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[0,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_208f8b14-fff8-4924-896a-93670c759ab5",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[1,"Collection of Learning Styles Tests and Inventories","https://www.thoughtco.com/learning-styles-tests-and-inventories-31468",1,"What is learning? Do we learn in different ways? Can we put a name on the way we learn?\nWhat's\nyour\nlearning style?\nThose are questions teachers have asked for a long time, and the answers vary depending on who you ask. People are still, and probably always will be, divided on the subject of\nlearning styles\n. Whether or not you believe the theory of learning styles is valid, it's difficult to resist the allure of learning style inventories, or assessments. They come in a variety of styles themselves and measure a variety of preferences.\nThere are lots of tests out there. We gathered a few to get you started. Have fun."]
[2,"NY STATE OF HEALTH 2021 OPEN ENROLLMENT PERIOD","https://www.cnyhomepage.com/news/ny-state-of-health-2021-open-enrollment-period/",0,"Nearly All Marketplace Enrollees Will See No Cost Increase in 2021\nThousands of Trained Enrollment Assistors Are Ready to Help\nGovernor Andrew M. Cuomo today announced that on November 1, NY State of Health – the state’s official health plan Marketplace – will launch Open Enrollment for 2021 Qualified Health Plans.\n“New York has done more than any state to expand access to healthcare and make high-quality insurance available to everyone,”\nGovernor Cuomo said.\n“And as we continue to fight COVID-19, making sure every New Yorker is insured and has access to quality healthcare has only become more critical. If you are not insured, make 2021 the year you change that, go online or call NY State of Health for assistance.”\nAccess to health insurance is particularly important as New York continues to confront a global pandemic, and all New Yorkers who are currently enrolled in a Qualified Health Plan through NYSOH are encouraged to renew their coverage. Anyone without health insurance should also visit the\nwebsite\nand take this opportunity to enroll. Open Enrollment will continue through January 31, 2021. Due to the ongoing COVID-19 public health emergency, consumers already enrolled in Medicaid, Child Health Plus, or the Essential Plan will have their coverage continued automatically and do not need to renew at this time.\nNY State of Health, together with the State Department of Financial Services and New York State insurers, launched a Special Enrollment Period in February 2020 and recently extended it through the end of the year, to ensure that people do not avoid seeking COVID-19-related testing or medical care due to a lack of health insurance coverage.\nCommissioner of the New York State Department of Health Dr. Howard Zucker said,\n“NY State of Health continues to serve as a safety net for consumers in need of coverage during the public health emergency and has seen enrollment levels increase to over 5.5 million people. As we look ahead to 2021, the plan choices are consistent with 2020 and we will continue to be available to help consumers enroll through both the Customer Service Center and enrollment assistors, who will be available by phone.”\nAs part of the FY 2020 Enacted State Budget, New York State codified the critical consumer protections from the Affordable Care Act into state law, including the ban on preexisting condition exclusions, the prohibition on annual and lifetime dollar limits, the guarantee of quality essential health benefits, and the ability to keep children on their parents’ plans through age 26.\nNY State of Health expects to renew Qualified Health Plan coverage for nearly 200,000 households and enroll new consumers into coverage during the Open Enrollment Period. Current enrollees, including those who enrolled in a Qualified Health Plan through a Special Enrollment Period, have already begun to receive their 2021 renewal notices and may begin renewing coverage on November 16, 2020. Notices will include information about premiums, tax credits, and how to select a plan, if applicable. Consumers who are renewing coverage are advised to update their account with any changes to income, address, or family size before enrollment begins. Most QHP and EP consumers have a choice of at least four plans in their county again in 2021.\nConsumers can plan ahead for Open Enrollment by browsing through their\nhealth plan options.\nFree\nenrollment assistance\ncan be found in local communities across the State. Consumers can also use the\nNYS Provider & Health Plan Look-Up Tool\nto research provider networks and health plans. With this tool, consumers shopping for health insurance can search for their preferred health care providers, including doctors and hospitals, all in one place, to see which health plans have those providers in their network.\nEnrollment in the Essential Plan, Medicaid and Child Health Plus is open all year. For additional information, visit the NY State of Health website at:\nnystateofhealth.ny.gov\n.\nConsumers can enroll in a health plan by:\nCalling the Customer Service Center at 1-855-355-5777\nLogging onto the website at\nnystateofhealth.ny.gov\nSpeaking with an enrollment assistor. Find an assistor\nhere\n."]
[3,"Quality Compliance Associate","https://www.learn4good.com/jobs/london/uk/info_technology/1579317199/e/",0,"Evolve is recruiting for a fast-growing Life Science organisation developing next generation medical technology.As part of their growth, our client is seeking an enthusiastic and driven Quality Compliance Associate to play a vital role in supporting the development and maintenance of their Quality Management Systems.This is a full-time position working Monday to Friday (9am to 5pm) at their head oHit Apply below to send your application for consideration Ensure that your CV is up to date, and that you have read the job specs first.Please click on the apply button to read the full job description"]
[4,"LinkedIn","https://www.linkedin.cn/incareer/jobs/view/physician-ob-gyn-opportunity-in-coastal-connecticut-job-2672077-at-comphealth-2829999280?_l=en_US",0,"ستعود شبكة LinkedIn سريعًا\nلقد قمنا بإخطار فريق الدعم الفني لدينا بأنك تواجه مشكلة في الدخول على LinkedIn. سنقوم بحل المشكلة في أسرع وقت.\nيمكنك ترك هذه النافذة مفتوحة وسنقوم تلقائيًا بإعادتك للصفحة الرئيسية على LinkedIn خلال دقائق معدودة.\nنعتذر عن أي إزعاج.\nVaše síť LinkedIn bude brzy opět fungovat\nUpozornili jsme naše provozní zaměstnance, že máte problém s přístupem na LinkedIn. Brzy vás opět připojíme.\nMůžete nechat toto okno otevřené a my za několik minut automaticky zobrazíme vaši domovskou stránku služby LinkedIn.\nOmlouváme se za přerušení.\nDit LinkedIn-netværk er snart tilbage\nVi har meddelt vores driftspersonale, at du har problemer med at få adgang til LinkedIn. Vi sørger for, at du snart har forbindelse igen.\nDu kan lade dette vindue være åbent, og vi vil automatisk føre dig tilbage til din LinkedIn-startside i løbet af et par minutter.\nVi beklager ulejligheden.\nIhr LinkedIn Netzwerk steht bald wieder zur Verfügung\nWir haben unser Betriebsteam darüber informiert, dass Sie Probleme beim Zugriff auf LinkedIn haben. Wir werden Ihren Zugang bald wieder herstellen.\nBitte lassen Sie dieses Fenster geöffnet. In wenigen Minuten werden Sie auf Ihre LinkedIn Startseite zurückgeleitet.\nWir entschuldigen uns für diese Unterbrechung.\nYour LinkedIn Network Will Be Back Soon\nWe’ve notified our operations staff that you are having a problem reaching LinkedIn. We’ll get you reconnected soon.\nYou can leave this window open and we’ll automatically take you back to your LinkedIn home page in a few minutes.\nWe apologize for the interruption.\nTu red de LinkedIn estará disponible en breve\nHemos avisado a nuestros técnicos de que estás teniendo problemas para acceder a LinkedIn. Pronto volverás a tener acceso.\nPuedes dejar esta ventana abierta y te dirigiremos de nuevo a la página principal de LinkedIn en breves minutos.\nDisculpa las molestias.\nVotre réseau LinkedIn sera bientôt accessible\nNous avons averti notre service technique des difficultés que vous rencontrez pour accéder à LinkedIn. Nous prenons en charge votre problème.\nVous pouvez laisser cette page ouverte et nous vous connecterons automatiquement à votre page d’accueil sur LinkedIn dans quelques instants.\nVeuillez nous excuser de ce désagrément.\nJaringan LinkedIn Anda Akan Segera Normal Kembali\nKami sudah memberitahu staf operasional kami bahwa Anda menemui masalah saat menjangkau LinkedIn. Kami akan segera menghubungkan Anda kembali.\nAnda dapat membiarkan jendela ini tetap terbuka dan dalam beberapa menit, kami akan membawa Anda kembali secara otomatis ke halaman utama LinkedIn.\nKami mohon maaf atas gangguan ini.\nLa tua rete LinkedIn tornerà presto disponibile\nAbbiamo informato i nostri tecnici delle tue difficoltà di accesso a LinkedIn. Il problema sarà risolto al più presto.\nPuoi lasciare aperta questa finestra: a breve tornerai automaticamente alla home page di LinkedIn.\nCi scusiamo per l’inconveniente.\nサイト調整中\nLinkedInへのアクセスに障害が発生しています。ご迷惑をおかけして申し訳ありません。現在スタッフが対応にあたっております。\nこのままウィンドウを開いておくと、数分でLinkedInのホームページが復帰します。\nご迷惑をおかけして申し訳ありません。\nLinkedIn\n현재 접속 문제를 LinkedIn 운영팀에 전달했습니다. 곧 해결하겠습니다.\n몇 분 후에 자동으로 LinkedIn 홈으로 연결됩니다.\n이용에 불편을 드려 죄송합니다.\nRangkaian LinkedIn Anda Akan Kembali Sebentar Lagi\nKami telah memberitahu Kakitangan operasi kami bahawa anda mempunyai masalah mencapai LinkedIn. Kami akan menyambungkan anda semula sebentar lagi.\nAnda boleh membiarkan tetingkap ini terbuka dan kami akan membawa anda ke laman utama LinkedIn dalam beberapa minit.\nKami meminta maaf atas gangguan ini.\nUw LinkedIn-netwerk is zo weer terug\nOns operationele personeel is op de hoogte gesteld van het feit dat u LinkedIn niet kunt bereiken. We doen ons best om uw verbinding zo snel mogelijk te herstellen.\nU kunt dit venster open laten staan. U wordt over enkele minuten automatisch teruggebracht naar uw LinkedIn-homepagina.\nOnze excuses voor de onderbreking.\nLinkedIn-nettverket ditt er snart tilbake\nVi har varslet våre servicemedarbeidere om at du har problemer med å nå LinkedIn. Vi skal få deg koblet til igjen så fort som mulig.\nDu kan la dette vinduet være åpent, og vi vil automatisk ta deg tilbake til LinkedIn-hjemmesiden om noen få minutter.\nVi beklager besværet.\nSieć LinkedIn będzie wkrótce ponownie dostępna\nPowiadomiliśmy naszych pracowników obsługi o twoich problemach z siecią LinkedIn. Wkrótce rozwiążą ten problem.\nMożesz zostawić to okno otwarte, a automatycznie przeniesiemy Cię ponownie na stronę główną LinkedIn za klika minut.\nPrzepraszamy za niedogodności.\nSua rede do LinkedIn voltará em breve\nNotificamos à nossa equipe de operações que você está com problemas para acessar o LinkedIn. Restabeleceremos o seu acesso em breve.\nPermaneça com esta janela aberta e, em alguns minutos, nós restabeleceremos automaticamente seu acesso à sua página inicial do LinkedIn.\nLamentamos a interrupção.\nRețeaua dvs. LinkedIn va reveni în curând\nPersonalul nostru tehnic a fost înștiințat că aveți probleme în a accesa LinkedIn. Vă vom ajuta să vă reconectați în curând.\nPuteți lăsa deschisă această fereastră și vă vom redirecționa automat la pagina inițială LinkedIn în câteva minute.\nNe cerem scuze pentru întrerupere.\nДоступ к LinkedIn будет восстановлен в ближайшее время\nМы уведомили персонал нашей службы поддержки о Вашей проблеме с доступом к LinkedIn. Доступ будет восстановлен в ближайшее время.\nВы можете оставить это окно открытым. В течение нескольких минут Вы будете автоматически перенаправлены на главную страницу LinkedIn.\nПриносим свои извинения.\nDitt nätverk på LinkedIn är snart tillbaka\nVi har meddelat vår driftspersonal om att du har problem med att komma åt LinkedIn. Du är snart ansluten igen.\nDu kan låta det här fönstret vara öppet så kommer du automatiskt tillbaka till LinkedIns startsida om några minuter.\nVi ber om ursäkt för avbrottet.\nเครือข่าย LinkedIn ของคุณจะกลับมาในไม่ช้า\nเราแจ้งเจ้าหน้าที่ปฏิบัติการไปแล้วว่าคุณมีปัญหาในการเข้าถึง LinkedIn เราจะเชื่อมต่อคุณอีกครั้งในเร็ว ๆ นี้\nคุณสามารถเปิดหน้าต่างนี้ทิ้งไว้ และเราจะพาคุณกลับไปที่หน้าแรก LinkedIn โดยอัตโนมัติภายในไม่กี่นาที\nขออภัยสําหรับการขัดจังหวะ\nBabalik ang Inyong LinkedIn Network sa Lalong Madaling Panahon\nInabisuhan namin ang aming mga kawani ng operasyon kung saan ka nagkakaproblema sa pag-abot sa LinkedIn. Ikokonekta ka naming muli.\nMaaari mong iwang bukas ang window at awtomatikon ka naming ibabalik sa iyong LinkedIn home page sa ilang sandali.\nHumihingi kami ng paumanhin sa abala.\nLinkedIn İletişim Ağınız Kısa Bir Süre Sonra Kullanıma Hazır Olacaktır\nLinkedIn‘e erişim sorunu yaşadığınızı operasyon ekibimize bildirdik. En kısa zamanda yeniden bağlanmanız sağlanacaktır.\nBu pencereyi açık bırakabilirsiniz ve birkaç dakika içinde LinkedIn ana sayfanıza otomatik olarak bağlanmanızı sağlayabiliriz.\nBu aksaklık için özür dileriz.\n领英很快可以恢复服务\n我们的工程师我们正在努力修复!\n您不需要关闭窗口,几分钟后将会自动返回领英首页。\n造成不便敬请谅解。\nLinkedIn 將很快恢復正常運作\n我們已通知員工您無法進入 LinkedIn 的問題。我們會儘快解決您的問題。\n您不需關閉本視窗,我們將在幾分鐘後返回 LinkedIn 首頁。\n造成不便敬請見諒。"]
[5,"e the construction industry","https://www.weforum.org/agenda/2021/07/construction-industry-doesn-t-know-where-it-stands-when-it-comes-to-carbon-emissions/",0,"The World Economic Forum (“Forum”) uses necessary cookies to make our site work. We would also like to set optional “performance” cookies to gather anonymous site visitation data for internal use and we use \"marketing\" cookies to personalise content and ads, to provide social media features and to analyse our traffic. We also share information about your use of our site with our social media, advertising and analytics partners who may combine it with other information that you’ve provided to them or that they’ve collected from your use of their services. By enabling these cookies, you can help the Forum provide a better website for users like yourself. For more information about the Forum cookies and third-party cookies, see our\nCookie Declaration\n."]
[6,"8 Types of Learning Styles","https://potomac.edu/types-of-learning-styles/",0,"Screen-reader optimization:\nwe run a process that learns the website’s components from top to bottom, to ensure ongoing compliance even when updating the website. In this process, we provide screen-readers with meaningful data using the ARIA set of attributes. For example, we provide accurate form labels; descriptions for actionable icons (social media icons, search icons, cart icons, etc.); validation guidance for form inputs; element roles such as buttons, menus, modal dialogues (popups), and others. Additionally, the background process scans all of the website’s images. It provides an accurate and meaningful image-object-recognition-based description as an ALT (alternate text) tag for images that are not described. It will also extract texts embedded within the image using an OCR (optical character recognition) technology. To turn on screen-reader adjustments at any time, users need only to press the Alt+1 keyboard combination. Screen-reader users also get automatic announcements to turn the Screen-reader mode on as soon as they enter the website.These adjustments are compatible with popular screen readers such as JAWS, NVDA, VoiceOver, and TalkBack."]
[7,"More cervical cancer training dates for non-clinical staff","https://www.nelcanceralliance.nhs.uk/news/more-cervical-cancer-training-dates-non-clinical-staff",0,"Following successful training over the summer, North East London Cancer Alliance is working with Jo’s Cervical Cancer Trust once again to bring non-clinical staff free online training sessions on cervical health.\nThe training will enable non-clinical administrators, receptionists and other patient-facing primary care staff to have conversations with people in your community confidently.\nThe aim is to increase awareness, knowledge and understanding of the importance of cervical screening, HPV and the vaccine.\nTaught by Jo’s Trust knowledgeable trainer, Lisa Gates, staff will learn about cervical cancer, signs and symptoms, prevention and barriers to screening.\nThe interactive sessions are 1.5 hours in duration and will run throughout September, October, November and December 2022.\nBook a ticket free of charge via the Eventbrite at:\nhttps://www.eventbrite.co.uk/e/cervical-cancer-prevention-training-jos-trust-tickets-406136604517\nAvailability is limited so book early to avoid disappointment\nAttending the training will support practices in meeting the Early Diagnosis components within the PCN DES Specification.\nAll attendees will be given an attendance certificate which can be used for continued professional development.\nPractices are encouraged set aside protected learning time for non-clinical practice staff.\nEach person who takes the course will be encouraged to commit to speaking to 15 people about cervical screening following the training.\nFor more information contact harjeet.dhanota@nhs.net or lisa.gates@jostrust.org.uk\nMore information on the training is on our\nweb page\n."]
[8,"‘There is no time to waste’ Ban says, as Paris climate accord crosses first threshold for entry into force","https://news.un.org/story/2016/09/539772",0,"United Nations Secretary-General Ban Ki-moon declared today that more than 55 countries have formally joined the\nParis Agreement\non climate change signed by world leaders this past April, officially crossing one of the two thresholds required to bring into force the landmark pact that seeks to put the world on a path towards low-carbon growth and a more sustainable future.\n“I am confident that, by the time I leave office, the\nParis Agreement\nwill have entered into force,” the UN chief\nsaid\nin remarks following a high-level event on the Agreement’s entry into force at UN Headquarters in New York this morning. “This will be a major achievement for multilateralism.”\nAt the meeting, 31 additional countries deposited their instruments of ratification for the Agreement, bringing the total to 60 countries that together represent more than 47.5 per cent of global greenhouse gas emissions.\nAdopted in Paris by the 195 Parties to the UN Framework Convention on Climate Change (\nUNFCCC\n) at a conference known as\nCOP21\nthis past December, the Agreement calls on countries to combat climate change and to accelerate and intensify the actions and investments needed for a sustainable low-carbon future, and to adapt to the increasing impacts of climate change. Specifically, it seeks to limit global temperature rise to well below 2 degrees Celsius, and to strive for 1.5 degrees Celsius.\nThe pact – which was signed in New York on 22 April by 175 countries at the largest, single-day signing ceremony in history – will enter into force 30 days after at least 55 countries, accounting for 55 per cent of global greenhouse gas emissions, deposit their instruments of ratification. Following today’s meeting, formal approval from countries representing 7.5 per cent in global emissions is still needed.\nIn early September, the world’s two largest emitters, China and the United States, joined the Agreement.\nNoting that he is heartened by the “tremendous support” for bringing the Agreement into force in 2016, the Secretary-General said that a “diverse group” of world leaders have committed to ratify and deposit their legal instruments this year. That group includes Australia, Austria, Bulgaria, Cambodia, Canada, Costa Rica, Côte d'Ivoire, the European Union, France, Germany, Hungary, Kazakhstan, New Zealand, Poland and the Republic of Korea.\n“Now, this means we will cross the final barrier for entry into force of the Paris Agreement,” Mr. Ban stressed, appealing to all leaders to accelerate their domestic procedures to join the Agreement this year.\nSecretary-General Ban Ki-moon expresses confidence that the Paris Agreement will enter into force before he leaves office at the end of the year. Credit: UN News Centre\n“When this year ends, I hope we can all look back with pride, knowing that, together, we seized the opportunity to act for the common good, for a sustainable future and the protection of our common home,” he added.\nNine months since the Paris climate conference\nAt the start of today’s meeting, the Secretary-General also\npraised\nthe 29 countries – accounting for 40 per cent of global emissions – that had previously formally joined the Agreement since the signing ceremony, congratulating them for their continued efforts to push forward the pact’s entry into force.\nToday will take us one step closer to bringing the Paris Agreement into force this year\n“There is no time to waste. Today will take us one step closer to bringing the Paris Agreement into force this year,” the UN chief stressed.\nHailing the unprecedented and continued global momentum behind the Agreement, Mr. Ban called on world leaders to capitalize on that momentum to ensure the pact’s entry into force and limit climate risks for a healthy planet.\n“The remarkable support for this Agreement reflects the urgency and magnitude of the challenge. Emissions continue to rise. So does the global thermostat – and the risks,” the UN chief said.\nParis Agreement on climate change\nSecretary-General Ban Ki-moon congratulates Xu Shaoshi, Chairman of the National Development and Reform Commission of the People's Republic of China, for the ratification of the Paris Agreement since its opening for signature on 22 April 2016.\nHigh-level Event on the Entry into Force of the Paris Agreement. UN Photo/Rick Bajornas\nParis Agreement on climate change\nUnited States Secretary of State John Kerry (foreground) addresses the High-level Event on the Entry into Force of the Paris Agreement, convened by Secretary-General Ban Ki-moon on the margins of the General Assembly's general debate. UN Photo/Cia Pak\nParis Agreement on climate change\nSecretary-General Ban Ki-moon (right) speaks to journalists, following the High-level Event on the Entry into Force of the Paris Agreement on climate change. At his side is Patricia Espinosa Cantellano, Executive Secretary of the UN Framework Convention on Climate Change (\nUNFCCC\n). UN Photo/JC McIlwaine\n‹\n›\n“Climate impacts are increasing. No nation or community is immune, but the vulnerable are feeling the effects first and worst,” he added.\nHe also thanked the countries that deposited their instruments of ratification today, as well as those world leaders who have submitted recorded video messages committing to join the Agreement before the end of the year.\n“I commend this collective display of leadership. Only through such solidarity can we limit climate risks and build a world of peace, dignity and prosperity for all on a healthy planet,” Mr. Ban said.\nIn remarks to the media following the high-level meeting this morning, the UN chief highlighted that just nine months have passed since the Paris climate conference.\n“This is testament to the urgency of the crisis we have,” Mr. Ban\nreiterated\n, adding that, with the Paris Agreement, “we have a real chance to reduce global emissions and build climate resilience.”"]
[9,"IAS 1 Economic","https://annualreporting.info/economic-resource/",0,"Annualreporting provides financial reporting narratives using IFRS keywords and terminology for free to students and others interested in financial reporting. The information provided on this website is for general information and educational purposes only and should not be used as a substitute for professional advice. Use at your own risk. Annualreporting is an independent website and it is not affiliated with, endorsed by, or in any other way associated with the IFRS Foundation. For official information concerning IFRS Standards, visit IFRS.org or the local representative in your jurisdiction."]
[10,"Université Paris-Saclay","https://www.universite-paris-saclay.fr/en/education/master/economics/m1-economics",0,"COURSE OVERVIEWThis course aims at providing a theoretical and practical understanding of main issues inindustrial organization and competition policy. The course studies the strategic interactionamong firms in imperfectly competitive markets, the sources of market power, and therationale and impact of competition policy.Lectures will make use of analytical tools and basic concepts in game theory as well asempirical tools. Practical examples will be provided, and a few case studies will be discussedthroughout the course.OBJECTIVESThis course offers students a first understanding of the field of industrial organization, and inparticular the firms’ strategic interaction within markets.\n·Learn about the major concepts of industrial organization· Examine drivers and challenges of competition policy based on the analysis of firms’strategic interaction· Practice to systematically synthesize articles on specific cases of industrial organization· Become familiar with existing empirical tools and practice applying them to concretecases.Lecture 1 MonopolyMonopoly vs. Perfect competition solutionPrice DiscriminationApplication: Price Regulation via peak load pricingLecture 2 Imperfect competitionBertrand vs. Cournot competitionSequential strategic decisionsApplication: Forward market as power market mitigation mechanismLecture 3 Cartel and CollusionCartel’s Formation and StabilityOptimal deterrence policyApplication: Effectiveness of leniency programs\nLecture 4 MergersUnderstand the profitability of a mergerWelfare analysis of a mergerApplication: The phenomenon of killer acquisitionsLecture 5 Vertical relations and intermediated goodsThe double-marginalization problemIntermediaries and competition levelApplication: Two-sided marketLecture 6 Introduction to Empirical Industrial OrganizationA brief history of empirical industrial organizationMarkets with homogeneous productsLecture 7 Demand Models in Differentiated Product MarketsModelling consumer behavior: models in product space vs models in characteristics spaceDiscrete-choice modelsLogit and nested logit modelsLecture 8 Demand Estimation in Differentiated Product MarketsEstimation of logit and nested logit models with market level dataIdentification: endogeneity issues and instrumental variable regressionImplementation using StataLectures 9 Market PowerEstimation of monopoly powerEstimation of market power in imperfectly competitive marketsEstimation of market power in vertical marketsLecture 10 Application to Merger SimulationEstimation of nested logit modelEstimation of markupsSimulation of a mergerLectures 11 & 12 Group presentations."]
[11,"Authentic Assessment Overview","https://www.teachervision.com/teaching-strategies/authentic-assessment-overview",1,"How well do multiple-choice tests really evaluate student understanding and achievement? Many educators believe that there is a more effective assessment alternative. These teachers use testing strategies that do not focus entirely on recalling facts. Instead, they ask students to demonstrate skills and concepts they have learned. This strategy is called\nauthentic assessment\n."]
[12,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_4195bae7-718f-4372-a86a-0163f552c22a",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[13,"Oversea Degree Certificate Authentication/legalization by China Ministry of Education","https://beijingesc.com/degree-authentication-legalization-by-china-ministry-of-education.html",1,"CSCSE Information\nChinese Service Center for Scholarly Exchange (CSCSE) is the subsidary organization of Chinese Ministry of Education, and it's the only official organization that provides overseas credential evaluation and recognition services in China.\nCSCSE is an active member in the international education community who facilitates global talent mobility and improves international recognition of qualifications."]
[14,"- Abstract - Europe PMC","https://europepmc.org/article/MED/27318488",0,"Europe PMC\nrequires Javascript to function effectively.\nEither your web browser doesn't support Javascript or it is currently turned off. In the latter case, pleaseturn on Javascript support in your web browser and reload this page."]
[15,"OECD Economics Department Working Papers","https://www.oecd-ilibrary.org/economics/oecd-economics-department-working-papers_18151973",0,"Working papers from the Economics Department of the OECD that cover the full range of the Department’s work including the economic situation, policy analysis and projections; fiscal policy, public expenditure and taxation; and structural issues including ageing, growth and productivity, migration, environment, human capital, housing, trade and investment, labour markets, regulatory reform, competition, health, and other issues.\nThe views expressed in these papers are those of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries."]
[16,"Education Levels and Requirements for Employment","https://www.thebalancemoney.com/educational-requirements-for-employment-2059799",1,"When you're applying for a job, it's important to understand the educational requirements needed for success in the role. Many occupations require a certain level of education in order to be eligible to work in that profession. Employers usually include the educational requirements for a job in their descriptive write-up or position advertisement.\nNote\nIn some cases, employers may accept experience in place of some or all of the educational requirements for a job. This is known as\nequivalent experience\nor experience in lieu of education.\nLevels of Education\nHere's a list of the education levels that employers look for in the candidates they hire.\nLess Than High School\nThis is the completion of any level of primary or secondary education that did not result in the awarding of a high school diploma or an equivalency diploma.\nHigh School Diploma or Equivalent\nThis is the completion of high school, or the equivalent, resulting in the awarding of a high school diploma or the equivalent, such as the\nGeneral Education Development (commonly referred to as a GED) award\n. Other high school equivalency diplomas include the High School Equivalency Test (HiSET) and the Test Assessing Secondary Completion (TASC).\n1\nSome College, No Degree\nThis is the awarding of a high school diploma, or the equivalent, in addition to the completion of one or more postsecondary courses that did not result in any college degree or award.\nAssociate’s Degree\nAn associate's degree is usually awarded for the completion of at least two years of full-time academic study beyond high school, typically at the community college level.\n2\nBachelor’s Degree\nA bachelor's degree is typically awarded for at least four years of full-time academic study beyond high school.\n2\nApprenticeship\nAn apprenticeship is a formal training program that combines a full-time job with training.\n3\n﻿\nCertification\nA certification is a credential that recognizes specific skills or knowledge. Certification is usually tied to an occupation, technology, or industry.\n4\nLicense\nSome occupations require a license to work in the field. Licenses are typically regulated by the state, and each state's requirements may differ.\n5\nPostsecondary Non-Degree Award\nThis is a certificate or other award that typically is not a degree. Certifications issued by professional (i.e., industry) organizations, or certifying organizations, are commonly not included in this category. These certification programs may last for only a few weeks, or for as long as two years. Examples include certificates for health aides, paramedics, EMTs, and hairstylists.\nMaster’s Degree\nA master's degree is usually awarded for one or two years of full-time academic study beyond a bachelor’s degree.\nDoctoral or Professional Degree\nA doctorate or professional degree is usually awarded for at least three years of full-time academic work beyond a master’s degree. Examples include degrees for lawyers (JD), physicians (MD) and surgeons, scientists (Ph.D.), and dentists.\nExamples of Education Requirements in Job Postings\nExamples of a required education level listed in job postings:\nMust have a\nGED\nor high school diploma.\nMust have a high school diploma or equivalency.\nHigh school diploma or GED, bachelors, or associates degree preferred.\nCompleted certified apprenticeship program preferred.\nServe-safe certified, or a food safety certification preferred.\nPossession of a valid registration as a Licensed Practical Nurse.\nA bachelor's degree is required.\nAn associate's degree, or equivalent, is required. This usually boils down to a minimum of 34 credit hours plus one additional year of relevant full-time experience.\nA master's degree and three years of experience or Ph.D. degree with no prior experience are acceptable.\nExperience in Lieu of Education\nIn some cases, when applying for jobs, the employer may list work experience or\nequivalent experience\nthat may be substituted for education. The organization may allow you to augment some educational requirements of a position with experience.\nEducation Levels and Job Applications\nOne factor to keep in mind when applying for a job is that when employers list educational hiring criteria, the chances of getting an interview are lower if you don't have the requirements, or come close to having the requirements.\nIn some cases, if your resume and the skills and background required for the position are fairly well aligned, you may have a chance at getting an interview.\nFor example, if you have robust work experience that correlates well with the position and you're only one or two credits shy of the required bachelor's degree, you should submit your resume. However, in general, it is better to focus on applying for jobs where you do have the appropriate educational and experiential qualifications."]
[17,"Worst places to live in London (Dangerous or badly connected)","https://tripsget.com/worst-places-to-live-in-london-dangerous-or-badly-connected/",0,"Thanks for this post, so useful, i appreciate it probably is a contrOversial one but so Helpful for Young women who dont Know london well. Its also useful to reaD the comments and i agree yoU should add seven sisters to thiS list, what a dreadful place. God, barkiNg is the absolute Worst. I dOnt Know why you would ever go there!"]
