Education Portal for Students in India

Free 80 Questions 80 Marks 50 Mins Aims of e ducation give the right direction to education to fulfil certain needs of the situation. The two main aims of education are: Individual aim: It is a primary aim of education to give an individual all those opportunities to help him in the total development of all his interests, abilities and human potentialities.

The potentialities of an individual should be developed at first and then be utilized for him as well as for the society. Social aim: An individual is an integral part of the society. The individual is the product of the society while society finds its advancement in the development of its individual members.

It prepares the individual to play different roles in society. Individual as well as social aim: Individual and society are complementary to each other. As the individual is the product of society, the society finds its fulfilment in the development of its members.

No individual can develop in a social vacuum. An individual can develop only in a progressive society and society can achieve a high degree of excellence with developed individuals. Last updated on Sep 30, 2022 The Delhi Subordinate Services Selection Board (DSSSB) has released the final result and cut-off marks for the DSSSB PRT,

The result and marks are released for the post code – 42/21. A total of 434 candidates are finally selected for the post of Assistant Teacher (Primary) in the Directorate of Education. Check out the DSSSB PRT Result here. Candidates who will be finally selected for the post will get DSSSB PRT Salary range between Rs.9300 to Rs.34800.
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What is development of human potentialities in?

Developing human potential is the process of using will to choose to develop our knowing and loving and then translating them into positive action.
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What are human potentialities?

What is human potential? – It might be easier to start with an understanding of what human potential is not, It’s not quick fixes, corporate training programs, or continuing education. It doesn’t happen overnight. You can’t buy the right book or listen to the right podcast to ensure your transformation — although these can be helpful ways to kick-start your self-actualization journey, Abraham Maslow is considered to be the father of human potential and self-actualization research. In his well-known hierarchy of needs, he hypothesized that all human beings strive towards self-actualization, But we are unable to move towards our higher selves if certain foundational needs aren’t met.
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What is human development in teaching?

Human development and education – Human development focuses on assisting students so they can have a better educational experience. Being able to have a rich and safe education is a human right. Some landscapes make attaining this difficult for students, and so, human development specialists become a resource for students to achieve their goals and learn skills to surmount factors that may stand in the way of their education.
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What is the main aim of education is total development of human?

Different aims of Education – Life is very complex and complicated. But an aim in life can make the complex life simple and purposeful. Aims give us direction to work and without aim, destination, or objective life becomes incomplete and haphazard. Individual has different interests, attitudes and needs.

1. Every individual wants to achieve certain goals in life.
2. But a clear-cut aim makes the road of life easy.
3. Educational aims are varied.
4. They have their different role in different fields.
5. Some specific aims are listed below: (i) Knowledge Aim The aim of Education is the acquisition of knowledge, skills and attitudes.

It helps to adjust properly in one’s own environment. Knowledge helps the man to overcome the nature and satisfy human wants. It links the teacher and taught with social situation. It helps with certain skills to live in a society as human being and civilized one.

1. Philosophers and Educationists of the world believe in knowledge.
2. It is the valuable asset of life, which helps the individual to overcome misery and problems of life.
3. Ii) Vocational Aim Knowledge aim of Education is narrow by nature.
4. The theoretical knowledge will never meet our basic needs of life.
5. We need bread and butter to fill up our belly.

We can get it if education is vocationalised. Gandhiji realized it in 1937 when he introduced Basic Education. Vocational aim develops the social efficiency of the individual. It reduces mental tension after completion of Education. Those who are lower, intelligence in vocational Education or training are a blessing for them.

Realizing this aspect. Indian Education Commission (1964-66) introduces work-experience in the curriculum. (iii) Character Building Aim The Indian concept of Education believes in self-realization. Self-realization is possible through moral Education. So the individual should cultivate moral virtues or values which constitute character.

Swami Vivekananda said, “We want that Education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one’s own feet.” (iv) Complete-Living Aim The individual has various aspects to be developed.

Every aspect of the personality is reflected in various activities to be performed. Education should help the individual to fulfill the various needs and necessities of life like self-preservation, fulfilling necessities of life, rearing and bearing of children, performing civic responsibilities and utilizing his leisure time properly.

