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There are five Govt engineering colleges & also three state govt universities which impart engineering education in Punjab. In addition there is also one Govt. aided college in the state. There are two more national level Govt colleges namely NIT-Jalandhrar & PEC-Chandigarh but here we are listing only state level institutes which fall under the Punjab Technical University counseling. Earlier the admissions were granted on the basis of state level combined entrance test called PTU-CET, now the CET has been discontinued & admission will be carried out on AIEEE rank basis. The other state candidates are also eligible to apply & take admission in engineering colleges of punjab on the basis of their AIEEE rank under 15% all india quota.

1. Guru Nanak Dev University, Amritsar: The University is located in Amritsar city, a business hub of punjab & run the courses in computer science engineering & electronics & communication engineering etc. The core braches of engineering like civil, electrical, mechanical are not available. However this is the most preferred institute of the students who want to study CSE & ECE branches.

University also runs two regional centers, one each at Jalandhar & Gurdasspur.

2. Punjabi University Patiala: This is also a Punjab Govt funded university & has set up a university college of engineering with in its premises. The UCOE offers courses in CSE, ECE & Mechanical engineering. This is the 2nd most preferred institute of the state.

The university is also running two more institutes for engineering studies at Talwandi Sabo & Rampura Phul which however comparably are not as good.

3. Giani Zail Singh College of Engineering & Technology: Named after the former president of India,  was the first engineering college established by the state Govt in the year 1989.The college is located at Bathinda, the fifth biggest city of Punjab & is well connected with road & rail links with other parts of India. The college is having big premises of around 200 acres with sprawling lawns, play grounds & open spaces. The infrastructure is good & faculty is highly qualified & experienced. The only drawback is loose management.

4. Beant college of Engineering & Tech. Gurdaspur: This is another Govt engineering college named after the former chief minister of the state of Punjab with lot of similarities with GZSCE except location.

5. Shaheed Bhagat Singh college of engineering & Tech: Situated at Ferozepur, a border town of Punjab in 125 acre premises, the college has good infra & faculty. The offered courses include all popular as well as the core branches of engineering.

6. MIMIT Malout: The latest in the Punjab Govt established engineering colleges is Malout Institute of management & information Technology.

7. Baba Hira Singh Bhattal Institute of Engineering. & Tech: This is the last in the series of Govt established colleges & is named after a freedom fighter for independence of India. This is the least preferred Govt engineering college due to its odd location in village Lehragaga..

8. Punjab Agricultural University: The premium University for Agriculture Studies also runs a sectoral branch of engineering called Agricultural Engineering.

9. Gurunanak Dev Engineering College Ludhiana: This is one of the oldest engineering colleges of Punjab & is financially aided by the Government. The college has great infra & top class facilities. Ludhiana is a city with lots of small & medium industrial units & is called Manchaster of India & so the location of the college is also very good & easily approachable to the companies for placement purpose. The only minus point is lots of reservation quotas & sub quotas which slightly pull down the student quality. Other wise the college is comparable to the India’s best engineering colleges.

List of all colleges:

Srno.         Name of the College/ Institute

1. Adesh Institute Of Engineering & Tech. Faridkot-Sadiq Road, Faridkot, Punjab-PTU

2. Akila Educational & Research Society Group of Institution, Akila Kalan, Distt. Bathinda, Punjab-  PTU

3.

Aman Bhalla Institute Of Engg & Tech. Jammu-Amristar Highway, Kotli, Pathankot Punjab,PTU

4.

Amritsar College Of Engg. & Tech. Bye Pass Amritsar, Punjab PTU

5.

Arya Bhatta College of Engg. & Tech.,. Vill Jodhpur Cheema, Barnala-Baja Khana Road,NH-71,Barnala), Punjab-PTU

6.

Asra College of Engg. & Tech. Near Channo, Sangrur-Patala Highway,Tehsil Bhawani Garh, Punjab-PTU

7.

Baba Banda Singh Engineering College Fatehgarh, Sahib, Patiala – 140 002, Punjab. Punjab-PTU

8.

Baba Farid College Of Engineering & Technology Vill. Deon Mustsar Road Bathinda Punjab-PTU

9.

Baba Hira Singh Bhattal Inst. Of Engg. & Technology, Lehragaga, Punjab-PTU (Govt. College)

10.

Baba Kuma Singh Ji Engg. College Gurdwara Guru Sar Satlani Sahib, Village & Po. Hushiar Nagar, Punjab-PTU

11.

Beant College Of Engg. & Tech. Gurdaspur, Amritsar, Punjab – PTU. (Govt. College)

12.

Bhai Gurdas Institute Of Engg & Tech. Patiala Road, Sangrur, Punjab- PTU

13.

Bhai Maha Singh College Of Engg Kotkapura Road, Muktsar, Punjab PTU

14.

Bharat Institute of Engg. & Tech ,Sardolgarh, Mansa Punjab-PTU

15.