[18,"Words beyond Rote Learning","https://likulacenglishinsider.com/words-beyond-rote-learning/",1,"By\nYara Torrez\nWithout words, there is no communication. One of the primary objectives of a language learner is and should be to increase their vocabulary, but how? The teacher plays a vital role in this matter. There is a wide array of activities instructors can carry out to teach new words.\nIn our classes, often we listen to our students deliver effective presentations and use vocabulary they never use when they are participating in class discussions, or worse, words not even us, teachers, make use. On one occasion, one of my students used too many sophisticated words, so I decided to take notes to ask him about their meanings after the presentation. As expected, the student did not know what they meant. That only confirmed that the student had memorized all the information without really knowing what it was all about or what he was saying. Unfortunately, memorization is what most language learners’ turn to when they lack the vocabulary to talk about certain topics. This strategy is called rote learning.\nAccording to the dictionary. Cambridge, rote learning is “learning something to be able to repeat it from memory, rather than to understand it.” Through rote learning there is no assimilation of the new information, for the learner does not make connections between what they already know and the new information; therefore, their learning is not meaningful. The students only parrot back instead of using their words.\nIt is worth mentioning that words are the key element of a language .and that they carry the message a speaker wants to convey. So, how can teachers help language students increase their lexicon and enable them to express their thoughts and ideas spontaneously? It might not seem easy. However, there are many practical tasks instructors can assign in and outside the classroom such as watching news and videos in English with close captions, listening to songs in English and analyzing the lyrics, recycling by using the newly acquired words in different contexts, and the like. Another surefire activity is reading. It has been proven that “reading increases [one’s] vocabulary more than talking or direct teaching” (“8 Benefits of Reading”). When we read we are somehow forced to look at the words that are new or strange to us, and either we try to guess their meaning from context, or we look them up in a dictionary. Also, reading gives us the chance to see the use of words in different contexts. The trick lies in the fact that certain words are likely to crop up again and again either in the same or other texts, so that makes our brain learn the new words and we start incorporating them in our lexicon unconsciously.\nNonetheless, reading might seem daunting to use in class because most students believe it is dull and passive. However, if instructors try to vary the way the students read, it might be the opposite -fun and active. Something important to bear in mind when we carry out activities in the classroom is the sequence they should follow to be efficient and produce the results we expect. Most in-class assignments should have at least three stages: pre, while, and post activities all of which play vital roles.  When assigning reading, for instance, the pre-reading activities prepare the learners by “activating relevant schemata and motivating them to read“(“Reading Activities”). There are countless ways to introduce the skill of reading like making predictions through pictures, showing short videos, or using the title of the reading itself, having the students say what they know or would like to know about the topic. Also, introducing words they will encounter in the reading, asking them to do research about the topic to discuss it with their classmates, presenting an interesting passage from the reading and promoting discussion, etc.\nThe second stage is the while, which is the essential task. Like the pre-reading activities, there are varied forms of engaging the students in the reading. A collaborative function is the literature circle, which involves getting the learners to work together in small groups. Each student in each cluster is assigned a role. They all should read the text thoroughly but should perform different tasks. The reading can be homework, or it can classwork depending on how long the article is since different resources can be used such as whole books, only one or some chapters in a book, readings from the textbook, newspaper articles, online readings, magazine articles, etc.\nAnother reading activity that can turn out to be fun is jigsaw reading. In here, the article is divided in sections; that is, the students receive different parts of the reading. They should work in small groups, and each team receives one part of the reading.  All reading sections should be enumerated. After they read their parts, students form new groups with members from different groups. They should retell the part they read following the correct order of the story. A variation of jigsaw reading is to make a puzzle with the reading. This is usually done with short articles because the reading should be printed out and cut into different shapes. Similarly, the learners work in small groups. Each member of the group receives different comprehension questions. So, to answer their questions, they should solve the puzzle. In other words, they must put all the parts together to read the complete text. The last suggested reading activity is reading and running. It is a contest that involves movement. The students work in pairs (A and B). Each pair receives two different sets of comprehension questions, words to which they should find synonyms or definitions to which they should find the concept. The reading is printed out and stuck outside the classroom. One of the students remains sitting while the other runs to find the answers to their questions or words. The students take turns to complete their respective task. The winner is the pair of students that finishes first. Altogether, these activities help to make reading more entertaining and dynamic.\nAs stated before, reading as any other classroom activity should have a follow-up. Again, many implemented post-reading tasks help the student make use of the vocabulary learned. Some examples are plays, debates, class discussions, role plays, oral presentations, creative writing, etc.\nTo sum up, reading is an activity that can be exploited to help language learners increase their vocabulary and consequently achieve fluency. Ideally, by carrying out activities like the ones mentioned above, the students might develop the reading habit and become independent learners.\nWorks Cited\n“8 Benefits of Reading (or Ways Reading Makes You Better at Life).” LifeDev. 17 Dec. 2014. Accessed 12, Oct. 2016.\nhttp://lifedev.net/2009/06/reading-makes-you-better/\n“Examples of pre-reading activities.” Englishpost.org. 31 Jan. 2013. Accessed 12 Oct. 2016.\nhttps://englishpost.org/2013/01/31/examples-of-pre-reading-activities/\nShare it:\nClick to share on Facebook (Opens in new window)\nClick to share on Twitter (Opens in new window)\nClick to email a link to a friend (Opens in new window)\nClick to print (Opens in new window)\nLike this:\nLike\nLoading..."]
[19,"How Do Employers Verify Education? A Quick Guide","https://www.scoutlogicscreening.com/blog/how-do-employers-verify-education/",1,"An education background check shows whether the applicant attended the school they claimed to have attended. It also shows proof of degrees and dates of attendance.Generally, education background checks can go back as far as they need to search for official records. Employers can confirm a candidate’s diplomas and degrees no matter when they received them. In some cases, an education background check shows GPA and honors earned. An employer will request this information if it is relevant to the position they are hiring for (such as a higher education teacher). Usually, an education background check does not verify licenses. Suppose an employer needs to confirm that an applicant has certifications to work in a specific field. In that case, they’ll have to use another type of background screening known as\nprofessional license verification\n."]
[20,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_20407730-a38a-4769-9930-1bdc3d91f13d",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[21,"Education Policies","https://www.k12academics.com/Education%20Worldwide/Education%20in%20Singapore/education-policies",1,"Meritocracy\nMeritocracy is a fundamental ideology in Singapore and a fundamental principle in the education system which aims to identify and groom bright young students for positions of leadership. The system places a great emphasis on academic performance in grading students and granting their admission to special programmes and universities, though this has raised concerns about breeding elitism. Academic grades are considered as objective measures of the students' ability and effort, irrespective of their social background. Having good academic credentials is seen as the most important factor for the students' career prospects in the job market, and their future economic status.\nCurricula are therefore closely tied to examinable topics, and the competitiveness of the system led to a proliferation of ten-year series, which are compilation books of past examination papers that students use to prepare for examinations.\nBilingualism (Mother Tongue)\nBilingualism, or mother tongue policy, is a cornerstone of the Singapore education system. While English is the first language and the medium of instruction in schools, most students are required to take a \"Mother Tongue\" subject, which could be one of the three official languages: Standard Mandarin, Malay or Tamil. A non-Tamil Indian may choose to offer Tamil or a non-official language such as Bengali, Gujarati, Hindi, Punjabi or Urdu. However, Chinese students from a non-Mandarin background, such as Cantonese speakers, must learn Mandarin, and students with Indonesian background must learn Malay. Non-Chinese, Malay or Indian students may choose to learn either one of these languages (Usually the Japanese, Koreans and Southeast Asians who are not from Malay or Indonesian origin will choose Chinese). Mother Tongue is a compulsory examinable subject at the Primary School Leaving Examination (PSLE) and the GCE \"N\", \"O\" and \"A\" level examinations. Students are required to achieve a certain level of proficiency in what the government considers their mother tongue as a pre-requisite for admission to local universities. Students returning from overseas may be exempted from this policy.\nThe bilingual policy was first adopted in 1966. One of its primary objectives is to promote English as the common (and neutral) language among the diverse ethnic groups in Singapore. The designation of English as the first language is also intended to facilitate Singapore's integration into the world economy.\nIn recognition of Singapore's linguistic and cultural pluralism, another stated objective of the bilingual policy is to educate students with their \"mother tongues\" so that they can learn about their culture, identify with their ethnic roots, and to preserve cultural traits and Asian values. Within the Chinese population, Mandarin is promoted as a common language and other Chinese dialects are discouraged, to better integrate the community. In 1979, the Speak Mandarin Campaign was launched to further advance this goal.\nFinancial assistance\nEducation policy in Singapore is designed to ensure that no child is disadvantaged because of his or her financial background. Therefore, school fees in public schools are heavily subsidised. There is no school fee for 6 years of compulsory education in primary school although students still need to pay standard miscellaneous fees of $6.50 per month. Moreover, schools may optionally charge second-tier miscellaneous fees of up to the maximum of $6.50 per month.\nThe Ministry of Education established the Financial Assistance Scheme (FAS) to provide financial assistance for education to low income families with gross household income of SGD$2,500 or a per capita income of less than SGD$625.00. Students eligible for FAS receive a full waiver of miscellaneous fees, and partial subsidy on national examination fees. They may also enjoy full or partial fee subsidy if they are in Independent Schools.Each year, the Edusave Merit Bursary (EMB) is given out to about 40,000 students, who are from lower-middle and low-income families and have good academic performance in their schools. Individual schools also have an \"Opportunity Fund\" to provide for their own needy students. In addition to these, there are many other assistance schemes from either the government or welfare organisations to help students cope with finances during their studies.\n‹ Criticisms of Education in Singapore\nup\nEducation Statistics in Singapore ›"]
[22,"Learn more about foreign credential recognition in Canada","https://www.canada.ca/en/employment-social-development/programs/foreign-credential-recognition.html",1,"Working in Canada\nNewcomers to Canada must have their foreign licences and certificates recognized to work in some Canadian jobs. This is foreign credential recognition. An authorized individual will confirm that federal, provincial or territorial standards are met. They review your foreign education, language skills or work experience."]
[23,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_acf54efc-06cb-4b68-93c4-d177dd768ea3",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[24,"South Beach International Hotel Management Pte","https://www.monster.com.sg/job/assistant-director-of-finance-south-beach-international-hotel-management-pte-ltd-singapore-7293672",1,"JOB SUMMARY\nManages the hotel's day-to-day Accounting function, assisting the Director of Finance in providing financial leadership to the business and clear structure and direction to the Finance team. Primary responsibilities include preparation and analysis of the financial reports and reconciliations, internal and external reporting, budgeting/forecasting, audit and control, asset and liability reconciliation, working capital and cash control.\nCANDIDATE PROFILE\nEducation and Experience\nFull/part-qualified accounting qualification or Bachelor's degree (B. A.) from four-year College or University or three years related experience and/or training or equivalent combination of education and experience.\nThorough knowledge of local accounting laws and tax laws. Hotel accounting experience is essential, operational experience is also preferred but not essential.\nMature, reliable and pleasant person.\nStrong interpersonal skills and organisational skills\nPrior experience in system implementation and data migration will be an advantage\nAble to work efficiently with highly digitalised environment.\nSKILLS AND KNOWLEDGE\nHotel Operational Finance knowledge -\nprevious Asst DOF or smaller hotel Director of Finance\nNumeracy\n- using mathematics to solve problems, calculations, presentations etc.\nComputer Skills\n- Strong computer skills, particularly Excel and preferably Opera, PeopleSoft, Micros\nReading Comprehension\n- Understanding written sentences and paragraphs in work related documents.\nWriting\n- Communicating effectively in writing as appropriate for the needs of the audience.\nEconomics and Accounting\n- Knowledge of economic and accounting principles and practices, P&L statements, operating budgets, forecasting and scheduling, and the reporting of financial data.\nManagement of Financial Resources\n- Determining how money will be spent to get the work done, and accounting for these expenditures.\nAnalytical/Critical Thinking\n- The ability to gather and organize information using a logical and systematic process recognize patterns and relationships in complex data examine data to identify implications, problems and draw appropriate conclusions generate alternative solutions to problems evaluate strengths, weaknesses and consequences of alternative solutions and approaches to solving problems.\nAdministration and Management\n- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources\nPurchasing and Materials Management\n- Knowledge of practices and procedures needed to maintain material, equipment and supplies including vendor identification and contract negotiation, supply requisition and purchasing, and inventory control (e.g., accounting and budgeting).\nCORE WORK ACTIVITIES\nAchieving Business Results\nSupports strategies and conducts activities to drive financial results, guest satisfaction, human capital index and market share.\nEffectively manages the day to day operation of Accounting to execute finance and accounting responsibilities for the property.\nAssists the DOF in developing the annual business plan, budgets, forecasts, financial reports, tax compliance, and profit and loss statements.\nWorks through own team and influencing department managers to ensure appropriate controls are in place to manage business risks.\nAssists in the hiring of accounting associates, and development and retention of a diverse high caliber workforce to provide strong functional expertise to the property and the discipline.\nSustains a work environment that focuses on fair and equitable treatment and associate satisfaction to enable business success.\nSupporting Profitability and Revenue Goals\nMeets Report Delivery Deadlines -\nSubmits reports in a timely manner, ensuring delivery deadlines.\nVerifies P&L Accuracy\nVerifies that profits and losses are documented accurately, in line with Marriott Processes and procedures.\nCommunicates with and provides information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.\nDemonstrates leadership by using interpersonal and communication skills to lead, influence, and encourages others advocates sound financial/business decision making demonstrates honesty/integrity leads by example.\nAchieves and and exceeds goals including performance goals, budget goals, team goals, etc.\nDemonstrates knowledge of job-relevant issues, products, systems, and processes.\nDevelops specific goals and plans to prioritize, organize, and accomplish work and the work of the finance team.\nGenerates and provides accurate and timely results in the form of reports, presentations, etc.\nAnalyzes information and evaluates results to choose the best solution, solve problems and make decisions..\nInforms and/or updates the executives, peers and subordinates on relevant information in a timely manner.\nVerifies that all Taxes are current, collected and/or accrued.\nMonitors all taxes that apply, ensuring that taxes are current, collected and/or accrued.\nProcesses information compiles, codes, categories, calculates, tabulates, audits, or verifies information or data.\nEvaluates information to determine compliance with standards, using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.\nUpdates and uses relevant knowledge, keeps up-to-date technically and applying new knowledge to job.\nAssists in Conducting Strategic Planning and Decision Making\nCommunicates financial concepts in a clear and persuasive manner that is easy to understand and drives desired behaviors.\nAdvises the Executive committee on existing and evolving operating/financial issues.\nProvides on going analytical support (e.g. monitoring the operating department's actual and projected sales and profit and coaches management team to ensure financial goals are met and opportunities are identified and addressed).\nProvides assistance to the DOF in developing the annual business plan, budgets and monthly forecasts.\nProvides analytical support during budget reviews to identify cost saving and productivity opportunities.\nProvides direction and assistance to other organizational units regarding accounting and budgeting policies and procedures, and efficient control and utilization.\nOrients hotel managers to the accounting function and coaches to effectively manage their department's financial performance.\nProduces accurate and timely financial reports to support effective decision making.\nProvides meaning or context to the financial results.\nVerifies that the P&L is accurate (i.e., costs are properly matched to revenue, costs are recorded in the proper accounts) and statements are delivered to appropriate individuals in a timely manner.\nManaging Projects and Policies\nMaintains a strong accounting & operational control environment to safeguard assets improve operations and profitability and manage business risks.\nProduces accurate forecasts that enable operations to react to changes in the business.\nReconciles balance sheet and ensures account balances are current and supported by appropriate documentation in accordance with SOPs.\nManaging and Conducting Human Resource Activities\nFacilitates critique meetings to review results with management team.\nCelebrates successes and publicly recognizes the contributions of team members.\nLeverages strong functional leadership and communication skills to influence the management team and to lead own team.\nEstablishes and maintains open, collaborative relationships with associates and ensures associates do the same within the team.\nCreates a working environment that enables the retention of top talent and where individuals perform at their best.\nVerifies that team members are cross-trained to support successful daily operations.\nConducts annual performance appraisals with direct reports according to Standard Operating Procedures.\nEncourages open dialogue between team members.\nAssigns team members and other department managers clear accountability to accomplish goals.\nUses all available on the job training tools for associates.\nManages internal, external and regulatory audit processes and ensures compliance with Standard Operating Procedures (SOPs), verifying that hotel policies are administered fairly and consistently.\nVerifies that disciplinary procedures and documentation are completed according to Standard and Local Operating Procedures (SOPs and LSOPs) and support the Peer Review Process.\nGenerates and reviews financial reports that are linked to the plan's financial goals.\nVerifies that tax rates used for sales/use tax are current and proper amounts are collected and/or accrued.\nCompletes adhoc requests from DOF."]
[25,"Access Check","https://www.jstor.org/stable/1162999",0,"Access Check\nOur systems have detected unusual traffic activity from your network. Please complete this reCAPTCHA to demonstrate that it's you making the requests and not a robot. If you are having trouble seeing or completing this challenge,\nthis page\nmay help. If you continue to experience issues, you can\ncontact JSTOR support\n.\nBlock Reference: #4c861b26-494c-11ed-89c2-425a62597053 VID: # IP: 117.62.81.171 Date and time: Tue, 11 Oct 2022 10:05:56 GMT\nJavascript is disabled\nGo back to\nJSTOR"]
[26,"Rote Learning vs Critical Thinking – Memory or","https://katherinereilly.blog/2017/12/10/rote-learning-vs-critical-thinking-memory-or-intelligence/",1,"by Katherine Reilly\nThroughout history, numerous methods of teaching have been adopted in class; the most controversial of which, ‘Rote Learning’. Why is this method of teaching despised by modern educators? Does it have any merits? Should it be abolished completely? Below, we will examine the aspects of this teaching method as well as evaluate the benefits of modern teaching techniques such as the development of critical thinking.\nMost of you are probably wondering, “What\nis\nRote Learning?” Simply put, it’s the memorization of information, based on repetition. All of us have had to more or less learn something by heart, be it for an exam or simple instructions needed to accomplish a specific task, after which, this information can be dismissed.\nScholars, rightfully so, condemn this method as it only offers the opportunity to pass an exam, without really understanding the meaning of it. To be more precise, memorizing dates and names for a History test, would mean nothing if the student hasn’t understood the significance of the historic individual’s contribution in question.\nOther such examples could be found in foreign language teaching. There is no point in translating hundreds of words from one language to another if you can’t even use a single one of those words in a sentence. A student must learn the deeper meaning of a word, how it is used, its synonyms and above all, other forms it has.  It is a widely known fact that mastering a language is the key to understanding other cultures and civilizations, an essential tool in our new global world.\nBesides the aforementioned issues, another which is of great concern, is the ability to develop ‘critical thinking’ – perhaps THE most essential tool for survival in today’s world. Repetition and memorization of facts can only get you so far in school or the job market.  If one has not the ability to face everyday challenges such as submitting a project for work before its deadline, or simply balancing your financial expenses at home, then the purpose of your education was a complete waste of your time and energies.\nCritical thinking is a skill which must be fostered at school from the early years. A child must develop the ability to distinguish between two or more choices and in the long run, learn to think for himself. Self respect and confidence can be nurtured during this process, therefore, leading to an independent individual who can express his opinion, evaluate a situation and make informed choices based on the information given to him.\nBut it can’t be all bad now, can it? Does Rote Learning have any advantages? Unbeknownst to many, it actually does! Rote Learning in many ways is the basis of education.\nWithout Rote Learning, a student wouldn’t be able to learn to speak or make calculations. Memorization of phonics in reading, multiplication tables or even the periodic table in chemistry are all examples of the essential use of rote learning.\nAs for other daily uses of rote learning? Memorizing an address or phone number on the go is an everyday challenge we might face. Other examples include plays or speeches which require the memorization of such material.\nIn a nutshell, what is the most successful way of learning? Though rote learning has a few benefits, critical thinking is beyond a doubt, the most instrumental tool for the development and successful integration of an individual in society. The key to success is a harmonious balance between the two, resorting to rote learning only in cases of essential memorization while reaping the unlimited potential critical thinking has to offer.\nKatherine Reilly\nEnglish Teacher\nShare this:\nEmail\nPrint\nFacebook\nLinkedIn\nLike this:\nLike\nLoading...\nRelated"]
[27,"Formulation jobs in Downtown Core, Singapore Country","https://sg.jooble.org/jobs-formulation/Downtown-Core%2C-Singapore-Country",0,"...\nsuccessful delivery of new product development within defined objectives through close collaboration with Technology/Operations in\nformulating\nend to end solutions to meet business requirements. • Collaborate with technology to review Functional Solutions and ensure they\n..."]
[28,"Dewey’s educational philosophy","https://theeducationhub.org.nz/deweys-educational-philosophy/",1,"He developed a concept of inquiry, prompted by a sense of need and followed by intellectual work such as defining problems, testing hypotheses, and finding satisfactory solutions, as the central activity of such an educational approach. This organic cycle of doubt, inquiry, reflection and the reestablishment of sense or understanding  contrasted with the ‘reflex arc’ model of learning popular in his time. The reflex arc model thought of learning as a mechanical process, measurable by standardised tests, without reference to the role of emotion or experience in learning.\nDewey was critical of the reductionism of educational approaches which assume that all the big questions and ideas are already answered, and need only to be transmitted to students. He believed that all concepts and meanings could be open to reinvention and improvement, and all disciplines could be expanded with new knowledge, concepts and understandings."]
[29,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_3ac66228-ad09-42c2-ab60-69ef228445fd",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[30,"Rote Memorization and Alternatives to Learn Faster and More","https://atutor.ca/rote-memorization/",1,"In this article, we will define what rote memorization is and why its effectiveness is debatable. Lastly, we will unveil five methods to memorize faster and more.\nWhat Is Rote Memorization?\nRote learning is one method to\nmemorize new information quickly through repetition\n– repeating a number repeatedly and hoping that the brain can find a way to memorize it independently.\nTeachers can use rote learning methods as a helpful tool when students memorize small pieces of information quickly. The teacher uses repetition so students can recall information quickly. This method is often used in language classes.\nRote memorization has\nfallen into disrepute\nin recent years. But why and for what reason? Rote learning can work, but it is not always the suitable method for everyone. If a student is asked to learn the capitals of all Asian countries by heart, this is a reasonable task if they already have a deep understanding of Asia. If the student is approached an entirely new topic, other methods are more appropriate.\nAccording to a study by Dr. Yury Shtyrov, you need about\n160 repetitions per unknown word\nuntil you have hammered it into your long-term memory. Suddenly, rote memorization does not sound so simple anymore.\nRote learning is not all bad. It can help create\nfoundational knowledge\nthat can help you memorize new content more manageable.\nOur brain needs as\nmany points of reference\nto seed new information to make it easier to remember and permanently save content. If you try to make as many associations as possible and involve several senses, you will likely put the new content into your long-term memory. Associative learning and building bridges to apply abstract information to your environment is the key.\nFive Rote Learning Alternatives to Memorize Faster and More\nDo you sometimes wonder why your parents can not remember how to convert word to PDF although you have shown them many times? Then how do they do remember the day when you took your first steps? Some learning and memorizing types don’t require rote learning when new information has a high intensity.\nWhen a new piece of information enters the brain with a high entry intensity, feelings are most likely. How can we force high intensity when we need to learn new vocabulary for tomorrow’s German test or my unique phone number? Almost impossible.\nBefore you start learning new content, you will have to find out the learning method for YOU. Whether you remember information or not depends mainly on\nhow you learn\nand whether you apply the knowledge. So here are five\nmeaningful learning methods\nto memorize faster and more for the long term.\n1. Break Down the Information into Smaller Pieces\nOur brains are not good at remembering more than seven digits at once. This may be the reason why it is difficult for us to memorize more vast numbers or formulas. We need to break down new information into smaller pieces.\nTry to remember this number 7464241234521.\nEven with the rote memorization method, you will probably not remember it in a hurry by repeating over and over.\nIt will be much easier for you, if you try to remember individual parts of the number, such as:\n74 for my mother ́s birthday\n64 for your uncle’s house number\n2412 as the date for Christmas\n345 you can remember as they are following numbers\n21 could be the biggest birthday party you have had or will have\nIf you have no personal reference to a number, you can make one up. It will still work.\n2. The Loci-Method\nHave you seen memory athletes who remember a ridiculously long number within minutes? They most likely used the Loci-Method, where you\nuse a city route with various prominent points or locations and walk along the streets\n.\nYou place the information you want to remember to point on the map and walk the way in your mind. You can then collect the corresponding information at each place again.\nThis method is beneficial when you need to remember a long number or formula but needs practice over time.\n3. Senses: Learning by Hearing, Feeling, Listening, and Feeling\nThis is the method that many school teachers use for their students, where students learn through experiences. Many students can not sit in silence in front of their computers or documents and force the new information into their heads. It helps to visualize, hear, or even feel what they want to remember. Combining different senses to learn by heart can help.\nLearning a new phone number with the help of senses may sound weird, but it can work if you use your creativity.\nThink of songs\nor make your song with your number; maybe a rhyme can help too.\n4. Distribute the Information Everywhere\nI recently started learning Indonesian. Everyone who comes into my apartment can see since I have notes with vocabulary and phrases everywhere in the bedroom, in the bathroom, on the mirror, and the shower glass or the couch. If I plan to learn new content by heart, I need to be confronted with it everywhere.\nWrite down what you want to learn on many little papers and distribute them all over your home. This way, you will constantly be confronted with them, no matter what you are doing. Sometimes different colors or pens can help to memorize them.\nIt sounds simple, but this type of rote memorization is still a very effective way to learn by heart. If you deal with the same information over and over again, it will eventually be internalized automatically. Therefore, take the opportunity to surround yourself with the learning material.\n5. Have Breaks and Sleep\nAnd last but not least, have breaks! Your\nbrain needs breaks\nand time to work with all the new information. After pushing all this new content into your brain, rote memorization can only really work when you give your brain rest to deal with the new information.\nSleep! Don ́t worry. Your brain will not forget anything while you sleep. It is the opposite. Your brain is very active and transfers the new knowledge into long-term memory. Repeating everything just before you go to sleep can increase the chance that this knowledge will be stored for the long term.\nSummary\nLearning new content is particularly easy if the learner can connect to knowledge and if the new content makes sense. Suppose you have a new hobby, you know many new things quickly because you enjoy it.\nTry a few different methods and\nmemory games\nand work out what learning type you are. Once you understand how you memorize new information fast and practice as much and often as you can for the long term, learning is working, and no one can do that for you.\nExam Prep\nShow Comments\nLeave a Reply\nCancel reply\nSave my name, email, and website in this browser for the next time I comment.\nShare Article:"]
[31,"Jnr Treasury Executive","https://www.monster.com.sg/job/jnr-treasury-executive-byso-resources-pte-ltd-singapore-7284109",0,"Responsibilities:\nManaging of company's cash flow, including preparing and monitoring of incoming and outgoing funds\nMaintaining and managing bank relationship and client relationship\nAssist in managing foreign currency exposure and processing of FX settlements\nAssist in cash and debt facilities management\nLiaising with internal and external parties on cash related matters\nPrepare daily, weekly and monthly treasury reports on a timely basis\nAssist in trade finance operations, including letter of credit negotiation, L/C documents presentation etc.\nOther ad-hoc jobs where necessary\nRequirements:\nDegree in Finance, Accounting, Economics or relevant field of study\nWorking experience in bank or trading company is preferred\nPatient and high level of attention to details\nAnalytical and meticulous with numbers\nSelf-motivated and strong learning ability\nHigh proficiency in Microsoft Office\nBilingual in English & Mandarin"]
[32,"Understanding the fundamentals of finance will help your staff make better decisions","https://cfo.co.za/articles/get-your-staff-making-better-decisions-by-helping-them-to-understand-the-fundamentals-of-finance/",1,"Accounting Made Easy's Mark Samowitz says the way accounting is taught is flawed, and he can fix that.\nMark Samowitz\n,\nAccounting Made Easy\nCEO, believes that there’s an inherent flaw in the way that accounting is taught, and that this scares accountants and non-accountants alike.\n“Accounting is taught using textbooks, in lectures and most of all as off-by-heart learning. Everyone is taught to memorise concepts instead of being helped to understand them,” he says.\nThis rote learning, without underlying understanding, means that when finance people speak to non-finance people, they don’t know how to explain what they mean. “This leaves people feeling threatened, and scared to engage with accounting language,” Mark says. “They nod and smile, but have no cooking clue what was said to them.”\nTerms like “accrue for that”, “write that off” or “provide for that” give rise to accounting transactions. They have an impact on income, expenses, balance sheets and income statements in some way.\nIt’s in this space that Mark’s company Accounting Made Easy plays. The company takes people who are scared of the language of accounting, who believe that they are not good with numbers, and who wish that they could understand more, but don’t have the time to go on a three-month or six-month course, and helps them to start understanding accounting.\n“We can do it in a day,” Mark says. “And we’re not going to scare, frighten or threaten.”\nThe process is gamified, interactive and fun, with the principles of accounting emerging as the trainers run a real-life simulation of a business. “You’ll understand what a balance sheet, income statement and cashflow statement are because you’ve prepared one from the ground up. That’s how we remove the fear from the subject – we let people play and get involved with their hands. The success lies in the fact that we make it visual.”\nFor every concept that Accounting Made Easy teaches, they have a visual “game” to help people to understand it. Puzzle pieces, movable parts and interactive charts allow the participants to make the connections for themselves. “That’s the beauty of what we do. We dispel the fear of the subject in a day, and make it understandable, accessible and logical to anyone in the business who needs to understand finance.”\nWhile this single-day, gamified approach may seem appropriate for finance beginners, Mark says that it also has value for actual accountants. “The course will show them how much of what they say is not understood, and also, they will see how to explain or present it in a way that it is accessible. Accountants who come on our course have said to us, ‘Thank you, you’ve given me the skills to talk to my staff in a different way.’”\nThe trainers themselves are all qualified chartered accountants. Mark says that Accounting Made Easy looks for three things in their trainers: accounting knowledge, personality, and a passion for empowering people.\nMark says that while the fundamentals of accounting can be taught in a day, a second day will allow the trainers to customise the learnings for the client’s company. “Our trainers can come back on a second day and look at your financial data and your transactions. That’s where the learning process becomes real and can be the start of behavioural change in the business. Around 90 percent of our clients opt for that second-day follow-up to get the chance to apply those fundamentals to their own work environment.”\nThe purpose of all of this, he says, is to help employees make better business decisions. “You can’t make decisions based on stuff you don’t understand.”\nAccounting Made Easy has trained over 20,000 people in over 100 JSE-listed companies, as well as in many unlisted organisations as well. Mark and his team follow up with their trainees after three months and six months to assess whether the training has changed the way that they work, and the feedback they receive is that they are making better decisions than  they would have prior to going on the course.\nIf you would like to find out more about Accounting Made Easy call 082 788 7722."]
