Knowledge Space Unlimited Salt Lake City Kolkata

Knowledge Space Unlimited: Access to a variety of interactive "apps" would provide tools to assist learning, as technology skills needed in a global economy, and would also be part of the organisation's processes that guide their learning experiences. Due to interactive applications, learners could become designers of their own understandings of their world, by developing data into information, building that into the knowledge they need for entry into society, and, hopefully, gaining wisdom enough to become successful. Much like the "3-D printers" we are seeing these days, education could become an efficient, effective, and customized production and delivery system that morphs out of rigid traditional modes, and truly becomes a "Comprehensive Integrated STEM Interactive Curriculum (CISTEMIC) Framework for the 21st Century". Our focus is on how "General Living System Theory" and skills support the instructional content for a Graduation Level (Arts, Science, Engineering & Management) STEM curriculum. The STEM subject areas describe how the universe of matter and energy works, so in the phrase "The brain thinks", we could describe the brain as a physical object in terms of physics, chemistry, biology, and evolutionary terms. We want to put the action verb "thinks" within the Graduation Level (Arts, Science, Engineering & Management) curriculum, courses should we have on "thinking" that should every Graduation Level (Arts, Science, Engineering & Management) be able to do, as evidence of achievement to a standard level of “critical thinking” for scientific & social development. Our description above suggests that all the "WIKD Intelligence" processes might be described as a foundational layer underlying all the traditional Graduation Level (Arts, Science, and Engineering & Management) courses. Real understanding of the particular areas of "Systems-Quality-Modelling-Informatics-Complexity (SQMIC)" are far too complicated for the Graduation Level (Arts, Science, Engineering & Management) years, but could be useful as a "tool-box" of concepts, techniques, and processes that learners could access through technology. The level of knowledge of these topics would be that of "awareness" of what they are. Our interpretation of STEM (as "Science-Technology-Engineering-Math") is that it is the latest incarnation for a Graduation Level (Arts, Science, and Engineering & Management) curriculum emphasis on the "Essential Skills for the 21st Century Workplace in a Global Economy". In part, it is public education's response to the private sector's desire to have prepared graduates ready for a competitive labour market - that, if we can't prepare cheaper workers for the world economy, we should prepare smarter and better ones. It also attempts to address some of the accountability issues in public education by clarifying what specific skills graduates should have to become employable and productive as they exit the college pipeline. The STEM initiative has won the support of national and state legislative bodies, such that funding for programs is being made available for innovative projects that develop student skills in the STEM content areas. It is thus connected with the Common Standards initiative, particularly with decisions about what math and science skills all students should know as they prepare for work, college, and career. Those creative and critical thinking "habits of mind" that are so important to the arts folks can be developed as a new foundational part of the Graduation Level (Arts, Science, Engineering & Management) curriculum by incorporating the "Wisdom-Knowledge-Information-Data (WKID) Intelligence" techniques that are becoming more accessible through apps on our mobile devices. We don't need additional courses in "thinking", but we should clearly identify what those techniques are, and how they relate to building "Basic Workplace Skill Sets" that all students should have developed by graduation time. Practical Approach: Provide vivid techniques of Basic Science, Engineering & Humanities to cope up with modern technological & social science development as well as for some basic projects that helps the learners to become the designers of their own carrier. Soft Copy Notes: Provide soft copy of study material for Theoretical & Practical Classes, gives problem solving notes for year wise Board Examination, Competitive Examination & University Examination. Doubt Clearing Classes: Extensive Class Room & Lab programmers for doubt clearing section for Basic Science, Engineering & Humanities. A new approach that can enrich the learner’s confidence level of subject understanding for different area of Science, Engineering & Humanities. Training: Train the learners according to their subject & project requirements. Science & Engineering students will get basic global standard scientific & technological knowledge that they need for entry into society, and, hopefully, gaining wisdom enough to become successful. Camp using: Successful Students will get direct Camp using opportunity in Different Projects & Corporate Sections according to their abilities. Some popular projects will take their own dimension to accumulate the pass out students as a smarter worker for Learn to Earn concept. Contact us for further details.