Bhutta College Of Engg. & Tech. V.P.O. Bhutta Dist. Ludhiana, Punjab- PTU

16.

BIS College of Engineering & Technology Gagra-142043 (Distt- Moga),Punjab –PTU

17.

CGC- Faculty of Engg. Gharuan, Mohali, Punjab-PTU

18.

Chandigarh Engineering College Landran Mohali -140307 Punjab-PTU

19.

Chitkara Institute Of Engg. & Tech. Vill. Jansla, Teh. Rajpura, Patiala 140401 Punjab-PTU

20.

College Of Engineering And Mngt. 5th Km Stone, Goindwal Road, Kapurthala-144601 Punjab-PTU

21.

Continental Institute of Engineering and Technology Village Jalvehra, G.T. Road, (Fatehgarh Sahib ) Punjab-PTU

22.

CT Institute Of Engg. Mgt. & Tech. Vil. Shahpur, Teh. & Dist. Jalandhar, Punjab – PTU

23.

CT Institute Of Technology Vill Shahpur P.O. Udopur, Jalandhar, Punjab-PTU

24.

D.A.V Institute Of Engineering And Technology Kabir Nagar, Jalandhar Punjab-PTU

25.

Desh Bhagat Engineering College Amloh Road, Mandi Gobindgarh, PTUPunjab

26.

Desh Bhagat Foundation Groups of Institutions Ferozepur Road, Moga, Punjab-PTU

27.

Doaba Faculty of Engg. & Tech. Vill Chhokran, P.O Rahon ,Tehsil & Distt. Nawansharhr, Punjab-PTU

28.

Doaba Inst Of Engg & Technology(Diet) Vill Ghataur Po Allapur Teh Kharar Dist Ropar, Punjab-PTU

29.

Doaba Women Institute Of Engineering & Technology Vill Ghataur, Distt. SAS Nagar Mohali, Punjab-PTU

30.

Ferozepur College of Engg. & Tech. Vill Ferozeshah Distt. Ferozepur,

31.

GGS College Of Modern Technology Kharar, Sas Nagar, Punjab-PTU

32.

Giani Zail Singh,College Of Engineering & Tech. Bhatinda, Punjab-P. (GTUovt.College)

33.

Global College Of Engineering & Technology Kahnpur Khui, Tehsil Anandpur Sahib Distt Ropar Punjab- PTU

34.

Global Institute Of Mgt & Emerging Tech Vill. Sohian Khurd, Amrtisar – Batala Road, Amirtsar Punjab-PTU

35.

Gulzar Institute of Engg. & Tech. G.T Road, Libra, Tehsil khanna, Punjab-PTU

36.

Guru Gobind Singh College Of Engg Talwandi Sbo (Bathinda) Punjab G.T.Road, Punjab-PTU

37.

Guru Nanak Dev Engineering College Ludhiana – 141 006, Punjab-PTU (Govt. Aided College)

38.

Guru Nanak Institute of Engg. & Managment Vill Naushehra, Tehsil & Distt. Hoshiarpur, Punjab-PTU

39.

Guru Ram Dass Institute of Engg. & Tech. Village : Lehera Bega Bathinda – Barnala Road, Punjab-PTU

40.

Guru Teg Bahadur Khalsa Inst. Of Engg. & Tech. Chhapian-Wali Malout, Punjab-PTU

41.

Ghubaya College of Engineering & Technology,Village Sukhera Bodla Jalalabad (W) Distt. Ferozepur, Punjab-PTU

42.

Gian Jyoti group of institutions ,Banur Ambala Road,shambu kalan,patiala, Punjab-PTU

,

43

IITT College Of Engineering Pojewal Distt. Nawanshahar. PunjabTU-P

44

Indo Global College Of Engineering Abhipur Chandigarh Punjab-PTU

45.

Institute Of Engineering & Technology Po Mianpur, Dist Rupnagar Ropar Punjab, PTU

46.

Jasdev Singh Sandhu Institute Of Engineering & Technology Patiala, Punjab-PTU

47.

K.C. College Of Engg. & Inform. Tech. Vpo-Kariam, Teh. & Dist. Nawanshahar Punjab

In the late 20th century, as a student and practitioner of divine Science, I found the teachings in Eddy’s Science and Health to be extraordinarily effective in understanding how to heal mind/body/spirit through prayer. I’ve experienced proof of metaphysical healing and for this proof I basically give credit to the ideals of Truth, God, as outlined in Eddy’s Science and Health.

Before the turn of this century, my practice of metaphysical healing increasingly included the public. I would find myself in conversations with people interested in the scientific healing aspect of Truth, Christ. However in the beginning, these conversations brought about a rude awakening for me. I was too often speaking in 19th century vernacular when I shared Eddy’s ideas. So, I made the decision to admit that Eddy’s statements were deserving of expression in 21st century idiom and language and I developed the means to do so. It wasn’t long before logic took me further. If speaking about Eddy’s ideas in today’s language, I must also accept Science and Health in today’s language in print form. To insist otherwise is ethnocentric, impractical, and false-hearted.