[33,"France","https://www.trade.gov/country-commercial-guides/france-market-overview",0,"In 2020, the government of France re-imposed several months of strict confinement measures to curb the spread of the COVID-19. The government forced many small businesses to shut down entirely or change their business model to offer take-out or delivery options. Most companies switched to working from home through a virtual telework format. All major international trade shows were canceled or postponed. International travel and intra-region travel within France were also severely limited. During this period, U.S. companies interested in exporting goods and services or promoting in-bound investment had to adapt and evolve by conducting events through virtual conferences or webinars.\nIn response to the economic impact of the pandemic, the government of France launched a two-year €100 billion ($ billion) recovery plan called the Plan de Relance in September 2020.  Emergency measures rolled out from March 2020 safeguarded household incomes and drove the uptick in consumption in recent months. However, lasting economic impacts on the productive capital and the deterioration of employees’ skillsets could compromise France’s growth potential.  The bulk of the recovery plan aims to support employment in the short term and pave the way for the French economy of 2030, which will be greener, more competitive, and more inclusive.  France’s Plan de Relance aims to bolster competitiveness through investments in critical sectors such as health, electronics, agrifood, and industrial 5G application.  The plan also lays out objectives for France to become Europe’s first major decarbonized economy by achieving carbon neutrality by 2050 through ecological/green initiatives.  France aims to improve productivity through training and workforce development programs to strengthen France’s industrial leadership and resilience.\nThe French central bank estimated on September 13th that France’s economy will pick up 6.3 percent in 2021 while the French government expects a 6 percent GDP growth.  The rebound should extend into 2022, with growth remaining vigorous at around 4 percent, and economic activity projected to return to its pre-Covid level by the end of 2021.\nHistorically, the U.S.-French commercial and economic alliance is one of the United States’ oldest and closest. The United States and France established diplomatic relations in 1778. The United States’ first trade agreement, the Treaty of Amity and Commerce between the United States and France, was signed that same year.  Relations between the United States and France have remained active and friendly. Our countries share common values and have similar policies on most political, economic, and security issues.\nWith a GDP of approximately $2.6 trillion in 2020 (down 8.2% in 2020, +1.5% y-o-y growth in 2019), France is the world’s fifth-largest economy and Europe’s third-largest economy after Germany and the UK.  It has substantial agricultural resources and maintains a strong manufacturing sector, despite a recent decline.  A dynamic services sector now accounts for an increasingly large share of economic activity and is responsible for most job creation in recent years.  France initiated the G-20, is host to the OECD, and is a member of the G-7,  the European Union, and the World Trade Organization, confirming its status as a leading economic player globally.\nFrance has an educated population, first-rate universities, and a talented workforce.  It has a modern business culture, sophisticated financial markets, strong intellectual property protections, and innovative business leaders.  The country is known for its world-class infrastructure, including high-speed passenger rail, maritime ports, extensive roadway networks and public transportation, and efficient intermodal connections.  In 2019, France was the ninth-largest global market for foreign direct investment (FDI) inflows.  In total, there are more than 28,000 foreign-owned companies doing business in France.  It is the home to 29 of the world’s 500 largest companies.  In 2020, the World Economic Forum ranked France 9th in terms of global competitiveness economic transformation readiness.  France was also ranked 4th in the “Countries with the Best Foreign Direct Investment Opportunities” 2020 annual survey of global business executives, financial advisors, affluent families, financial institutions, corporations, private investors, and high-to-ultra high net worth individuals that ranks markets that are likely to attract the most investment in the next three years.\nTrade and investment ties between the United States and France are strong. On average, over $1 billion in commercial transactions, including sales of U.S. and French foreign affiliates, takes place every day. U.S. exports to France include industrial chemicals, aircraft and engines, electronic components, telecommunications, computer software, computers and peripherals, analytical and scientific instrumentation, medical instruments and supplies, and broadcasting equipment. The United States is the top foreign destination for French investment. By country of the ultimate beneficial owner (UBO), France entered the top 5 investing countries at the end of 2020 ($315.0 billion), moving up one position from 2019. The United States is the largest foreign investor in France in terms of job creation.  In 2020, the United States was the leading foreign investor in France with a stock of foreign direct investment (FDI) totaling over $91.1 billion.  More than 4,600 U.S. firms operate in France, supporting nearly 480,000 jobs.  A total of 204 investments were recorded from the United States in France in 2020, creating 8,286 jobs, 5 percent more than in 2019.  In 2020, the United States exported $42.9 billion of goods and services to France, down 28.8 percent from 2019.  The United States and France have a bilateral convention on investment and a bilateral tax treaty addressing, among other things, double taxation and tax evasion.\nResource:\nhttps://www.bea.gov/international/#bop\nFollowing the election of French President Emmanuel Macron in May 2017, the French government implemented significant labor market and tax reforms.  Macron has buoyed ease of doing business in France by relaxing the rules on companies to hire and fire employees and offering investment incentives.  However, Macron will likely delay or abandon the second phase of his envisioned reforms for unemployment benefits and pensions due to more pressing concerns related to the COVID-19 crisis."]
[34,"Difference Between Deep Learning and Surface Learning","http://www.differencebetween.net/language/difference-between-deep-learning-and-surface-learning/",1,"Deep learning is a committed approach to learning that involves consideration rumination on the part of the student. There are several different ways to approach and engage students to allow them to think and learn critically and accomplish complex tasks at hand. The deep approach encourages students to interact vigorously and critically with the\ncontent\nin order to understand new ideas and integrate these ideas with what they learned and test them on reality. Deep approach often includes applying critical thinking skills to devise a solution to a posed problem. Deep learners seek to understand meaning and can apply what they learn to new situations and contexts. They enjoy learning new stuffs and subjects, and discussing different points of view. The deep learners construct their own knowledge by making connections between existing and new findings."]
[35,"Hong Kong: Migrant Lives, Landscapes, and Journeys","https://academic.oup.com/chicago-scholarship-online/book/23197?login=false",0,"Abstract\nIn 1997 the United Kingdom returned control of Hong Kong to China, ending the city's status as one of the last remnants of the British Empire and initiating a new phase for it as both a modern city and a hub for global migrations. This book is a tour of the city's postcolonial urban landscape, innovatively told through fieldwork and photography. This book's point of entry into Hong Kong is the unusual position of the British expatriates who chose to remain in the city after the transition. Now a relatively insignificant presence, British migrants in Hong Kong have become intimately connected with another small minority group there: immigrants from Southeast Asia. The lives, journeys, and stories of these two groups bring to life a place where the past continues to resonate for all its residents, even as the city hurtles forward into a future marked by transience and transition. By blending ethnographic and visual approaches, this book offers a fascinating guide to a city that is at once unique in its recent history and exemplary of our globalized present."]
[36,"XIX World Economic History Congress","https://www.wehc2022.org/",0,"The World Economic History Congresses (WEHC) are international and interdisciplinary events placing close collaboration of economics and history at their core. These congresses not only appeal to management scholars, sociologists, geographers, anthropologists, ethnographists, psychologists, philosophers, but also to historians of science and technology, as well as nature and life scientists. All researchers across the world are more than welcome to participate."]
[37,"What Is Ethics in Research & Why Is It Important?","https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm",1,"The research protocol for a study of a drug on hypertension requires the administration of the drug at different doses to 50 laboratory mice, with chemical and behavioral tests to determine toxic effects. Tom has almost finished the experiment for Dr. Q. He has only 5 mice left to test. However, he really wants to finish his work in time to go to Florida on spring break with his friends, who are leaving tonight. He has injected the drug in all 50 mice but has not completed all of the tests. He therefore decides to extrapolate from the 45 completed results to produce the 5 additional results.\nMany different research ethics policies would hold that Tom has acted unethically by fabricating data. If this study were sponsored by a federal agency, such as the NIH, his actions would constitute a form of\nresearch misconduct\n, which the government defines as \"fabrication, falsification, or plagiarism\" (or FFP). Actions that nearly all researchers classify as unethical are viewed as misconduct. It is important to remember, however, that misconduct occurs only when researchers\nintend to deceive\n: honest errors related to sloppiness, poor record keeping, miscalculations, bias, self-deception, and even negligence do not constitute misconduct. Also,\nreasonable disagreements\nabout research methods, procedures, and interpretations do not constitute research misconduct. Consider the following case:"]
[38,"Environmental: Material Resources by Material Groups: Non OECD Member: Annual","https://www.ceicdata.com/en/singapore/environmental-material-resources-by-material-groups-non-oecd-member-annual",0,"This website stores cookies on your computer. These cookies are used to collect information about how you interact with our website and allow us to remember you. We use this information in order to improve and customize your browsing experience and for analytics and metrics about our visitors both on this website and other media. To find out more about the cookies we use, see our\nCookies Policy\n."]
[39,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_156595af-9c8d-4eae-a0ac-edb385dca9fe",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[40,"Just a moment...","https://www.researchgate.net/publication/231262045_On_the_importance_of_rote_learning",0,"www.researchgate.net\nChecking if the site connection is secure\nEnable JavaScript and cookies to continue\nwww.researchgate.net needs to review the security of your connection before proceeding.\nDid you know\n43% of cyber attacks target small businesses?\nWhy am I seeing this page?\nRequests from malicious bots can pose as legitimate traffic. Occasionally, you may see this page while the site ensures that the connection is secure.\nConnection is secure\nProceeding...\nerror code: 1020"]
[41,"What are academic research standards?","https://www.editage.com/insights/what-are-the-academic-research-standards",0,"This content belongs to the Journal submission & peer review Stage\nImprove the chances of your manuscript’s acceptance by learning how to prepare a manuscript for journal submission and handle the peer review process. Subscribe and get curated content that will give impetus to your research paper."]
[42,"LinkedIn","https://www.linkedin.cn/incareer/jobs/view/teacher-languages-chinese-at-department-of-education-western-australia-3295347869?_l=en_US",0,"ستعود شبكة LinkedIn سريعًا\nلقد قمنا بإخطار فريق الدعم الفني لدينا بأنك تواجه مشكلة في الدخول على LinkedIn. سنقوم بحل المشكلة في أسرع وقت.\nيمكنك ترك هذه النافذة مفتوحة وسنقوم تلقائيًا بإعادتك للصفحة الرئيسية على LinkedIn خلال دقائق معدودة.\nنعتذر عن أي إزعاج.\nVaše síť LinkedIn bude brzy opět fungovat\nUpozornili jsme naše provozní zaměstnance, že máte problém s přístupem na LinkedIn. Brzy vás opět připojíme.\nMůžete nechat toto okno otevřené a my za několik minut automaticky zobrazíme vaši domovskou stránku služby LinkedIn.\nOmlouváme se za přerušení.\nDit LinkedIn-netværk er snart tilbage\nVi har meddelt vores driftspersonale, at du har problemer med at få adgang til LinkedIn. Vi sørger for, at du snart har forbindelse igen.\nDu kan lade dette vindue være åbent, og vi vil automatisk føre dig tilbage til din LinkedIn-startside i løbet af et par minutter.\nVi beklager ulejligheden.\nIhr LinkedIn Netzwerk steht bald wieder zur Verfügung\nWir haben unser Betriebsteam darüber informiert, dass Sie Probleme beim Zugriff auf LinkedIn haben. Wir werden Ihren Zugang bald wieder herstellen.\nBitte lassen Sie dieses Fenster geöffnet. In wenigen Minuten werden Sie auf Ihre LinkedIn Startseite zurückgeleitet.\nWir entschuldigen uns für diese Unterbrechung.\nYour LinkedIn Network Will Be Back Soon\nWe’ve notified our operations staff that you are having a problem reaching LinkedIn. We’ll get you reconnected soon.\nYou can leave this window open and we’ll automatically take you back to your LinkedIn home page in a few minutes.\nWe apologize for the interruption.\nTu red de LinkedIn estará disponible en breve\nHemos avisado a nuestros técnicos de que estás teniendo problemas para acceder a LinkedIn. Pronto volverás a tener acceso.\nPuedes dejar esta ventana abierta y te dirigiremos de nuevo a la página principal de LinkedIn en breves minutos.\nDisculpa las molestias.\nVotre réseau LinkedIn sera bientôt accessible\nNous avons averti notre service technique des difficultés que vous rencontrez pour accéder à LinkedIn. Nous prenons en charge votre problème.\nVous pouvez laisser cette page ouverte et nous vous connecterons automatiquement à votre page d’accueil sur LinkedIn dans quelques instants.\nVeuillez nous excuser de ce désagrément.\nJaringan LinkedIn Anda Akan Segera Normal Kembali\nKami sudah memberitahu staf operasional kami bahwa Anda menemui masalah saat menjangkau LinkedIn. Kami akan segera menghubungkan Anda kembali.\nAnda dapat membiarkan jendela ini tetap terbuka dan dalam beberapa menit, kami akan membawa Anda kembali secara otomatis ke halaman utama LinkedIn.\nKami mohon maaf atas gangguan ini.\nLa tua rete LinkedIn tornerà presto disponibile\nAbbiamo informato i nostri tecnici delle tue difficoltà di accesso a LinkedIn. Il problema sarà risolto al più presto.\nPuoi lasciare aperta questa finestra: a breve tornerai automaticamente alla home page di LinkedIn.\nCi scusiamo per l’inconveniente.\nサイト調整中\nLinkedInへのアクセスに障害が発生しています。ご迷惑をおかけして申し訳ありません。現在スタッフが対応にあたっております。\nこのままウィンドウを開いておくと、数分でLinkedInのホームページが復帰します。\nご迷惑をおかけして申し訳ありません。\nLinkedIn\n현재 접속 문제를 LinkedIn 운영팀에 전달했습니다. 곧 해결하겠습니다.\n몇 분 후에 자동으로 LinkedIn 홈으로 연결됩니다.\n이용에 불편을 드려 죄송합니다.\nRangkaian LinkedIn Anda Akan Kembali Sebentar Lagi\nKami telah memberitahu Kakitangan operasi kami bahawa anda mempunyai masalah mencapai LinkedIn. Kami akan menyambungkan anda semula sebentar lagi.\nAnda boleh membiarkan tetingkap ini terbuka dan kami akan membawa anda ke laman utama LinkedIn dalam beberapa minit.\nKami meminta maaf atas gangguan ini.\nUw LinkedIn-netwerk is zo weer terug\nOns operationele personeel is op de hoogte gesteld van het feit dat u LinkedIn niet kunt bereiken. We doen ons best om uw verbinding zo snel mogelijk te herstellen.\nU kunt dit venster open laten staan. U wordt over enkele minuten automatisch teruggebracht naar uw LinkedIn-homepagina.\nOnze excuses voor de onderbreking.\nLinkedIn-nettverket ditt er snart tilbake\nVi har varslet våre servicemedarbeidere om at du har problemer med å nå LinkedIn. Vi skal få deg koblet til igjen så fort som mulig.\nDu kan la dette vinduet være åpent, og vi vil automatisk ta deg tilbake til LinkedIn-hjemmesiden om noen få minutter.\nVi beklager besværet.\nSieć LinkedIn będzie wkrótce ponownie dostępna\nPowiadomiliśmy naszych pracowników obsługi o twoich problemach z siecią LinkedIn. Wkrótce rozwiążą ten problem.\nMożesz zostawić to okno otwarte, a automatycznie przeniesiemy Cię ponownie na stronę główną LinkedIn za klika minut.\nPrzepraszamy za niedogodności.\nSua rede do LinkedIn voltará em breve\nNotificamos à nossa equipe de operações que você está com problemas para acessar o LinkedIn. Restabeleceremos o seu acesso em breve.\nPermaneça com esta janela aberta e, em alguns minutos, nós restabeleceremos automaticamente seu acesso à sua página inicial do LinkedIn.\nLamentamos a interrupção.\nRețeaua dvs. LinkedIn va reveni în curând\nPersonalul nostru tehnic a fost înștiințat că aveți probleme în a accesa LinkedIn. Vă vom ajuta să vă reconectați în curând.\nPuteți lăsa deschisă această fereastră și vă vom redirecționa automat la pagina inițială LinkedIn în câteva minute.\nNe cerem scuze pentru întrerupere.\nДоступ к LinkedIn будет восстановлен в ближайшее время\nМы уведомили персонал нашей службы поддержки о Вашей проблеме с доступом к LinkedIn. Доступ будет восстановлен в ближайшее время.\nВы можете оставить это окно открытым. В течение нескольких минут Вы будете автоматически перенаправлены на главную страницу LinkedIn.\nПриносим свои извинения.\nDitt nätverk på LinkedIn är snart tillbaka\nVi har meddelat vår driftspersonal om att du har problem med att komma åt LinkedIn. Du är snart ansluten igen.\nDu kan låta det här fönstret vara öppet så kommer du automatiskt tillbaka till LinkedIns startsida om några minuter.\nVi ber om ursäkt för avbrottet.\nเครือข่าย LinkedIn ของคุณจะกลับมาในไม่ช้า\nเราแจ้งเจ้าหน้าที่ปฏิบัติการไปแล้วว่าคุณมีปัญหาในการเข้าถึง LinkedIn เราจะเชื่อมต่อคุณอีกครั้งในเร็ว ๆ นี้\nคุณสามารถเปิดหน้าต่างนี้ทิ้งไว้ และเราจะพาคุณกลับไปที่หน้าแรก LinkedIn โดยอัตโนมัติภายในไม่กี่นาที\nขออภัยสําหรับการขัดจังหวะ\nBabalik ang Inyong LinkedIn Network sa Lalong Madaling Panahon\nInabisuhan namin ang aming mga kawani ng operasyon kung saan ka nagkakaproblema sa pag-abot sa LinkedIn. Ikokonekta ka naming muli.\nMaaari mong iwang bukas ang window at awtomatikon ka naming ibabalik sa iyong LinkedIn home page sa ilang sandali.\nHumihingi kami ng paumanhin sa abala.\nLinkedIn İletişim Ağınız Kısa Bir Süre Sonra Kullanıma Hazır Olacaktır\nLinkedIn‘e erişim sorunu yaşadığınızı operasyon ekibimize bildirdik. En kısa zamanda yeniden bağlanmanız sağlanacaktır.\nBu pencereyi açık bırakabilirsiniz ve birkaç dakika içinde LinkedIn ana sayfanıza otomatik olarak bağlanmanızı sağlayabiliriz.\nBu aksaklık için özür dileriz.\n领英很快可以恢复服务\n我们的工程师我们正在努力修复!\n您不需要关闭窗口,几分钟后将会自动返回领英首页。\n造成不便敬请谅解。\nLinkedIn 將很快恢復正常運作\n我們已通知員工您無法進入 LinkedIn 的問題。我們會儘快解決您的問題。\n您不需關閉本視窗,我們將在幾分鐘後返回 LinkedIn 首頁。\n造成不便敬請見諒。"]
[43,"Just a moment...","https://www.researchgate.net/publication/336578208_Economic_growth_and_Poverty_condition_Singapore",0,"www.researchgate.net\nChecking if the site connection is secure\nEnable JavaScript and cookies to continue\nwww.researchgate.net needs to review the security of your connection before proceeding.\nDid you know\nthere are Verified Bots that are allowed around the internet because they help provide services we use day to day?\nWhy am I seeing this page?\nRequests from malicious bots can pose as legitimate traffic. Occasionally, you may see this page while the site ensures that the connection is secure.\nConnection is secure\nProceeding...\nerror code: 1020"]
[44,"Just a moment...","https://www.improvememory.org/blog-posts/how-to-improve-memory/memorization-techniques/the-rote-learning-method-what-you-need-to-know/",0,"www.improvememory.org\nChecking if the site connection is secure\nEnable JavaScript and cookies to continue\nwww.improvememory.org needs to review the security of your connection before proceeding.\nDid you know\ncompanies are using machine learning to help identify and protect against bot traffic?\nWhy am I seeing this page?\nRequests from malicious bots can pose as legitimate traffic. Occasionally, you may see this page while the site ensures that the connection is secure.\nConnection is secure\nProceeding...\nerror code: 1020"]
[45,"Clean Energy Standard","https://www.nyserda.ny.gov/All-Programs/Clean-Energy-Standard",0,"Services News Government COVID-19\nClean Energy Standard\nGenerators\nand Developers\nLSE\nObligations\nLandowners\nand Local\nGovernments\nResources\n\n  A PROGRAM OF NYSERDA\n  Change Language\n  عربى\n \n  বাংলা\n  中国人 (简化版)\n  Dansk\n  Nederlands\n  Suomalainen\n  Français\n  Deutsche\n  Ελληνικά\n  Kreyòl Ayisyen\n \n  עִברִית\n  हिंदी\n  Italiana\n  日本語\n  한국어\n  Polskie\n  Pусский\n  Española\n  Eydish\n  English"]
[46,"mental health and depression of rural-to-urban migrant workers compared to non-migrant workers in Shanghai: a cross-sectional study","https://academic.oup.com/inthealth/article/11/Supplement_1/S55/5610261?login=false",0,"This study has a number of limitations. First, we mentioned that factors such as socio-economic status, social support, social stigmatization or discrimination, urban adaptation and duration of migrant status were associated with mental health in migrants. However, we did not collect information about these correlates in our survey questionnaire, which may weaken the reliability and accuracy of our findings. Second, a cross-sectional study could not establish a temporal relationship between independent variables and outcomes, therefore we cannot say conclusively whether the migratory process impacts the causal change of mental health or psychological well-being. One previous study showed that in the early stages of migration, Chinese migrants are more vulnerable to psychological distress.\n34\nA longitudinal study may better examine the possible effects of urban adaptation on migrants’ mental health. Third, although a self-administered questionnaire was used in this study, certain questions invoked personal information dating back months or weeks, which may cause recall bias in the collected data. Furthermore, the self-employed and informally employed may comprise a relatively large proportion of rural–urban migrant workers, but these workers were not so easily accessible under our survey affiliated with the HCCP of Shanghai, because of limited human and financial resources. In addition, a lack of validity from self-reported investigations may exist, especially when questions touch on sensitive issues, such as depression, in work units. Participants may have answered questions more in terms of social norms than actual situations, thus exhibiting a phenomenon known as social desirability,\n35\nwhere depressive individuals may have been reluctant to admit their psychological distress, even under conditions of anonymity and confidentiality. Finally, the study was conducted in Shanghai, where migrant workers may be more satisfied with their work conditions, living environments and salaries than those in other cities. Hence these findings may not be generalizable to other coastal or western cities in China."]
[47,"A Superior Alternative to Rote Learning","http://jakobschwichtenberg.com/a-superior-alternative-to-rote-learning/",1,"When I was taught soccer as a kid, there was one big mantra:\nrepetition, repetition, repetition.\nWe learned to pass by standing in front of each other and passing the ball between us for 20 minutes. We did this almost every training session. The same way we learned headers. We learned shooting by shooting onto the goal for half an hour at the end of every training session.\nIt wasn’t fun, but it worked. After several years of weekly practice, I’m quite good at soccer.\nWhen I was a bit older I learned to play trumpet and the mantra was again:\nrepetition, repetition, repetition.\nI had to repeat certain songs until I was able to play them perfectly. I’m sure this method would have worked again if I hadn’t given up after 2 years or so.\nThe same teaching method was used to teach me mathematics, Latin etc. in school. I learned to solve equations by solving hundreds of them. I learned to integrate by integrating hundreds of integrals. I learned Latin vocabularies by repeating them over and over again.\nThe story continued when I learned physics at university. To pass exams I had to know the exercise sheets by heart. Thus I calculated them over and over again until I had memorized every step.\nAgain it wasn’t fun but worked. Rote learning is certainly a valid approach, but is it really the best we can do?\nIt turns out, there is another teaching method that is not only much more fun but also far more effective. It’s called\ndifferential learning\n. Currently, this approach is only somewhat widespread in sports, but I’m convinced that it’s applicable almost everywhere.\nIntroducing: Differential Learning\nThe basic idea is this:\nInstead of letting someone repeat the correct way to do something over and over again, you actively him/her them to do it wrong.\nFor instance, if I want to teach soccer to kids, I don’t let them repeat the correct passing technique over and over again. Instead, I tell them to pass the ball in every correct and incorrect way possible.\nA good way to pass a ball is to use inside of the foot. I let them do this, but also tell them to do it in every other way possible.  They have to use the outer part of their foot. They have to use the back of their foot. They have to use the bottom of their foot. They even have to pass the ball with their shin.\nThis way they learn to control the ball and pass it cleanly much quicker. They are immediately exposed to the differences between correct and inferior techniques. That’s why it’s called differential learning. The kids learn to adapt and find their own style. Most importantly, the brain doesn’t get bored and keeps learning and learning.\nThis method is surprisingly new. It was first put forward in 1999 by the German sports scientist\nWolfgang Schöllhorn\n. However, it became popular quickly, at least in the soccer world. For example, the former coach of Borussia Dortmund, Thomas Tuchel, used it\nwith great success\n.  In addition to such anecdotal evidence there is serious research going on and so far,\nthe data looks convincing\n.\nSo ist differential learning limited to sports?\nAbsolutely not. It’s easy to imagine how the same basic idea could be applied in other fields. However, I don’t know any examples where differential learning is currently used outside of the soccer world. This means we need to get creative.\nMy field is physics, so I will use it as an example. Let’s say we want to teach quantum mechanics.\nThe thing is if you pick up any textbook on quantum mechanics, all you find is the standard story, repeated over and over again. I recently helped a friend who was preparing for her final exam and was shocked when I saw again how similar all the textbooks are. What you’ll never find in these textbooks is disagreement or discussions of alternatives. However, this would be exactly what we need to make differential learning of quantum mechanics possible.\nSo how could differential learning of quantum mechanics look like in practice?\nFirst, let’s remind ourselves how differential learning of soccer works. Afterward, we can try to map the essential steps to quantum mechanics. To teach kids soccer, we need to identify the fundamentals: passing, shooting, headers, tackles, stopping, etc. Then we let them execute these fundamentals, but make sure that they do it in every wrong and right way possible. The goal is that the kids learn to control the ball in all kinds of situations and are able to move the ball wherever they want it to be on the pitch.\nSo what are the fundamentals of quantum mechanics and what do we want our students to be able to do? Our goal is that students are able to describe the behavior of elementary particles in all kinds of situations:\nwhen they are alone and moving freely,\nwhen they are confined in a box,\nwhen they are bound to another particle,\nwhen they scatter off a wall,\nwhen they are shot onto a wall with slits in it,\nwhen they move in a magnetic field etc.\nThe differential way to teach this would be to give the students the task to describe particles in these situations, together with the experimental data that tells them what actually happens. We don’t force the correct way to do it onto them. Instead, we encourage them to try it in every wrong way possible.\nThis way we can avoid that the students simply memorize the usual quantum algorithm* without understanding anything.\nThis is exactly what goes wrong in the standard approach. Like the kids learning soccer by repeating the “correct way” to do something over and over again, students of quantum mechanics usually only learn to apply the standard quantum algorithm again and again.\nInstead, through differential learning, they would not only be able to describe what the particles do in all these situations but actually, understand why the description works.\nThat’s just one example, but it’s easy to apply the principles of “differential learning” to any other topic. I would love to see people implement it in all kinds of fields. So, if you know any existing course that makes use of “differential learning” or has any ideas of how and where it could be used, please let me know.\n*\nThe algorithm is so simple that it is easily possible to apply it without any deeper understanding: Write down the Hamiltonian for the system in question, put it into the Schrödinger equation, solve it and while doing so take care of the boundary conditions. The solution is a function of space $x$ and the square of the absolute value of the solution gives you the correct probability to find the particle at any place you want to know about. You can simply memorize it, together with the Schrödinger equation and you’ll be able to solve almost any problem your professor throws at you in an exam.\nPS: There are, of course, still lots of details missing in the alternative quantum mechanics course outlined above.  However, it’s on my to-do list for next year to fill in the gaps and develop a fully-fledged quantum mechanics mini-course that applies the principles of “differential learning”.\nYou might also like:\nP.S. I wrote a textbook which is in some sense the book I wished had existed when I started my journey in physics. It's called\n\"Physics from Symmetry\"\nand you can buy it, for example, at\nAmazon\n. And I'm now on\nTwitter\ntoo if you'd like to get updates about what I'm recently up to.\nIf you want to get an update whenever I publish something new, simply put your email address in the box below.\nMy email address is...\nNo spam guaranteed. Unsubscribe at any time.\nLeave this field empty if you're human:"]
[48,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_d51d828f-2aba-4efe-a355-f051591f64e0",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[49,"Migrant workers in a global city: the case of contemporary Hong Kong","https://www.emerald.com/insight/content/doi/10.1108/AEDS-02-2019-0028/full/html",0,"Previous research has documented the ways that migration contributed to the rise of Hong Kong as a global city by the early 1990s. Much academic attention has been paid to the causes of labor migration and issues related to the adaptation of migrant workers in Hong Kong. Based on a review of such studies, the purpose of this paper is to describe three representative groups of migrant workers in Hong Kong and discuss how research on migrant workers in Hong Kong has provided new insights to the global city literature and to the study of development and migration."]
