Ananda Majumdar
Harvard University, Graduate School of Education, Professional Education Student as Early Childhood Educator, Program Certificate in Early Educational Leadership (CEEL)
Doctor of Divinity (DD)
Doctor of Generic Study (Honorary)
Doctor of Social Science (Honorary)
Commonwealth Essay Competition- 2022- "Collectivism as a Common Agenda of Commonwealth Nations.
Summer School, 2022, Exclusive Education, UN Model (School of Public Affair), Zhejiang University, China (August 1-15).
Osaka Graduate School of Science Summer Program (Planetary Science), July 5-7
NSW Government's Virtual Internship Program
Riipen Project Intern (Level-up) - Article Researcher &Writer - Antarctic
Institute of Canada
Intern MUN (Model United Nations)
Riipen Project Intern (Venture Canada) - People &Cultural Analyst
1. General Member Coordinator at Lets Talk Science, University of Alberta.
2. Student Panel, Cambridge University Press.
3. Migration Study at Global Research Forum of Diaspora and Transnationalism (GRFDT), New Delhi, India, Think India Tribal Forum Intern, India.
4. Book Pecker Fellow, Peace X India.
5. B.Ed. Afta er degree at the University of Alberta, Faculty of Education.
6. BA, MA, MBA, HRM from MBB College (Tripura University), Jadavpur University, Sikkim Manipal University, Grant MacEwan University, Norquest College.
7. Harvard Graduate School of Education (professional education online as an early childhood educator in Albert, Canada, taking PD courses like Bilingualism, Early Educator Training and Development, and certification in CEEL).
8. Open University online free courses for professional development (online early childhood, distance educational importance, literacy and international affairs, child crisis, introduction of distance learning) UK& Ireland, Basecorp Online Learning
9. Subjects: Political SC., International Relations, HR management, Elementary Education/Child Care, Scandinavian Norse Mythology, Latin America, Modern Italian Studies, Interdisciplinary, Philosophy, Philology, History. Theology.
10. Certificates in Inter-Cultural Studies, Humanities 101, International Learning, University Social Worker, Community Service Learning Educational Workshops, Child Care - (480).
11. Research fields: social science, early education, humanities, religion, and astronomy. Professional development and professional volunteerism, work, etc.
12. Internships:
# in Article Writing at Antarctic Institute of Canada: Articles on India -Canada Relations, History of Today, Social Development and Humanities, Social Sciences.
#as Research Assistant at Canadian Arctic Aviation Tour 2017: Development of Canada& Northern Communities led by a Canadian Pilot.
# Internship as Lead Summer Camp Educator, Nyarkenyi Development Foundation of Alberta.
# as a communicator and social media representative at the International Association of Citizens for Civil Society (CCS).
# as a writing leader/coordinator at Project Adult Literacy Society.
# as a museum intern, museum of diaspora, New Delhi, India**
13. Volunteerism: at Edmonton International Airport Ambassador,
Valley Zoo Education Ambassador, Translator from English to Bengali, Meteorite in Antarctica is the best book for translation, translated book Gandy and Man in White published in www.lulu.com – at the Antarctic Institute of Canada, supervised by Dr. Austin Mardon. Japan Global Citizenship Award recipient, Star of Alberta Volunteer Recognition certificate by Cltural &;Tourism, Alberta Government. Kids buddy at Edmonton Public School (Brander Garden Elementary School). CELPIP English test examiner at Migrate Alberta for immigration to Canada as permanent resident language requirement for all temporary foreign workers and students - Filipino immigrants. Language Translator from Esperante (an ancient language of Poland) to Bengali for the organization in Edmonton (Non-Profit)
Music project in early childhood center, Edmonton Mennonite Society @ course Ethnomusicology 365 We are all Musical Mi applied research in the community, and its publication through UThenuniversityof Alberta, FURCA research fair (URI, University of Alberta).