However, something about a printable revision ran contrary to what I’d been humanly imprinted with. Either consciously, or unconsciously, my brain was impressed with the notion that a readable revision of Science and Health was not an option. For feedback, I mentioned the idea of Eddy’s Science and Health in modern day language to my Teacher of Christian Science.  He then gave me a shocked look, fumbling with words agreeable to the value of  revisions. The subject was dropped as I wasn’t prepared to say anymore. I then bounced the idea off other students of Christian Science, but the idea came right back like a hot potato.

I remember going through mental gyrations that eventually calmed to strength. I reasoned with the motivation to be truthful and fall into line with progress. In other words, I took the steps to remove myself from incorrect reasoning that a revision is changing Eddy’s words, and from my own personal attachment to Eddy’s words.

Then a physical problem presented itself. After being in a horrific accident, I was fighting for my life. Timid conservatism was insisting it was better to go along with common assumptions. I felt privileged being familiar with Eddy’s words; they helped me immensely, so why change? Why repent? The answer blared back: because healing truths are not confined to physical states. And, more importantly, good ideas are to be shared, not buried in the letter by the stubbornness of Eddy worshipers. My human mind gave way to self-evident spiritual truths. Healing ideas are timeless, universal, and all-inclusively expressed. My thought had changed and my body responded by healing naturally and quickly to the amazement of the surgeon and nurses.

I quietly and sincerely began revising and updating Science and Health just after the turn of the 21st century. Wow, a printable revision of Science and Health is a daunting task. The revision of Eddy’s Science and Health needed to be done extremely well, carefully, thoughtfully and lovingly, without personal ego or preferences.

In this pursuit, I spent countless hours developing the knowledge and skills necessary to accomplish this formidable task. I studied Bible history, researched other great thinkers who Eddy quoted and referenced, and became familiar with the times in which she lived. I examined the meaning of 19th century terminology and idiom, and learned how scientific and religious thought has progressed in the twentieth century. I was also active in a branch Church of Christ, Scientist, and consistently tended to my spiritual advancement.

The spiritual growth I attained while revising one chapter helped me to revise another chapter. Also, unique coincidences brought me together with people who were powerfully thankful for Eddy’s metaphysical ideas and offered me outstanding counsel on how to update it so the text is correct to the reader today.

One of the many examples of how Eddy’s meaning has been changed, because the words have NOT been revised, is the 21 times that she uses the word “apprehension” in Science and Health. Today, “apprehension” usually means anxiety or doubt.  In her time, it meant comprehension.

Much terminology, such as animal magnetism, phrenology, humors, brainology, and consumption, is outdated and consequently confusing to the reader. In the revision, these terms have been replaced with proper text that aids more fluent practical reading. Also, the book is now gender-inclusive. Although Eddy’s use of the term “man,” meaning person, was acceptable in the 19th century, it is not acceptable today. I also requested, and was granted permission to quote from modern Bibles and 20th century leaders. These quotes have been footnoted, as is appropriate for literature today.

After a few years of getting the revision on paper, I did approach The Christian Science Publishing Society for assistance in publishing 21st Century Science and Health. I was still a member of First Church of Christ, Scientist, and figured our church would appreciate the opportunity to again have some form of legal access to Eddy’s writings. During the 20th century, we members were so busy with rituals and human ideologies that we had neglected to follow Eddy and keep her work in line with the times. Consequently, the church lost any connection to a copyright to Science and Health long ago. It was similar to a person inheriting a piece of property and failing to take care of it or pay the taxes and so the inheritance got taken away.

However, instead of responding to me, the Publishing Society told the Christian Science Board of Directors what I was doing. The Directors then began a dialog with me (which I have documented). This dialog went on for a few weeks and was not only grossly agonizing, but also very enlightening. Members of the church Board asked me questions, I answered. I asked the Board of Directors questions and they gave me assumptions that lacked credibility. For instance, the Board of Directors told me that Eddy requested her words not be changed. Her request was fair and was necessary in the 19th century when copyright laws were lacking. However, to clearly identify if changes have been made to an author’s wording is common practice today. Eddy’s words are still intact to her name on her book, while my revision of Science and Health is clearly juxtaposed with my name.  The Boards misinterpretation of Eddy’s request caused me to question any further interpretation they had of her writings.  I then withdrew my church membership so as not to be affiliated to their beliefs and fears. I continued finishing the revision, quietly.

Please allow me to digress here.

With all due respect, I assert that I am not antagonistic to First Church of Christ, Scientist. I have happy memories of being around wonderful people when I was a member of First Church of Christ, Scientist. I recognize that many church members are outstanding citizens of the community and contribute admirably to society. I also came across a few extremists who promulgated Christian Science as a religion of not going to a doctor. A dogma I did not learn.

