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Navratri or Navarathri, is a nine nights (and ten days) Hindu festival, celebrated in the autumn every year. It is observed for different reasons and celebrated differently in various parts of the Indian subcontinent.^[3][1] Theoretically, there are four seasonal Navratri. However, in practice, it is the post-monsoon autumn festival called Sharada Navratri that is the most observed in the honor of the divine feminine Devi (Durga). The festival is celebrated in the bright half of the Hindu calendar month Ashvin, which typically falls in the Gregorian months of September and October.^[3][4]

In the eastern and northeastern states of India, the Durga Puja is synonymous with Navratri, wherein goddess Durga battles and emerges victorious over the buffalo demon to help restore Dharma. In the northern and western states, the festival is synonymous with "Rama Lila" and Dussehra that celebrates the battle and victory of god Rama over the demon king Ravana.^[1] In southern states, the victory of different goddesses, of Rama or Saraswati is celebrated. In all cases, the common theme is the battle and victory of Good over Evil based on a regionally famous epic or legend such as the Ramayana or the Devi Mahatmya.^[3][4]

Celebrations include stage decorations, recital of the legend, enacting of the story, and chanting of the scriptures of Hinduism. The nine days are also a major crop season cultural event, such as competitive design and staging of pandals, a family visit to these pandals and the public celebration of classical and folk dances of Hindu culture.^[5][6][7] On the final day, called the Vijayadashami or Dussehra, the statues are either immersed in a water body such as river and ocean, or alternatively the statue symbolizing the evil is burnt with fireworks marking evil's destruction. The festival also starts the preparation for one of the most important and widely celebrated holidays, Diwali, the festival of lights, which is celebrated twenty days after the Vijayadashami or Dussehra

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Mission: Impossible – Fallout is a 2018 American action spy film written, produced and directed by Christopher McQuarrie. It is the sixth installment in the Mission: Impossible film series, and the second film to be directed by McQuarrie after Rogue Nation  (2015), making him the first person to direct more than one film in the franchise. The cast includes Tom Cruise, Ving Rhames, Simon Pegg, Rebecca Ferguson, Sean Harris, Michelle Monaghan and Alec Baldwin, all of whom reprise their roles from previous films, with Henry Cavill and Angela Bassett joining the franchise. In the film, Ethan Hunt (Cruise) and his team must track down stolen plutonium while being monitored by a CIA agent (Cavill) after a mission goes awry.

Talks for a sixth Mission: Impossible film began prior to the release of Rogue Nation in 2015. The film was officially announced in November 2015, with McQuarrie confirming his return as writer and director, as well as producer alongside Cruise, the seventh collaboration between the pair. Filming took place from April 2017 to March 2018, in Paris, the United Kingdom, New Zealand, Norway  and the United Arab Emirates.

Mission: Impossible – Fallout had its world premiere in Paris on July 12, 2018 and was released in the United States on July 27, 2018. It was the first in the series to be released in RealD 3D, and also had a limited IMAX  release. The film received acclaim for its direction, story, acting, action sequences and stunts.[3][4] Many hailed it as the best installment in the series, with some considering it one of the greatest action films of all-time.[5]



Two years after the capture of Solomon Lane (Sean Harris),[N 1] the remains of his organization The Syndicate have reformed into a terrorist group known as The Apostles. At a safehouse in Belfast, Ethan Hunt (Tom Cruise) receives details of a mission to intercept the sale of three plutonium cores to members of the group, who are acquiring them for their latest client, fundamentalist John Lark. The mission takes him to Berlin where he meets up with Benji Dunn (Simon Pegg) and Luther Stickell (Ving Rhames), but the mission fails when Hunt makes the choice to save Luther's life and the plutonium is taken by the Apostles. The team captures and interrogates a nuclear weapons expert who has been working with the group to build three portable nuclear weapons, tricking him into believing attacks have occurred on religious sites in Rome, Jerusalem and Mecca to obtain information on the Apostles' next move.

Erica Sloane (Angela Bassett), Director of the CIA, instructs Special Activities operative August Walker (Henry Cavill) to shadow Hunt as he attempts to retrieve the plutonium. Hunt and Walker HALO jump into Paris, where they infiltrate a fundraiser party at the Grand Palais  where John Lark is set to buy the cores from the Apostles, with the arms dealer known as the White Widow (Vanessa Kirby) acting as a broker. Hunt and Walker track Lark to a bathroom where in the subsequent fight, Lark is killed by Ilsa Faust (Rebecca Ferguson). To complete the mission, Hunt impersonates John Lark and meets the White Widow.

Agents of the Apostles have been sent to kill John Lark and the White Widow; with Hunt impersonating Lark, he escapes with the White Widow. In order to secure the plutonium, the White Widow tasks Hunt with securing an asset; the price of securing the plutonium is the extraction of Solomon Lane from an armoured convoy moving through Paris. Hunt receives one of the plutonium cores as a payment in kind for the mission. Hunt and his team attack the convoy and loyalties of the team are tested; Ilsa reveals that MI6 wants Lane dead. A motorcycle and car chase ensues across Paris, with Hunt avoiding the White Widow's forces, the police and Ilsa, who has to kill Lane to fulfil her mission for MI6. The mission to extract Lane is successful, whereupon White Widow instructs the team to deliver Lane, as well as Ilsa, to London.