[50,"s Labor Shortage: Are Its Cities Losing Their Appeal for Migrants?","https://www.coresponsibility.com/shanghai-shortage-migrant-workers/",0,"This\nis\nthe latest installment in our\n“Hope and Opportunity” article series\ndiscussing migrant worker trends in Shanghai.\nWhile the world debates the chances of robots replacing human labor and the Trump administration promotes the idea that China’s “cheap labor” have stolen American jobs, on the factory floors, the conversations are quite different. Factory managers are wondering why labor pools have dried up, and while China’s growing middle class is often a focus for studying consumer habits, the answer is that many migrants have expressed a longing for “escaping the busy city life” and returning to rural roots.\nParticularly among migrant workers, many yearn to leave the eastern metropolises like Shanghai and return to their hometowns in the central and western provinces – a trend that we found in our recent interviews of more than 200 migrant travelers during this year’s Chinese New Year holiday season.\nIn this article, we take a look at why Shanghai historically has appealed to migrant workers, factors behind why the city is now losing that appeal, and some key opportunities for companies to face and overcome a possible labor shortage in the near future.\nImage Credit: ZHOU KE/XINHUA/LANDOV\nWhat makes Shanghai attractive?\nIn 2016, we at Collective published our\nHope and Opportunity Report\n, which explored the unique and diverse stories of Shanghai migrant workers, giving insights to the human impact of urbanization.\nThrough our research, interviews, and surveys of migrant workers in the city, we found that four common reasons draw them to the city:\nAdventure and economic opportunity,\nForced relocation and hardship,\nEducation and growth opportunities, and\nProximity to family and friends\nLong seen as a place to get a new start and pursue one’s dream, it is little wonder that Shanghai has historically drawn some of China’s highest growth rates in past decades. However, in more recent years, that influx of workers pursuing hope and opportunity from across the country has started to trickle off.\nFrom our 2016\nHope and Opportunity Report\n.\nImage Credit: COLLECTIVE RESPONSIBILITY\nWhat insights imply that Shanghai is losing its appeal?\n1. Negative growth rate of resident population\nThe Shanghai Bureau of Statistics announced that from 2011 to 2015, the growth rate of Shanghai’s residential population\ndropped from 1.96% to -0.4%.\nIn 2015, Shanghai experienced its first negative residential population growth rate in 15 years.\n2. Decreasing growth of migrant workers in China\nIn addition to the overall residential population shrinking, the growth rate of migrant workers in Shanghai also dropped –\nfalling from 3.0% to 0.4%\nbetween 2012 and 2015, with a drop in inter-provincial migrant workers by 1.5%.\nThe trend in lower migrant workers from other provinces coming to the city suggests that they are less willing to work so far from home. In fact, the Chinese Academy of Social Sciences (CAS) released a research report in April last year showing that more than half of China’s rural population was unwilling to move to cities – citing reasons of aging, family, and maladjustment to city life. Our 2016 Hope and Opportunity Report findings support this trend.\nThe growth rate of migrant workers in China has decreased in recent years.\nImage Credit:\nCHINA NATIONAL BUREAU OF STATISTICS\n3. 回乡人: Rise in migrant workers returning home\nParticularly in provinces like Sichuan, Chongqing, and Jiangsu – known for heavy-industry labor output – the wave of migrant workers returning home is particularly noticeable. One report by\nBloomberg Businessweek\nfound that main driver behind the rising trend in\nhuíxiāngrén\n(people returning home) is that big cities are indeed losing their former attractiveness to migrants.\n4. Our 2017\n“Hope and Opportunity”\nfindings\nBefore the Chinese New Year, we interviewed migrant workers in Shanghai, who are predominantly blue-collar workers. Some of our findings include:\n45% of interviewees had lived in Shanghai for less than one year, and 55% wouldn’t return after Chinese New Year.\nNearly 20% said they felt no sense of belonging in Shanghai, and 20% of workers claimed that Shanghai is merely a place to make money, deciding that their hometown is their true “home”.\nUltimately, only 16% said they plan to settle down in Shanghai in the long-term.\nMoreover, many interviewees complained about Shanghai’s high cost of living and stressful environment, claiming that their quality of life is dropping. Many of those planning to leave pointed out the bad traffic and\nair quality\nas factors forcing them leave.\nBut even the employment advantage that initially drew many to Shanghai in the first place seems to be unsatisfactory for some migrant workers. One construction team from Henan province mentioned that the salary difference between Shanghai and their hometown was decreasing, so they were trying to find projects back in Henan instead.\nPhoto Credit: XINHUA\nIt seems that Shanghai is losing its competitive advantages – and therefore, its appeal – for migrant workers in search of employment, while its issues and downsides are worsening in the eyes of would-be migrant workers.\nDoes this mean a labor shortage is on the horizon? Not quite.\nDespite the hundreds of millions of migrant workers that still continue to gravitate eastward to China’s major cities, many small and medium Shanghai companies have expressed concerns with facing a labor shortage. Some have suggested the labor shortage is connected to\nChina’s overall “brain drain” trends\n, suggesting that Shanghai is losing its allure.\nAccording to a\n2016 report by Professor Gao Wenshu at CAS\n, around 17% of companies on China’s eastern coast say they face labor shortage.\nSimilarly, the Shanghai Bureau of Statistics\nrandomly sampled Shanghai companies in 2012\nand found “recruiting difficulties” was the second biggest problem companies faced, after “increasing costs”.\nCompanies attributed the difficulty in recruiting talent to two major reasons: high living expenses and an unattractive salary in Shanghai.\nHowever, the Shanghai Bureau of Statistics study also found that the “labor shortage” is\nsubjective\nand\nseasonal\n.\nAlthough companies find it harder to find labor, there is still enough labor itself – in fact, there might be a labor oversupply in the market. The difficulty lies in the mismatch behind companies’ recruitment standards and workers’ increasing salary expectations for the available job positions.\nAdditionally, the seasonality of the labor shortage mainly crops up during the annual festival period (around Chinese New Year) when many workers are on vacation back in their home provinces, not looking for opportunities in Shanghai.\nAverage wage growth for manufacturing work has been declining in recent years, decreasing incentives for migrant workers to leave home for Shanghai-based opportunities.\nSo if the labor shortage isn’t universally felt, what explains the struggle to find good talent that some companies are experiencing?\nIn his report, Gao found that labor shortage problem is encountered primarily by companies who have fewer competitive advantages and less profit-making ability.\nShanghai losing its appeal is not the main cause of the impending labor shortage.\nThe problem – and viable solutions – depend on strategies and efficiency tactics at the company level.\nConclusions: How Businesses Can Move Forward\nGiven the speed of transportation and evolving trends in migration and labor, firms operating in China – and especially in Shanghai – will need to develop and implement new strategies to attract the large talent pool.\nHere are just four insights from our\n2016 Labor in China Report\n– which focuses on the manufacturing sector but can be adaptable for other industries as well:\n1. Invest in labor pools local to migrants’ hometowns, not just Shanghai.\nWhile some operations still need to be maintained on the east coast, relocation and investment into western, central, and northern China is more feasible as the regions continue to develop infrastructure, supply chain, transport systems, and reduced costs.\n2. Change management style to meet and exceed rising expectations.\nRecruitment of top talent into managerial positions and development of a progressive management style are of equal importance to improving company reputation in the eyes of migrant workers. As workers express their increasing expectations, firms need to be responsive to them and treat them like individuals, not statistics.\n3. Allow for career path training and development to support ambitious migrant workers.\nTraining and development signals to your workers that they are receiving invested resources and attention – and it shows that progression and skill development is not only achievable, it is expected and encouraged. Migrant workers are now more ambitious and career-orientated than ever before, and they should therefore be given opportunities to advance through hard work.\n4. Invest in higher quality talent for long-term commitment.\nAs innovative manufacturing techniques, robotics, and\nhuman-centered automation\nchange the nature of many industries, the required skill level of workers increases. As a result, investing in people with higher entry-level skills will maximize manufacturing efficiency. This may involve higher initial labor investments, but quality-focused investment practices will allow for greater long-term benefits.\nSuccessful implementation of the above measures and more will help firms to establish themselves as a leading employer for migrant workers. As a firm’s reputation develops, worker attraction and retention rates will increase, driving efficiency and longer-term business growth – despite overall migration trends.\nTo learn more about China’s migration and labor trends, check out our\nHope and Opportunity Report\nand\nLabor Report\n, along with our recent articles on\nmigration\nand\nlabor\nin China. Follow Collective on social media to receive the latest updates on articles, videos, and events.\nThis article was written by Lily Xu, Research Analyst at Collective Responsibility.\nOther Sources:\n1. 高文书 《沿"]
[51,"What is population density?","https://www.internetgeography.net/topics/what-is-population-density/",0,"What is population density?\nPopulation density\nis a measurement of the number of people in an area. It is an average number. Population density is calculated by dividing the number of people by the area. Population density is usually shown as the number of people per square kilometre. The map below is a choropleth (shading) map and illustrates population density. The darker the colour the greater the population density.\nWorld population density map\nThe map above shows that the world population distribution is uneven. Some areas have a high population density while others have a low population density. Areas of high population density tend to be located between 20° and 60°N. This area contains a large land area and a relatively temperate climate.\nFind out more about\nthe factors that affect population density\n."]
[52,"The Role of Rote Repetition in eLearning","https://coursemethod.com/rote-repetition-elearning.html",1,"Rote learning has a terrible reputation.\nIt’s often used as a scapegoat to explain why certain methods of teaching don’t produce good results, and as an example of everything that was wrong with the pedagogy of decades past.\nMechanical repetition is seen as the favored weapon of teachers whose only goal is to make sure their students pass the test, with no regard for whether they can apply that information in a practical setting.\nSome of the criticisms made against the use of rote memorization are valid, but its critics often miss the big picture.\nIn fact, rote learning is one of the fundamental building blocks of a functional curriculum. We use it every day, for remembering everything from phone numbers to our grocery lists.\nFor teachers working online, where the strategies you have access to are limited, it’s important to understand your options.\nRote learning is a handy tool to have at your disposal. We’ll teach you the basic facts so you can leverage them to create the ideal curriculum.\nContents\nWhat is Rote Repetition?\nRote Learning vs Meaningful Learning\nWhen Does Learning by Rote Repetition Make the Most Sense?\nHow Do Other Learning Strategies Relate to Rote Learning?\nHow to Incorporate Rote Learning into Your Online Course or Training Program\nFrequently Asked Questions on Rote Repetition\nIs spaced repetition rote learning?\nWhat is rote memory in psychology?\nWhat is rote repetition?\nDoes rote repetition help long-term memory?\nWhat does rote mean?\nIs learning by rote good?\nWhat are examples of rote learning?\nWhat are rote memorization techniques?\nTime to Put it to Use!\nRote learning is the memorization of information through repetition. Despite its reputation, it’s one of the fundamental ways that human beings process information. In some cases, it’s the only way to learn at all.\nHere are some examples of rote learning.\nThink about the English language.\nBecause our alphabet is composed of completely arbitrary letters, with no pictographic significance and no direct connection between their shape and their sounds, the only way to learn what they mean is by seeing them used over and over again.\nOnce a person has mastered the alphabet, they can begin to sound out words. However, without hearing those words spoken in context, they won’t know their meaning.\nOnce a person has mastered words, they can see similarities between them, and decode their meaning that way.\nLearning a completely new word will always require a certain amount of repetition before it enters long-term memory. The same is true of numbers, and the basic concepts of mathematics.\nRote learning is often contrasted with meaningful learning, which\nRichard E. Mayer\ndefines as:\nIn other words, meaningful learning is essential for critical thinking. The distinction between the two is something of a false dichotomy. That’s because rote learning is a prerequisite for meaningful learning.\nMeaningful learning happens when a piece of information fits into a framework that the student understands. But that framework must be built from information that’s acquired through repetition.\nThe primary issue with rote memory is that it doesn’t provide a student with a complete understanding of the information. Without forming connections between memorized information and their preexisting understanding of a topic, the student won’t be able to make use of what they’ve learned.\nIt follows that both rote learning and meaningful learning are essential parts of the learning process. So, if you’re going to use both types of learning anyway, when should each one come into play?\nRote learning has the major advantage of being quick. It takes effort to memorize something, especially if that thing is long or complicated, but it doesn’t take much time.\nIf you want to make your students proficient with the basic concepts of a topic quickly, then rote learning is a good place to start. Later, that foundation is reinforced by tying the concepts to meaningful ideas.\nMeaningful learning deals much more effectively with difficult and abstract concepts, and it can give students the tools they need to generate new ideas and manipulate those that they have already acquired.\nIn higher levels of education, where students enter a class or program already knowing the basics of that topic, meaningful learning should be your focus.\nRote memorization methods have been used for centuries as an effective way to move concepts from short-term memory into long-term memory.\nIt’s what allows somebody to recite a poem they learned twenty years prior. If that person relied on memorization alone, though, they won’t remember what the poem means.\nIf you pair rote learning with meaningful learning, then when the poem moves to long-term memory, it will bring its context and significance with it. That’s the best outcome.\nUse rote repetition whenever your students don’t have enough knowledge to connect new information, or when the meaning of something is completely arbitrary.\nFor an example of the first type of situation, think about a student learning a foreign language. Once they know a few words, they will be able to start seeing how they connect. But to begin with, they need to quickly commit some vocabulary to memory.\nAn example of the second situation is a high-school student in chemistry class learning the periodic table. Element names often have nothing to do with their atomic weight or their properties. Rote memorization is the only way to learn those things.\nNowadays, memorizing information can be more fun than just reciting it or writing it down over and over again.\nIn online environments, which already make use of digital infrastructure, instructors can use quizzes and memory games to make rote learning more engaging. Services like\nQuizlet\nand\nDuolingo\nmake use of this strategy.\nYou should also consider using\nmicrolearning in online training\nto make repetition easier for students. To do that, give them small, focused pieces of information to memorize. For learners taking advantage of\nmobile eLearning\n, this strategy is especially useful on the go where they have short bursts of time.\nYou can get your students to memorize content with maximum efficiency by opting for\nspaced repetition.\nThis involves repetition after progressively longer intervals of time. Every time a student is close to forgetting the information, it snaps back into place until it transfers into long-term memory.\nOnline environments don’t have the benefits of face-to-face learning.\nThese benefits include the ability to seamlessly ask questions or have impromptu discussions. Therefore, it can be difficult to keep learners engaged for long periods of time. This makes it the perfect environment for microlearning. Instructors can use short videos or bite-sized lectures to give students space to process the information.\nYou can use spaced repetition by creating scheduled quizzes, based around the\nEbbinghaus Forgetting Curve.\nThe curve basically shows that a learner will only retain a certain percentage of the testing material (like syllables, etc ...) after time goes on. Using spaced repetition, the learner can review the material every few days.\nThat way, students work on the information covered in the lectures at just the right intervals. This allows them to retain material for much longer.\nOf course, you shouldn’t overuse rote learning. You don’t want to produce rote learners who can’t put the information they have learned to use.\nIn online environments, question and answer sessions using web conferencing software like Zoom help students make connections between the things they’ve learned.\nSpaced repetition is a method for memorizing information. The idea behind spaced repetition is that when you study something, you should review the same information multiple times at spaced-out intervals. This helps you remember the information better.\nRote memory generally involves remembering things without any emotional attachment or contextual understanding. The major practice in this type of memorization is learning through repetition or routine, without paying close attention to what is being remembered.\nRote repetition is a term used to describe the storing of information in long-term memory through sheer repetition. Although rote memorization seems to be an important step in learning some subjects, it’s often criticized. That’s because you may not actually understand a particular concept if you only memorize it.\nRote repetition can help with your long-term memory. That’s because it stimulates the brain to create new connections between neurons. This process is called neuroplasticity, and allows us to can change our brains through learning. The more you practice something, the easier it becomes for you to remember it later.\nThe word rote means “to repeat something mechanically.” The word comes from the Latin ‘rota’ which means wheel.\nLearning by rote is important for memorizing facts and figures, but it doesn’t help you learn how to think critically about things. Instead, it’s important to also try to understand why something works, what makes it work, and what could be improved. It’s important to be able to apply those concepts to similar situations later on.\nExamples of rote learning include memorizing vocabulary words, repeating math formulas, or practicing for exams. This method of learning works well for some students, but others find it boring and ineffective.\nRote memorization techniques are used to help students learn information quickly. The technique can work by breaking down complex subjects into smaller chunks, which makes them easier for the brain to process. This helps students retain information better, and also allows them to focus on learning new concepts rather than trying to remember everything they learned previously.\nNow that you’ve had an introduction to some of the rote learning strategies you can deploy in your teaching, you can build the best curriculum possible.\nMicrolearning and spaced repetition can do wonders for student engagement and information retention in eLearning, so don’t be late to adopt them.\nBefore you go, though, you might want to read through just one more time, to make sure you remember everything!"]
[53,"Time to move on from rote learning and regurgitation","https://www.irishtimes.com/news/education/time-to-move-on-from-rote-learning-and-regurgitation-1.2931746",1,"Just when we thought 2016 couldn’t end quickly enough, up popped our annual visitor, casting a long shadow: school feeder tables.\nNot quite Trump or Farage, just old Groundhog. For many reasons league tables are the wrong answer to the wrong question. The right question: is our 14 years of schooling preparing young people for the challenges ahead?\nWe are accumulating an unholy cocktail for the next generation to resolve: politics in crisis, disconnection from one another and the natural world, massive economic inequality, unending wars, mass human migration, nihilistic terrorism, ecosystems’ degradation, species’ extinction, technological disruption, with the age of robotics and artificial intelligence about to begin in earnest.\nA student who recently received a university award for the 580 points scored a few months back told me that if she re-sat the Leaving she wouldn’t get 200 points.\nREAD MORE\nShe has forgotten what was memorised. Typical school day: sit/look/listen, get good notes, learn by rote and regurgitate in exams; where teacher malfunctioned, she got grinds. Familiar?\nShe cracked it okay (the smart ones do). We all want our children to get the most points possible. But two key questions. How are these points achieved? And beyond points, what else, beyond learning “stuff”, do they get?\nOur dominant (but not only) methodology is didactic: teacher tells – student listens, teacher active – student passive.\nThere is nothing wrong with didactic teaching. There are times when teacher has to give information. The problem arises when it happens all the time, with no requirement to do anything with information bar memorise, with no expectation of understanding.\nWe learn best through engagement, by doing something to, and with, information, when we are challenged mentally, engaged rather than occupied (think those awful primary workbooks).\nWe aim for the “aha!” moment, the penny drops and we can describe something in our own words, not in teacher’s.\nInherent in the didactic model is “trust us, we know best”. Haven’t we learned from our economic collapse and the recent rise of populism with its rubbishing of fact and expertise?\nYoung people need to learn to think critically, learn healthy scepticism, source reliable information, form and defend opinions and reject lies, fake news and prejudice.\nThankfully, alongside published league tables came some redemption in an article by Peter McGuire where he described factors, beyond league tables, to consider when evaluating schools.\nThere was one important omission, perhaps the most important factor: where is the school in relation to developing learning and teaching?\nTo prepare the next generation we must move from content transmission to learning by understanding and engagement.\nThis means adopting what are sometimes called 21st century methodologies, a term which can provoke a dismissive reaction, as if all our teaching expertise is now redundant.\nIn truth, there’s little new: the best teachers always demanded high standards, didn’t supply all the answers (nor all the questions), engaged in Socratic questioning (answered a question – in true Kerry fashion – with another), practised assessment for learning (long before the term was coined), created flipped-classrooms (ditto), demanded we rote learn basic building blocks, linked subject learning to other subjects, collaborated with colleagues, turned content into problems to be solved, cultivated curiosity and inspired a love of learning.\nIt’s not a binary choice between achieving good results and becoming engaged learners. Both are simultaneously possible.\nJunior Cycle moves the focus from certification to learning and despite the myriad issues that have bedevilled its introduction, many schools have travelled significant distances in improving learning and teaching.\nUrgently required Leaving Cert reform, involving better learning and teaching, cannot happen before Junior Cycle reform embeds. Though imperfect, Junior Cycle is a good starting point.\nIf opposition to its introduction is to continue (and perhaps even if it doesn’t), immediate consideration must be given to removing State certification and implementing it otherwise intact.\nThe world is changing in front of our eyes, more quickly than we can comprehend. We must urgently respond, without further faffing, and start building, with lots of outside-the-box thinking, an intelligent world-class education system, aspired to by our current minister, at the heart of which will be high quality learning and teaching.\nMeantime, knowing that the ultimate determinant of a school’s worth is the quality of learning and teaching, we should be looking beyond league tables when evaluating schools – it’s time to allow the wearisome Groundhog an extended hibernation.\n* Barry O’Callaghan is chair of the “leading for learning” advisory group at the National Association of Principals and Deputy Principals."]
[54,"New York","https://www.ixl.com/standards/new-york/social-studies/grade-4",1,"Students will compare and contrast the patterns of organization and governance of Native American groups such as the Iroquois (Haudenosaunee) and Lenape, including matrilineal clan structure, decision-making processes, and record keeping, with a focus on local Native American groups."]
[55,"Is There a Place for Rote Learning? (A Biblical Perspective)","https://hopeandpassion.org/is-there-a-place-for-rote-learning-a-biblical-perspective/",1,"In God’s scheme of things, there exists unity in diversity. He has created the entire universe – full of seemingly limitless components – but is directing everything via His Word to His, purposeful end. Although creation consists of many parts, they all work together to form a habitable place for the culmination of God’s creation, human beings.\nWhen I ponder the atomic structure underlying material things, I am amazed at the “complicated simplicity” of it all. The electrons are whizzing around the protons and neutrons in such a mysterious, yet reliable way. They are – to our current knowledge – quite foundational in the structure of things as amazingly diverse as computer chips to butterfly wings. God is certainly foundational; He has formed all things – material and immaterial – out of nothing by His Word. God is also elaborate; the details of His plan are beyond our intellect or imagination.\nWe in the educational community will do well to take note of God’s plan. Rote learning has often been frowned upon, as if there is no place for it in reputable educational processes. Rote learning’s emphasis is on memorization through repetition. Many experts today see this process as boring and not particularly motivating. However, without great amounts of repetitive work, you could not be reading this article. At some point in time, you dedicated (willingly or quite unwillingly) large portions of time to committing the alphabet to memory. When it comes to letters and punctuation and grammar, your rote learning has resulted in an elaborate ability to read and interpret massive amounts of complicated material. Foundational learning certainly has its place, whether it is viewed as glamorous or not.\nMy defense of rote learning notwithstanding, God is all about diversity. Whether we observe creation or note God’s plan for the distribution of spiritual gifts and inborn talents (Matthew 25:15, Romans 12:6-6, and I Corinthians 12:4,11), we clearly see that our Creator enjoys variety. This Biblical principle of heterogeneity applies to educational paradigms as well. As reliable educators, we must acknowledge different learning styles even as we build upon a foundation of rote learning.\nFor example, it is vital that young students learn to spell. Instead of limiting the rote learning part of the task to simply writing the words ten times each, we can acknowledge various learning styles by allowing students to choose from a number of methods of practice. A stellar example is given in the September 10 issue of\nEducational Leadership\nin an article titled “Five Hallmarks of Good Homework.” Cathy Vatterott suggests on page eleven, “Create your own method to practice spelling words or choose one of the following: Write or type the words three times, spell them out loud, use Scrabble tiles to spell them, trace them with your finger, or create a puzzle using the words.” The choice of methods honors God’s differences in design, allowing visual, auditory, and kinesthetic learners to flourish.\nWhen we think Biblically about God’s plan for learning, we recall the Psalmist’s proclamation, “I have hidden your word in my heart that I might not sin against you.” (Psalm 119:11, NIV) In order to apply God’s Word to our lives on a regular, seamless basis, we have to\nknow\nthat Word. Carrying a Bible or electronic device in order to access Scripture simply will not suffice if a person wants to truly integrate God’s Word into everyday living. (Although, I promote highly the carrying of the Bible as a visible representation of our heart’s desire.) The fact is: we need some rote learning when it comes to memorizing God’s Word. The methods of memorization may be different for various people, but that Word must be a permanent part of our inner person if we are going to\nlive\nthe Word and\nnot sin against God\n. God’s written Word becomes a part of the wiring of our brain following rote learning. Then, and only then, may we be able to apply it quickly, accurately, and passionately each moment of the day. Rote learning does not insure application, but rote learning makes application possible.\nPersonally, I record on index cards passages of the Bible I intend to “hide in my heart.” Then, on a very regular basis, I proceed through all those cards (not necessarily in one session), repeating the passages out loud. In this way, I have committed many verses to memory. The blessing is that those words are miraculously imprinted on my heart and mind and come to the forefront naturally. The mysterious working of neurological connections is at all times activated by Jesus Himself (Colossians 1:17). Sometimes I am even unaware of the process as principles of the Bible work behind the scenes to inform my subconscious decisions, but our Creator honors His Word to help us live for Him when we commit to our mind His Word. For me (and many others), the process begins with rote learning, progresses through my learning style, and ends with application to my life.\nEducation flows from God, because He is the Maker of both the reality we explore, and the brains with which we explore. Combining solid rote learning with techniques to encourage individual learning styles is a natural outflow of a Biblical view."]
[56,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_6af68baf-2111-44eb-9e72-17366c587d20",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[57,"University","https://www.columbia.edu/content/research",1,"Columbia\nhas a long and distinguished history in the discovery of knowledge. We work to foster the continuation of those creative endeavors and to promote an environment that sustains the highest standards of scholarship, learning, and safety."]
[58,"Rote Memorization and Learning Techniques","https://practicalpie.com/rote-memorization-and-learning/",1,"2+2 is...\nThere are two types of cells: _____ and ______.\nThe states are Alabama, Alaska, Arizona, Arkansas...\nAs you pull up this information in your head, you might be singing songs. You might be thinking back to a flashcard that you used in grade school before a quiz. The goal of these exercises and study games became to\nmemorize\nthe information.\nYou probably repeated these exercises, quizzes, and other study techniques over and over again. During this time, you were engaging in a practice called\nrote memorization.\nIn this video, I’ll talk about rote memorization, why it’s highly debated among educators, and how you can use it effectively. Rote memorization alone will not make you a genius, but it can help to set a solid foundation for evaluation, creation, and other high-level thinking skills.\nWhat is rote memorization?\nRote memorization, or rote learning, is the process of learning through repetition and memorization. The goal of rote memorization is to be able to instantly recall information once it is presented to you.\n2+2 is...\nFour! You probably didn’t have to think about the answer. But this is only after years and years of hearing your parents, teachers, or characters on television tell you that 2+2 is 4. This is a successful case of rote memorization.\nExamples\nThroughout this video, I’ve mentioned a few ways that we learn through rote memorization. Everyone also has their own special tricks. You have also probably used a handful of these at the suggestion of teachers, parents, or study buddies:\nFlashcards\nUsing mnemonic devices\nSinging songs to learn information\nRepeatedly solving the problem (spelling the same word over and over, taking many multiplication tests, etc.)\nRote memorization vs critical thinking (difference between memory and intelligence)\nI get a lot of questions about learning strategies. I never get asked what rote memorization\nis\n, but whether or not rote memorization is an\neffective strategy.\nRote memorization has gotten a lot of slack in the world of education recently, especially as standardized tests have taken over the way that we measure a student’s ability to do well in school or succeed in college.\nWhen you memorize a list of definitions and answers on a standardized test, can you\nreally\nsay you know the information?\nEducators believe that rote memorization should not be the primary strategy for students to use when learning new information. When teachers spend time on “teaching to the test,” they take away from time that could be used to develop critical thinking skills. Think about it. Memorizing 12 x 12 is not exactly as “useful” as understanding how to multiply numbers. Being able to recite all 50 states isn’t as enriching as the experience of visiting all 50 states. When you get out into the workplace and are asked to solve problems, simply spouting off facts won’t exactly get you to a solution that you probably have to create or discover through trial and error.\nWhen is rote learning useful? (short time frame or foundational information)\nRote memorization is just one strategy for learning something new. Critics of rote memorization say that it doesn’t set students up for success in the way that experiential learning or project-based learning does. Some people pit “rote learning” against “meaningful learning,” a term that does not make rote learning sound very useful.\nBut rote learning is not an “old” or “outdated” strategy. It’s still very effective when you put it to use at the right times.\nBuilding a Foundation\nIn 1956, educational psychologist Benjamin Bloom created a hierarchy that classified higher-level and lower-level thinking. The hierarchy was built as a framework to help educators classify their goals for teaching students.\nAt the top of the hierarchy is “synthesis,” which has since been revised by psychologists to “creation.” Creation includes all of the higher-level skills that you might expect: generating new ideas, planning a strategy, etc. Alongside creation is “evaluation.”\nAt the bottom of the hierarchy is “knowledge,” or “remembering.” The skills required to display this level of thinking include the ability to recall facts, recognize and describe patterns, and memorize information.\nLike most hierarchies, the top cannot exist without the bottom. In Maslow’s Hierarchy of Needs, we cannot obtain self-actualization if we are deprived of physical needs like food and shelter. The same principle applies to this hierarchy. Without the ability to memorize and recall facts, we cannot evaluate and transform them into something new.\nIt’s difficult to think about taking a calculus class without the ability to know basic multiplication tables. Even if you did know how to use a calculator to add, divide, and subtract, higher-level math classes would be frustrating and tedious without the knowledge of 2+2.\nIt’s also difficult to think about writing a letter in a second language without, at first, singing the songs that you learned to conjugate verbs. Rote memorization serves as the building blocks for the knowledge that you will eventually use to evaluate and create. Without it, your pyramid of knowledge stands on shaky ground.\nLearning in a Short Time Frame\nRote memorization is the fastest way to learn something. Period. If you want to ensure that the capital of Japan will be memorized by tomorrow’s test, memorize it. Experiencing the culture of Japan or understanding the ways in which you can find the capital of Japan are great strategies, but unless you can Google the capital of Japan during your test tomorrow, you probably won’t be able to recall it.\nThe important lesson to take away from this video is that it’s important to strike a balance between simply memorizing information and applying it to higher-level learning strategies. Rote memorization will help you build a foundation fast, but simply recalling facts doesn’t show you know too much about a subject. In order to be an expert on Tokyo, you will have to do a lot more than just knowing that it’s the capital of Japan.\nWhen you sit down to learn a subject, think about your goals. What do you need to know? What skills do you need to possess to get there? And what strategies will help you best retain what you need to learn?\nRelated posts:\nMetacognition\nExperiential Learning (Definition + Examples)\nPerceptual Learning (Definition + Examples)\nInsight Learning (Definition + Examples)\nNarrative Therapy Techniques (4 Examples)"]
[59,"Just a moment...","https://jordantimes.com/opinion/ahmad-y-majdoubeh/why-rote-learning-damaging",0,"jordantimes.com\nChecking if the site connection is secure\nEnable JavaScript and cookies to continue\njordantimes.com needs to review the security of your connection before proceeding.\nDid you know\n43% of cyber attacks target small businesses?\nWhy am I seeing this page?\nRequests from malicious bots can pose as legitimate traffic. Occasionally, you may see this page while the site ensures that the connection is secure.\nConnection is secure\nProceeding...\nerror code: 1020"]
[60,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_7fcbae9c-0705-4595-ac99-02fb6a45a671",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[61,"Create The Winning Combination","https://universeofmemory.com/active-and-passive-learning/",1,"Hi Bartosz! I’m gonna write in english to keep it accesible for anyone else reading this blog. I’ve heard about you recently as I accidentaly stumbled upon one of your interviews on youtube. What followed i might label as HUGE paradigm shift. It’s been around 5 years since i graduaded in sinology. Somewhere during my studies on the university i stubmled accross Krashen’s theory of comprehensible input and sticked to it. It’s been 5 years since i graduated and still no significant progress, and at the time of my graduation, my chinese comprehesnion and overall skills were so poor, i never actually used chinese language since then, as being being someone who already graduadet i felt i should perfom excellent whilst i performed rather poor – which was really demotivating. I kept saying that it was just me having not enough reading and listening. I don’t know, maybe this method does work when you spend huge amount of time listening and reading (in the end, there are some youtubers who claim that’s how they’ve been learning languages e.g. Stephen Kaufmann) but it wasn’t working for me and i couldn’t keep up reading as i felt that i make zero progress. Now i read every article on your blog and strife to build my own methods based around active learning. It’s huge paradigm shift for me but i do believe that’s what have been missing all this time. Thank you for your work!"]
[62,"What are the Different Levels of Learning?","https://www.jeffreyseckendorf.com/2016/11/12/rote-understanding-application-correlation/",1,"There are four levels of learning that we can apply to any teaching situation, and they must be taught in order.\nRote\nlearning is memorization. Watch someone do something, then repeat it.\nUnderstanding\nis how something works.\nApplication\nis why something works.\nCorrelation\nis how to do something in a new situation.\nHere is a simple example of how that all works in teaching firearms:\nRote\n: Put the bullets in, release the safety, line up the sights, pull the trigger.\nUnderstanding\n: How the gun works, how a bullet works, how rifling works, how wind effects bullets, etc.\nApplication\n: Which is the right gun for the right job? How to apply advanced physics to a long range shot, etc. At this point a student would be completely comfortable with a variety of firearms and their uses. This is the place most training stops.\nCorrelation\n: How to use the gun when someone is shooting at you. In other words how to apply thinking to the previous three steps, allowing you to use your training in new, real-life situations.\nOur goal is to teach correlation, or thinking, but it’s impossible to get to the thinking stage without accomplishing training in the first three levels. In the above example, if you hand someone a gun for the first time, you put in the bullets, then you send that student to war where he or she is being shot at, that student may not even be able to get the safety off. But if you go through the steps, IN ORDER, the student will move through the education process in an orderly fashion and be able to think under stress.\nTeaching rote, understanding, and application can be done in a classroom or field training situation. Most training stops there and skips the most valuable step: correlation. Skipping correlation does not give the student an opportunity to learn how to use his/her new skills in a real life situation. We must teach thinking. We must give students the opportunity to use their learning at the highest possible level.\nWe teach correlation through simulation. Fire departments train in fire simulators. Police train in bad guy shooting simulators. Scuba instructors train in swimming pools, etc.\nRegardless of what you are teaching, teach the levels of learning in order, and always try to get to correlation. Give your students the opportunity to think in the toughest of situations."]