All human organizations have their problems and have been known to get superiority complexes. These complexes twist and morph, sometimes looking arrogant or out of touch with reality. But, I am partly to blame if I give someone power they really don’t and can’t possess. It is dishonest and lazy for me to presume a hierarchy can make final decisions or that I can just repeat Eddy’s words and expect progress.

Consequently, when I am upset, it is only with myself, while struggling to break from habituated human mindsets. I do feel Eddy’s counsel when she wrote, “Judge not the future advancement of Christian Science by the steps already taken, lest you yourself be condemned for failing to take the first step.” (Science and Health, Trade Edition,pg. 459)

Needless to say, I pray vigilantly for a regeneration of practicality, honest hard-work, and compassion.

History has proven over and again that people can break out of the habituated human mindsets enough to manifest improved ideals that benefit humanity and our world. Usually these transitions sometimes include confusion, so I now speak to the beliefs and fears I’ve come across.

I’ve been asked whether or not 21st Century Science and Health has been authorized by First Church of Christ, Scientist. It never occurred to me to ask the church for permission to fulfill my right and responsibility to revise Eddy’s Science and Health in order to advance divine Science today. Just as I wouldn’t dream of thinking I had to be authorized by First Church of Christ, Scientist in order to understand divine Science and experience its healing power. First Church of Christ, Scientist has no authority over Eddy’s Science and Health. It is in the public domain.

Science and Health is its own complete entity. It manifests itself as self-supportive.

Another mental position and fear that I’ve run into concerning my revision of Science and Health is that a revision of Eddy’s work is somehow immoral, unjustifiable, or impossible. This is easily treated. Words are used to stimulate thoughts, which in turn do stimulate the physical state. It is impossible to confine divine Science to words either spoken or written. Thoughts of God, Truth, are not in the letter, and certainly not restricted to the English language. I read from Eddy’s works, “The chief difficulty in conveying the teachings of divine Science accurately to human thought lies in this; that like all other languages, English is inadequate to the expression of spiritual conceptions and propositions, because one is obliged to use material terms in dealing with

Home schooling has been around for quite some time now. The debate about it’s overall effectiveness has been going on for just as long. Recently however, home schooling has been gaining more and more advocates in support of it.

For the longest time, home schooling has been viewed with a somewhat contemptuous attitude by many. They’re under the misguided notion that this type of schooling is for weirdoes and social misfits.

People these days are much more open minded about the idea of home schooling. Lots more parents are choosing to put their kids in some kind of home based program.

So what are the possible reasons for parents to home school their kids? What are the advantages and disadvantages of home schooling? Is it right for your child and what must be taken into consideration when choosing to home school your child?

Home schooling has traditionally been for those children who suffer from some kind of condition or whose current circumstances don’t allow them to attend regular school. However, more and more parents are choosing to home school their children because they believe it to be a more beneficial alternative to traditional schools.

There are a lot of advantages to be taken from this type of schooling.

Home schooling allows a child be taught in a more individualized way. The child will not have to compete with several other students for the time and attention of the teacher. Their parent is their teacher and the one-on-one teaching that the child receives will increase the quality of learning.

The nature of this schooling allows for an incredible amount of flexibility and freedom in regards to learning. The lessons and curriculum to be undertaken can be custom made to suit the particular educational needs of the child.

The child can also learn at their own pace, seeing as there’s no set schedule that must be followed. A child can take as much time as they need to learn something without being pressured, or they can go as quickly as they can, learning things that would normally take a much longer time to cover in a classroom.

In many cases home schooling will enforce an inherent love of learning and will strengthen the child abilities to learn on their own. These skill will become a valuable asset throughout their lives.

Many parents home school their kids in order to instill moral values that can’t be sufficiently achieved in traditional schools. This is especially true if they feel that the child is easily influenced and the schools in the area are a particularly bad influence.

Home schooling helps to cultivate family ties. The time that the family spend together teaching and learning helps to strengthen family bonds.

Thanks to more advanced technology and in particular the internet, home schooling has become even more effective. The internet is a vast source of knowledge and you can find a plethora of home schooling resources like sample curriculums, lesson plans, and all sorts of guides.

The greatest criticism aimed at home schooling is that it might hamper the child’s social growth. Home schooled kids tend to be more isolated and many feel that this is harmful.

This isn’t necessarily the case though, as studies have shown that many home schooled adults have excellent social skills and are living happy, meaningful lives.

These studies also show that home schooled individuals tend to do better academically than traditionally schooled individuals.

Despite the seemingly many benefits of home schooling, it isn’t for everyone. Parents should take in mind several considerations before taking the plunge.

Home schooling takes a tremendous amount of time and effort on the part of the parents.

Teaching will take up most of the teaching parent’s day, so this means that the they will most likely not have the time to work. The family must be able to cope with this situation. This is especially difficult for single parents.

Also, the parent must be sure that they will be able teach their child properly and handle all the possible problems and responsibilities that come with being home schooled.