14.Affiliation: University of Alberta, Faculty of Education, Undergraduate, Harvard University, Graduate School of Education,
Professional Education Educator in Early Childhood (Certificate in Early Education Leadership- CEEL- Online), Harvard Kennedy School of Government (Public Leadership Credentials), Vancouver Island University (Basic Adult Education Diploma), Indian Institute of Technology Madras (IIT) Memory Studies(Faculty of Social Science and Humanities) Academic Member, GRFDT, New Delhi, India, migration studies and internship, online, PEACE X, India, Book Pecker Fellowship, online, Heritage Foundation of Mumbai & Jalgaon, Museology study(online).
Certificate in Music, Mahagami Gurukul University (MGM)
Doctor of Divinity, North Central Theological Seminary
Doctor of Generic Study, Abide University Institute
Address: Edmonton, Alberta, Canada
Manitoba, Canada
Saskatchewan, Canada
Doctor of Generic Study (Honorary)
Doctor of Social Science (Honorary)
Commonwealth Essay Competition- 2022- "Collectivism as a Common Agenda of Commonwealth Nations.
Summer School, 2022, Exclusive Education, UN Model (School of Public Affair), Zhejiang University, China (August 1-15).
Osaka Graduate School of Science Summer Program (Planetary Science), July 5-7
NSW Government's Virtual Internship Program
Riipen Project Intern (Level-up) - Article Researcher &Writer - Antarctic
Institute of Canada
Intern MUN (Model United Nations)
Riipen Project Intern (Venture Canada) - People &Cultural Analyst
1. General Member Coordinator at Lets Talk Science, University of Alberta.
2. Student Panel, Cambridge University Press.
3. Migration Study at Global Research Forum of Diaspora and Transnationalism (GRFDT), New Delhi, India, Think India Tribal Forum Intern, India.
4. Book Pecker Fellow, Peace X India.
5. B.Ed. Afta er degree at the University of Alberta, Faculty of Education.
6. BA, MA, MBA, HRM from MBB College (Tripura University), Jadavpur University, Sikkim Manipal University, Grant MacEwan University, Norquest College.
7. Harvard Graduate School of Education (professional education online as an early childhood educator in Albert, Canada, taking PD courses like Bilingualism, Early Educator Training and Development, and certification in CEEL).
8. Open University online free courses for professional development (online early childhood, distance educational importance, literacy and international affairs, child crisis, introduction of distance learning) UK& Ireland, Basecorp Online Learning
9. Subjects: Political SC., International Relations, HR management, Elementary Education/Child Care, Scandinavian Norse Mythology, Latin America, Modern Italian Studies, Interdisciplinary, Philosophy, Philology, History. Theology.
10. Certificates in Inter-Cultural Studies, Humanities 101, International Learning, University Social Worker, Community Service Learning Educational Workshops, Child Care - (480).
11. Research fields: social science, early education, humanities, religion, and astronomy. Professional development and professional volunteerism, work, etc.
12. Internships:
# in Article Writing at Antarctic Institute of Canada: Articles on India -Canada Relations, History of Today, Social Development and Humanities, Social Sciences.
#as Research Assistant at Canadian Arctic Aviation Tour 2017: Development of Canada& Northern Communities led by a Canadian Pilot.
# Internship as Lead Summer Camp Educator, Nyarkenyi Development Foundation of Alberta.
# as a communicator and social media representative at the International Association of Citizens for Civil Society (CCS).
# as a writing leader/coordinator at Project Adult Literacy Society.
# as a museum intern, museum of diaspora, New Delhi, India**
13. Volunteerism: at Edmonton International Airport Ambassador,
Valley Zoo Education Ambassador, Translator from English to Bengali, Meteorite in Antarctica is the best book for translation, translated book Gandy and Man in White published in www.lulu.com – at the Antarctic Institute of Canada, supervised by Dr. Austin Mardon. Japan Global Citizenship Award recipient, Star of Alberta Volunteer Recognition certificate by Cltural &;Tourism, Alberta Government. Kids buddy at Edmonton Public School (Brander Garden Elementary School). CELPIP English test examiner at Migrate Alberta for immigration to Canada as permanent resident language requirement for all temporary foreign workers and students - Filipino immigrants. Language Translator from Esperante (an ancient language of Poland) to Bengali for the organization in Edmonton (Non-Profit)
Music project in early childhood center, Edmonton Mennonite Society @ course Ethnomusicology 365 We are all Musical Mi applied research in the community, and its publication through UThenuniversityof Alberta, FURCA research fair (URI, University of Alberta).
