, engineering, technology or math. This is because literature encourages readers to think beyond the surface level of a text, to examine multiple perspectives and interpretations, and to question assumptions and conventions.
One of the key benefits of studying literature is that it requires readers to engage with complex ideas and to analyze and interpret them in a variety of ways. Literature often deals with complex themes and ideas that require readers to think deeply about the world around them. For example, a work of literature may explore themes related to identity, social justice, power dynamics, and cultural norms. Through studying literature, readers are encouraged to consider how these themes relate to their own lives and experiences, and to develop their own unique perspectives on these issues.
In addition, literature often presents multiple perspectives on a given issue or theme, allowing readers to consider a variety of viewpoints and to develop their own opinions based on evidence and analysis. This helps to develop critical thinking skills, as readers learn to evaluate arguments and evidence, and to identify biases and assumptions that may underlie different perspectives.
Another important benefit of studying literature is that it encourages divergent thinking, or the ability to generate multiple ideas and solutions to a given problem. Literature often presents complex and ambiguous situations that require readers to think creatively and to consider a variety of possible outcomes. This helps to develop problem-solving skills, as readers learn to think outside the box and to generate unique and innovative solutions.
To sum up, studying literature can provide a unique set of benefits for developing critical and divergent thinking abilities. Through engaging with complex ideas, considering multiple perspectives, and developing creative solutions to problems, readers can develop the skills and perspectives needed to succeed in a variety of fields and to contribute meaningfully to society.
The students were given task to shoot any one scene from the play 'Long Day's Journey into Night' (a play by Eugene O'Neill). The students were supposed to adapt the script of the play for short video, rewrite dialogues, storyboard the scene, rehearse the dialogues, set camera angles, find location, shoot the scene, edit it and then upload on their YouTube channel.
University Grants Commission (UGC), with a 'Foreword' dated 7th Dec 2022, shared a guiding document entitled 'Curriculum and Credit Framework for Undergraduate Programmes'. It is mentioned in the 'Foreword' that 'National Education Policy (NEP) 2020 highlights that quality education must aim to develop good, thoughtful, well-rounded, and creative individuals. The way to achieve such capabilities is only through holistic and multidisciplinary education with the freedom for students to shape their studies'.
In this CCFUGP, under 3.2.4 - Credit hours for different types of Courses, it is suggested to adopt various types of activities to be adopted for the delivery of course content.
One of the suggested activities is 'Studio Activities'.
Let us try to understand benefits of Studio Activities.
Benefits of Studio Activities:
What are the benefits of using Studio Activities in teaching pedagogy?
Studio activities are a type of teaching method that involves hands-on, experiential learning within a studio or workshop environment. Here are some of the benefits of using studio activities in teaching pedagogy:
Active Learning: Studio activities engage students in active learning by requiring them to actively participate in the process of creating or making something. This hands-on approach helps students to develop a deeper understanding of the subject matter.
Collaboration: Studio activities often require collaboration between students, which can help them to develop communication and teamwork skills. By working together, students can learn from each other's strengths and weaknesses.
Creativity: Studio activities provide opportunities for students to express their creativity and explore new ideas. This can help to foster a love of learning and a passion for the subject matter.
Problem-solving: Studio activities often involve solving complex problems or designing solutions to real-world challenges. This can help students to develop critical thinking and problem-solving skills.
Feedback and Reflection: Studio activities often involve feedback and reflection, which can help students to improve their work and learn from their mistakes. This process of feedback and reflection can also help to build self-confidence and self-awareness.
To sum up, the studio activities provide a dynamic and engaging learning experience that can help students to develop a range of skills and knowledge.
Can we say that studio activities help in skill enhancement and ability enhancement like concept drafting, story boarding, scripting, shooting, editing videos, uploading and sharing?
Yes, absolutely! Studio activities can help students to enhance a variety of skills and abilities related to the creation and production of multimedia content, including concept drafting, storyboarding, scripting, shooting, editing videos, and uploading and sharing content. By engaging in hands-on activities and receiving feedback, students can improve their technical abilities and gain practical experience in these areas. Additionally, studio activities can also help students to develop soft skills such as communication, collaboration, and problem-solving, which are valuable in a wide range of contexts.