Home schooling, when done right can have very positive results. However, getting it wrong can result in absolute disaster. Ultimately, it’s up to the parents to assess their child and decide if home schooling is the right choice for them.

Scientific Research Supports Biblical References in Scripture about Nature

By ForestWander Nature Photography

McColloster (1996) suggests that these correlations reveal that science and religion can co-exist and help to build upon one another when one considers the context of facts and information (McColloster, 1996). Multiple discovered natural aspects are referenced throughout this paper from concrete sources which enhance the credibility of this research. Research sources include documentation from the National Aeronautics and Space Administration (NASA) which provides a solid reference for a popular theory that, although not yet proven to be a law, certainly raises eyebrows when considering scriptures that have been read for hundreds or even thousands of years. This intriguing comparison is noted throughout this paper in both the Old and New Testament books of the Bible.

Science and religion are often areas of intense debate because of dogmatic unwavering views from either side of intellectual discussions. Although there is often disagreement between scholars and well educated theologians regarding the validity of scriptures and why humans exist, this research exposes the possibility that both the knowledge of science and the understanding of scripture can reason together. This paper will not explore such controversial areas of faith and belief, but rather provides a fact based comparative view of scientific research and Biblical writings.

Scientists and Religionists Can Agree

Many respected writers and well-read publications have made a comparison between science and scripture. In an article written for USA Today titled “Creation ‘Science’ vs. Religious Attitudes” McCollister writes (1996), “most scientists would agree with pro-evolution religionists that, when properly understood, religion and science enhance and complement each other, but only if the means, aims, methods, and ground rules of each are clearly understood.” (McColloster, 1996). Ms. McColloster is a freelance journalist and editor of Voices for Evolution, her articles have been published by notable publishers such as the National Center for Science Education in addition to USA today. McColloster’s peer reviewed articles and view points are recognized as an authoritative unbiased source dedicated to education and science.

When two areas of study provide information about similar subjects, it is logical to consider the material from both sources in a methodical comparison. Although science provides information as to how nature exists and functions, and the religious point of view is a theological answer as to why creation exists, valid scientific support can be recognized when the context of each source is considered. Ernest Lucas (2005) wrote in the journal of science and Christian belief that “there is no incompatibility between the biblically-based classical Christian doctrine of creation and modern science, provided one understands the different levels at which science and theology work and the limitations this puts on each of them.” (Lucas, 2005, p. 140). In consideration of the credibility of Dr. Lucas’ publications, The Faraday Institute (2009) wrote that “Ernest Lucas has a MA in Chemistry from Oxford University and a PhD in Chemistry from Kent.” He then studied theology at Oxford and was ordained a Baptist, later obtaining a PhD in Oriental studies from Liverpool. “Lucas was Associate Director of the Institute for Contemporary Christianity in London before moving to Bristol Baptist College, where he is Vice-Principal and Tutor in Biblical Studies.” (The Faraday Institute for Science and Religion, 2009). Ernest’s diverse background in science and religion provides an expert reference from both an educated scientific and religious point of view.

The levels of information and the methods by which scientific and Biblical knowledge is presented may often seem difficult to comprehend. In order to understand the rationalization for science and scripture coinciding together, it is necessary to begin with some questions.

1. Are there documented scientific facts of nature that support scriptural references to “The Beginning” in the Bible?

2. Is there specific scientific knowledge of natural characteristics that are evident in the Bible regarding the areas of matter, time, the weather, the Earth’s geology and human biology?

Science is a very diverse and in depth area of study and it would be seemingly impossible to cover every branch of research. As well, classic Biblical scriptures, some written hundreds of years ago, and others written thousands of years ago, all in different languages, make the Bible alone a vast area of study. In order to address this subject in a time efficient manner this research documents four basic areas of study. Research has revealed that scientific evidence supports Biblical accounts of the natural characteristics relative to the composition of the universe, the nature of time, the Earth, and human biology.

The Beginning: The Big Bang Theory Supports
the Beginning as Written in the Bible

The first area of research to address will appropriately be “the beginning” of the universe and time itself. As each day passes the progression of time is evident all around, and the questions of when everything began, or has everything simply existed, has been a puzzle that scientists have researched for hundreds of years. Until recently there was only speculation and belief about a beginning of the universe.

In 2003 NASA revealed an amazing discovery about the beginning of the universe. Dan Vergano (2003) wrote in an article for USA Today titled “NASA peers back to the beginning of the universe”. In this article NASA is noted for strengthening the Big Bang theory with a one hundred fifty million dollar project and Charles Bennett of NASA’sGoddard Space Flight Center in Greenbelt, Md. is quoted stating “Astrophysicists will no longer have the freedom to invent whatever theory they want about the universe,” Bennett says, “We’ve ruled out a lot of the easy explanations.” (Vergano, 2003, para. 17). NASA is one of the world’s most recognized authorities on scientific exploration into the unknown. When comparing the science of a beginning to the Biblical account of a beginning, as written in Genesis “In the beginning” (Genesis 1:1 KJV), it is easy to understand that there is a complementary correlation between the two areas of study. Scientific theory clearly supports the fact that there was a beginning of time and matter.

When considering the theory of the Big Bang it is logical that in the progression of time and natural order that the Earth itself would begin to form. (The theory about how fast the formation of the Earth took place is not addressed in this research, as this would incorporate areas of faith and belief. The focus for this research is directly related to facts and science.)

Once the Earth was formed it is safe to consider that an atmosphere and water developed and that certain areas of the Earth were covered in water and other areas were exposed as dry land. The scientific theory for a mass continent called Pangaea supports the distinct likelihood that a super continent existed. This one mass of land is theorized to have drifted apart according to the pre-existing theory of Continental Drift. However, in the past 30 years continental drift has been explained through the forces of plate tectonics which explain how the plates of the Earth’s surface move (Kious, Tilling, 1996).

The Beginning: The Theory of Pangea Supports the
Formation of Land on the Earth in the Bible

A very interesting correlation is able to be seen between the Biblical reference of the formation of a super continent and the supporting scientific evidence. As the scripture states in the book of Genesis “Let there be a firmament in the midst of the waters, and let it divide the waters from the waters” (Genesis 1:6). In addition to this scripture we see also another scripture written which states “Let the waters under the heaven be gathered together unto one place, and let the dry land appear” (Genesis 1:9). In these scriptures we see a reference to a firmament and that the waters are gathered together into one place. This scriptural reference clearly is supported by the scientific theory of a single land mass and a single body of water.

The Beginning: Science States the Earth is Suspended
by Gravity as Written in the Bible

The forces of nature which formed the Earth are not only at work on the surface of the Earth, but the very planet itself is suspended by gravity, floating in the midst of space held by natural forces which are yet to be completely understood. According to the U.S. Department of State’s Bureau of International Information Programs or IIP (2008) “in 1972, astronauts on board Apollo 17 captured the first full view of Earth suspended in space, exposed in full sunlight” (U.S. Department of State’s Bureau of International Information Programs, 2008). This wonderful picture clearly shows the Earth suspended in space as has been known and recognized for hundreds of years. This scientific evidence supports the Biblical reference to the gravitational forces of “nothing” suspending the Earth in the book of Job (Job 26:7). It is quite interesting that this scientific evidence supports scriptures which clearly indicate that the Earth is suspended by forces which are not seen even with today’s modern advances in technology.

The Beginning: Gravitational Forces Affect
Celestial Objects in the Bible

The gravitational forces suspending the earth in the picture taken by the Apollo 17 astronauts affect all celestial bodies throughout the universe. The scientific documentation of planetary gravitational forces is noted in the writings of astrophysicists. In

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INTRODUCTION

“The basic economic resource is no longer capital, nor natural resources, nor labor.  It is and will be knowledge.”

–

Peter Drucker

 Educational Institutions need to tackle challenges of outdated teaching techniques. Leading education organizations around the world are focused on the concept of sustainable improvement. The primary goal is to create an environment that delivers better learning. A common theme that runs through all strategies for improvement is enhanced communication and collaboration between the important stakeholders groups in the education environment – students, alumni and parents, administrators and teachers. To enable such changes it is essential they create a robust collaborative Knowledge Management system which will be the propelling force that will help them achieve their goals. KM enables timely and effective collaboration on curriculum development, sharing of teaching best practices for benefit of organization, better online tools for managing daily information sharing between students & teachers, Case studies, Research & white papers and etc

 KM METHODOLOGY – Reference to Educational industry [PROCESS]

 Knowledge is what I know;

Information is what we know.

 Interest in knowledge creation within the institution is growing at an astounding rate. The most effective way to create knowledge sharing culture is first to start practice at individual faculty level. Faculty with appropriate knowledge sharing mindset and the appropriate knowledge sharing technology to support them, the two together, will enable the creation of knowledge effectively. Once the knowledge is created, capturing takes place where in the knowledge database is created and all necessary data is been stored in the form of documents, white papers, Research works, Case studies and in various formats to be presented in usable format and there by making use of knowledge in the broader context. Massive amounts of resources on a daily basis will be present in a institution that they must gather, categorize, interpret and disseminate efficiently.

 In certain situations, it can be more than threatening for a faculty to introduce knowledge into systems and actively search out that which others have introduced. It can also require a substantial amount of time and effort. Therefore, faculty needs to be highly motivated in order to undertake such work. It is only when a knowledge manager adopts the principle of knowledge sharing for the whole institution that knowledge is shared and reused spontaneously.

 Knowledge, in addition to being shared between faculties, must be distributed by an institution to its faculty and management community. The dissemination of knowledge has a massive impact on the formation of competitive advantage. It is broadly agreed that in order to ensure the proper dissemination of knowledge it is necessary both to lubricate communication and nurture the right culture in the institution.