Firstly, the individual must know the art of self-preservation. Secondly, Education should enable to him to earn his living. Thirdly, he should know how to take care of his own children. Lastly, he must have the idea how to utilize the leisure hours properly in a profiting manner.

(v) Harmonious Development of the personality aim- Gandhiji said, “By Education, I mean an all-round drawing out of the best in the child and man-body, mind and spirit.” The meaning itself indicates to develop all-round aspects of individual-physical, intellectual, social and spiritual. All these aspects of the individual should be harmoniously developed.

True Education is development of 3H’s instead of 3R’s. The development of Head, Heart and hand of an individual makes him happy. (vi) Democratic Aim of Education One of the important aims and objective of Education suggested by Secondary Education Commission (1952-54) is to develop the democratic citizenship.

1. India is a democratic country.
2. Even citizen must have to realize the duties and responsibilities carefully.
3. So the aim of Education is to train carefully the future citizens.
4. Training should be provided to develop the following qualities of the individual.
5. I) Capacity for clear thinking.
6. Ii) Receptivity of new idea.

(iii) Clarity in speech and writing. (iv) True patriotism. Further the democratic aim of Education develops vocational efficiency, personality and leadership quality. Indian Education Commission (1964-66) suggests the following as the aims of Education in a democratic set-up.
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What are the four potentialities or skill of a true human being?

Employers Value Human Skills – Employers who have employees with these human skills are very lucky because an employee who has grit overcomes challenges and sticks with tough tasks instead of letting them fall by the wayside. An emotionally intelligent employee is able to really grasp the culture of a team, understand the subtle nuances of a situation, and bridge the communication gaps to come up with a fair solution.

• An employee who lacks these skills just isn’t compatible for a team long-term.
• If an employee lacks creativity or the ability to think “outside of the box,” then the organization suffers from bottlenecks and a lack of innovation.
• The situation does not turn out well for anyone.
• Human skills are broad capabilities in self-awareness, problem solving and critical thinking.

Human skills can be broken down into Interpersonal Skills, Core Skills, and Career Readiness Skills. Colaberry Inc. provides training in each of these specific domains to ensure that you will be prepared and ready for the Future of Work.
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How will you use your human potentialities in achieving human flourishing?

Happiness and Its Pursuit – Happiness can be defined as the positive conscious and emotional experience that accompanies or follows from attaining one’s values and goals and exercising one’s individual human potentialities, including talents, abilities, and virtues.9 In other words, personal flourishing leads to happiness.

We could say that human flourishing is determinant and that happiness is derivative. Flourishing is a richer and more fundamental property than is happiness. Human flourishing is not conceptually identical with happiness. Happiness may be viewed as a complex mental state that is partly cognitive and partly affective.

The cognitive component of happiness is a judgmental process that consists of a positive evaluation of the conditions of one’s life. The cognitive aspect of happiness must be autonomous and informed. This involves the judgment that one’s life is measuring up favorably against his rational standards or expectations for it.

1. The emotional aspect of happiness involves a feeling state regarding the preponderance of positive affect over negative affect.
2. The affective side of happiness involves a man’s sense of well-being (i.e., finding one’s life or some portions of it fulfilling, rewarding, or satisfying).
3. One’s happiness is authentic if his value judgments are based on objective and true beliefs.

Legitimate or appropriate affect may be viewed as a byproduct of eudaimonic living. Although happiness resists measurement, it is more important than anything that can be measured. Desired by all, happiness can be interpreted narrowly or comprehensively, foolishly or wisely, and may be either a conscious goal or an unconscious desire.

• The pursuit of happiness is something real, individualized, contingent, highly personal, diverse, and self-directed through the use of practical reason.
• Material wealth may provide the means of achieving happiness, just as it may, in part, represent the condition itself.
• Happiness is always being attained and is never totally attained—the pursuit of happiness is a goal that continues to the end of life with new contingencies, problems, and opportunities always arising.

Happiness in a comprehensive sense applies to one’s life taken as a whole and thus arises from having a coherent, rationally chosen stance regarding the proper way to spend one’s life. This is not the happiness we experience when we have obtained a particular goal or object.

• Rather, such metalevel happiness is evident through the holding of rational values with respect to the kind of life that is worth living and is characterized by a feeling of tranquility regarding the way one has lived and will continue to live his life.
• Metalevel happiness and object-level perturbation are compatible.