Can we say that studio activities involve the engagement of students in creative or artistic activities?
Yes, we can say that studio activities involve the engagement of students in creative or artistic activities. Studio activities often involve the use of creative tools and techniques to produce art or multimedia content, which can include drawing, painting, sculpting, photography, videography, and graphic design. These activities require students to think creatively and use their imagination to develop unique and original ideas. By engaging in creative or artistic activities within a studio environment, students can explore their own creativity and develop their artistic skills, while also learning how to use various tools and techniques to express themselves.
Can we say that studio-based activities involve visual or aesthetic focused experiential work?
Yes, we can say that studio-based activities involve visual or aesthetic-focused experiential work. Studio activities often involve creating visual or multimedia content that is designed to communicate a particular message or evoke a particular emotional response. This requires students to pay close attention to the visual or aesthetic aspects of their work, including color, composition, form, texture, and lighting. By engaging in experiential work within a studio environment, students can develop their visual and aesthetic sensibilities, and learn how to create compelling and engaging content that resonates with their intended audience. Additionally, by receiving feedback from their peers and instructors, students can gain a better understanding of how their work is perceived and how they can improve their craft.
A few examples of integrating studio-activity in pedagogy:
Amidst
the ethereal dreams of a future world driven by Artificial Intelligence, we now
find ourselves living in the very revolution we once imagined. The present is a
surreal reality, and its sheer brilliance leaves us in awe. A mere glimpse of
AI's eloquence with the English language is enough to make one's heart skip a
beat. As we contemplate the digital revolution, we're reminded of Wordsworth's
iconic words in Book XI of the Prelude[1]:
"Bliss
was it in that dawn to be alive,
But
to be young was very heaven! - Oh! Times!"
These lines, written for the fervent
enthusiasts of the French Revolution, resonate equally with digital
aficionados.
One could draw parallels
between the French Revolution and the digital age, and take the perspective of
a typical Luddite[2]
to discern similarities between the frustration that accompanies a trail of
revolution. The Tale of Two Cities[3],
which opens with the famous lines,
"It was the best of times, it
was the worst of times, it was the age of wisdom, it was the age of
foolishness, it was the epoch of belief, it was the epoch of incredulity, it
was the season of Light, it was the season of Darkness, it was the spring of
hope, it was the winter of despair, we had everything before us,"
echoes the tumultuous nature of our digital era.
Living on the 'threshold
of time,' we face technological uncertainties that are certainties, digital
disruptions that rupture the very fabric of our being with revelry. It is
imperative that we look to the youth to display a level of sensibility and
maturity that surpasses that of previous generations. Should they fail to do
so, the best of times could turn into the worst of times, this age could become
a period of digital dumbness, and despair and darkness will surely follow. The
youth must tread with caution, ensuring they navigate this new path with a
profound understanding of the potential consequences of Artificial
Intelligence.
As students of the
English language, we must come to terms with the perilous threat that AI, as a
language transformer, poses to our future job prospects. Tools such as OpenAI's
ChatGPT have already achieved an impressive level of performance, which could
potentially jeopardize the livelihoods of English language teachers. Yet, the
future is not entirely bleak. Even with the advent of these language generative
tools, there will always be a demand for those who possess the skill of
identifying and rectifying errors. For those who have a natural gift for
working with language, the future is bright. This also serves as an ominous
warning for those who have acquired a Masters in English or passed competitive
exams like TET or NET, for they may find themselves jobless or unwanted if they
fail to surpass AI's capabilities in terms of linguistic expertise and literary
sensibilities.
