Knowledge Space Unlimited

L / BOARD EXAMS + NTSE + OLYMPIADS

3.10+2 level: Physics, Mathematics, Chemistry, Computer & Biology (ISC / CBSE / IGCSE / WBHSE)

4. Crash Courses / Test Series Courses for AIPMT / WBJEEM / JEE (Main Advance) 2014

5. One Year / Two Years Integrated Classroom Courses for AIPMT, AIIMS & WBJEE / JEE (Main Advanced) 2015, 2016

6.Integrated Engineering Science Courses (Combine GATE & Normal Semester Studies)

B.Tech: ECE / ETC / EEE / EE / CSE / IT / ME / Civil / Bio medical Engineering & Bio-Technology

7. Integrated Engineering Science Training Program: (For B.Tech or Pursuing B.Tech Students)

A. Basic Ana log & Digital Electronics,
B. Instrumentation,
C. Microprocessor & Micro-controller,
D. Embedded Systems,
E. Robotics,
F. Mat lab & Lab View

WE SAY LEARN IN THE WAY YOU WANT TO AND SPREAD THE KNOWLEDGE ALL OVER WORLD MAKE YOURSELF MORE EDUCATED. OUR INNER VISIONS

This decade as an exciting time in which a true transformation in education can occur, when the perspectives of "Systems, Quality, Modelling, Informatics, and Complexity (SQMIC)" are implemented. These five perspectives are parts of "Wisdom-Knowledge-Information-Data (WKID) Intelligence", a substrate underlying the typical content areas of "Science-Technology-Engineering-Math (STEM)", "Humanities, Arts, and Social Sciences (HASS)", as well as "Health, Physical Education, and Recreation (HPER)". 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 organizational 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, 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.