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In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have ten or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day.

This is true throughout most of the United States as well. However, alternative approaches for primary education do exist. One of these, sometimes referred to as a "platoon" system, involves placing a group of students together in one class that moves from one specialist to another for every subject. The advantage here is that students learn from teachers who specialize in one subject and who tend to be more knowledgeable in that one area than a teacher who teaches many subjects. Students still derive a strong sense of security by staying with the same group of peers for all classes

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Teaching using pedagogy also involve assessing the educational levels of the students on particular skills. Understanding the pedagogy of the students in a classroom involves using differentiated instruction as well as supervision to meet the needs of all students in the classroom. Pedagogy can be thought of in two manners. First, teaching itself can be taught in many different ways, hence, using a pedagogy of teaching styles. Second, the pedagogy of the learners comes into play when a teacher assesses the pedagogic diversity of his/her students and differentiates for the individual students accordingly. For example, an experienced teacher and parent described the place of a teacher in learning as follows: "The real bulk of learning takes place in self-study and problem solving with a lot of feedback around that loop. The function of the teacher is to pressure the lazy, inspire the bored, deflate the cocky, encourage the timid, detect and correct individual flaws, and broaden the viewpoint of all. This function looks like that of a coach using the whole gamut of psychology to get each new class of rookies off the bench and into the gam

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This is true throughout most of the United States as well. However, alternative approaches for primary education do exist. One of these, sometimes referred to as a "platoon" system, involves placing a group of students together in one class that moves from one specialist to another for every subject. The advantage here is that students learn from teachers who specialize in one subject and who tend to be more knowledgeable in that one area than a teacher who teaches many subjects. Students still derive a strong sense of security by staying with the same group of peers for all classes

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There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation.[15] Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter.[16] Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment", increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply; students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher

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Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)

craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and

dispositions (such as essential values and attitudes, beliefs and commitment).

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Pachi email address , principal name , mobile number nakhavana rahese.

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It has been found that teachers who showed enthusiasm towards the course materials and students can create a positive learning experience.^[9] These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis.^[10] One of the challenges facing teachers is that they may have repeatedly covered a curriculum until they begin to feel bored with the subject, and their attitude may in turn bore the students. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials

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The Navodaya Vidyalaya system is an unique experiment unparalleled in the annals of school education in India and elsewhere. Its significance lies in the selection of talented rural children as the target group and the attempt to provide them with quality education comparable to the best in a residential school system. Such children are found in all sections of society, and in all areas including the most backward.

Cultural activities are part of the JNV framework. Every school is provided with a music room and arts room. Inter-school competitions for dance, drama, debates, literature, etc. are yearly held at the cluster, regional and national level.

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Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom.^[12]Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn.^[13] But even while a teacher's enthusiasm has been shown to improve motivation and increase task engagement, it does not necessarily improve learning outcomes or memory for the material.^[14]

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation.^[15] Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter.^[16] Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment", increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply; students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher

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It has been found that teachers who showed enthusiasm towards the course materials and students can create a positive learning experience.^[9] These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis.^[10] One of the challenges facing teachers is that they may have repeatedly covered a curriculum until they begin to feel bored with the subject, and their attitude may in turn bore the students. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course material

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Teaching is a highly complex activity.^[2] This is in part because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore reflects the values of that specific context.^[3] Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc.^[4]

Competences

The competencies required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models:

the teacher as manager of instruction;

the teacher as caring person;

the teacher as expert learner; and

the teacher as cultural and civic person.^[

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A teacher (also called a school teacher or, in some contexts, an educator) is a person who helps others to acquire knowledge, competences or values.

Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family (homeschooling), rather than in a formal setting such as a school or college. Some other professions may involve a significant amount of teaching (e.g. youth worker, pastor).

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The competencies required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models:

the teacher as manager of instruction;

the teacher as caring person;

the teacher as expert learner; and

the teacher as cultural and civic person.^[5]

The OECD has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.^[6] Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require:

Working with others

Working with knowledge, technology and information, and

Working in and with society.^[7]

Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)

craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) 

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Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)

craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and

dispositions (such as essential values and attitudes, beliefs and commitment)

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Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom.^[12]Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn.^[13] But even while a teacher's enthusiasm has been shown to improve motivation and increase task engagement, it does not necessarily improve learning outcomes or memory for the material.^[14]

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation.^[15] Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter.^[16] Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment", increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply;

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The OECD has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.^[6] Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require:

Working with others

Working with knowledge, technology and information, and

Working in and with society.^[7]

Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)

craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and

dispositions (such as essential values and attitudes, beliefs and commitment)

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Teaching is a highly complex activity.^[2] This is in part because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore reflects the values of that specific context.^[3] Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc.^[4]

Competences

The competencies required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models:

the teacher as manager of instruction;

the teacher as caring person;

the teacher as expert learner; and

the teacher as cultural and civic person.^[5]

The OECD has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.^[6] Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require: