Religion and conflict in india

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xisr mumbai

This i s the presentation made by Dr. Anthony Dias in Yokohama

Formation

Anthony Dias
Xavier Institute of Social Research
(XISR)

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Muhammad Ali Jinnah, (also spelled Mohammad) (25 December 1876 – 11 September 1948 in Karachi, present day Pakistan) is the founder of Pakistan. After the partition of India, he became the Governor-General of Pakistan. As a mark of respect, Pakistanis call him Quaid-e-Azam.[1] Quaid-e-Azam is a phrase which, in the Urdu language, means "the great leader". People also called him Baba-I-Quam, another phrase in the Urdu language which means "the father of the nation". The day of his birth is a national holiday in Pakistan.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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