[63,"Ambulance Density and Outcomes After Out-of-Hospital Cardiac Arrest","https://www.ahajournals.org/doi/10.1161/CIRCULATIONAHA.118.035113",0,"Figure 2.\nGraphical representation according to 19 neighborhoods of the Greater Paris area.\nA\n, Graphical representation according to 19 neighborhoods of the Greater Paris area of the number of basic life support and advanced life support units.\nB\n, Graphical representation according to 19 neighborhoods of the Greater Paris area of the total number of out-of-hospital cardiac arrest patients during the study period.\nC\n, Graphical representation according to 19 neighborhoods of the Greater Paris area of the density of the population within each neighborhood. The density of population (×10\n3\n) is represented according to the grey scale.\nD\n, Graphical representation according to 19 neighborhoods of the Greater Paris area of proportion of successful ROSC within each neighborhood. The proportion of successful return of spontaneous circulation (ROSC; %) is represented according to the grey scale.\nE\n, Graphical representation according to 19 neighborhoods of the Greater Paris area of survival at hospital discharge within each neighborhood. The survival at hospital discharge (%) is represented according to the grey scale."]
[64,"Ipg mediabrands office locations","https://urpe.laurel-canyon-productions.de/ipg-mediabrands-office-locations.html",0,"Position Summary. The role of a Media Assistant is to support the team with the preparation of media plans and investments, recommendations, and analysis of campaigns. This role requires you to work as part of an integrated media planning and/ or media investment team to ensure the client’s product is grounded in insights and experience.\nipg mediabrands office locations\nimpossible to predict synonym July 3, 2022 / jamaica gleaner death notices 2021 / in brecknell scales replacement parts / by / jamaica. OUR MISSION. We are\nMediabrands\n, a client-first, consulting-led, community-driven group of 13,000 media and marketing specialists in over 130 countries on a mission to ensure our clients win in the marketplace. Through our portfolio of brands, and culture of collaboration, we offer the media and marketing capabilities it takes to invest smarter and grow our client's businesses now and in the."]
[65,"Moving Beyond Rote Learning in Mathematics","https://thelearnersway.net/ideas/2021/BeyondRoteLearningMathematics",1,"We know that our emphasis on the rote learning of mathematical processes is not facilitating the sort of deep-understanding of mathematics that our students need for success. Research from the Office of Australia’s Chief Scientist examined the approach taken to mathematics in 619 Australian schools achieving outstanding improvement in NAPLAN (a national standardised numeracy and literacy assessment) numeracy scores over a two-year period. A significant finding from this study was that “87% of case study schools had a classroom focus on mastery (i.e. developing conceptual understanding) rather than just procedural fluency.”\nOur approach in mathematics, more so than in other disciplines is to remove any struggle that our students might experience. I have compared previously the typical approach taken to teaching mathematics with how we programme a computer. When this approach is the norm we shouldn’t be overly surprised then when our students consider mathematics to be all about learning a set of rules that they need to apply in the right order so as to output the correct response.\nThe product of most computational thinking, an algorithm is in essence just a step by step list of instructions that can be followed by a human or machine. An algorithm is defined by Google as \"a process or set of rules to be followed in calculations or other problem-solving operations, especially by a computer\".  This approach is adopted in mathematics lessons when we teach students the steps they will then take to solve problems that we have assigned them\nThe “I do, we do, you do” sequence often empowers the coding of our students. Typically, the lesson begins with the teacher presenting the required method to the students. The teacher begins with step one being demonstrated on the board. Once step one is complete, the teacher demonstrates step two, and then step three and sometimes steps four and five. With triumphant zeal the teacher indicates the correct answer with a flourish of whiteboard marker and perhaps a double underline for effect. In phase two the students copy the process they have been shown with the teacher looking on to ensure the steps have been followed accurately. Naturally there are some bugs and errors that require correction. By the end of the lesson most students are able to accurately follow the steps and arrive at a desirable answer even if some of the numbers are changed.\nThis tightly controlled method reduces mathematics to a process and the learning of mathematics requires little from the learner other than memorisation. The impact of teaching mathematics as a set of rules to be memorised is reflected in the thinking of mathematical educators such as Ed Southall who writes:\nMathematics gradually became a mysterious entity, whose rules and steps I was expected to unquestioningly memorise – which I dutifully did. However, the process of storing numerous algorithms and their quirky properties became increasingly tedious, and I fell out of love with the subject that once intrigued and excited me. (\nSouthall, 2017 p1\n)\nIf we deployed similar methods in the language arts we would not be surprised if we produced students who could decode text but struggle to infer meaning and have no love of reading. A librarian colleague who ignites a passion for reading in the lives of the young people who spend time in her Library refers to readers who “bark at text”. They are able to make the correct noises, but their understanding of the literature they engage with has been stifled by an overemphasis on the rapid reading of increasingly lengthy texts. When we emphasise mathematics as a discipline of procedures, we produce learners who “bark at numbers” with little understanding of their beauty, complexity and mystery. We produce mathematicians with limited knowledge and with no capacity to delve into mathematics for which they have not yet been programmed.\nHow might we move beyond this scenario? How might we teach in ways that foster a love of mathematical exploration?\nWe begin by shifting our thinking away from an emphasis on the correct solving of mathematical questions or problems and focus instead on mathematical reasoning. We invite our students to be mathematicians and we explain that the work of the mathematical mind is to reason with numbers. We create opportunities for students to play with mathematical concepts, to look closely, think slowly, test ideas and see what happens. We flip the instructional model on its head so that the pattern is “you do, we do, I do”. We spend more time on the first two phases of this cycle and we wheel out the “I do” only at the point of need, when only with access to some new knowledge will the learner find a way forward.\nAbove all else we value mathematical reasoning. We create opportunities for our learners to share their thinking and explain what they are doing. We often ask questions like “What makes you say that?” or “What do you think is going on here?” or “Explain the approach you are taking here?”. Whether the answer is right or wrong, we are more interested in the thinking that our students are engaging in. We create a classroom culture that values mathematical reasoning more than it does it answers. Indeed, if a question is answered and it solution can not be adequately explained our exploration continues until it can be.\nMathematical reasoning is defined by the writers of the Australian Curriculum as follows:\nStudents develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. They are reasoning mathematically when they explain their thinking, deduce and justify strategies used and conclusions reached, adapt the known to the unknown, transfer learning from one context to another, prove that something is true or false, and compare and contrast related ideas and explain their choices.\nWhile the prospect of teaching mathematical reasoning may seem daunting, it does not need to be. Including time for a\nNumber Talk\nwithin each mathematics lesson is a simple step in this direction and doing so sends a powerful message to students about the nature of mathematics. Many teachers are already planning a sequence of lessons that would be facilitative of mathematical reasoning if they taught the planned programme in reverse order (beginning with the problem solving task that is traditionally used as the extension activity). When we make these changes and in doing so create opportunities to become observers of our students in the act of mathematical thinking we change the culture of our classrooms.\nCareful questioning within a classroom culture where thinking is the norm, combined with an expectation that methods will be debated and that answers alone are insufficient provides the right environment for mathematical reasoning to thrive.\nBy Nigel Coutts\nQuestions that focus on mathematical reasoning:\nWhat's going on here?\nWhat makes you say that?\nWhat are you noticing?\nWhat do you wonder?\nTell me something about the problem.\nForget about the question for a second. What's going on in this situation?\nWhat do you estimate the answer might be?\nWhat do you predict the solution might look like?\nQuestions that direct students towards mathematical reasoning while problem solving:\nCan you read the problem aloud again?\nLet's go back to the question for a second. Is everything still making sense?\nLet's refresh our memories about what each of these numbers represents. What does \"this\" mean?\nLet's put numbers aside for a second and think about the units. Do they check out?\nLet's try to visualise what's going on in this problem. Does that seem possible?\nCan we visualise this in another way? What do you notice now?\nWhat do we know? What don't we know?\nWhat is not the answer? Why?\nWhat makes you say that?\nIs there a pattern here? What is it? Can you describe it, draw it or make it?\nSouthall, Ed. Yes, but why? Teaching for understanding in mathematics (p. 1). SAGE Publications."]
[66,"Here are the steps to how to write an","https://vihlc.dtechrumia.pl/internship-report-of-any-company.html",1,"The sample size is major limitation of the\nreport\nbecause a few number of clients were agreed to ask wit me about the topic and to give answer; Finally, I seek some recent data which were needed to enrich the\nreport\n.. 1 Scope of the Report The\ninternship report\ngives the data of overseeing accomplices of the Subidha private ltd. This\nreport\ncontains Subidha private ltd. organizational overview, mission,. Yuwono, Felix. 2011. Limitations for\ninternship\nreport\n. shanghai Reflective Writting\nInternship\nReport\non Front Office Sample This essay was written by a fellow student. You may use it as a guide or sample for writing your own paper, but remember to cite it correctly. Don't submit it as your own as it will be considered plagiarism.  Internship & Training have helped more than 50,000+ people to secure jobs, internships and trainings in the last few months. We mainly focuses on following areas: 1. Internship & Job Opportunities. Good\ninternships\naren’t easy to land, especially if you’re applying to intern at a well-known\ncompany\n. If you’re a student with little or no relevant experience, it’s challenging to convince employers you’re the person they should choose for the position. That’s where an\ninternship cover letter\ncomes in. The\ninternship\ncertificate template will include:\nCompany\nName and Logo. Date of issuing the\nInternship\nCompletion letter Format. Name of the intern.\nCompany\nname issuing the letter.\nInternship\nperiod (from and to) Project Name and details. Best Wishes to the intern. Name of project manager and signature. Prior to conversion into a schedule bank, national credit limited was incorporated as public limited investment\ncompany\nin Bangladesh on 18 th November 1985. It started on 25 th November.  Introduce interns to the employees that they will be working with and their supervisor (s). It may be beneficial at your\ncompany\nto have interns\nreport\nto multiple supervisors. Stress\nany company\nterms that interns need to learn, consider giving handouts during orientation or add the terms to the intern\nhandbook\n. Whether you are a bachelor or master student, you may have to conduct a compulsory\ninternship\nas part of your university program (ECTS-rewarded\ninternship\n), or you might have the chance to undertake a voluntary\ninternship\nwith an university contract. Conditions for such\ninternships\ndepend on the country and institution you come from, so please consult with your faculty for. 3.\nInternship\nReflection: Use your journals to critically assess the extent to which the\ninternship\nmet your academic, professional, personal, and civic goals. Also include an objective assessment of the agency, organization, or\ncompany\n, and the\ninternship\nsupervisor. 4. Samples\nof any\nwork you contributed to the agency, organization, or.  Hold them accountable. Play up the culture. Offer flexible work options. Create an intern-specific referral program. Schedule regular check-ins. Conduct exit interviews. Intern programs are a well-known way for college students to gain the skills and hands-on experience they need to be successful in their careers. Final Assessment (B)\nInternship\n/Training/Project\nReport\nCommittee Assessment 40% *The complete evaluation process should be concluded and handed over to the academic branch by 10th June. 7 Guidelines for Students\nInternship\n, Industrial training and Project work are student centric activities. These are great. Conclusion\nInternship\nSummary. Posted on Aug 25, 2014 12:05:52 PM. I can honestly say that my time spent interning with Herbein and\nCompany\nresulted in one of the best summers of my life. Not only did I gain practical skills but I also had the opportunity to meet many fantastic people. The atmosphere at the Pittsburgh office was always. PREPARATION OF THE\nINTERNSHIP\nSITE\nREPORT\n..... 42. Revised August 2021 . 3 INTRODUCTION . The Sport M anagement\nIn ternship\nManual serves as a guide for stude nts and supervisors invol ved in the Sport Management Program at Washington State University. The Manual contains the objectives of the program, and the related policies, procedures, and.  To know how to write an\ninternship\nreport\n, Kindly complete these steps below: 1. Make a cover page for your\ninternship\nreport\n. 2. Make a table of contents . 3. Make an abstract page 4. Introduction 5. Include your position and responsibilities as an intern. 6. Evaluate what you have learned and the abilities you've gained. 7. Conclusion, 1. HCR's Theory of Polygon (Solid angle subtended by\nany\npolygonal plane at\nany\npoint in 3-D space) Cactus - NOTES; Trending. Map PDF KHAN SIR - Lecture notes 1-last; The tools and techniques of judicial creativity and precedent; Project\nReport\nCapital budgeting; MCQ ON TREE DATA STRUCTURES; Class 12 Chapter 6 Business Studies Revision Notes.\nAug 26, 2020 ·\nAn\ninternship report\nis a document that summarises your\ninternship\nexperience with a\ncompany\nand\nany\nongoing considerations you might wish to recommend. After you have completed an\ninternship\nproject or an\ninternship\nprogram, the\ncompany\nis likely to ask you to submit an\ninternship\ntraining\nreport\ndetailing your work experience..  During my\ninternship\n, I have grown a lot by developing stronger professional and leadership skills. This includes verbal and written skills, teamwork, problem solving, organization, learning how to take criticism and resourcefulness. New Software.\nSome degrees require you to hand out an\ninternship\nreport\nat the end of your stay at the\ncompany\n, and making it with a creative and illustrative template like this one is a safe bet. Speak about your tasks, the skills you learned, who your supervisors were, how you organized the design is completely editable and will give your presentation a ....\nAny\npictures, diagrams, special projects etc. that you wish to include are optional and additional to your 8 to 9 pages of\nreport\ncontent. ***Ensure that\nany company\ninformation/material included in the\nreport\nis approved by your employer. Important\nReport\nDetails: Please remember that your\nreport\nis graded (pass/fail) by Engineering Career.  Pdfcookie.com chartered-accountant-firm-\ninternship\n-\nreport\n. Maths 1B 1st YEAR material notes jr inter. Development of Western Education Under British rule in India. Colonial Historiography. MCQ Questions for POM. E-commerce Notes for BCA students. SP Logical Ability - lorem 30. Muslim law notes for BA LLB and LLB 3YDC. ACKNOWLEDGEMENT The final\nreport\nwhich I have prepare as a student of hotel management is based on my three months\ninternship\ntraining at Hotel Tibet Lazimpat Kathmandu, Nepal. This\nreport\nis completely based on my experience, study and observation during my\ninternship\ntraining in Hotel Tibet Lazimpat Kathmandu, Nepal. I had an opportunity to learn many things like; handling guest, making. 453 job offers in 22 locations. Create email alert. Display job offers in english language only. See more job offers (443 left).\nEnjoy your time, while an online essay writer will be doing your homework. When the deadline comes, you’ll get a notification that your order is complete. Log in to your Customer Area on our site and download the file with your essay. Simply enter your name on the title page on\nany\ntext editor and you’re good to hand it in..\nThe\ninternship\nreport\nwas made after having\ninternship\nwith Sugar Cooperation of Uganda Ltd particularly in Finance Departments from 05/06/2019 to 02/08/2019. This chapter contains the following background of\ninternship\n; background of the organization; location; mission; gender in the organization; organization structure; and other main .... Australian\nInternships\nTeam is committed to ensuring that all our stakeholders experience the best possible service and outcome from their engagement with our\ncompany\n. With over 20 years of experience, we have established a position of a preferred\ninternship\nprovider by most leading Australian universities. We can guarantee that all interns hosted by your organisation are of.  To submit the MBA\nInternship\nReport\n. Dear Sir, To present the\ninternship\nreport\non Customer Service for General Banking at the Export Import Bank of Bangladesh Limited to your honor is a great moment of my academic life. The\ninternship\nwas assigned to me as a partial require-ment for the degree of the Master of Business Administration (MBA). Duration of\ninternship\nis between 10 to 20 weeks. Commences in January or July for Nitec courses and in April or October for Higher Nitec courses. Structured training based on agreed set of tasks with possible customisation on your organisation's proprietary or specialised skills. An\nInternship\nParticipation Agreement between the\ncompany\nand ITE. Phase 1: Sleeping Giant Operations and Introduction The first assignment I was given at the start of my\ninternship\nwas to begin my research on Sleeping Giant Music, as well as its sister. The\ninternship\nmust be scheduled for a minimum of 10 weeks and 200 job hours during the fall or spring semester or 8 weeks and 160 job hours during the summer. The\ninternship\nmay be either full-time or part-time. The\ninternship\nmay be either paid or non-paid. This will be determined by the student and the supervising\ncompany\n.  An\ninternship\nis a work opportunity offered by a\ncompany\nto students or graduates.\nInternship\nprovides them a professional learning experience in a specific field.Following are frequently asked\ninternship\nand jobs interview questions for freshers. 1) Introduce yourself. You can briefly answer by keeping the answer to 60 seconds. Internships offer students the chance to put what they are learning into action, in a real-world environment. 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[67,"A Critique of Memorization: Why Rote Learning Needs to Go","https://registerforum.org/10599/opinion/a-critique-of-memorization-why-rote-learning-needs-to-go/",1,"I’m sure most CRLS students have taken a vocabulary test during their high school careers, or perhaps a test on the sines and cosines of the unit circle. I’m also positive that they studied for that test—at least if they wanted to do well they did. For vocabulary, their teacher most likely told them to “memorize” these words, and for math, to “memorize” the unit circle. What value should the memorization hold? It is empty, shallow, and meaningless. When teachers use memorization as their main form of teaching, it is referred to as “rote learning.”\nWe are all victims of rote learning. We have all had to go home, sit at our desks, and perform the laborious task of memorizing over fifty vocab words. And for what? If you asked yourself why you were memorizing those words, your response would almost always be “there’s a test on them tomorrow!” Is this a good enough reason? Defenders of these memorization tasks claim that they expand students’ vocabularies, and yet, students memorize the words for the test, then forget them soon after. So, is rote learning really worth it? Frankly, no. Rote learning is an outdated teaching method: one that gets in the way of real, meaningful learning, especially at the level of secondary education.\n“\nRote learning is an outdated teaching method: one that gets in the way of real, meaningful learning, especially at the level of secondary education.”\nAdvocates for rote learning claim it is impossible to have an education system without memorization. What about the alphabet? Or multiplication tables? For starters, this type of rote learning is only seen at the most elementary level, which differs greatly from the memorization seen in secondary schools. That being said, there is an important clarification to be made: the difference between rote learning with the intent of memorization and memorization as a byproduct of learning. For example, in my freshman English class, I was required to analyze a passage from Romeo and Juliet for an essay. I reread and picked apart the passage so intensely that I ended up memorizing it.\nThe same can be said for math. If you use the equation sin(π/2) = 1 in ten math problems a day, chances are you’ll memorize it. When applying, analyzing, or even thinking about a concept to the point of memorization, it is no longer pure memorization, but counted as meaningful learning.\nMeaningful learning is the opposite of rote learning. Students take a concept and use logic to understand it. When using meaningful learning, a result or concept makes is understood, naturally.\nA case study conducted by the Karolinska Institute, a Swedish university, supports the notion of meaningful learning being more effective than rote learning. A Swedish professor, Maria Weurlander, decided to switch from a lecture-based classroom to a series of seminars in which students worked in small groups and took on the roles of clinicians in her pathology class. She then gave a concluding survey to the students to hear their feedback. Almost all of the students said they appreciated the collaborative and engaging nature of the experiment. They all claimed they retained the content more than when listening to a lecture or studying on their own.\nAs students, we want to be engaged. We want not only to remember information but to learn it. We want to learn for ourselves, not for the test we have to take the next day. We want what we deserve: a meaningful education.\nThis piece also appears in our November 2019 print edition."]
[68,"Rote Learning Vs Critical Thinking","https://criticalthinkingsecrets.com/rote-learning-vs-critical-thinking/",1,"Share on Facebook\nShare\nShare on Twitter\nTweet\nShare on LinkedIn\nShare\nSend email\nMail\nLearning is defined as the acquisition of knowledge or skills. Knowledge and skills are acquired in various ways:\nThrough practice and experience such as riding a bike\nThrough study, reading what others have written about the subject\nThrough instruction, being taught by someone with the desired knowledge\nTeaching techniques have come a long way, and though memorization still has its place in learning, current teaching standards recognize the value of meaningful learning and critical thinking. On the other hand, the concept of standards-based education, while not without some merit, encourages rote learning without much emphasis on\ncritical thinking.\nEach style of education impacts students differently and adds to the overall education experience. It’s common to find a variety of teaching techniques and learning skills in each classroom.\nContents\n1\nWhat is Rote Learning?\n2\nWhat is Critical Thinking?\n3\nBenefits of Critical Thinking\n4\nMeaningful or “Deep” Learning\n5\nBack to Critical Thinking\n6\nIn Conclusion\n7\nReferences\nWhat is Rote Learning?\nAh, multiplication tables, state capitols, lists of presidents. Do you recall memorizing these in school? These lists of memorized facts are an example of rote learning.\nThe basis of rote learning is memorization. Usually, this memorization is acquired through repetition, think chanting your times tables. Memorization is often achieved without any understanding of the reasoning or relationships involved in the learned material.\nRote learning can be useful when quick learning is required, such as memorizing a telephone number or address or learning lines for a play. Some students appreciate rote learning techniques when cramming for an exam.\nSomeone who engages in rote learning may be able to give the impression of understanding without actually having true comprehension of the subject matter. For example, one may be able to pass an exam or quote impressive lists of facts, but may not retain the knowledge or know how to use it to solve a problem.\nWhat is Critical Thinking?\nCritical thinking is a process of reasoning in which the person doing the thinking uses factual information gathered from various sources and analyzes that information to come to a logical conclusion, rather than relying on their own reasoning to justify their conclusion.\nCritical thinking is often described as being self-directed and self-corrective, meaning under your control and initiative and compensating for your weaknesses and biases. Critical thinking includes problem-solving skills and effective communication skills as well.\nWhy Use Rote Learning vs Critical Thinking?\nThere is no faster way to learn a formula or other simple fact than by rote learning. Rote learning frees up your working memory. Working memory is what is in your mind right now, a tiny amount of storage space compared to memory overall.\nThis freeing up of short-term memory space can make mastering reading and math concepts a little easier.\nResearch has also shown that rote memory exercises, followed by a rest and absorption period, improved memory and recall by causing metabolic changes in the hippocampus.\nSome scholars and educators argue that rote learning is necessary for establishing a foundation of knowledge and that this foundation of knowledge is necessary to understanding complex or abstract concepts. Others argue that rote memorization is unnecessary to a deep understanding of a subject.\nBenefits of Critical Thinking\nWhile it’s true that rote learning can be helpful for certain things, students who learn in a way that promotes understanding of the material rather than mere memorization can take their knowledge and use it to solve problems and accomplish tasks with much greater success.\nCritical thinking skills are vital in allowing you to find answers to questions or problems that you have not previously encountered. Memorization may not provide the necessary ability to solve any issue that deviates from the memorized material.\nAnother term often used in education, meaningful learning is a way of describing the learning that occurs when students can use both their knowledge base and cognitive skills, such as critical thinking, that they have been practicing for successful problem-solving.\nMeaningful or “Deep” Learning\nWhen considering rote learning vs critical thinking it’s important to remember that when we lean too heavily on memorization it can obstruct deeper learning. Often most of the information learned through memorization alone is later lost.\nThe reason for this is that our brains can only hold so much information. Each time a new piece of information is introduced our brains have to make a decision about how relevant that piece of information is. If we don’t use the newly acquired information in a meaningful way our brains have no reason to keep it around and it is not transferred to long-term memory.\nBack to Critical Thinking\nThe\nproblem-solving skills\ncreated through the practice of critical thinking are vital to the exercise of meaningful learning. To come up with both creative problems to apply your knowledge to, and the solutions to those problems requires critical thinking to evaluate your ideas and be able to select the best ones.\nA skilled critical thinker can separate opinion from fact and knows how to examine an issue from multiple angles. They can withhold their judgment while gathering facts and can make rational inferences to come to a logical conclusion.\nRote learning by definition does not involve critical thinking at all and does not require understanding. This is why when the question of rote learning vs critical thinking comes up many modern educators and\nscholars\ncondemn the practice of rote learning.\nCritical thinking skills should be fostered from an early age. A child who develops the ability to distinguish opinion from fact and creatively solve problems will build confidence and self-respect that will benefit them their whole lives.\nIn Conclusion\nBoth rote learning and critical thinking have important roles to play in education.\nAlthough rote learning is discounted by many educators today, it shouldn’t be left out entirely. Rote learning can be useful in memorizing certain facts to make space in our working memories for learning new concepts related to those facts.\nCritical thinking is by far the more important skill as the problem-solving abilities it fosters will serve a person well in most aspects of their daily lives in education, career, and basic life skills.\nReferences\nhttps://yangon.dulwich.org/lp/teaching-problem-solving-skills#:~:text=Critical%20thinking%20is%20self%2Ddirected,and%20self%2Dcorrective%20thinking.%E2%80%9D&text=Whereas%20rote%20learning%20tends%20to,alternatives%20they%20can%20discover%20themselves.\nhttps://www.sciencedaily.com/releases/2006/11/061128084444.htm#:~:text=memory%20loss%3A%20memorization.-,Researchers%20found%20that%20seniors%20who%20engaged%20in%20an%20intensive%20period,improved%20memory%20and%20verbal%20recall.&text=The%20researchers%20studied%20how%20repeated,brain%20cells%20involved%20in%20memory.\nhttps://www.linkedin.com/pulse/what-importance-benefits-critical-thinking-skills-islam#:~:text=Critical%20Thinking%20enhances%20language%20and,thinking%20also%20improves%20comprehension%20abilities."]
[69,"Tax Auditor V Salaries in Shanghai","https://www.glassdoor.co.uk/Salary/Texas-Comptroller-of-Public-Accounts-Tax-Auditor-V-Shanghai-Salaries-EJI_IE241711.0,36_KO37,50_IL.51,59_IC2416009.htm",0,"The Texas Comptroller's Audit Team: This is a Great Job\nFour members of the Texas Comptroller of Public Accounts' Audit team discuss why they enjoy working for Texas state government in general, and at the Comptroller's office specifically."]
[70,"Population Densities in Paris","https://newworldeconomics.com/population-densities-in-paris/",0,"Population Densities in ParisApril 29, 2015\nSince I didn’t have anything for you on the weekend, here is some data I compiled a long time ago of population densities in the City of Paris. As you can see, the Traditional City format of Narrow Streets for People and buildings typically no higher than 6 stories or so can reach population densities in excess of 100,000 people per square mile, which is really high enough for anything. There’s no particular award or benefit from going higher than that.\nLooking at data on this neighborhood-by-neighborhood basis can be a little misleading. Some districts probably have lowish density because they have a lot of commercial uses, or perhaps things like large parks. Residential districts can thus be entirely residential, while people commute elsewhere to work. But, nevertheless, you can find a high-density neighborhood and go there today, and see what it looks like. Maybe you could learn something from that.\nData in .pdf. Click below:\nPopulation densities in Paris"]
[71,"Organisation and rote learning with dyslexia","https://princessescanwearkickers.com/rote-learning-with-dyslexia/",1,"Dyslexia is so much more than just reading and spelling difficulties. Rote learning with dyslexia is a really difficult task. However, the following are also problematic:\nSense of direction/sequence\nSequencing tasks\nTelling the time on an analogue clock\nMaths problem solving\nOrganisation of belongings\nYou might find that you can relate to one/some or all of the issues listed above. I’ll talk about them in detail below and if your child does struggle with these common issues, don’t worry! There are many ways in which we can help and support our child to overcome or find a way round them.\nMemorising non-meaningful facts through rote learning\nMemorising facts tand rote learning with dyslexia is especially hard. Especially if your child is not interested in the subject or the facts are boring to them. I know Ella will literally switch off if it doesn’t excite her.  In school, problems often arise when memorising:\nDays of the week/months/years in order (for younger children)\nTimes tables\nScientific facts – such as temperatures, measurements etc\nHistoric facts – you may find that your child does however love history especially when focus is on why events happened and the consequences rather than rote memorisation of names and dates.\nHow you can help:\nSome things can only be memorised by rote learning and there is no way around that really, but by making learning fun, I found that Ella responded much better.\nUsing songs and music is one way to help when rote learning with dyslexia. There are numerous videos available on YouTube to help learn times tables, dates, times, facts and figures.\nWe’"]
[72,"Sponsored Research Guidelines","https://www.nyu.edu/about/policies-guidelines-compliance/policies-and-guidelines/sponsored-research-guidelines.html",1,"1.\nResearch Ethics\nAll members of the faculty are expected to conduct their scholarly research and publish the results of that research consistent with the highest standards of ethical conduct, truth, and accuracy. Any instance of suspected academic fraud or misconduct should be reported to the dean of the relevant school and the Provost. In accordance with federal regulations, the University has established policies and procedures for responding to allegations of research misconduct. The policies and procedures describe the University process for conducting resulting inquiries and investigations. Faculty and students are required to cooperate fully in any inquiry or formal investigation of such allegations, e.g., by providing requested documents and information.\n2.\nOpenness of Research\nThe University does not conduct or permit its faculty to conduct secret or classified research. This policy arises from concern about the impact of such restrictions on two of the University’s essential purposes: to impart knowledge and to enlarge humanity’s store of knowledge. Both are clearly inhibited when open publication, free discussion, or access to research are limited. For the same reasons, the University requires that investigators be able to publish the results of their research without prior approval of a sponsor. Agreements may, however, permit sponsors a brief period to review proposed publications and presentations to identify 1) proprietary information that may require patent or copyright protection, or 2) information confidential to the sponsor that must be removed. In general sponsors are granted review periods of 30 to 45 days prior to submission for publication, but review and delay periods should total no more than 90 days.\n3.\nData Management\nThe University requires that all documents related to federally sponsored projects, including primary research data, be available to federal auditors for the period specified by federal regulation – in most cases, a period of three years from the filing of the final financial report. NYU expects faculty members to retain all research data, whether resulting from federal sponsorship or not, in their laboratories or other bona fide research locations, and to provide access to the data when requested to do so by authorized institutional officials. Requests from sponsors for access to research data should be forwarded to the appropriate Offices of Sponsored Programs before a response is made. Subpoenas for research data should be promptly forwarded to the Office of General Counsel for review.\n4.\nPrincipal Investigator Status\nIn order to ensure that research is conducted by those who have the requisite training and skill, as well as the appropriate relationship to NYU, the University will normally sponsor proposals only when the principal investigator or project director is employed full-time by the University and holds an appointment as assistant professor, associate professor or professor. For the special case of training grants clinical professors, clinical associate professors and clinical assistant professors are permitted to serve as Principal Investigators with the approval of the department chair and the dean. For research scientists/scholars or senior research scientists/scholars, requests for Principal Investigator status must come from the department chair and be directed to the Provost or, where appropriate, the dean of the relevant professional school.\nPI status requests for, as well as for those individuals whose appointments do not fall within the above-stated categories, may be requested by following the guidance in the\nPolicy on Principal Investigator/Project Director Status\n. Consistent with University policy, exceptions cannot be made for those with the status of Visiting Faculty or Instructor.\n5.\nIntellectual Property\nIt is University policy to take title to patents that result from the research activities of faculty, staff and students. In contrast, faculty may retain copyright of their lecture notes, manuscripts and other writings, subject to certain well-defined exceptions [See the Statement of Policy on Patents, Statement of Policy on Copyrights]. The University has created the Office of Industrial Liaison [\nhttp://oil.med.nyu.edu/\n] whose mission is to manage all activities relating to the protection and commercial promotion of intellectual property and to assist faculty in such commercialization.\n6.\nResearch Involving Human Subjects\nIn accordance with federal regulations and University policy, the University has negotiated a Federal Wide Assurance, filed with the U.S. Department of Health and Human Services, which requires that every NYU investigator conducting human subjects research, whether or not funded by a federal sponsor, must submit a proposed research plan to the appropriate NYU institutional review board (IRB) for review. In addition, investigators who participate in human subjects research must complete training in human subjects research, and otherwise must comply with IRB policies and procedures. Research may not begin until the IRB has fully approved the research plan and all related consent documents, and the required training has been completed. Further information and a full statement of applicable University policies and procedures are available on the Research page of the University’s website (at Washington Square:\nhttp://www.nyu.edu/ucaihs/\nand at the School of Medicine:\nhttp://www.med.nyu.edu/irb/\n).\n7.\nResearch Involving Animals\nThe study of live vertebrate animals is an integral part of the University’s research and teaching missions and is a privilege regulated by legal, state, and federal agencies. Faculty members contemplating using live vertebrate animals in research, teaching, or testing should refer to the websites for the University Animal Welfare Committee (UAWC), at Washington Square:\nhttp://www.nyu.edu/uawc/\nand the Division of Laboratory Animals at the School of Medicine,\nhttp://www.med.nyu.edu/DLAR/\n. Work with live vertebrate animals may not begin until all required training and approvals are obtained.\n8.\nEnvironmental Safety\nThe University has developed guidelines and procedures for handling radioactive materials, hazardous chemicals, potentially hazardous biological materials, and controlled substances, as well as for other aspects of research relating to occupational and environmental safety. These policies are generally administered by the Office of Environmental Services (OES). Any investigator planning to use such materials must consult with OES for guidance on required training, required protocol review, proper handling, state and federal safety regulations, proper procedures in the event of spillage, etc., prior to initiating a study or bringing such materials into a laboratory. In most instances, a laboratory must be inspected and approved by OES before hazardous substances are brought to that location at the University. Protocols calling for the use of certain substances must receive prior review by the cognizant Safety Committee.\nAll research that involves recombinant DNA must be conducted in accordance with the NIH Guidelines for Research Involving Recombinant DNA Molecules. All non-exempt rDNA research at both Washington Square and the Medical School must be approved by the University's Institutional Biosafety Committee,\nhttp://ibc.med.nyu.edu/\n.\nFor more information, see the OES website,\nhttp://www.nyu.edu/ehs/programs/biosafety.html\n."]