Happiness at a metalevel provides a stable framework within which activity and striving are situated. A man who holds rational values and who selects ends and means consonant with the nature of existence and with the integrity of his own consciousness has achieved his values—not his existential values, but the philosophical values that are their precondition.

• Happiness has an integral connection with one’s life as a whole.
• A person attains happiness to the extent that his capabilities are rationally employed over his lifetime.
• It is the total pattern of an individual’s life that determines the degree, intensity, and quality of his happiness.
• There is a conceptual core of happiness that relates to a person’s life in its entirety.

Each person has the project of building his life as a whole by the ways that he acts. Happiness can be viewed as a byproduct of the virtuous engagement in worthwhile activities and projects. Happiness is an achievement that comes from living in some ways and not in other ways.

• It involves enduring and justified contentment with one’s life as a whole.
• Authentic happiness is grounded in one’s objective life conditions and rational values.
• To be truly happy, a person must affirm his life based on evaluative standards that are congruent with his objectively important life conditions.

There are such things as objectively right or good and objectively wrong or bad. Properly specifying and pursuing one’s aims and goals in life will promote his happiness. Metalevel happiness requires a proper perspective that comes from the serenity or peace of mind one gets from knowing that: (1) one is free to rationally choose among alternatives; (2) a person’s potential for happiness is created in some particular way and with some particular nature which is not a matter of choice; and (3) nothing external can harm the core of one’s self.

1. Serenity requires wisdom, a sense of proportion, and the ability to deal with pain and emotions in a balanced and rational manner.
2. Happiness means being serene in the face of the unchangeable, courageous before the changeable, and wise enough to determine which is which.
3. Many people attribute their happiness or unhappiness to the external events and conditions of their lives.

It is likely that a person’s perspective regarding the core of his existence has much more to do with his level of happiness than do any external circumstances. When something unfortunate (e.g., losing a job or loved one, suffering a physical injury or illness, etc.) happens to an individual who is basically disposed to be happy, he will certainly be sad or upset for a period of time (depending upon the gravity of the problem) but before long he will return to happiness as his overall state.

On the other hand, when something positive (e.g., love, money, recognition or promotion at work, etc.) happens to a person who is disposed to unhappiness, he will be happy for a time but will very likely shortly become unhappy. Rather than evade negative experiences, happy people tend to take every feasible action to deal with the misfortune, and then shift their focus by placing positive aspects in the foreground and relegating negative ones to the background.

They also tend to interpret daily situations and life events in ways that maintain their happiness. They view everyday problems as a natural and integral component of the life process. Metalevel happiness provides the confidence and peace of mind that enables us to enjoy our everyday pursuits (i.e., our passions).

1. Whereas the serenity of metalevel happiness is unitary, our projects are many, diverse, and complex.
2. Unlike metalevel tranquility that potentially can be the same for all, passions are different and unique for each person.
3. Serenity results from the possession of a consistent and hierarchical system of beliefs, values, and emotions.

Our passions involve our desires to satisfy, through action, the values to which we are committed. Finding and developing a meaningful purpose to one’s life leads to passions and passions increase the frequency and intensity of his actions. There are reciprocal and synergistic effects between one’s metalevel happiness and happiness that is experienced when one has achieved or passionately attempted to achieve a particular goal.

• Happiness is an effect of having meaning and purpose in one’s life.
• Lyubomirsky et al (2005a, 803-55) explain that happy people are successful across multiple life domains—work performance, marriage, friendships, health, and so on.
• Happy people tend to think, feel, and act in ways that promote resource building and involvement with approach goals.

They “broaden and build” by expanding their resources, friendships, and skills for use in the future. Happiness promotes the tendency to actively approach, rather than to avoid, goal pursuits. Success leads to happiness and happiness leads to success. There is a “spiral of happiness” in which happiness is both an outcome and a predictor of success.

Lyubomirsky et al (2005b, 111-31) identify self-concordant intentional activities as extremely happiness-relevant activities. Intentional activities are those discrete cognitive and behavioral practices or actions in which individuals can choose to engage. The activities chosen should fit the person and his goals and should be enjoyable and conducive to rewarding flow experiences.