Our current batch
(2021-23) has shown remarkable potential, bringing accolades and honor to the
Department of English in various ways. In 2022, many students from this batch
secured top positions in the Research Paper Writing Competition organized by
the Research Facilitation Center of Maharaja Krishnakumarsinhji Bhavnagar
University. Several students delivered research paper presentations in a
Seminar of National level, exhibiting their academic prowess. In the Youth
Festival 2022, the Department exhibited an incredible performance after almost
two decades of dormancy. Participation in sports and cultural events was better
than ever before, and students shone brilliantly in other prestigious events of
Bhavnagar City, such as Excel Expressions.
Let us not forget that
the talents of bygone eras are but echoes of the past, and the arrival of a new
decade demands a novel set of aptitudes to be acquired. The youth of today must
don the mantle of being lifelong learners, possessing an innate ability to
self-educate and adapt to the ever-shifting digital terrain. Alas, the
unrelenting onslaught of the pandemic has instilled a sense of languor in many
of you, and the youth must rise up to face not only the challenge of this
slothful demeanor but also the sundry health hazards that accompany
unpredictable weather changes, engendering an array of allergic afflictions.
In these trying times,
the virtues of mental and physical well-being will be akin to precious pearls,
coveted and treasured above all else. Hence, it is never too late to cultivate
a healthy routine of engaging in outdoor activities, be it at the break of dawn
or the fall of dusk.
Our department strives to
cultivate students to not only possess a mature understanding of life and human
nature through the prism of literature but also possess the digital acumen
needed to excel in the contemporary world.
We believe that learning
literature helps students gain a deeper understanding of life and human nature
through the prism of different literary works. It enables them to analyze
complex ideas, identify different perspectives, and make informed judgments. By
studying literature, students can develop empathy and sensitivity towards
people from diverse cultures and backgrounds, as they are exposed to various
literary works that reflect the human experience.
On
the other hand, in today's digital age, having digital skills has become
essential for personal and professional growth. Digital skills are required in
almost every field, and students who possess them are more likely to excel in
their careers. By acquiring digital skills, students can improve their
problem-solving abilities, enhance their creativity, and increase their
efficiency in performing various tasks. Additionally, digital skills are in
high demand in the job market, and possessing them can significantly increase
students' employability.
Therefore, the
combination of literature and digital skills creates a well-rounded individual
who can navigate the contemporary world with ease. Students who possess both
can analyze complex issues, think critically, communicate effectively, and
excel in their careers. The department's aim to cultivate such students, who
can soar high and realize their aspirations, is commendable as it recognizes
the importance of holistic education that prepares students for the challenges
and opportunities of the 21st century.
We fervently hope that by
the time you graduate, you will have grown wings to soar high and realize your
aspirations with ease.
As we journey through the
digital revolution, let us not forget the hopes and aspirations that fuel our
dreams. May we rise to meet the challenges of this new era with Wordsworthian
zeal, ever mindful of the beauty and wonder that surrounds us. Like a butterfly
emerging from its cocoon, let us spread our wings and take flight, soaring
towards a future filled with infinite possibilities.
Yet, as we strive for
success and fulfillment, let us not be blinded by the bright lights of
progress. Let us heed the warning of Dickensian dichotomies and tales of Hard
Times, which remind us of the dark side of our existence. For in this world of
light, there are shadows that lurk in the corners, waiting to pounce on
unsuspecting prey. Let us be vigilant and cautious, ever mindful of the
pitfalls and dangers that lie in wait.
So, my dear friends, let
us move forward with optimism and hope, embracing the duality of our existence.
For in this balance lies the key to a successful and fulfilling life. May your
hopes and aspirations remain unscathed, even as we navigate the ever-changing
landscape of the digital age.
[1]The subtitle of The
Prelude is 'Growth of a Poet's Mind'. William Wordsworth (1770-1850) began
writing his autobiographical blank verse epic in 1798, working on it
intermittently until 1839. It was published posthumously in 1850.
[2]19C protester against technology: a worker who was involved in protests in the United Kingdom
in the 1810s against new factory methods of production and who favored
traditional methods of work.
[3]A
Tale of Two Cities is a historical novel published in 1859 by Charles
Dickens, set in London and Paris before and during the French Revolution.
Khan Academy announces GPT-4 powered learning guide . . . and this is going to be the future of education system