[73,"Common Core","https://www.nylearns.org/module/Standards/Pages/CommonCore",1,"NYLearns working with Common Core\nIn an effort to save New York State (NYS) school districts both time and money, we undertook the significant work of creating a model curricula based on the NYS P-12 Common Core Standards. Authored by NYS curriculum and instruction experts, this English Language Arts and Mathematics curriculum is comprehensive and meets the needs of all teachers from Pre-Kindergarten to High School. These curriculum maps should be used by districts across NYS as a foundation to guide the construction of their own curricula based on the NYS P-12 Common Core Standards.\nWithin the NYLearns system, districts can copy this entire body of work to their own district account and then endlessly customize the maps to reflect their local curriculum needs. This allows all districts to leverage a year’s worth of curriculum work and thus save a considerable amount of their own limited resources as they advance a curriculum initiative. Accessing this body of work will be extremely helpful for NYS districts as they create their own standards-based curricula.\nAdditional facts regarding this standards-based curriculum:\nThe learning progressions for the curriculum maps are quarterly based on the 10 week increments of the school year. As such, there are four maps per standard area and grade level or high school course.\nAll the curriculum maps use the following template:\nStandards\n– Includes of all identified NYS P-12 Common Core Standards\nEssential Questions\n– Contains key concepts or understands that set the focus for classroom instruction\nContent\n– Identifies what students should know\nSkills\n– Explains what students should be able to do\nInstructional Resources\n– Lists materials and resources that support instruction including, but not limited to: lesson plans, teacher resources, web-based manipulatives, videos, interactive documents, suggested texts, etc.\nAssessment\n– Provides sample assessment ideas including both formative and benchmark assessments\nHere are some samples of our work:\nNYS P-12 Common Core ELA Grade 3 – Quarter 2\nNYS P-12 Common Core ELA Grade 5 – Quarter 1\nNYS P-12 Common Core ELA Grade 10 – Quarter 2\nNYS P-12 Common Core Math Grade 2 – Quarter 4\nNYS P-12 Common Core Math Grade 6 – Quarter 1\nNYS K–12 Common Core Social Studies Grade 11 – United States History and Government - Key Idea 4: \"Post-Civil War Era (1865 - 1900)\"\nImportant NYS P-12 Common Core Standards Documents and Resources:\nCommon Core Instructional Shifts\nCommon Core Implementation Timeline\nTri-State/EQuIP Quality Review Rubric and Rating Process\nCommon Core and NYS Learning Standards Frequently Asked Questions (FAQs)\nParents’ Guide to Student Success\nOther Supplementary Materials and Resources:\nCommon Core State Standards (CCSS) website\nAchieve, Inc. \"Understanding the Common Core\" PowerPoint\nAchieve, Inc. \"Understanding the K-12 Common Core State Standards in Mathematics\"\nAchieve, Inc. \"Understanding the K-12 Common Core State Standards in English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects\""]
[74,"Higher education in Shanghai","https://smapse.com/catalog/shanghai/higher-education/",1,"We have prepared a list of top 19 educational institutions offering higher education in Shanghai where international students can study. You can choose the course you like (pay attention to the cost, ranking and reviews), our consultans are ready to help you to make the right choice.FREE services for enrolling in partner institutions, the number of places is limited."]
[75,"17 Great Active Learning Examples","https://helpfulprofessor.com/active-learning-examples/",1,"Today’s education system highlights the importance of active learning over\npassive learning\n. An active strategy involves learning by doing rather than sitting, listening and repeating. It highlights the importance of social interaction, discovery, play and trial-and-error for learning and development.\nExamples of active learning strategies include:\nLearning through Play\nRole Play\nDebates\nGroup Projects\nPeer Teaching\nThink-Pair-Share\nA Kinesthetic Approach\nGrab Bags\nPhenomenon Based Learning\nInquiry-Based Learning\nDiscovery Learning\nChallenge Based Learning\nGamification\nGame-Based Learning\nGuided Practice\nExperiential Learning\nBelow is an outline of each.\n17 Active Learning Examples\n1. Learning through Play\nPlay-based learning\nis a popular pedagogy for early years educators. It involves using hands-on, fun, and interactive experiences to stimulate cognitive development. When children learn through play, they can be engaged more willingly and in a more sustained way than if they learn passively. A play-based approach is embraced by theories such as\nMontessori, Steiner-Waldorf, Reggio Emilia and Froebel’s theory\n.\n2. Role Play\nRole play involves taking on different personas during a lesson in order to view things from various perspectives. It encourages critical and non-egotistical thinking, which may lead to  increased empathy and seeing issues from a more holistic angle. Children engage in role play during the ‘\nsymbolic\n’\nstage of play\n, but it remains an active approach that teachers employ in all levels of education.\n3. Science Experiments\nScience experiments help students to actually see the theoretical ideas we talk about like gravity, magnetism and cell structure.\nConsider an experiment like using iron filings to visually show the traces of magnetic fields (see this\ngreat magnetic experiments kit\non Amazon),\nusing microscopes to examine cells\n, or setting off a rocket to explore stored potential energy.\nI have a\nlist of my favorite visual science experiments for kids on this page\n.\n4. Debates\nDebates help students see things from multiple perspectives, use logic to defend their positions, and improve their public speaking skills. Teachers can split their class into two groups and ask them to take one perspective each, or get small groups to debate various different topics while the rest of the class observes and judges the winners.\n5. Collaborative Learning\nGroup projects get students working together to solve problems. They force students to discuss issues, consider each others’ perspectives, and construct knowledge together to come to share agreements on how to go about projects. In particular, in the\ncollaborative learning approach\n, students must take on an ‘active’ rather than ‘passive’ orientation to learning as students are responsible for developing shared knowledge.\nRead Also: Collaborative vs. Cooperative Learning\n6. Think-Pair-Share\nThink-Pair-Share is a teaching strategy that asks students to start thinking about something alone. Then, students turn to the person next to them and discuss the issue as a pair. The pairs can change their minds or learn from each other to refine their thoughts. Then, students get into larger groups (or a\nwhole class\ngroup) to ‘share’ their ideas with the whole class to stimulate further thinking.\n7. A Kinesthetic Approach\nMany\ntheories of learning modalities\nhold that some students are\nkinesthetic learners.\nA kinesthetic learner will learn best through using their body in the learning process. This can include learning through gross motor movements (sports, for example), tactile experiences (e.g. touching something and feeling its features), or by ensuring they are exerting excess energy whenever possible.\n8. Grab Bags\nA grab bag is a great way to get students thinking and learning actively. Students are required to put their hands into an opaque bag (such as a canvas bag) and feel the item within the bag. They need to describe the item and guess what it is simply based on what they feel. It stimulated learning through tactile methods and encourages\nthinking skills\nto try to solve the mystery. Invite each student one at a time to come up and feel the item, then encourage them to share their thoughts on what it is that’s in the bag.\n9. Phenomenon Based Learning\nPhenomenon based learning\nis a\n21st Century teaching\nmethod that originated in Finland. The approach emphasizes choosing a phenomenon to study rather than a ‘subject’ (such as mathematics, literacy, science, history, etc.). When students choose a phenomenon they are required to study it from multiple different disciplines and perspectives by conducting research into it in groups and reporting their findings to the class.\n10. Inquiry Based Learning\nAn\ninquiry based learning\napproach involves conducting scientific or systematic investigations into a topic under analysis. Students don’t sit-listen-observe, but rather go about following procedures to generate data about a topic. I like to use IBL with phenomenon based learning, where my students choose a phenomenon and we\nwork in small groups\nto conduct inquiries into the chosen phenomenon.\n11. Citizenship Education\nProponents of\nchildren’s citizenship\nargue that children should be considered full, active participants in society. This approach highlights that students of all ages need the right to have their voices and perspectives heard and respected by teachers and the school. It encourages speaking up, acting to contribute to school improvement, and taking votes on important matters affecting their lives.\n12. Place Based Education\nPlace Based Education\nis an approach to environmental education that reinforces the importance of taking action in the local community to learn. Students find an area of need in their local community and work to improve that aspect of the community. It could involve volunteering, helping regenerate a natural environment, preserving heritage, and beautifying the city. It emphasizes the importance of learning that has tangible benefits for people in your life.\n13. Gamification\nGamification involves turning regular lessons into games by incorporating elements of gameplay. This can include turning a boring lesson into a competition, winning points for answering questions correctly, ‘levelling up’ such as gaining a new rank or privilege after achieving a skill, or creating a ‘crack the code’ lesson. These examples of gamification make students more active and engaged learners by inserting fun and activity into lessons.\n14. Game Based Learning\nGame based learning involves using games to learn. Gamification involves incorporating ‘elements of games’ while game based learning brings whole games like dominoes (for math), Sim City (for city planning), Monopoly (for money management) and so on into a lesson. The game’s premise needs to overlap with your intended lesson outcomes.\n15. Guided Practice\nGuided practice\ninvolves the teacher gradually releasing responsibility to students. It starts with the teacher modelling a task, then having the students do the task with the teacher, then finally has the students doing the task independently. In this approach, the lesson starts with a traditional passive learning approach, and concludes with active learning after the students have built foundation knowledge and confidence.\n16. Education for Sustainable Development\nEducation for Sustainable Development\ninvolves teaching about environmental sustainability through getting students to take action in their own lives. Students are asked to assess their own consumer behaviors and take action to become more environmentally responsible. This can include conducting ‘\nbiodiversity audits\n’ and regenerating local ecosystems for flora and fauna, or auditing their own consumption and trying to reduce it week-on-week.\n17. Situated Learning\nSituated learning theory\nbelieves that students learn best while participating as apprentice in workforce-like environments. Students are placed within the environment and start as peripheral participants, observing and asking questions. As they develop confidence and competence, they gradually become more and more integrated into the setting until they are integral participants in the workforce.\n18. Peer Teaching\nPeer teaching\nis an approach to education where a student who is more advanced on a topic mentors a less advanced student. This approach is beneficial for both the advanced and apprentice learner. The advanced learner needs to refine their knowledge and structure it in a presentable way, while the apprentice learner gets to learn from a ‘more knowledgeable other’ in the classroom.\nFinal Thoughts\nActive learning is an approach to education that encourages children to learn through hands-on physical scenarios. It encourages children to learn through trial, error and discovery rather than rote memorization. It has its basis in Piaget’s\nconstructivist theory\nof learning which emphasizes ‘constructing’ knowledge rather than ‘absorbing’ information.\nActive learning is increasingly understood to be the best approach to education. Since the rise of Vygotsky’s\nsociocultural\ntheory and Piaget’s constructivist theory, education theorists have argued it as a way to help students develop deep knowledge, learn in contextually appropriate ways, and apply their learning in ways that are meaningful to their lives.\nThere is also an argument to be made for the ‘enjoyment’ factor of active lessons which may engage and motivate students for longer (Hyun, Ediger & Lee, 2017), giving them more engaged learning time than ‘boring’ passive approaches.\nSo, see if you can integrate these active learning examples into your classroom to stimulate learning!\nReferences and Further Reading\nBartholomew, J. B., Jowers, E. M., Roberts, G., Fall, A. M., Errisuriz, V. L., & Vaughn, S. (2018). AL increases children’s physical activity across demographic subgroups.\nTranslational Journal of the American College of Sports Medicine, 3\n(1): 1.\nHyun, J., Ediger, R., & Lee, D. (2017). Students’ Satisfaction on Their Learning Process in AL and Traditional Classrooms.\nInternational Journal of Teaching and Learning in Higher Education, 29\n(1), 108-118.\nJohnson, R. T., & Johnson, D. W. (2008). AL: Cooperation in the classroom. The annual report of educational psychology in Japan, 47, 29-30.\nRamirez-Loaiza, M. E., Sharma, M., Kumar, G., & Bilgic, M. (2017). AL: an empirical study of common baselines.\nData mining and knowledge discovery, 31\n(2): 287-313.\nSettles, B. (2009).\nActive learning literature survey.\nUniversity of Wisconsin-Madison Department of Computer Sciences. Retrieved from:\nhttps://minds.wisconsin.edu/bitstream/handle/1793/60660/TR1648.pdf?sequence=1\nChris Drew (PhD)\nWebsite\n|\n+ posts\nDr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education.\nChris Drew (PhD)\nhttps://helpfulprofessor.com/author/admin/\n10 Genetic Fallacy Examples\nChris Drew (PhD)\nhttps://helpfulprofessor.com/author/admin/\n20 Appeal To Authority Fallacy Examples\nChris Drew (PhD)\nhttps://helpfulprofessor.com/author/admin/\n15 Fallacy Of Composition Examples\nChris Drew (PhD)\nhttps://helpfulprofessor.com/author/admin/\n41 Real Estate Vision and Mission Statements (Examples)"]
[76,"6 Fun Activities For Learning Rote Counting","https://numberdyslexia.com/rote-counting-activities/",1,"Last Updated on October 10, 2022 by Editorial Team\nRote counting\n, simply put, is counting numbers from one’s memory, without attaching actual meaning to them. For example, when children recite the numbers from 1 to 10, they merely rote learn. They don’t connect these numbers with their implications or number sense. At the beginning stage, children cannot count how many objects are in front of them; or add and subtract them. Nevertheless, this preliminary step is not something you can skip over or ignore.\nThis is because this is the first step in building the foundation of number sense and later mathematics in the child. It is thus important that the children have fun while\nrote learning\nthe numbers, so that they may fall in love with engaging with numbers.\nThere are many fun activities that revolve around teaching children the art of rote counting as well as further igniting their interest in everything to do with numbers. We’ve curated a list of fun activities to build rote counting skills in your child.\nActivities to improve rote counting\n1. Alternate it with fun movements\nChildren learn more when they are having fun. You can ensure the same for their rote counting exercise by alternating each number they say with a clap or a jump. For example, they say 1 and then clap, then 2 and clap, and so on.\nThey can also learn rote learning by passing the ball to each other in a game of throw and catch. This way they engage in rote counting while enjoying their playtime as well.\nREAD :\n8 Classroom Activities For Learning About Digraphs\n2. Sing the number song\nThere are many songs that have the number series in them. Singing these songs with the children will help them get a hang of the numbers without even realizing it. And who knows, it might awake a Mozart in one of them as well!\nIf you are not aware of any such songs, you will find a number of them by searching online. However, some of these songs have numbers starting backward. It might not be a good idea to sing these songs at the start of their learning phase as they may confuse the child.\nOnce the children become comfortable with the numbers, you can teach them the more complex songs to help them rote learn the numbers backward.\nBut in the initial phases, some of the good counting songs will be like ‘I, 2, 3, 4, 5; once I caught a fish alive’ or ‘1, 2, Buckle my shoe’.\n3. Unleash the voice artist in you\nIt is said that children bring out talents in us we did not know existed. It is thus time to unleash the voice artist in you and teach them rote counting in the voice of their favorite cartoon characters.\nThis will keep your children hooked to the entire exercise and leave them wanting for more. Alternatively, you can make the activity more interesting by rolling the dice. You can assign one cartoon character to each number on the dice. You will then have to count the number in the voice of the character number that comes up.\nREAD :\nTop 8 Daily Routine Activities For Building Strong Number Sense\nAfter two or three turns, you can even ask the children to recite the numbers in the voice of their favorite cartoon character.\nUse can also use hand puppets or even finger puppets during these voice-over activities.\n4. Dance the numbers\nDancing is another way to express emotions and can be an excellent co-activity while rote learning. You can put the child’s favorite music on and give them two simple steps to dance to, after which they have to recite the number in the series.\nThis can be done as an individual and group activity and can fire up their motor skills along with the rote counting exercise.\n5. Make it a group activity\nNothing makes an activity more interesting than a group of friends coming together. Rote counting is also an exercise that can become more interesting if turned into a group activity.\nYou can ask all the children in the group to form a circle and each child has to recite the number in the series according to his\\her turn. They can also play it as a game of pass the ball or jumping together when each number is recited.\nThey can also form a pair of two or three and count together as a team.\n6. Count the daily objects\nThis, although is not strictly rote learning. This is because when the child is counting the objects viewed in daily life, like the number of tables and chairs, they are attaching a context to these numbers. Rote counting, on the other hand, is merely stating the numbers without attaching any meaning to them\n.\nREAD :\n13 Online Geography Games For Middle School Students\nHowever, this is the right next step in the direction of number learning. Once the child gets comfortable with counting from 1 to 10, ask the child to start counting the objects he or she encounters in his daily settings. This helps the child understand the significance of the entire exercise as well as make practical use of the entire rote counting exercise.\nSumming up,\nRote counting is the initial step on which the foundation of lifelong mathematical skills is built. It is also an activity that requires minimal resources. Teaching the child role counting in a fun manner can open an entirely new world of numbers to play with and eventually master.\nAfter the Rote counting exercise, developing a\nnumber sense\nin the child becomes important to it. Read about this and also the best activities to teach the\nart of Subitizing."]
[77,"A story in pictures: female migrants in Hong Kong","https://lacuna.org.uk/migration/a-story-in-pictures-female-migrants-in-hong-kong/",0,"After visiting Transit In Doubt\n,\na photography exhibition put together by Indonesian domestic workers in Hong Kong, Warwick student\nLauren Beadsworth\nconsiders the simplistic media representation of migrants, often a stark contrast to the complexities involved when a person moves from one country to another.\nThere are around 300,000 foreign domestic workers in Hong Kong, making up about 3% of the total population. These workers are often exploited and poorly paid; they earn just one third of the average Hong Kong salary despite working over 80 hours a week.\nLensational\n, a social enterprise that runs photography workshops for women from the poorest communities, met 10 of them, all women from Indonesia, and gave them cameras. I went along to view the results which were exhibited at a small, trendy\ngallery\nin east London.\nThe thinking behind the project is to empower these women by enabling them to show others what they see every day. This project is significant as it helps give a voice to domestic workers who are usually a hidden presence in Hong Kong, and draws attention to their perspectives and experiences. By attending photography workshops these women acquire new skills, as well as a potential source of income by selling their artwork, while becoming part of a new creative community. They find solidarity with other women who are in a similar position as them and the feeling of isolation as migrant workers is perhaps partly alleviated by being given cameras, coming together and sharing stories.\nThe exhibition launched with a timely panel discussion titled Reimagining Migration: Intersectionality and Empowerment in a Global Age in autumn 2015. Professor Cathy McIlwaine from Queen Mary, University of London, Professor Shani Orgad from the London School of Economics and Political Science, and Tara Mikhael of Migreat, a migration information service, led the discussion with talks on the connotations of the word ‘migrant’. The phrase ‘migrant crisis’, coined by the media, has brought attention to migrants and refugees in an increasingly negative manner and ‘migrant’ has almost become a derogatory term.\nWhat I found so refreshing at this event is that no one was afraid to use the word migrant. It was used simply and factually to describe someone who is moving (or has moved) to another country, without any negative connotations. I understand that there is a difference between the word refugee and the word migrant, however there is a fine line between them, so why should one be viewed as worse in comparison to the other?\nThe women whose work is on display at the exhibition are migrants, but the reason that they have migrated to Hong Kong is acute financial hardship which leaves them unable to support their families. As they don’t have the same earning opportunities in their home countries, the decision to migrate and take up employment abroad offers the only chance to earn a little money to send back to dependant relatives.\nWhat is noticeable from the diary entries displayed alongside the photographs is the eagerness of the women to return home. There is a sense of embarrassment that transpires from their stories, these women seem stranded in an alien land. One describes her confusion at the fact that there are 20 different cloths for cleaning, and that she doesn’t understand what all their different uses are. This just reiterates to her how out of place she feels working in a huge house and how desperate she is to get back home. Many write about missing their families, and a desire to get back to them as soon as they can. When they see photos that their families post on social media the sadness of missing out on life back home becomes even more painful.\nWhat transpires might resonate with migrants all over the world\nIn Britain economic migrants tend to be portrayed negatively, often described as coming over here to ‘steal jobs’ and take advantage of the welfare system. However, I think these photos and diary entries show how these women are just trying to build better lives for themselves and their families. And although these images describe an experience of migration in Hong Kong, what transpires might resonate with migrants all over the world. They are simply pursuing the limited opportunities available to them, no matter how gruelling and depressing, to help support their loved ones and build a better future. They work hard for meagre salaries and can’t wait to go back home. And while media portrayals can make us lose sight of the fact that migrants and refugees are people, exhibitions like this one are an important reminder of our shared humanity. In the current political climate it’s becoming too easy to lose sight of why people have to leave their homes and choose an uncertain future in a new country.\nThis was reflected in the talks given. Professor Shani Orgad described the way the media feeds the public’s imagination. News outlets shape people’s opinions and judgements, including where migrants are concerned. So by using the language of crisis to describe the recent mass movement of people, the public understanding of what’s happening is influenced by certain narratives. The public are led to imagine a static state of emergency; yet what is missing from the picture portrayed is the complexity of the journey people take and the reasons behind migrations. The structural conditions of injustice migrants face are not recognised, the media portrayal appears to be one-sided and skewed towards the new challenges that host societies must address when migrants and refugees arrive.\nOrgad argued that we need to understand migration through a longer time-frame and as a long-term commitment. And by removing the language of emergency, the simple movement of people across borders is hardly a new phenomenon. She also described the concept of a nightmare narrative, the idea that our safety and nationality are being ambushed. In contrast, sometimes we’re given what she terms a ‘dream narrative’ where migrants’ stories are celebrated and overly romanticised. Neither narrative is helpful, instead there needs to more ambiguity and nuance, which offer a more accurate reflection of life. So a story can be told without imposing fixed notions about what is good or bad, trusting audiences to make up their own minds about a situation.\nTara Mikhael then spoke about the barriers that migrants face once they arrive in a new country. They have limited access to information and often face language barriers, a disadvantage which is especially apparent for women. The developed world’s perspective of migrants is sometimes to look down at them, she says, which can be alienating. This sense of hierarchy often leads to distrust and discrimination within migrant groups, depending on visa status and other social factors. To combat this, Mikhael’s organisation Migreat provides a platform for migrant voices. She connects people with each other so that they can exchange advice on the process of migration and tips on how to settle in. And most importantly, argues Mikhael, once they have settled in a foreign country accessing educational opportunities is a useful way to start feeling at home.\nGender identities change before, during and after migration\nFinally, Professor Cathy McIlwaine spoke about the vital role played by migrants in ensuring that large cities like London carry on functioning. Migrants are the invisible force that wake up early and work late to keep the city running. She raised interesting questions about whether migration empowers women in connection with gender geographies of power. Gender identities change before, during and after migration, and gendered practices may also change once a woman has migrated. For instance, she may not have been expected to have a job in her home country, but once in her new home this may change. And while all women face inequalities, the migratory experience may worsen the situation for some.\nTake domestic violence. A man might react badly to working in what they see as a ‘feminine’ job (e.g. cleaning, a task carried out by women in traditional contexts, yet often the only job opportunity available to some migrants in the UK) and become violent towards his wife. His own gender identity may be disrupted through the migration process and his sense of bitterness about this may manifest itself through sexual harassment or violence. All of this demonstrates an interesting geographical element to gender identities and how these can be transformed throughout the migration process. Migrating isn’t as simple as is often thought and conceals a degree of complexity beyond the process of moving country. So a migrant’s journey does not end once they reach a new country.\nLensational as an idea is powerful. To give migrant women a skill that they can benefit from and create spaces that bring them together, helps them realise that they are not alone in their journey. The photography resulting from the project need not be exceptional: this is not the main aim. The point of these photographs is to bring out the stories that accompany the images, and the skills and support the women gain from becoming part of the project.\nA migrant’s journey does not end once they reach a new country\nThe images and the panel discussion really made the audience think about what it is to be a migrant and how they are depicted in our society today. It raised important questions about the temporal limits of considering someone a migrant after they have settled in a new country, and how they should integrate. It also explored the complexities around being identified as a migrant or as someone who is an integral part of her context, but who just happens to be of a different race or ethnicity.\nThe conclusion I drew from the discussions and exhibition was that migration is of course a more complex and multifaceted phenomenon than is often believed. And it made me think about the responsibility of the media in informing people that migrants are not a threat wherever anti-migration sentiments are based on a fear of the unknown and worries about change. I left reflecting on the sense of self-righteousness in countries like Britain, whose policies often contribute to the destabilisation of countries where people are forced to migrate, and yet very little empathy is shown towards those who flee conflict and poverty. A more positive message about migration was however conveyed at the exhibition: by bringing to life the experiences of migrant women, we can appreciate that like millions of people around the world, including in our own society, these people are trying to make ends meet as best they can.\nBanner photo by\nWfords378"]
[78,"NZ Shanghai Based Crew Wages","https://www.airliners.net/forum/viewtopic.php?f=3&t=415491",0,"Come on!It is beyond obvious that the main reason for the hiring of crew in Shanghai is to save money!Am not too sure where the myth was created that it will be done to diversify the crew compliment. The main reason many airlines use off shore bases is to save money. On wages, accommodation, super, and so forth.Not only that, but Shanghai based crew will most likely have very different working conditions to that of\nNZ\nlocals. Look at what a Australian crew earns/works compared to a New Zealand based crew member. Same job VERY different conditions.I believe that the same thing does not happen in Japan, due to the strong labour laws that protect locals."]
[79,"Advantages & Disadvantages","https://helpfulprofessor.com/active-learning-pros-cons/",1,"Active Learning is a constructivist-based approach to learning which emphasizes the importance of learning through experience rather than absorbing facts\nverbatim\nfrom the teacher. It encourages students to discover facts themselves so they genuinely believe and understand the reasons why something is ‘true’ or ‘accurate’. An active approach to education involves\nsolving problems\nand conducting inquiries into topics."]
[80,"Rote Learning and Mathematics","https://gregpallis.com/rote-learning-and-mathematics/",1,"Most people who care about what they do, in any profession, can suggest a couple of ways in which they feel that their field of expertise is being ill-served by its conventional wisdom. Sometimes, these will be cries to tear up the rulebook, new and progressive ideas about how everything could be moved forwards.  Just as common, however, are rather more reactionary ideas – a conception that their peers and colleagues have gone ‘too far’ in some particular direction. In my own case, this contradiction comes to the fore in the matter of mathematical rote learning.\nWhen I taught at Bruern Abbey, a specialist school for pupils with learning difficulties, I often thought about a sign that hung on the wall of the staffroom. “If a pupil can’t learn the way you teach,” it read, “can you teach the way he learns?” This is splendid advice, and though it might be challenging to apply in a class of 40 pupils, it’s very important for smaller groups and virtually a moral requirement for one-to-one work. Those of us who were true believers in the Bruern Way talked a lot about ideas like kinaesthetic learning, and enjoyed thinking about how far ahead we were, or thought we were, of traditional, talk-and-chalk pedagogues.\nThe Bruern Abbey maths department put a great deal of emphasis on understanding the underlying logic of things like multiplication tables. This is essential for dyslexic learners, for whom the ability to calculate\nsix times seven\nis important and achievable, but the prospect of memorising the result is likely unrealistic. On the whole, these methods worked tremendously well, and seeing the lights coming on for students who had almost given up on learning mathematics remains among my proudest memories.\n[1]\nI’d highly recommend Dorian Yeo’s\nDyslexia and Maths\nto anyone keen on helping dyslexic students do well at the subject.\nHowever, not all of our students were dyslexic. Some had processing difficulties, or specific issues with short-term, rather than long-term, memory. For such students, an ability to memorise facts by rote was among their primary academic strengths. How did we teach such students? Well, we focused on understanding the underlying logic of multiplication tables...\nIn other words, by trying to apply an approach that was so helpful for the dyslexic members of the class, we were failing other students. It was oddly easy to do so; images of draconian, cane-wielding pedants, chanting multiplication tables at cowering students, made it easy to miss the fact that this approach could actually help some of our students.\nFor it’s uncomfortable but undeniable that there are areas of mathematics in which rote learning can really, really help. Of these, one of the most under-appreciated is the degree to which a background of facts, learnt by rote, can actually help students to assimilate new ideas and concepts. I’ve touched before on the idea that one of the major difficulties in understanding a teacher’s explanation is\nall of the background processing that a student has to perform at the same time\n. Ask a class of Year 7s to add\n5x\nto\n6x\n, for example, and students who arrive easily at the ’11’ will have an enormous advantage in deciding what to do with the ‘x’.\nWhat should be learned by rote? For some students, such as those with dyslexia, almost nothing. For students with an opposite set of difficulties, as much as possible. For most students, however, a set of key facts represents a happy medium: multiplication tables to 10 or 12, number bonds to at least ten, key decimal / fraction equivalences such as three quarters being equal to 0.75 and one-fifth converting to 0.2.\nAnd if this post reads as a cautious defence of rote learning, at least in certain circumstances and for certain students, it remains no excuse for bad teaching. To teach rote facts requires as much creativity and sensitivity to the student as any other method. To pore over a list might be right for one or two students, but walking around the room will help many more, while others learn faster from games or even songs.\nThere are general principles to effective rote learning, but these are largely the same as elsewhere.\nTry not to muddle the mixture, or delude yourself about how well students really know the material\n. Make sure the student enjoys it – a sense of growing mastery should be compensation for their hard work.\nAbove all, teach rote learning in the way that your student learns. A kernel of unforgettable mathematical knowledge, once memorised, will help students in every aspect of the subject for many years to come. If it’s in your power to give such a kernel to a young learner just starting their mathematical journey, it would be a crime to keep such a gift to yourself.\nNotes\n[\n+\n]\nNotes\n↑\n1\nI’d highly recommend Dorian Yeo’s\nDyslexia and Maths\nto anyone keen on helping dyslexic students do well at the subject."]