Intentional activities include: engaging in meaningful work, socializing, exercising, participating in cultural life, etc. It is important to develop one’s potential through engaging in meaningful endeavors that are congruent with one’s objective values.

It is important to view things according to their relative level of importance, avoid dispersed attention, and spend time with people who add value to one’s life. People need to participate voluntarily in activities that permit the actualization of their talents, skills, and potential. Voluntary activities present great opportunities for increasing happiness without adaptation effects.

For example, when a person’s work involves rational activity and agency (i.e., intentional engaged activity) it can be viewed as an ingredient of happiness. Work provides opportunities for people to: earn income, match meaningful activities with their abilities, produce goods and services, focus their attention, aim for and reach goals, face challenges, relate to other employees, increase their self-esteem, and so on.

1. A happy person tends to be one who knows that the money he has earned is an appropriate reward for his efforts and achievements.
2. Self-esteem (including self-efficacy and self-respect) is a necessary but not a sufficient condition of happiness.
3. Self-esteem, the best predictor of happiness, is the disposition to experience oneself as competent to cope with the fundamental challenges of life and as worthy of happiness and success.

A person of high self-esteem believes himself to be entitled to assert his needs and wants, achieve his values, and enjoy the fruits of his efforts. Self-esteem and happiness are inextricably linked. Self-esteem is related to one’s sense of agency, motivation, optimism, hopefulness, mastery, competence, and control of one’s environment.
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What is realization of human potential?

In short – Human Potential Realization – is the knowing (self-awareness) and expressing (self-actualizing) of the full potential that is uniquely inherent in every human being – ultimately towards the greater good of all. Mostly, this is a case of unlocking or unleashing the unused or untapped potential of people (that which we are mostly not aware or conscious of; therefore not expressing it to our fullest potentialities).
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How do you measure human potential?

Intelligence tests are the most common method of measuring the potential of a person. These tests are often aimed at assessing the cognitive capabilities along with verbal, numerical and abstract reasoning.
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What is human development and why it is important?

What is Human Development, and Why should you study it? Human development is a branch of psychology that studies—and strives to optimize—the elements that help people live healthy and fulfilling lives. This field aims to understand the various changes individuals and their relationships go through as they continue to learn and grow.

• The more complex definition of human development in psychology is that it’s a multi-disciplinary study of the psychological, biological, and sociological factors that impact people from infancy through adolescence to adulthood.
• The study of human development came to prominence in the 1970s.
• The human development index was created as an alternative to measuring nations by their GDP.

People believed that the economy wasn’t enough to reflect was life was like for a nation’s population. The human development index includes health, education, and income. A healthy environment and access to healthcare, educational opportunities, and a decent standard of living are all keys to freedom and self-actualization.
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What is human development explain with example?

Ii Human development indicates that the human mind becomes efficient to perform task of highly skilled nature when proper education is provided to them and a healthy life style is available. iii For example Every human being has a basic right to get a good education and better health facilities.
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How does understanding human development help me be a better teacher?

As children go through their different stages of life, they approach learning in different ways. When an educator has an intricate understanding of human development, they can use that understanding to make assessments about the behaviours of children in the classroom.
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What is the importance of development education?

1.1 Some definitions for development education – Definition 1 : Most recently, Goal 4.7 of the Sustainable Development Goals focuses on ‘global citizenship’: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” Key ideas : knowledge, skills sustainable development, sustainable lifestyles, human rights, gender equality, culture of peace, nonviolence, global citizenship, diversity.

Definition 2: For Irish Aid, development education is: “An educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live. It seeks to engage people in analysis, reflection and action for local and global citizenship and participation.

It is about supporting people in understanding, and in acting to transform the social, cultural, political and economic structures which affect their lives and others at personal, community, national and international levels.”

Deepening Public Understanding of International Development (2003) by Irish Aid p.12.

As part of Ireland’s updated policy on international development, its states ” development education aims to deepen understanding, and encourage people towards taking action for a more just and equal world. It provides a unique opportunity for people in Ireland to reflect on their roles and responsibilities as global citizens.”

One World Our Future: Ireland’s Policy for International Development (2013) by Irish Aid, p.35.