 Knowledge, in addition to being shared between faculty members, must be distributed by an institution to its entire faculty community. The dissemination of knowledge has a massive impact on the formation of competitive advantage. Dissemination also requires the transformation of highly individualized tacit knowledge into more widely shared explicit knowledge. It is not the organizations which own the best knowledge that achieve competitive advantage but, rather, those that make the best use of it. In order to make the best use of knowledge it should be fully applied to the activities of the institution and this would require that all the other knowledge processes, namely, creation, dissemination and sharing, should be taking place.

KM STRATEGY- Reference to Educational industry

 “Knowledge Management is the Innovative and Effective Aid to sustain the knowledge of the faculty and students to gain an edge in the industry”

 Developing a knowledge management strategy provides a unique opportunity to gain a greater understanding of the way the institution operates, and the challenges that confront it. By focusing on identifying staff needs and issues, activities and initiatives can be recommended with the confidence that these will have a clear and measurable impact upon the institution. To be successful, a KM strategy must do more than just outline high-level goals such as ‘become a knowledge-enabled institution Instead, the strategy must identify the key needs and issues within the institution, and provide a framework for addressing these.

 Knowledge management strategies and drivers must be reviewed from a human resources perspective. The Faculty development cell assists the leadership of an institution in identifying the sources of the required knowledge and the best way to capture it, as well as assessing mastery of knowledge among employees and determining the benefits of that assessment to the institution. Knowledge management can be considered successful if faculty understands how knowledge adds value, how it is created, and why it needs to be managed. The role of Faculty development cell can be summarized as follows:

(a) Training and developing knowledge workers (Faculty);

(b) Developing Asst. Professor, Senior Lecturers and Lecturers as knowledge coordinators;

(c) Building a knowledge-sharing culture.

(d) Developing Professors to be as a part of Km Team

 KM ARCHITECTURE IN EDUCATIONAL INDUSTRY [TECHNOLOGY]

 Knowledge has become the key driving force in the present day world. It is generally believed that the only source of competitive advantage in future will be the knowledge. Therefore, in this newly emerging environment, educational industry are required to develop successful KM Architecture, to achieve sustainable competitive advantage; this is possible only through KM Portal. KM architecture is the process which explains the technology and flow of knowledge among the knowledge workers. Knowledge workers include Faculty and students.

 The following prototype will predict the knowledge flow and effectiveness of knowledge sharing in educational industry.

 The prototype consists of three blocks through which knowledge flows:

-          Faculty/ Student (Creation & Capture)

-          Knowledge Management Team (Organise & Verify)

-          Faculty/ Student/ Management (Access & Use)

 First Block:

Faculty Shares the class/ subject resources, Cases, White Papers, Research work, Latest information about the subject and in general. The contents are stored in Documents, Presentations and etc and are stored category/ Function wise.

 Second Block:

KM Team is formed and comprises of Subject matter experts based on there specialization. The experts can be Professors, Asst Professors level to review the stored documents and presentations. After verification key points are given to the faculty along with the feedback.

The verified knowledge is stored back to knowledge base for publication, paper presentations, etc and sent to third block

 Third Block:

After the review process the Knowledge is available to other faculty, Students and management were the knowledge is shared and gained by others.

INDUSTRY

KM ORGANISATION [PEOPLE]

KM Organisation is the process of Creating KM Team and defining Roles & Responsibilities of the team members in Verifying the Knowledge Captured and Approval of the same.

With increasing emphasis on knowledge-based culture, management is seeking ways to get that knowledge under management remit. The goal is to manage this aspect of the enterprise in the same way as its physical and financial assets. Charged with this are the new roles of “knowledge managers” with responsibility for creating the environment and process for dealing with knowledge as a corporate asset

Central to current concerns is the issue of KM Team. Teams, ascribed as the powerhouse of the effective institution, are more intractable from a knowledge management point of view than individuals. By their very nature teams create a great deal of new knowledge, which as such is of high value to the institution. However, the knowledge of how and why they created what they created is more difficult to get at than an individual’s knowledge, since it exists in a number of different people, and also in their continuous interaction and collaboration.

Km Team comprises of SME’s (Knowledge Managers) which includes Professors, Asst. Professor and Research Associates. The Role is to verify the captured knowledge and send Feedback to the Knowledge Worker. “Key Points” (KP) are allotted to each knowledge worker based on there knowledge they have shared.

PROS OF KM IN TODAYS ECONOMY RECESSION

Economic recession has created a challenge among the students to be competent enough to gain advantage of the limited job opportunities. Thus, KM will help the students to sharpen there skill and be updated with the latest technology and insight of multidimensional concepts.

-          Competent

-          Knowledge about Latest technology

-          Research skill

-          Insight

-          Collaborative Culture

-          Team Work

Each being has a form of learning with the aim of suits them top. Some folks attain fantastic results in courses qualified online, however nearly everyone intimates let fall dazed of 100% computer-led courses. Educational institutions, as well as companies in shipping dazed pole training, ought to recognize with the aim of near is rebuff ideal way to convey dazed the lessons of a great set of folks, and so ought to design programs with the aim of top suits the needs of the set as a in one piece.