[81,"The Business Case For A Workplace Policy Around Domestic Violence","https://uws.org.sg/the-business-case-for-a-workplace-policy-around-domestic-violence/",0,"Domestic violence has been on the rise in Singapore since the beginning of the circuit breaker period. Though the circuit breaker period has exacerbated the situation by confining families together in a time where financial pressure has been tremendous, domestic violence has been prevalent in Singapore -just like in other countries- even before the circuit breaker and continues until today.\nDomestic violence refers to physical, verbal, emotional, economic and sexual abuse that happens in a domestic setting between intimate partners, family members or cohabiting people.\nA social taboo\nThis theme is so stigmatized that it is mostly concealed, covered up and kept as a secret – by the victims, the perpetrators and the silent witnesses. And yet, domestic violence happens in every country, throughout the socio-economic layers of society in heterosexual relationships the same way as in same-sex relationships, between currently liaised couples or those who have separated. Women are more often the victims but there are also men experiencing subtle, coercive or overt abuse.\nThough in some cases, men are also victims of domestic violence, it affects more women:\n1 in 10 women in Singapore experience lifetime physical violence by a male (International Violence Against Women Survey, 2010).\n6 in 10 victims of physical violence suffer repeated victimisation\n(ibid).\nRespondents show high levels of recognition of physical violence but lower levels of recognition of non-physical violence\n7% of women abused by partners are not likely to make a police report. (International Violence Against Women Survey, 2010).\n(Source:\nwww.aware.org\n)\nLaw and Home Affairs Minister K. Shanmugam implored in April this year witnesses to acts of domestic violence to speak up on behalf of these victims instead of looking the other way.\nThe Business Case for a Domestic Violence Policy in the Workplace\nOn October 1st 2020, United Women Singapore and the American Chamber of Commerce presented a panel discussion on the theme of “The Business Case for a Domestic Violence Policy in the Workplace”.\nUnited Women Singapore is a local non-profit organization that works towards narrowing the gender equality gap through education and raising awareness and advocacy on issues such as anti-violence and women’s empowerment, with the support of key stakeholders including corporate partners, government agencies, academia, the diplomatic community and other non-profits.\nGenSafe Workplaces\nis United Women Singapore’s anti-violence programme developed to help organisations implement a comprehensive plan to support their employees who are impacted by domestic violence and abuse (“DVA”) and to ensure a safe and supportive workplace environment for them.\nJeanne Lee\n, Senior Account Director at LinkedIn, moderated the virtual panel discussion and invited\nGeorgette Tan Adamopoulos\n, President at United Women Singapore (UWS), to start with sharing information on the negative impact of domestic violence on the employee-victim and the employer-organisation.\nBased on a joint study by UWS and IPSOS, 13% of women surveyed have experienced Domestic Violence and Abuse (DVA) and 72% of them are unlikely to report it. Singapore’s high female labour force participation rate indicates that a significant number of Singapore workplaces are impacted by DVA and many female employees are suffering in silence. In addition to a strong social component, domestic violence has a significant economic consequence for organisations through reduced productivity, absenteeism, employee turnover, medical costs, and more.\nMs Georgette Tan Adamopoulos concluded that these company policies are not to be seen as stand-alone but should be part of the holistic program around building inclusive workplaces and engaging employees.\nFollowing this presentation,\nSandra Aulia,\ncourageously shared about her personal experience as a survivor, how the violence affected her work life and how she personally overcame it.\nMs Sandra Aulia explained the discrepancy in the lives of many victims: displaying on the one hand a picture-book life where everything is going smoothly and on the other hand the hidden reality at home. Many victims experience it as terrifying to realize that\ntheir home and supposedly safe harbor is not safe at all\nthey are isolated and without resources to change the situation as long as the episodes are concealed by shame and fear.\nMs Sandra Aulia finished her speech by calling for a different way of handling conflict and imploring that public silence is an indirect way of approval, tolerating the system of abusive relationships behind closed doors.\nNext,\nElizabeth Faber\n, Chief Talent Officer at Deloitte, shared several innovative policies and best practices implemented by Deloitte to support any members of their staff that are victims of domestic violence. Ms Elizabeth Faber emphasized the importance of putting domestic violence on the corporate agenda, not just through concerns for the productivity and competitiveness of companies but also for the social responsibility of creating a safe workplace and a safe society for everyone.\nSome of the best practices applied for several years at Deloitte:\nTreating these cases with utmost discretion and confidentiality so as to ensure the safety of people involved\nTraining employees at all levels of the company to recognize signs of DVA, how to respond and what actions might be helpful\nSpecial support of middle management as line managers are often the first ones to recognize (or miss) these signs\nPossibility to change email address and phone number for employees in need\nArranging Family rooms if required\nFinancial assistance: giving employees the possibility to get quickly & easily loans without interest\nWorking with selected external professionals, specialized on the theme of DVA\nTo conclude,\nDr Austin Tay\n, Founder of Omnipsi Consulting, took a systemic perspective on how organizations can implement a workplace policy on domestic violence.\nDr Tay reminded attendants of the importance of psychological safety at workplaces: today’s employees do not want to compartmentalize their lives anymore, they want to bring their full selves to work and want to be assured that they will be accepted, welcome, heard and supported with all aspects of their lives.\nThe responsibility of organizations\nDomestic violence permeates the lives and compromises the safety of thousands of employees in Singapore each day, with tragic, destructive, and often fatal results.\nIt is very likely that your company employs already people who live in abusive relationships and experience domestic violence. Your company’s policy around Domestic Violence and Abuse tells employees where your company stands in this regard. A workplace policy for Domestic Violence and Abuse indicates that your company is not tolerating violence – whether on the premises of the company or elsewhere. Such a policy sends a clear signal to employees that they are valued not only within the hours spent at work but as human beings, with all aspects of their life. Finally, such a policy contributes to creating and maintaining an inclusive culture where employees are accepted, welcome and heard which in return ensures that they can be fully engaged and focus on being high performing, productive members of the organization.\nBeatrix Eder\nis a Transformational Coach and Master Trainer in Non-verbal communication. She works with leaders from Fortune 500 companies who are managing teams across different geographic locations and with differences in gender, race, generation and culture. Beatrix supports & challenges her clients to practice Inclusive Leadership so as to foster cohesive and creative teams that thrive on diversity and change.\nRead her article titled “\nWhen domestic violence arrives at the workplace\n” and check her LinkedIn profile:\nhttps://www.linkedin.com/in/beatrixeder/"]
[82,"Benefits of Rote Learning","https://www.opencollege.info/benefits-of-rote-learning/",1,"What exactly is Rote Learning?\nWe are all subject to learning and memorising new content on a daily basis. Memorising is part of our evolutionary process so that we can internally map the directions we travel in both physically and mentally so that we can return easily, we all need to memorise things to survive.\nMemorising content is specifically important within education and any learning matters, as without the ability to memorise and recall content we would be lost in many ways similar to dementia sufferers.\nWe have something called rote learning, which is a specific process for memorising data. Another name for rote learning is ‘\nlearning by repetition’\n.\nMemorising material is the result of repetitive reading or recitation using various learning tools. A student who studies through any form of repetition will imprint data into their memory banks with the intention of accessing and recovering that information as and when needed.\nThe downside to rote learning which has often been criticised for going over material such as the repetition of paragraphs will only cubbyhole or parrot the data without actually properly absorbing and understanding or knowing the facts being read.\nAdditionally it does not promote reflection or any natural analysis and challenge within that learned information which again is a natural process where we take information that we either don’t fully understand or accept and we tear it apart to either find and except it, gain an understanding within it or create a new angle of understanding for ourselves or others.\nThe rote learning process does not encourage this\n.\nRote learning is a fast way of memorising material and has its rightful place in education and development.\nThere are situations where you require the learning of material in a fast way that doesn’t require critical thinking and creative development but rather take in as much as you possibly can for accessing later, then rote learning is ideal.\nFor example, youngsters have to memorise the alphabet before learning to read. Do you remember when you learnt the alphabet? This was a prerequisite before you learnt words! And it would have helped your learning and development if the alphabet could have been implanted into your memory quicker. Rote learning would be ideal here also.\nAdditionally rote learning has its rightful place in the memorisation of multiple times tables and other mathematical tables, equations and figures where recall of those numbers or characters are required later without any analysis or reflection on that data being learnt.\nSupporters of rote learning adamantly state that any form of deeper understanding and absorption or even analysis of the alphabet or times tables or any type of similar work is completely unnecessary. Do we need to understand the times tables? Do we need to understand the actual alphabetical list? Therefore here are two places where rote learning is suitable.\nChildren in their early years can especially take advantage of rote learning or the memorisation of facts, numbers and characters to aid their learning in association with other educational and complex material.\nAdditionally special-needs classrooms where students have difficulties with learning such as with mental handicap, dyslexia and related conditions will find rote learning is the way to go.\nLearning various languages especially those that are alien to us, foreign verbs and similar content can all be improved with rote learning for fast memorisation.\nAlso memorising and studying for exams especially when you’re cramming in data over a short period of time will also help you remember.\nIt has also been argued that the strict memorisation of multiplication time’s tables assists students in their development of maths computation skills and memory recall for deeper abstract mathematics later on in their learning and mental development.\nRote learning is ideal for young children who need to memorise and learn any form of mathematical table in the fastest way possible which includes subtraction, addition along with division calculations.\nThrough constant or continual repetition children can develop skills and master certain mathematical processes with greater ease which in turn will enhance their self-esteem and confidence levels which is essential for progressing in computation skills – remember it doesn’t take much to create frustration in children over mathematics!\nHaving a sound deep database within your own memory banks will never let you down.\nRote learning is not going to be ideal in all scenarios as we do also need to absorb and reflect on the information we are absorbing as opposed to just imprinting it in our memory for later recall.\nRote learning should not be dismissed as it can add tremendous value throughout our lives when we can instantaneously recall facts and figures in a flash. This can have both professional and social enhancement benefits for us all.\nThere are many scenarios where you need to have certain facts ingrained into your brain without having to ask others or retrieve the information from manuals or paperwork materials especially if it’s in front of the enquirer who is waiting for an answer.\nRote learning and any real-life, on-the-job or project-based learning such as NVQ training all have their place both independently and intertwined at different times and no one is superior over the other.\nThere is another school of thought who says that through repetition and bombardment of material imprinted into the memory allows you to return to\nlearn it better\nlater but at least you got it in there which always makes for the development of\ncleverness!\nThe whole idea of rote learning is to repeat over and over the data so it becomes automatically stored for later retrieval. You may be able to recall data instantly and even impress people with it but you may never have learnt it properly or in other words you may recall it but don’t understand it.\nAn ideal way of imprinting information into your mind is to use image mnemonics where you are using an image or a picture that includes the information you wish to recall later.\nThe image can be real or invented and they can be actually sketched into text deepening the associations between the image and data you wish to recall or to put simply, it helps you remember more easily.\nAn example of the mnemonic memory recall system is to associate an image with text and that text could be a name of a person. If the person’s name is Mr Mark Baker, you acknowledge his surname and you visualise him baking bread as a baker in a bakery.\nYou just instantly do it, you don’t spend time reflecting on it, it’s a two second thing at the precise moment you hear their name is Baker and if you feel or believe you need to recall his name later or if that person has some relevance to you then you instantaneously associate the surname to the nearest thing that comes to mind such as a baker baking bread in a bakery so at a later time when you need to think about that person for whatever reason and you cannot remember their name then\nyou recall the association\nthat you placed on that name and you will remember the baker baking bread in the bakery and there you have it.\nIt is as simple as that and you do this with all things you wish to remember!\nThis is just one of many tools available for learning material for later recall.\nYou can also do this exact same thing with anything that comes to mind. It can be a fact, name or number and so on and as soon as you hear it, your mind will produce an association if you’re willing to and then you expand that association such as with the use of imagery or a sound which can be music and so on.\nWhen you have a fact you want to recall then it is easy to recall if it is linked to an image.\nA lot of the images including this process are amusing and somewhat daft but this is how we learn through association and all we’re doing is manually putting an image to a piece of data to enhance that small piece of data with a larger picture which is much easier to recall later.\nCopyright Open College UK Ltd\nPlease feel free to link to this post, please do not copy it, it is owned!"]
[83,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_95465efd-cf33-4050-bfed-867f1f7754de",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[84,"s Theory of Verbal Learning","https://creatinghuman.com/asubels-theory-of-verbal-learning/",0,"Some partners do not ask for your consent to process your data, instead, they rely on their legitimate business interest. Personal data processed includes but is not limited to cookies, IP addresses, and URLs visited.\nView our list of partners\nto see the purposes they believe they have a legitimate interest for and object to legitimate interests on a per vendor basis.\nManage your settings\nand object to purposes as a legitimate interest in general.\nYou can change your settings at any time, including by withdrawing your consent, by clicking on the cog icon in the bottom right hand corner."]
[85,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_9b247d86-d322-4f5f-a62b-a16659a01db6",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[86,"Active learning vs. passive learning: What’s the best way to learn?","https://www.classcraft.com/blog/active-learning-vs-passive-learning/",1,"For teachers, knowledge of different learning styles is essential to presenting information in an appealing way to students. By understanding their students’ individual learning preferences and formats, teachers can make course information more accessible and help students feel more confident in the classroom.\nThe effectiveness of different learning styles — namely, active and passive — has been heavily debated within schools. But what do the terms “active learning” and “passive learning” really mean? How can these two learning styles affect a student’s comprehension of material? Is one method more successful than another? And can these two styles ever be combined? Let’s find out!\nLooking for a platform that can support your active and passive learning initiatives? Click here to find out how Classcraft can help.\nWhat is active learning?\nActive learning\ninvolves\nthe student in the instructional process through the use of relevant activities and discussions. This method stimulates and reinforces the student’s conceptual understanding of course material by engaging them within the lesson process, as opposed to merely listing off facts and explaining topics through traditional lectures. Examples of active learning include:\nHands-on labs\nGroup problems\nPeer instruction\nGames and challenges\nThe process of active learning activates divergent thinking, which helps students think less in terms of individual concepts and more in terms of the big picture. This mode of thinking increases a student’s ability to draw connections to the world, especially to their own lives. Key skills that develop through the process of active learning are analysis, evaluation, public speaking, and collaboration.\nIn turn, active learning methods provide the teacher with an ongoing analysis of their students’ understanding because there is constant feedback between the student and the material.\nActive learning benefits\nNotably, active learning:\nIncreases critical thinking.\nProvides frequent feedback on a student’s comprehension of the material.\nGives the student a larger role in their learning environment.\nIncreases student attention.\nStimulates discussions.\nActive learning disadvantages\nOn the flip side, active learning methods:\nRequire more spontaneous and flexible lesson plans.\nLimit the amount of material that can be presented at once.\nCreate the potential for distractions if students are not monitored.\nActivities that stimulate active learning in school\nLooking to implement active learning in your classroom? Below are three popular activities that teachers can use to engage students and improve their retention of course material.\nSmall group discussions\nHave your students put together a diagram, PowerPoint, or some sort of multimedia presentation and share their findings with the rest of the class. This activity stimulates one-on-one communication with peers, allowing students to comfortably share ideas and ask questions. Moreover, encouraging students to present their discoveries builds on their research, presentation, and public speaking skills.\nGames and problem solving\nIntegrate games and problem solving into your lesson plan. Classroom games stimulate conceptual learning and allow students to explore the cause-and-effect relationships among the concepts being taught. For example, students may observe cause and effect firsthand through simulations. If they encounter a problem or a situation in a game they are playing, they will see the effect of things they try — so it’s effectively exploratory learning of a trial-and-error nature. In particular, online games can give students healthy exposure to technology.\nRole-playing\nand debates\nThese activities allow students to do in-depth research on the material and present their findings in an interactive world. This encourages students to analyze their research and to think on the spot. The main difference between games/problem solving and role-playing/debates is that role-playing activities and debates will typically involve independent and more in-depth research that encourages thinking on the spot.\nWhat is passive learning?\nPassive learning\nholds the student responsible for absorbing the presented information on their own terms. The information may be presented in the form of lectures or assigned readings. In any case, the student is accountable for paying attention, asking questions, and performing well on tests.\nPassive learning promotes defining, describing, listening, and writing skills. This process initiates convergent thinking, where a given question typically has only one right answer. Normally, instructors will test students’ understanding through quizzes, assessments, and handouts.\nPassive learning benefits\nQuickly presents a variety of information.\nAllows lecture notes to be pre-planned and reused.\nGives the professor more control over course delivery.\nProvides a concrete and organized presentation of the material.\nPassive learning disadvantages\nMay appear boring or unrelatable.\nPresents fewer opportunities to assess student comprehension.\nStudents are more likely to shy away from voicing a misunderstanding.\nStudents are less involved in the learning experience.\nActivities that stimulate passive learning\nIf your students prefer passive learning, consider incorporating these options into your lessons.\nAssigned\nreadings\nThis is a classic example of passive learning. Students read and absorb the material on their own time and are responsible for studying the content.\nPowerPoint presentations\nThe teacher designs PowerPoint lessons ahead of time, and students take notes on the information during class meetings. However, there is no built-in discussion or active participation from students, except when they’re prompted to answer questions. Most of the emphasis is on organized content and clear narration.\nTraditional or online lectures\nThe bread and butter of most educational programs, a lecture gives the instructor full control over the information they present to their class. This allows you to teach a great deal of information in a short period of time, but it also puts more of the responsibility on you to ensure the information is communicated clearly.\nHow to help students discover their learning style\nMuch of adolescent schooling is designed to help students discover the tools that help them learn best. Helping students find their preferred learning style can lead to more efficient engagement with the material and a natural desire for lifelong learning.\nHow many times have you heard, “I don’t know why I did so poorly; I studied for three hours last night!” from a disappointed student? Well, part of the reason their hard work had little reward could be a disconnect between your teaching format and their learning preferences.\nAt the start of a new term, it’s a good idea to allow students to turn in a self-reflective diagnosis of their learning styles and preferences. This can highlight how they like to receive information, how they best engage with the material, and how they feel most comfortable expressing what they have learned.\nMost visual learners prefer an active learning style. This is because they absorb information by connecting the dots and reifying the abstract concepts they learn. This same learner may prefer social learning groups and physical interactions with the material.\nOn the other hand, passive learners tend to prefer an auditory intake of information, through lecture and logical presentations. These students may prefer isolated testing methods, such as quizzes and flashcards, that check what they have learned.\nBecause one class is likely to comprise students who have different learning styles and preferences, it helps to switch up your presentation of the material and the testing methods you employ.\nIntegrating learning styles\nActive learning and passive learning appear to be polar opposites. However, there are ways to combine both styles to highlight the effectiveness of each. Here are some suggestions on how to help your students reap the benefits of both active and passive learning.\nHave students complete assigned readings at home and take active notes on themes, questions, and important quotes. At the start of class, have students self-organize into small groups to share their ideas. Finally, have one person from each group present either a quote or question and explain why they thought it was important.\nAfter a role play, debate, or game, create a PowerPoint presentation that summarizes key points. This presentation helps highlight key information for synthesis and connects the dots between what occurred during an active learning exercise and the lesson plan.\nAfter a long lecture, have students individually write down five test question predictions. In small groups, have them put together a mini-assessment with the best questions. After the mini-tests are written, have students swap tests with another group, take the tests, and see how well they score.\nEach student is different\nUltimately, neither learning style is better — both active learning and passive learning are valid methods of absorbing information. Each student has a different way of understanding and engaging with new information. That level of engagement can even differ from one subject to another! At the end of the day, variety is the key to developing engaging lesson plans — don’t alienate passive learners, but don’t neglect active learners either.\nPhoto credit:\nMonkey Business Images\n;\nPressmaster\n/ Shutterstock.com\nPersonalized Learning"]
[87,"UK awards funds to project to decarbonize offshore survey and research vessels","https://safety4sea.com/uk-awards-funds-to-project-to-decarbonize-offshore-survey-and-research-vessels/",0,"A research and development project to demonstrate the technical and economic feasibility of achieving zero emission operations in offshore survey and research vessels (OSRVs) has been awarded funding under the UK government’s Clean Maritime Demonstration Competition Round 2."]
[88,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_76d93ba9-af83-44c0-aabc-8379f228272a",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[89,"Just a moment...","https://onlinelibrary.wiley.com/doi/10.1111/j.1468-2397.2007.00475.x",0,"onlinelibrary.wiley.com\nChecking if the site connection is secure\nEnable JavaScript and cookies to continue\nonlinelibrary.wiley.com needs to review the security of your connection before proceeding.\nDid you know\n43% of cyber attacks target small businesses?\nWhy am I seeing this page?\nRequests from malicious bots can pose as legitimate traffic. Occasionally, you may see this page while the site ensures that the connection is secure.\nConnection is secure\nProceeding...\nerror code: 1020"]
[90,"Reviews","https://www.yelp.com/biz/beijing-tokyo-burke",0,"Beijing Tokyo has been long overdue for a review!We have ordered from them off and on for a good while now, and the food has been very good.Tonight we ordered curry chicken Chinese style (yellow curry), Thai-style red chicken curry, two spring rolls, one order of beef teriyaki, and some crab rangoon. We added on a coupon for free lo mein.For the appetizers, the beef teriyaki and the crab rangoon were amazing. The beef was tender, the marinade was a little sweet and a little sticky. The crab rangoons were crispy and absolutely filled to the brim with the sweet and savory krab cream cheese. They even remembered the sweet/sour sauce for them! My only \"eh...\" moment was for the spring rolls. While they were hot and exteriors crispy, the inside was extremely soft and just kind of squished itself out. Maybe a tad overcooked? For both curries, we asked for \"Thai spicy\", and boy did they deliver the heat! Our lips were burning, our eyes watering, our noses running, and it was absolutely glorious. If you like your food spicy, they actually listen. Next time I may actually have to dial back on the heat some so we can have more control over the spiciness of the leftovers. The free lo mein was also very good! Savory and slightly smoky, noodles were perfectly tender and the carrots tender-crisp. One suggestion for the restaurant, when you go to add the coupon through the online ordering app (Grub Hub or Beyond Menu), it would be cool if they could offer you an option to pick a protein or pick plain. We just didn't know what we were getting. I was excited to see it was chicken! Definitely not complaining though, either protein would have been fine (or plain). Options are always nice to have. Last but not least, the delivery man was super nice and the food arrived a lot faster than we thought (double bonus). All in all, we were very happy with our order!! Thanks, Beijing Tokyo. You guys are awesome."]
[91,"Chinese Language Teacher (Part Time)","https://www.monster.com.sg/job/chinese-language-teacher-part-time-hua-cheng-education-centre-yishun-pte-ltd-singapore-7385722",0,"Dependable Team Player Jobs in Holland village\nWorks well with children Jobs in Holland village\nLesson Planning Jobs in Holland village\nWell Organised Jobs in Holland village\nChinese Jobs in Holland village\nParent-Teacher Communication Jobs in Holland village\nClassroom Management Jobs in Holland village\nSupervising Children Jobs in Holland village\nOutstanding Time Management Skills Jobs in Holland village\nDependable Team Player Jobs in Clarke quay\nWorks well with children Jobs in Clarke quay\nLesson Planning Jobs in Clarke quay\nWell Organised Jobs in Clarke quay\nChinese Jobs in Clarke quay\nParent-Teacher Communication Jobs in Clarke quay\nClassroom Management Jobs in Clarke quay\nSupervising Children Jobs in Clarke quay\nOutstanding Time Management Skills Jobs in Clarke quay\nDependable Team Player Jobs in Bugis\nWorks well with children Jobs in Bugis\nLesson Planning Jobs in Bugis\nWell Organised Jobs in Bugis\nChinese Jobs in Bugis\nParent-Teacher Communication Jobs in Bugis\nClassroom Management Jobs in Bugis\nSupervising Children Jobs in Bugis\nOutstanding Time Management Skills Jobs in Bugis\nDependable Team Player Jobs in Tiong bahru\nWorks well with children Jobs in Tiong bahru\nLesson Planning Jobs in Tiong bahru\nWell Organised Jobs in Tiong bahru\nChinese Jobs in Tiong bahru\nParent-Teacher Communication Jobs in Tiong bahru\nClassroom Management Jobs in Tiong bahru\nSupervising Children Jobs in Tiong bahru\nOutstanding Time Management Skills Jobs in Tiong bahru\nDependable Team Player Jobs in Harbourfront\nWorks well with children Jobs in Harbourfront\nLesson Planning Jobs in Harbourfront\nWell Organised Jobs in Harbourfront\nChinese Jobs in Harbourfront\nParent-Teacher Communication Jobs in Harbourfront\nClassroom Management Jobs in Harbourfront\nSupervising Children Jobs in Harbourfront\nOutstanding Time Management Skills Jobs in Harbourfront\nDependable Team Player Jobs in Chinatown\nWorks well with children Jobs in Chinatown\nLesson Planning Jobs in Chinatown\nWell Organised Jobs in Chinatown\nChinese Jobs in Chinatown\nParent-Teacher Communication Jobs in Chinatown\nClassroom Management Jobs in Chinatown\nSupervising Children Jobs in Chinatown\nOutstanding Time Management Skills Jobs in Chinatown\nDependable Team Player Jobs in Esplanade\nWorks well with children Jobs in Esplanade\nLesson Planning Jobs in Esplanade\nWell Organised Jobs in Esplanade\nChinese Jobs in Esplanade\nParent-Teacher Communication Jobs in Esplanade\nClassroom Management Jobs in Esplanade\nSupervising Children Jobs in Esplanade\nOutstanding Time Management Skills Jobs in Esplanade\nDependable Team Player Jobs in Tanjong pagar\nWorks well with children Jobs in Tanjong pagar\nLesson Planning Jobs in Tanjong pagar\nWell Organised Jobs in Tanjong pagar\nChinese Jobs in Tanjong pagar\nParent-Teacher Communication Jobs in Tanjong pagar\nClassroom Management Jobs in Tanjong pagar\nSupervising Children Jobs in Tanjong pagar\nOutstanding Time Management Skills Jobs in Tanjong pagar\nDependable Team Player Jobs in Little india\nWorks well with children Jobs in Little india\nLesson Planning Jobs in Little india\nWell Organised Jobs in Little india\nChinese Jobs in Little india\nParent-Teacher Communication Jobs in Little india\nClassroom Management Jobs in Little india\nSupervising Children Jobs in Little india\nOutstanding Time Management Skills Jobs in Little india\nDependable Team Player Jobs in Toa payoh\nWorks well with children Jobs in Toa payoh\nLesson Planning Jobs in Toa payoh\nWell Organised Jobs in Toa payoh\nChinese Jobs in Toa payoh\nParent-Teacher Communication Jobs in Toa payoh\nClassroom Management Jobs in Toa payoh\nSupervising Children Jobs in Toa payoh\nOutstanding Time Management Skills Jobs in Toa payoh"]
[92,"Famed Tokyo garden seeks to stop illicit model photo shoots","https://www.asahi.com/ajw/articles/14729579",0,"A famed garden in Tokyo is battling the hordes of visitors who want to use the buildings on the site for model shoots, saying such photo opportunities are forbidden.\nThe manager of\nKyu-Iwasaki-tei Garden in Tokyo's Taito Ward\nis upset that many people enter the buildings with photographers to snap photos of models to be posted on social media.\n\"Because models repeatedly pose for photos on the same spot in the buildings, they could bump into other visitors,\" said Yumi Suzuki, head of the service center of the garden. \"\nOr their cameras could damage the buildings. We will have no choice but to ban photographing in our buildings to protect them if people keep doing model photo shoots here.”\nKyu-Iwasaki-tei Garden is a former residence of the Iwasaki family, the founding family of the Mitsubishi zaibatsu conglomerate\n. It is operated by the Tokyo metropolitan government and designated as an important cultural property by the central government.\nOn Twitter and Instagram, there are many photographs posted of women in kimono or dresses posing on verandas or in guest rooms in buildings of Kyu-Iwasaki-tei Garden.\nA tweet by the manager of Kyu-Iwasaki-tei Garden dated Sept. 12 says that visitors “are banned from doing photo shooting which is mainly for taking pictures of persons or things (model photo shooting).” (Fom the Twitter account of Kyu-Iwasaki-tei Garden)\nThat prompted Kyu-Iwasaki-tei Garden on Sept. 12 to tweet on its official Twitter account, “Kyu-Iwasaki-tei Garden is mainly intended to be looked at. You are banned from doing photo shoots whose main purpose is to take pictures of persons or things (namely model photo shooting).”\nKyu-Iwasaki-tei Garden was built in 1896 as a residence for Hisaya Iwasaki, the eldest son of Yataro Iwasaki, the founder of the Mitsubishi group.\nThe entire premises spanning about 18,000 square meters are designated as an important cultural property.\nOne of the buildings on the site is a cream-colored, Western-style wooden building designed by Josiah Conder, a British architect, whose works included the famed Rokumeikan building.\nThere are also a Japanese-style building and a billiard hall on the premises. These old buildings all convey the ambience of the past.\nThe Tokyo Metropolitan Park Association, which manages Kyu-Iwasaki-tei Garden, bans photo shooting when the main purpose is taking pictures of people, including models.\nThe rule is intended to prevent an accident and to protect the properties.\nTaking photos of the interior of the buildings is allowed on weekdays, but not on weekends or national holidays when many visitors are expected.\nTaking celebratory photos in the buildings for weddings, coming-of-age ceremonies or \"Shichi-Go-San,\" a traditional Japanese festival for children, is permitted for a fee.\nThe more Kyu-Iwasaki-tei Garden is raved about on the internet as “a popular site that looks good on Instagram,” the more model photographs taken there have been uploaded on social media accounts.\nStaff members stop the shoots when they see visitors taking such photographs.\nHowever, some people secretly change into costumes, such as a kimono, in a restroom to avoid detection by staff members before shooting photos.\nOthers are angered at the restriction and even bark at employees, saying, “Why can’t I take photos here? Instagram is full of photos of this place.”"]
[93,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_f23cf633-2b53-450f-bc7b-f0b8b6bf5336",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[94,"Glassdoor","https://www.glassdoor.com/Salaries/new-york-city-enrollment-specialist-salary-SRCH_IL.0,13_IM615_KO14,35.htm",0,"Aidez-nous à protéger Glassdoor\nVeuillez patienter pendant que nous vérifions que vous êtes une personne réelle.\t\tVotre contenu s’affichera bientôt. Si vous continuez à voir ce message,\t\tcontactez-nous à l'adresse\npour nous faire part du problème."]