Key ideas: process, awareness and understanding, interdependence, inequality, analysis, action, citizenship, transformation, personal, community, national and international levels. Definition 3: The Irish Development Education Association (IDEA) shares this definition with Irish Aid and adds : “Development Education enables people to understand the world around them and to act to transform it.

Development Education works to tackle the root causes of injustice and inequality, globally and locally. The world we live in is unequal, rapidly changing and often unjust. Our everyday lives are affected by global forces. Development Education is about understanding those forces and how to change them to create a more just and sustainable future for everyone.” Key ideas: transform, root causes, injustice, inequality, global forces, change, just and sustainable.

Definition 4: In 1975, the United Nations definition of development education stated : “The objective of development education is to enable people to participate in the development of their community, their nation and the world as a whole. Such participation implies a critical awareness of local, national and international situations based on an understanding of the social, economic and political processes.

• Development education is concerned with issues of human rights, dignity, self-reliance and social justice in both developed and developing countries.
• It is concerned with the causes of under-development and the promotion of an understanding of what is in development, of how different countries go about undertaking development, and of the reasons for and ways of achieving a new international economic and social order.

The objectives of development education can be achieved through formal and non-formal education but, in the formal context in particular, they inevitably imply fundamental educational reforms.”

Statement by UN Food and Agriculture Organisation & UN Information Committee (1975).

Key ideas: participation, critical awareness, processes, understanding, human rights, human dignity, self-reliance, social justice, root causes, new international economic and social order Definition 5: For the Ubuntu Network of educators in Ireland development education is : “about raising awareness and understanding of local and global inequality.

It looks at poverty, injustices and unsustainable practices. It questions why the world is the way it is and what we can do to make it better. Development education builds the skills necessary to engage with these issues (critical thinking, information processing, systems thinking and communication). Development education considers the role of the Developed World in perpetuating and responding to global inequality and, most of all it fosters an attitude of empathy and care for other people and the planet” Key ideas: awareness and understanding, poverty, injustice unsustainability, appropriate action, skills, the role of the Developed World, care and empathy, people and planet Definition 6: For the European Confederation of Development and Relief NGOs (Concord) : ” Development education is an active learning process, founded on values of solidarity, equality, inclusion and co-operation.

It enables people to move from basic awareness of international development priorities and sustainable human development, through understanding of the causes and effects of global issues to personal involvement and informed actions. Development education fosters the full participation of all citizens in world-wide poverty eradication, and the fight against exclusion.

CONCORD Statement on Development Education and Awareness Raising, (November 2004)

Key ideas: active learning, solidarity, equality, awareness, understanding, cause and effect, personal informed action, participation, citizenship, human rights, national and international policy. Definition 7: For the UK’s Development Education Association and Global Dimensions, development education and the ‘global dimension’ (with a focus on schools-based learning and the role of young people): “With a global dimension to their education, learners have a chance to engage with complex global issues and explore the links between their own lives and people, places and issues throughout the world.

• critically examine their own values and attitudes
• appreciate the similarities between people everywhere, and learn to value diversity
• understand the global context of their local lives
• develop skills that will enable them to combat injustice, prejudice and discrimination.

Such knowledge, skills and understanding enable young people to make informed decisions about how they can play an active role in their local and global community. Key ideas: complex global issues, links, responsibilities, citizenship, skills, action, values and attitudes, similarity and diversity, combatting injustice, prejudice and discrimination.

1. personal development,
2. problems to be solved, and
3. social change; specifically in the context of human development, human rights and sustainable development.

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Who said education is essential for the development of humanity?

Knowledge, wisdom and exposure: – Education opens up every channel of knowledge and wisdom. It exposes us to a whole new world of information, invent new things and know how we can make our surroundings a better place to live and out our lives to a greater, and better use.

As Nelson Mandela said, ” Education is the most powerful weapon, which you can use to change the world,” When the world is busy getting equipped with deadly weapons and machinery, it is very important to understand that education is the real asset that can develop an individual as well as a nation.

People and leaders across the world should join hands to make education, not only a fundamental right for all, but also the guiding light, which can take mankind ahead through any phase of darkness.
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What is potential and example?