14.Affiliation: University of Alberta, Faculty of Education, Undergraduate, Harvard University, Graduate School of Education,
Professional Education Educator in Early Childhood (Certificate in Early Education Leadership- CEEL- Online), Harvard Kennedy School of Government (Public Leadership Credentials), Vancouver Island University (Basic Adult Education Diploma), Indian Institute of Technology Madras (IIT) Memory Studies(Faculty of Social Science and Humanities) Academic Member, GRFDT, New Delhi, India, migration studies and internship, online, PEACE X, India, Book Pecker Fellowship, online, Heritage Foundation of Mumbai & Jalgaon, Museology study(online).
Certificate in Music, Mahagami Gurukul University (MGM)
Doctor of Divinity, North Central Theological Seminary
Doctor of Generic Study, Abide University Institute
Address: Edmonton, Alberta, Canada
Manitoba, Canada
Saskatchewan, Canada
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My articles, translated books - by Ananda Majumdar
First, the uniqueness of the universe presents a profound challenge to scientific inquiry. Unlike other scientific subjects that can be studied through replication or comparison across multiple instances, cosmology grapples with the singularity of our existence—there is only one known universe. This inherent uniqueness poses scientific challenges and raises profound philosophical questions about the nature of the universe and our place within it. This fundamental aspect warrants further exploration throughout this discussion. Second, cosmology addresses the broader physical context of human existence. The universe's very structure supports the emergence of life, imparting significant meaning to cosmological studies. While cosmology strictly adheres to the principles of physical science, its implications extend much further; it compels us to confront critical questions regarding the scope of its explanations, particularly about human life and our place within the cosmic landscape. We will revisit these considerations as we delve deeper into this captivating field, emphasizing the relevance and urgency of understanding our universe and its mysteries. This paper aims to focus on the profound philosophical dimensions of cosmology. The methodology employed documentary analysis and a qualitative approach. The central question is how cosmology can be defined more quickly from an intellectual perspective.
understanding of human nature. This gradual shift, evident in the monastic setting and the emerging academic environment, led to a redefinition of emotions. Earlier in the medieval period, emotions were viewed within the moral framework of vices and virtues (Bouquet & Nagy, 2016), shaped by the concepts of the Fall and Salvation. However, from the early twelfth century onward, Western perspectives on emotional life began to develop, acknowledging positive and negative emotions as fundamental components of a more intricate understanding of human nature. This shift garnered increasing attention, broadening the comprehension of emotions beyond the established moral framework of the era. The essay employs a multidisciplinary approach, integrating insights from psychology, theology, and medieval studies to analyze the medieval psychology of emotions. The methodology includes documentary analysis and a qualitative approach. The central inquiry of the essay is to explore historical and emotional characteristics and their connection to contemporary religious faith.
In contrast, establishing the Turkish Republic created a democratic and secular state. In this article, we aim to shed light on the changes in women's education from the Ottoman Empire to the Republic of Turkey and explore the perceptions of women's education during the Ottoman Empire. The adoption of Islam by the Turks during the Ottoman Empire led to a gradual increase in the number of Turkish individuals practicing the Islamic faith over the subsequent nine centuries. This transformation resulted in assimilating cultural traits not inherently Islamic but associated with Arab cultures. The active roles held by Turkish women in the community before the Islamic era underwent a significant shift with the adoption of Islam. It's worth noting that this shift was not solely due to the Islamic religion itself but was also influenced by the Arab culture from which Islam originated. Both Arab and Turkish societies were characterized by male dominance, leading to the marginalization of women and a decline in their social status as the Ottoman Empire gained power. The decline of the Ottoman Empire also increased the influence of Iranian and Byzantine cultures, eroding traditional Turkish customs.