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Online education

Online education is still a relatively additional perception, and in many respects still in the teething stages. For instance such, various problems arrive across dissimilar online education environments. For instance:

1. Supplementarylementary trainingmpulsoryry on the part of the instructor: Withinthin an online education atmosphere an instructor can not simply pause in front of a whiteboard and distributeute a setLessons in online education environments requirementirement be prepared to the foree fore of pointt, along with somee remarksks and informationto facilitateacilitate possibly willsibly will accompany the philosophyhy.

Within many hand baggage it would as well be vital to facilitate the instructor not merely understands the concepts being skilled, but the expertise used to distribute to facilitate philosophy. This therefore increases the skill-levels considered necessary of online education instructors, insertion greater demand on learning institutions.

Staffing levels possibly will as well be top on behalf of courses run in an online education atmosphere, requiring on behalf of paradigm:

The Instructor – able to teach both itinerary content and be skilled in the treatment of technologies involved

The Facilitator – to assist the instructor in delivering content, but possibly will puzzle out so distantly

Help Desk – to offer assistance to instructors, facilitators and students in the treatment of both software and hardware used to distribute the itinerary.

2. Increased aptitude on behalf of frustration, anxiety and confusion: Within an online education atmosphere, at hand are a greater numeral of parts making up the method to facilitate can fail. Server failures possibly will prevent online courses from operating. Software based philosophy applications possibly will require other special components to conduct. Computer viruses possibly will infect software vital to run online education environments. If these systems are multifaceted, students possibly will decide on the relieve of On-campus education noticeably than taking the supplementary point and effort vital to master the treatment of online education systems.

3. Lack of immediate reaction in asynchronous learning environments: While a number of online education environments such as webcasts, webinars and virtual classrooms direct live with the addition of an instructor, a good number perform not. Teaching to is delivered through a album or website, although having the help of being self-paced, provides refusal immediate reaction from a live instructor.

On-Campus Education

Opinione largely familiar form of training is traditionaroundlassroom-style learning. These instructor-led environments are more special thanconduct education environments, and as well take thelargelyzzle out of allowingto facilitatebehalf of immediate opinion bothrecordingo and from undergraduate and teachers aproever, the classroom allows on behalf of rejectionjection flexibilopinion courses run in online education environments.

Instructors in present classroom environments are still able to take pro of several forms of electronic philosophy tools while still maintaining the character associated with the traditional classroom atmosphere. For paradigm, PowerPoint slides can be utilized in its place of a whiteboard or blackboard. Handouts can be dispersed via itinerary websites earlier to the event. However, on the period, students are still able to actively participate in the lesson.

Like online education environments, On-campus education comes with reliable drawbacks, the largely familiar of which is the classroom itself. This requires a cluster of population which, in a university on behalf of paradigm, can get in touch with a a small amount of hundred population in size, to hear in the same place on the same point. This requires colossal point and monetary steadfastness on behalf of both the students and the learning establishment.

However, it is this sort of atmosphere to facilitate is largely familiar to students across the globe. People of all ages can access a classroom atmosphere feeling comfortable with the way to facilitate a classroom-run itinerary is accepted away from home. Older students who possibly will not be comfortable with the treatment of in rank expertise are not compulsory to navigate their way through maybe multifaceted online education environments, making On-campus education the largely easy to get to form of philosophy.

On-campus education has individual pro to facilitate 100% electronically delivered courses can not offer – social interaction. Learning comes from observing, not merely could you repeat that? Is printed on a call out or presented in a slideshow, but could you repeat that? Is experiential in others. Most students are of course nosy, and so will neediness to ask questions of their instructors. The classroom atmosphere allows students to make clear could you repeat that? Is being skilled not merely with their instructors, but with other students.

So, Which is Better?

There is rejection grace of training to facilitate will finest suit all undergraduate. Studies take publicized (Can online education interchange On-campus education) to facilitate courses wherever online education is used to complement On-campus education take proved more successful than courses delivered entirely using merely individual method. These courses take pro of both online education equipment and a live instructor, and take produced results top than persons of students in either 100% online education or classroom atmosphere courses. Students take the pro of the immediate opinion and social interaction to facilitate comes with the classroom atmosphere, as well as the convenience of self-paced online education modules to facilitate can be undertaken at what time it finest suits the undergraduate.

It would seem to facilitate online education environments will on no account completely interchange On-campus education. There is rejection “one size fits all” method of philosophy. Teaching styles will take up again to adapt to notice the method to facilitate finest fits the learning cluster. Using a mix of online education environments and classroom sessions, learning institutions, corporations and government organizations can ensure to facilitate training is delivered to facilitate is expedient and successful on behalf of both instructors and students alike.