Britannica Dictionary definition of POTENTIAL always used before a noun : capable of becoming real : possible

Doctors are excited about the new drug’s potential benefits. Critics say the factory poses a potential threat to the environment. the school’s potential growth He is a potential candidate for president. The project has potential risks/advantages.

a potentially deadly virus

Britannica Dictionary definition of POTENTIAL 1 : a chance or possibility that something will happen or exist in the future — usually singular — usually + for

Wet roads increase the potential for an accident. If you study hard, there is a greater potential for success.

2 a : a quality that something has that can be developed to make it better

Scientists are exploring the potentials of the new drug. The stock’s earning potential is high. The new technology has the potential to transform the industry.

There is potential in the new technology, but it will be a long time before it can actually be used. The company has a lot of potential for future growth.

b : an ability that someone has that can be developed to help that person become successful

The team’s newest player shows great potential, He has the potential to be one of the team’s best players. She has leadership potential, He shows enormous potential as an athlete. The school tries to help students reach/realize their full potential,

3 technical : the amount of work that is required to move a quantity of electricity from one point on a circuit to another ◊ This kind of work is usually measured in volts.

The instrument is used to measure the changing electrical potentials,

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Is human potential capable of anything?

ABSOLUTELY! It is capable of doing anything it puts it’s mind to! Success is the combination of preparation and opportunity. The potential is always there.
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How does understanding help in clearly identifying the meaning of full human potential?

Answer: Right Understanding refers to higher order human skills – the need to learn and utilize our intelligence most effectively. In order to resolve the issues in human relationships, we need to understand them first, and this would come from ‘right understanding of relationship’.
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What is the limit of human potential?

Innovation: Abundance of Human Potential Humanity has only scratched the surface of its real potential, -Peace Pilgrim The brainstorming of human potential can be understood as a process of continuous discovery. Just like we have not yet explored enough to understand the cosmos, so the discovery of what it means to be alive and to be human is an ongoing process.

Human potential is limitless: A nd the best way to go on discovering what we are capable of doing is by following on our insights, intuitions, and imagination while at the same time keeping our feet firmly on the ground. There is no limit to human potential; however, it’s the individual, culture, circumstances, and society that sets a limit on that unlimited potential.

Everyone is entitled to their interpretation of the world, One valid measurement of that interpretation is what individual life it creates for the person who holds it. Does that vision of the world enable the person to be positive, healthy, balanced, and a productive contributor in the larger society? Or does it make one unable to tolerate other people’s points of view? We make the world and our life in our own image.

Human potential is really a myth, Not only there’s known upon unknown, also unknown upon the unknown. There are physical potential, intellectual potential, and spiritual potential. Though education may unlock part of intellectual potential, it might shut off certain raw intelligence or ‘sub-conscious’ understanding. From an evolutionary perspective, this is what we humans have always done and will continue doing – exploring our minds and bodies for the latent powers inherent in our genes. Based on the talents and skills one has been given, is the person able to live an authentic life and make the biggest contribution to society according to their specific gifts and passions?

Human potential is singular as well as plural, Does the reference to “human potential” begin and end with one individual? Or does it encompass collective potential? Individuals need to step outside the box and challenge perception, push themselves to the limit, their limit. It is only when all individuals challenge themselves and then come together as a group will we see real human potential achieved. As a society, we need to respect and encourage change, difference, and uniqueness. It is only then we will see ‘Human potential’ really show itself.

Individual potential is interwoven into societal potential The discovery of the human nature opens a mental window in our psyche to dormant attributes we didn’t know existed. Individual potential is interwoven into societal potential: As individuals, the challenge is to transcend the perceived limitations and make the most of the gifts we are given. As a society, we should be striving to create an environment that is egalitarian enough so every individual has, at least, the opportunity to actualize their potential, What had been previously thought impossible is now accepted as possible, as a new benchmark by which to measure other activities is assimilated into our collective consciousness.

Human potential is bottom-up, upwardly and outwardly-expanding process. There’re seven dimensions & plus to unleash it:

1).A life vision – the master plan, your passion, 2). Wishes and desires – peel the layers back on your vision to get more details, 3). Goals – tangible plans with time frames, 4). Networking – find the people to help you accomplish your goals, 5). Experience – gain new experiences that lead in the direction you want to go, 6).

Human potential is unlimited, the more you use, the abundance it becomes ;

• Human potential is like Spring Water, the deeper you dig, the more it flows;
• Human potential is like Flower Seeds; the more you sow, the more you harvest;
• To Discover your true potential, is to soar as an eagle, and beyond.