Consequently, new inequalities in male-female relationships emerged, and the social roles held by women gradually transformed, particularly in urban settings. Despite these challenges, Ottoman Turkish women demonstrated remarkable resilience and adaptability. As a result of these changes, Ottoman Turkish women faced challenging living conditions and were compelled to live in segregated groups. This shift led to the neglect of women's education within the Ottoman Empire and undermined the belief in women's vital role within the community. The article examines how Ottoman women navigated their potential through education in the context of Ottoman culture.
First, the uniqueness of the universe presents a profound challenge to scientific inquiry. Unlike other scientific subjects that can be studied through replication or comparison across multiple instances, cosmology grapples with the singularity of our existence—there is only one known universe. This inherent uniqueness poses scientific challenges and raises profound philosophical questions about the nature of the universe and our place within it. This fundamental aspect warrants further exploration throughout this discussion. Second, cosmology addresses the broader physical context of human existence. The universe's very structure supports the emergence of life, imparting significant meaning to cosmological studies. While cosmology strictly adheres to the principles of physical science, its implications extend much further; it compels us to confront critical questions regarding the scope of its explanations, particularly about human life and our place within the cosmic landscape. We will revisit these considerations as we delve deeper into this captivating field, emphasizing the relevance and urgency of understanding our universe and its mysteries. This paper aims to focus on the profound philosophical dimensions of cosmology. The methodology employed documentary analysis and a qualitative approach. The central question is how cosmology can be defined more quickly from an intellectual perspective.
understanding of human nature. This gradual shift, evident in the monastic setting and the emerging academic environment, led to a redefinition of emotions. Earlier in the medieval period, emotions were viewed within the moral framework of vices and virtues (Bouquet & Nagy, 2016), shaped by the concepts of the Fall and Salvation. However, from the early twelfth century onward, Western perspectives on emotional life began to develop, acknowledging positive and negative emotions as fundamental components of a more intricate understanding of human nature. This shift garnered increasing attention, broadening the comprehension of emotions beyond the established moral framework of the era. The essay employs a multidisciplinary approach, integrating insights from psychology, theology, and medieval studies to analyze the medieval psychology of emotions. The methodology includes documentary analysis and a qualitative approach. The central inquiry of the essay is to explore historical and emotional characteristics and their connection to contemporary religious faith.
In contrast, establishing the Turkish Republic created a democratic and secular state. In this article, we aim to shed light on the changes in women's education from the Ottoman Empire to the Republic of Turkey and explore the perceptions of women's education during the Ottoman Empire. The adoption of Islam by the Turks during the Ottoman Empire led to a gradual increase in the number of Turkish individuals practicing the Islamic faith over the subsequent nine centuries. This transformation resulted in assimilating cultural traits not inherently Islamic but associated with Arab cultures. The active roles held by Turkish women in the community before the Islamic era underwent a significant shift with the adoption of Islam. It's worth noting that this shift was not solely due to the Islamic religion itself but was also influenced by the Arab culture from which Islam originated. Both Arab and Turkish societies were characterized by male dominance, leading to the marginalization of women and a decline in their social status as the Ottoman Empire gained power. The decline of the Ottoman Empire also increased the influence of Iranian and Byzantine cultures, eroding traditional Turkish customs.
Consequently, new inequalities in male-female relationships emerged, and the social roles held by women gradually transformed, particularly in urban settings. Despite these challenges, Ottoman Turkish women demonstrated remarkable resilience and adaptability. As a result of these changes, Ottoman Turkish women faced challenging living conditions and were compelled to live in segregated groups. This shift led to the neglect of women's education within the Ottoman Empire and undermined the belief in women's vital role within the community. The article examines how Ottoman women navigated their potential through education in the context of Ottoman culture.