: Innovation: Abundance of Human Potential
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What are the four aspect of human development?

Physical, social, emotional and cognitive development.
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What are the development of humans?

Introduction – In the context of childhood development, growth is defined as an irreversible constant increase in size, and development is defined as growth in psychomotor capacity. Both processes are highly dependent on genetic, nutritional, and environmental factors.

Evaluation of growth and development is a crucial element in the physical examination of a patient. A piece of good working knowledge and the skills to evaluate growth and development are necessary for any patient’s diagnostic workup. The early recognition of growth or developmental failure helps for effective intervention in managing a patient’s problem.

Stages in Human Growth and Development

1. Fetal stage: Fetal health issues can have detrimental effects on postnatal growth. One-third of neonates with intrauterine growth retardation might have curtailed postnatal growth. Good perinatal care is an essential factor in promoting fetal health and indirectly postnatal growth.
2. Postnatal stage: The process of postnatal growth and development happens together but at different rates. The growth occurs by discontinuous saltatory spurts with a stagnant background. There are five significant phases in human growth and development,
   1. Infancy (neonate and up to one year age)
   2. Toddler ( one to five years of age)
   3. Childhood (three to eleven years old) – early childhood is from three to eight years old, and middle childhood is from nine to eleven years old.
   4. Adolescence or teenage (from 12 to 18 years old)
   5. Adulthood

Factors Affecting Growth and Development The growth and development are positively influenced by factors, like parental health and genetic composition, even before conception.

1. Genetic factors play a primary role in growth and development. The genetic factors influencing height is substantial in the adolescence phase. A large longitudinal cohort study of 7755 Dutch twin pairs has suggested that the additive genetic factors predominantly explained the phenotypic correlations across the ages for height and body mass index.
2. Fetal health has a highly influential role in achieving growth and development. Any stimulus or insult during fetal development causes developmental adaptations that produce permanent changes in the latter part of life.
3. After birth, the environmental factors may exert either a beneficial or detrimental effect on growth.
4. • Socioeconomic factors: Children of higher socio-economical classes are taller than the children of the same age and sex in the lower socioeconomic groups. Urbanization has positively influenced growth. The secular trend is observed in growth where the kids grow taller and mature more rapidly than the previous generation. This secular trend is observed significantly in developed countries like North America.
   • The family characteristics: Higher family education levels have a positive impact on growth. The inadequate emotional support and inadequate developmental stimulus, including language training, might cause growth and development deterioration.
   • The human-made environment influences human growth and development significantly. Certain ongoing studies have proven the relationship of pollutants in sexual maturation, obesity, and thyroid function. The excess lead exposure antenatally significantly associates with low birth weight. Noise pollution due to transportation sources also has an association with reduced prenatal growth.
   • Nutrition
   • 1. Malnutrition plays a detrimental role in the process of growth and development.
     2. Deficiencies of trace minerals can affect growth and development. Iron deficiency usually affects psychomotor development and does not affect growth. Zinc deficiency might cause growth retardation and developmental delay. Selenium, iodine, manganese, and copper also play a significant role.
     3. Growth faltering or rapid weight gain in early childhood influences health in the later part of life. The diet in early childhood has a strong association with the likelihood of obesity later in life. ‘Early Protein Hypothesis’ shows that lowering the protein supply during infancy helps achieve normal growth and reduce obesity in early childhood. This concept of the early protein hypothesis helps in improving the food products for children.
5. Genetic and environmental factors influence the growth and development in a perplexing interrelated pathway. Genetic and environmental risk factors are not mutually exclusive. Plasticity is the potential of a specific genotype to bring out diversified phenotypes in response to diverse environmental factors. The developmental plasticity can happen from the embryonic stage to adolescence and can be passed onto the next generation.
6. Role of experience during early childhood: Exposure to adverse experiences in early childhood might hinder development. Profound neglect during early childhood can impair development. Children adopted before six months of age have similar development when compared to their non-adoptive siblings. If children adopted after six months have a high risk of cognition deficits, behavioral issues, autism, and hyperactivity. Early intervention for children with adverse experiences is the pillar in healthy development.

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