[95,"Trump cancels Global Entry enrollment for New York over immigration fight","https://www.theverge.com/2020/2/6/21126182/trump-global-entry-cancel-department-of-homeland-security-dhs-new-york-enrollment",0,"New York residents can no longer enroll or reenroll in Global Entry, a program that allows travelers quick entrance into the country at airports. In\na letter yesterday\n, the Department of Homeland Security said it would be suspending Global Entry (along with similar programs like NEXUS, SENTRI, and FAST), meaning any New Yorkers who haven’t made it through Global Entry verification may be stuck on the waiting list indefinitely."]
[96,"International Affairs - MIA","https://lkyspp.nus.edu.sg/graduate-programmes/master-in-international-affairs-mia",1,"Singapore attracts an elite community of researchers and specialists from all over the globe and has built up an international reputation as a hub for world-class education and research. You will be plugged into a network of top-notch academics and practitioners who contribute to a vibrant academic community in Singapore. The LKY School itself hosts numerous keynote lectures by\nworld-famous thought leaders\n, and this allows you to interact and build professional connections with business and government leaders.\nDid you know:\nthe annual Shangri-La Dialogue (SLD) in Singapore, also known as the Asia Security Summit — brings together Defence Ministers and officials from the Asia Pacific to discuss and debate the critical security issues and challenges of the region and beyond. Organised by the International Institute of Strategic Studies (IISS) and conceived as the Asian equivalent of the Munich Conference on Security Policy, the SLD is a crucial site for feeling the political-strategic pulse of the Asia-Pacific, especially when it comes to security policy orientations and initiatives of significant and other relevant powers. The\nLKY School’s faculty\nare regular SLD participants."]
[97,"Ofw from hong kong to philippines","https://twvwx.marszczefreda.pl/ofw-from-hong-kong-to-philippines.html",0,"Join to listen to great radio shows, DJ mix sets and Podcasts Pinoy Movies Online, Pinoy Channel TV, Pinoy Radio Online,\nOFW\nChat Room, Watch New Tagalog Movies Pinoy TV Teleserye Prima Donnas January 26 2021 Replay Today Episode Online Pinoy\nOFW\n#Doha Qatar Life of Pinoy\nOFW\nin Doha Qatar with my co-workers at souq waqif Follow me on my."]
[98,"Page not available","https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4827033/",0,"Use of PMC is free, but must comply with the terms of the\nCopyright Notice\non the PMC site. For additional information, or to request that your IP address be unblocked,\nplease send an\nemail to PMC\n.\nFor requests to be unblocked, you\nmust\ninclude all of the information in the box above in your message."]
[99,"Yahoo is part of the Yahoo family of brands","https://consent.yahoo.com/v2/collectConsent?sessionId=4_cc-session_0126cb2a-f20f-4b87-95b1-e6942e8c314c",0,"By clicking \"\nAccept all\n\" you agree that Yahoo and\nour partners\nwill store and/or access information on your device through the use of cookies and similar technologies and process your personal data, to display personalised ads and content, for ad and content measurement, audience insights and product development."]
[100,"Singapore’s green transition: How to win hearts and minds","https://nus.edu.sg/thought-leadership/singapore-s-green-transition-how-to-win-hearts-and-minds",0,"Singapore’s green transition: How to win hearts and minds\nSpeakers: Terence Ho\n22 Sep 2022\nBy thinking creatively, the sustainability narrative could be reframed to apply to the broadest spectrum of society opines Associate Professor (Practice) Terence Ho from the Lee Kuan Yew School of Public Policy at NUS. As human beings are social creatures, there could be a role for friendly competition to spur one another to good works. It may be possible to design good-natured contests around recycling or energy conservation.\nLearn more"]
[101,"Chirori the Therapy Dog","https://www.atlasobscura.com/places/chirori-the-therapy-dog",0,"When you visit any website, it may store or retrieve information on your browser, mostly in the form of cookies. This information might be about you, your preferences or your device and is mostly used to make the site work as you expect it to. The information does not usually directly identify you, but it can give you a more personalized web experience. Because we respect your right to privacy, you can choose not to allow some types of cookies. Click on the different category headings to find out more and change our default settings. However, blocking some types of cookies may impact your experience of the site and the services we are able to offer.\nMore information"]
[102,"Singapore","https://education.stateuniversity.com/pages/1352/Singapore-SUMMARY.html",1,"Singapore's educational system deserves recognition for its educational achievements. The society and the government are supremely aware of the small size of the state and what needs to be done particularly in education to establish and maintain a position of importance in a fast-developing world. The island nation has also attempted and succeeded to a large extent in making itself the \"hub\" of the Southeast Asian region in the fields of economy and education. In this, Singapore has made the use of computer technology almost universal in all its business establishments, government, and academic institutions at all levels: primary, secondary, and tertiary.\nSingapore has a strong priority to business and industry. The academic institutions, particularly in the tertiary sector: universities, polytechnics, institutes of education and technical education, and the few research institutes are all aware of their need to cater to industry's needs in trained human resources as well as in R&D. Most of the educational facilities in Singapore have a highly trained faculty expertise reinforced periodically by visits and training programs abroad and through the establishment of academic ties with well-known institutions in Japan and the West, notably in the United Kingdom and the United States. The inadequacies of Singapore's educational system are a lack of sufficient incentive to its faculty in the form of advanced graduate programs and rewards to those who publish their research. The teaching and research staff at all levels is well paid and the infrastructure is well provided for efficient performance.\nSingapore's immense success is based on an understanding of the needs and aspirations of its government, people, industry, and businesses. Its good fortune has been the consistently dynamic leadership provided by Lee Kuan Yew and the fairly smooth transition of power sharing since he stepped down from his position as Prime Minister.\nA problem that remains to be solved is the political future of a system that has, so far, been based on the domination by a single party, the People's Action Party (PAP). It must be conceded, however, that there are more supporters than detractors of the system. The second area of concern has been the deterioration of Confucianism, particularly the relationship between generations from the impact of Westernization, which, in the eyes of the establishment, has been progressively weakening the moral fiber of the young. Even discounting the usual criticisms of the younger generation by the older generation, there is validity to this area of concern. The progression of Western influence could seriously affect Singapore's self-identity. The question is what the education system can do to reverse the trend of Westernization."]
[103,"Singapore, the 21st century education superpower","https://www.studyinternational.com/news/singapore-the-21st-century-education-superpower/",1,"For a number of years now, Singapore has been recognised as having one of the best school systems in the world,\ntopping the OECD’s 2015 global education rankings\n, coming top in the\n2016 TIMSS report\nand claiming first place in the most recent\nPISA rankings\n.\nThese reports, which indicate that graduates from Singaporean schools are years ahead of their western counterparts, provide sufficient evidence to declare Singapore a 21st Century education superpower.\nAnd Singapore’s educational prowess is not confined to high schools; the\nNational University Singapore\nhas been the\nhighest-ranking\nuniversity in Asia for the past two years, competing head-to-head with world-renowned institutions from England and the U.S.\nWhat makes Singapore’s record all the more impressive, is that this progress has been achieved in just a matter of decades. When Singapore separated from the Federation of Malaya in 1965, the country’s per capita income was US$500, and the education system was segregated according to ethnicity and religion.\nMore about\n4 universities where student engineers can innovate world-change\nTo tackle these inequalities, the country’s leaders promptly introduced a universal state-funded education system which promoted the ideals of meritocracy. Since then, education has remained at the forefront of Singapore’s vision for development and has been instrumental in the country’s per capita income growth, which has now reached US$55,000.\nAn inside view of the “The Hive” learning hub at the Nanyang Technological University (NTU). Singapore spent S$75 mil to implement the flipped classroom model whereby students access course content on their own before class so lesson time is spent on discussions. Source: Vasin Srethaphakdi/Shutterstock.\nSingapore’s educational success is widely attributed to three factors; curricula, pedagogy, and teaching standards.\nIn the aftermaths of the 1997 Asian financial crisis, Singapore embarked on its most successful series of reforms, with the adoption of a new educational vision, ‘Thinking Schools, Learning Nation’, which emphasised innovation, creativity and lifelong learning.\nMore about\nNorth London Collegiate School Jeju: Developing independent, resilient future leaders\nSingaporean students’ solid foundation in literacy and numeracy can be attributed to two highly successfully innovations introduced during this period, the\nSTELLAR\napproach to English, which was developed to ensure the country’s multilingual learners received a solid foundation in literacy, and the\nMastery Method\nfor Mathematics.\nSingapore’s Mastery Method proved so successful that it has increasingly been adopted elsewhere, becoming particularly popular in the U.S. Central elements to this approach include giving students ample time to focus on core mathematic principles through a range of problem-solving exercises which utilise visual and hands-on aids, and ensuring students become proficient at each step of their learning – they do not progress until they have thoroughly mastered each skill.\nAlongside the successful implementation of modern pedagogies, Singapore has also benefited from investing in the development of proficient educators. This has been achieved by selecting teachers from the top third of high school graduates and then providing them with intensive teacher training at the National Institute of Education (NIE). During a graduate’s first few years in the actual classroom, there remains a close working relationship with NIE to support the new teacher.\nAnother educational challenge which Singapore has been able to tackle successfully is reforming vocational training for the 21st Century economy.\nPreviously, societal prejudice towards vocational education had made many students reluctant to follow this line of education, considering it inferior to traditional university. Recognising the importance of quality vocational learning, the\nInstitute for Technical Education\n(ITE) revamped the country’s vocational curricula and developed new courses with a greater focus on advanced skills. Vocational education was rebranded as ‘hands-on, minds-on, hearts-on’ applied learning and the sector is now recognised as a legitimate career path which learners can be proud of.\n(File) Science Faculty of the National University of Singapore. Source: e X p o s e/Shutterstock.\nResearch and development at Singaporean universities has also been prioritised by the government, and NUS in particular has benefited from far-sighted policies which have given institutions the necessary levels of autonomy and adequate funding to be able to innovate.\nLifelong learning is another area in which Singapore has set examples that other nations are now following. In 2016, the country introduced the\nSkillsFuture\neducational initiatives, to provide Singaporean adults with the incentive, and economic support (credits, worth S$500 (US$378)), to develop new skill. The aim of the programme is to support the country’s aspiration to become an advanced economy with advanced technological infrastructure, higher standards of living and a highly developed economy.\nWhile Singapore’s educational successes have been examined and admired by educators and policymakers worldwide, imitating the city-state has proved problematic.\nMonitoring academic standards and implementing education reforms in a country with just over 500,000 students and less than 400 state schools, is more easily managed, and more likely to reap rewards, than in larger countries. Furthermore, the stability of the Singaporean government with its shared commitment to equity and meritocracy, has given the city-state a degree of stability rarely experienced elsewhere.\nSingapore’s unique location, at a centuries-old international trading crossroads, has created a diverse and rich culture which supports personal development. Much of the Singaporean population adhere to Confucian ideals, which value education and diligence. Most parents in Singapore take their children’s education very seriously, and will strive to give their children the best possible opportunities, providing them with books and private tuition.\nGiven Singapore’s unique circumstances, the city-state’s status as a education superpower looks secure, and unlikely to be challenged for the foreseeable future.\n** This is the personal opinion of the writer and does not reflect the views of Study International\nThis article first appeared on\nAsian Correspondent\n.\nLiked this? Then you’ll love these...\nIn the hunt for new ideas, Singapore eases obsession with grades\nSingapore teens trump global peers in international student benchmarking study"]
[104,"Family friend Michelin-star style sushi in Tokyo - Tokyo Forum","https://www.tripadvisor.com/ShowTopic-g298184-i861-k14133322-o10-Family_friend_Michelin_star_style_sushi_in_Tokyo-Tokyo_Tokyo_Prefecture_Kanto.html",0,"I went to a Michelin starred sushi restaurant in Hiroshima. It was ok but really, nothing to rave about. The way I see it, Michelin doesn't seem to know Asian food well. That said, I also went to a couple of Michelin starred Western restaurants in\nTokyo\n(many of them offer very good value, especially lunch). Even those weren't fantastic. Maybe I am just not a Michelin person."]
[105,"Part-time Kids English Teacher","https://jobs.echinacities.com/jobchapter/1354948603",1,"About us\nEasykey Education易可言教育 provides life changing education for English learners in China . By improving the student’s English knowledge both language wise and cultural wise, Our mission has been to give confidence to the students and unlock their mind . Easykey education helps opening a whole new world for people all ages and backgrounds.We prep young kids with their preschool English education , they can build up a solid foundation with a fairly native pronunciation and fluency which allow them to be able to study in bilingual or international schools.We help children and teenagers with their school programs, IELTS ,TOEFL ,SAT ,AP so they can be more confident in their school and more competitive when pursuing further studies.We coach adult learners,By helping them improve both their daily and business English skills, traveling abroad ,communicating with global clients ,reporting to foreign bosses become easier and more efficient for them.We provide corporate training to improve employee’s English skills so enterprises can better serve their customers and communities.To make sure our students achieve their goal , our foreign teacher team is supported by course consultant team and after sale service team. Courses are tailored according to the student’s situation and studying plans are adjusted in the teaching process base of the progression. Mission and ValuesOur core values define our company culture and provide the framework for what we deliver to our customers and employees each day:Integrity: We hold ourselves to the highest ethical standards in everything we do.Support: We give you the tools you need to succeed.Knowledge: We offer expert resources to help you achieve your academic and career best.Opportunity: We open doors and broaden access to education.Results: We’re dedicated to helping you achieve your goals – we succeed when you succeed.\nRead More >>"]
[106,"Research on Injury Causes and Prevention Effect of College Rowing Athletes Based on Multiple Regression and Residual Algorithm","https://www.hindawi.com/journals/jeph/2022/4896336/",0,"It can be seen from Figure\n4\nthat multiple regression and control effect belong to a spiral adjustment process, which is a dynamic adjustment of accuracy and obtains a global extreme value. The analysis measures of injury causes in rowing competition are in multiple regression model, and the overall fusion effect is better. Therefore, the dynamic adjustment of analysis accuracy can make athletes’ injury causes meet the requirements and improve the accuracy of calculation results."]
[107,"Relationships between screen viewing and sleep quality for infants and toddlers in China: A cross-sectional study","https://www.frontiersin.org/articles/10.3389/fped.2022.987523/full",0,"Data were verified and analyzed using IBM SPSS 26.0 software (IBM Corp, 2019). The sociodemographic characteristics of the participants and their families were presented with means (with standard deviation) for continuous variables and frequencies (with percentages) for categorical variables. We classified our participants into infants and toddlers, and the total screen time was divided into 0, >0 ∼≤1 h, and >1 h. The two independent sample\nt\n-test was used to investigate the differences in sleep quality between children with or without screen viewing. Multivariate linear regression models were used to assess the relationships between screen viewing (including total screen time, screen time on different devices, and reasons for screen viewing) and sleep quality (including total sleep time, daytime sleep, nighttime sleep, and longest sleep episode). Each screen viewing variable and sleep variable were entered into a separate model for both infants and toddlers, resulting in 48 multivariate linear regression models. Each model was adjusted for children's sex, age, daily outdoor exercise time, primary caregivers, BMI, and family annual income. Differences were considered statistically significant with a\nP\n-value < 0.05."]
[108,"SLEP makes top-20 economic development list for fifth-straight year","https://www.parisstaronline.com/news/local-news/slep-makes-top-20-economic-development-list-for-fifth-straight-year",0,"Article content\nThe magazine also recognized Ontario as the most competitive province in Canada, which is reflected in the listings, he said.\nNine of the 20 on the list, including Invest WindsorEssex and the London Economic Development Corporation, are based in Ontario.\n“The reality is significant investment has been made and is being made in Sarnia-Lambton,” similar to those other locations, Slotwinski said.\nThe provincial rankings are determined based on cumulative and per-capita calculations from corporate facility projects, and the projects’ capital investment and jobs, as documented by Site Selection’s Conway Projects Database, economic partnership officials said in a press release.\ntkula@postmedia.com"]
[109,"VARK Modalities: what do Visual, Aural, Read/write & Kinesthetic really mean?","https://vark-learn.com/introduction-to-vark/the-vark-modalities/",1,"The acronym VARK stands for the VARK modalities – Visual, Aural, Read/write, and Kinesthetic – sensory modalities that are used for learning information. Fleming and Mills (1992) suggested these four modalities that seem to reflect the experiences of students and teachers. Although there is some overlap between them they are defined as follows.\nVisual (V):\nThe Visual preference includes the depiction of information in maps, diagrams, charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices, that people use to represent what could have been presented in words. This mode could have been called\nGraphic\n(G) as that better explains what it covers!\nIt does\nNOT\ninclude still pictures or photographs of reality, movies, videos or PowerPoint. It does include designs, white-space, patterns, shapes and the different formats that are used to highlight and convey information. When a whiteboard is used to draw a diagram with meaningful symbols for the relationship between different things that will be helpful for those with a Visual preference. It must be more than mere words in boxes – that would be helpful to those who have a Read/write preference.\nAural / Auditory (A):\nThe Aural mode describes a preference for information that is\n“heard or spoken.\n” Learners who have this as their main preference report that they learn best from lectures, group discussion, radio, email, using mobile phones, speaking, and talking things through. Email is included here because; although it is text and could be included in the Read/write category (below), it is often chat-style with abbreviations, colloquial terms, slang and non-formal language. The Aural preference includes talking out loud as well as talking to oneself. Often people with this preference want to sort things out by speaking first, rather than sorting out their ideas and then speaking. They may say again what has already been said, or ask an obvious and previously answered question. They have a need to say it themselves and they learn through saying it – their way.\nRead/write (R):\nThe Read/write preference is for information displayed as words. Not surprisingly, many teachers and students have a strong preference for this mode. Being able to write well and read widely are attributes sought by employers of graduates. This preference emphasizes text-based input and output – reading and writing in all its forms but especially manuals, reports, essays and assignments. People who prefer this modality are often addicted to PowerPoint, the Internet, lists, diaries, dictionaries, thesauri, quotations and words, words, words... Note that most PowerPoint presentations and a lot of information on the the Internet on sites such as Wikipedia are essentially suited to those with this preference as there is seldom an auditory channel or a presentation that uses Visual symbols.\nKinesthetic (K):\nBy definition, the Kinesthetic modality refers to the “perceptual preference related to the use of experience and practice (simulated or real).” Although such an experience may invoke other modalities, the key is that people who prefer this mode are connected to reality, “either through concrete personal experiences, examples, practice or simulation” [See Fleming & Mills, 1992, pp. 140-141].\nIt includes demonstrations, simulations, videos and movies of\n“real”\nthings, as well as case studies, practice and applications. The key is the reality or concrete nature of the example. If it can be grasped, held, tasted, or felt it will probably be included. People with this as a strong preference learn from the experience of doing something and they value their own background of experiences and less so, the experiences of others. It is possible to write or speak Kinesthetically if the topic is strongly based in reality. An assignment that requires the details of who will do\nwhat\nand\nwhen\n, is suited to those with this preference, as is a case study or a working example of what is intended or proposed.\nWhat about Mixtures? Multimodality (MM):\nLife is multimodal. There are seldom instances where one mode is used, or is sufficient, so that is why there is a four-part VARK profile. That is why the VARK questionnaire provides four scores and also why there are mixtures of those four modes. Those who do not have a standout mode with one preference score well above other scores, are defined as\nmultimodal\n.\nThe two types of Multimodality:\nVARK Type One:\nThere are those who are flexible in their communication preferences and who switch from mode to mode depending on what they are working with. They are context specific. They choose a single mode to suit the occasion or situation. If they have to deal with legalities they will apply their Read/write preference. If they are to watch the demonstration of a technique they will be expressing their Kinesthetic preference. They are described as\nVARK Type One\nand they may have two, three or four almost-equal preferences in their VARK scores.\nVARK Type Two:\nThere are others who are not satisfied until they have had input (or output) in all of their preferred modes. They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding. They may be seen as procrastinators or slow-deliverers but some may be merely gathering all the information before acting – and their decision making and learning may be better because of that breadth of understanding. They are described as\nVARK Type Two\n.\nVARK Transition\nVARK Transition\nis the term we use to describe those who fall somewhere between these two categories.\nRemember life (and work) are multimodal so there are no hard and fast boundaries.\nMore Information\nFor a detailed description of the initial construction and limitations of VARK, and for other works on learning styles, see the\nbibliography\nand the\nseminal article\n."]
[110,"Mile High Money: Payday Stores Target Colorado Communities of Color","https://www.responsiblelending.org/research-publication/mile-high-money-payday-stores-target-colorado-communities-color",0,"Payday lending involves small‐dollar, high‐interest loans that trap consumers into a long‐term cycle of debt and fees. Payday lenders tout themselves as a needed service providing access to emergency credit. However, with weak underwriting and ability to repay standards, the payday loan model creates a debt trap that is easy to get into, but extremely difficult to escape. Each year, payday loans strip $4.2 billion in fees from consumers across the country. In Colorado, payday lenders cost consumers over $50 million in fees for 2015.\nMajority‐minority areas in Colorado (over 50% African‐American and Latino) are nearly twice as likely to have a payday store than all other areas, and 7 times more likely to have a store than predominately white areas (below 10% African‐American and Latino).\nAffluent communities of color have a higher likelihood of containing a payday store, when compared low‐income, predominately white areas.\nIn 2015, payday loans drained $50 million in fees from Colorado consumers. The average Colorado consumer took out over three loans from the same lender over the course of the year, while one in four payday loans went into delinquency or default."]
[111,"Benefits and Challenges of Labour Migration","https://phdessay.com/benefits-and-challenges-of-labour-migration/",0,"Migration of people to other countries in search of employment has occurred all through history and it is by no means a new phenomenon. For many of migration workers, migration is a real lifeline, but all too often, they still face exploitation and abuse. Forced labour, low pay, bad working conditions, virtually no social protection, and denial of freedom of association and trade union rights, discrimination, xenophobia and social exclusion - these are just some of the woes that rob migrants of the benefits they could have gained from working abroad.\nThe countries in question can be classified according to their status as sending or receiving country in correspondence to their level of social and economic development. Workers move between them, cascading from poorer to richer countries. In each of the countries, they mainly take jobs in labour-intensive sectors with low skill requirements and low pay. These are most of all construction, agriculture, hotel and catering as well as domestic services.\nThe United Nations Convention on the Rights of Migrants defines a migrant worker as a “person who is to be engaged, is engaged or has been engaged in a remunerated activity in a state of which he or she is not a resident”. But there is considerable conceptual difficulty in defining a migrant. Migration of labourer takes different forms. In one end, the place of working and residence of the labourer may be different, and the distance covered by daily commuting.\nOrder custom essay\nBenefits and Challenges of Labour Migration\nwith free plagiarism report\nGET ORIGINAL PAPER\nAt the other end, the worker’s may move permanently from their places of birth or usual place of residence, maintaining little or no contact with their places of origin. Between these two ends, people move away for differing periods of time. Based on how long they are away from their place of origin, the migrants are distinguished as ‘permanent’, ‘semi-permanent’ and ‘temporary’. Labour migration belongs to temporary migration, which is likely to stay away from their places of origin for more than a few months in a year. The temporary migrants are also known as ‘short duration’ migrants, ‘seasonal’ migrants or ‘circulatory’ migrants.\nThe decision to migrate for economic reasons can have both positive and negative consequences. Migrants may secure a better income, have access to better social services, and be able to provide a better education for their children or benefit from the enrichment of becoming a member of a transnational community at ease in different cultures. However, migration may also cause family disruption when family members have to stay behind, and may involve sacrificing a familiar lifestyle and becoming a “stranger” in a new country.\nThe complexity of the present day migration stream has intensified with distinctions between migrant workers, trainees, tourists, refugees and displaced persons becoming increasingly blurred. The term \"migrants\" appears to be broader than the term 'migrant workers' and is increasingly used in international discussions of human rights. The traditional explanation of migration as a movement from poor to rich nations is too simplified. There are both economic and non-economic factors affecting these flows.\nInternational migration has contributed to growth and prosperity in both host and source countries. Migrant worker remittances represent the second largest international monetary trade flow, exceeded only by petroleum. Migrants also provide a valuable source of semi-skilled and unskilled labour to many industrialising countries and provide a source of highly skilled labour to advanced countries, thereby assisting the latter in maintaining economic competitiveness.\nLabour migration policies differ from other migration policies directed at migration flows that may also have an impact on labour markets, for example refugee and family reunification, in the sense that they do not have humanitarian objectives but apply economic criteria with a view to responding to labour market needs. Governments at all points on the migration spectrum increasingly recognize the potential of regulatory mechanisms to maximize the positive impact of labour migration. Many sending and receiving countries are developing their regulatory capacities to manage labour mobility by considering the interests of respective governments, societies, and the migrant.\nPositive tensions for receiving countries:\nraise total output and incomes in the rich, host countries;\nincrease efficiency in the use of the world’s resources all around, in rich and poor countries;\nincrease the supply of entrepreneurship and stimulate the creation of small business;\nincrease savings, investment, and human capital formation in the rich countries;\naccelerate the pace of innovation;\nincrease the flow of remittances to poor countries;\nalleviate the economic problems associated with the aging population in rich countries.\nGlobalization is a major driving force of international labour migration. Globalization has made migration much easier through better communications, dissemination of information through mass media and improved transport.\nCountries are at different stages of demographic transition, with developing countries typically having younger populations than developed countries. One of the most frequently cited costs of migration is so-called ‘brain drain’ — the loss of educated workers with valuable skills, which can impose large losses on governments that bear the costs of education and training.\nBrain drain is potentially a concern for all economies, both developing and developed, with some developed economies experiencing significant rates of skilled emigration. The greatest global concern in the area of international labour migration is the unprecedented rise in irregular forms of migration that has occurred in recent years. The numbers of unauthorized migrant workers are increasing in virtually every part of the world.\nA large proportion of labour migration occurs illegally, aided and abetted by a clandestine and often criminal industry. Increasingly, governments of both sending and receiving countries are developing regulatory mechanisms to manage labour migration. These include selective recruitment policies by countries needing labour, and strong marketing and overseas employment strategies by countries supplying labour.\nMigrant workers benefit host countries in a number of ways. The overall economic impact of all migrant workers to the UK for example suggests that they make a positive net contribution of around £2.5 billion to the public accounts.\nThere are huge implications for sending countries as a result of out-migration, the most crucial of which are the loss of expertise and skills. This brain drain is particularly acute in developing countries, especially where the move abroad is permanent. Public services, such as health, education and social services, are losing large numbers of skilled workers to migration. Structural changes and decreasing investment in the public sector has increased the pressure on public sector workers to migrate, as shown by trends in the health and education sectors.\nAlthough many economic migrants work in relatively low-paid jobs they regularly send money home to their families and relatives. However, it is difficult to estimate the scale of these remittances to sending countries because of the often informal manner in which they are returned, but there is little doubt that they contribute to the national income of the countries involved, and act as a stimulus to longer-term economic growth.\nMigrant workers who return home bring experience and knowledge from working in another country. This benefits the home country as a whole by adding to its pool of talented workers, particularly where the skills are relevant to the needs of the home economy and the migrant workers are willing to use them upon return. It also benefits the individual worker who will have developed through contact with people possessing a range of human, intellectual and professional skills. Access to educational and language courses in the host country should open up opportunities for career promotion at home and assist the personal development of each worker.\nBibliography\nInternational Organisation for Migration. 2005. World Migration 2005. Costs and Benefits of International Migration.\nKothari, U. (2002). Migration and chronic poverty. Chronic Poverty Research Centre. Institute for Development Policy and Management. University of Manchester. Working Paper No. 16.\nLinard, Andre. (1998). Migration and globalization: The new slaves. Brussels: ICFTU, July.\nStalker, Peter. (2000). Workers without frontiers: The impact of globalization on international migration. International Labour Office, Geneva.\nWorld Economic and Social Survey. (2004). International migration trends Chapter11.\nWorld Health Organisation. Health and Human Rights Publications Series. Issue No.4 (December 2003). International Migration, Health and Human Rights.\nThis essay was written by a fellow student. You can use it as an example when writing your own essay or use it as a source, but you need\ncite\nit.\nGet professional help and free up your time for more important courses\nStarting from 3 hours delivery\n450+ experts on 30 subjects\nget essay help\n124\nexperts online\nDid you know that we have over 70,000 essays on 3,000 topics in our database?\nCite this page\nExplore how the human body functions as one unit in harmony in order to life\nAPA\nMLA\nHarvard\nChicago\nASA\nIEEE\nAMA\nBenefits and Challenges of Labour Migration. (2017, Apr 10). Retrieved from\nhttps://phdessay.com/benefits-and-challenges-of-labour-migration/\ncopy"]
[112,"Quality Compliance Associate","https://www.learn4good.com/jobs/london/uk/info_technology/1578967217/e/",0,"Note that applications are not being accepted from your jurisdiction for this job currently via this jobsite. Candidate preferences are the decision of the Employer or Recruiting Agent, and are controlled by them alone.To Search, View & Apply for jobs on this site that accept applications from your location or country, tap here to make a Search:\nView / Apply for JobsMatching My Jurisdiction"]
[113,"The Myth of Learning Styles","https://www.oxfordlearning.com/the-myth-of-learning-styles/",0,"Focus and Identification: The process of seeing the subtle similarities and differences between things.\nGeneralization: Making a general statement about these similarities and creating new categories. For example, tables and chairs are concrete things that can stand by themselves and need no further explanation — unless you recognize that there are similarities and organize the similarities into a category called furniture. This is generalization.\nTransfer: Using the process of seeing similarities and differences to create new categories in another area. For instance, hockey and bowling are both sports."]
[114,"Knowledge Systems & Research","https://www.careerbuilder.com/job/J3S6VT6GMYN23PCNBMN",0,"The Research Associate is principally responsible for interpreting data, formulating reports and making recommendations based upon the research findings. To accomplish these tasks, the Associate works directly with the client to understand, define and document the overarching business objectives. The Associate applies qualitative and/or quantitative techniques to interpret the data and produce substantiated recommendations. Associates interact with clients on a day-to-day basis on given engagements and demonstrate ability to build relationships with these clients. Associates oversee the work of Assistants/Analysts on specific tasks related to projects and mentors assistants/analysts to further their skill sets Tasks and responsibilities may differ from time to time but will generally consist of the following:Responsibilities:* Communicating with clients to ensure execution of business objectives* Support and/or lead in the development of proposals* Formulating analysis plans and schedules* Oversee design and development of work products to ensure that quality and relevant data is collected in a timely fashion. Exercises independent judgment in managing tasks and work products.* Overseeing the development of surveys and moderator guides to ensure they meet project objectives and analysis goals. Assistance in designing surveys/guides may be required.* Working with team members to execute project specifications and deliver quality results* Conducting in-depth data analyses using traditional (descriptive analysis across sample groups) and advanced methods (correlation, regression, etc.)* Conducting High Level Qualitative IDIs and moderating focus groups, as appropriate* Authoring reports containing actionable recommendations* Assisting in the growth of Research Assistants and Research Analysts* Making presentations -- answering questions authoritatively* Build relationships with end clients -- handles ongoing relationship (i.e. might make recommendations for future projects or can provide guidance outside of individual project)* As necessary participation in HR process/selection of team members* Use of SPSS for special runs or SQL for data queries (on pre-existing databases) to assist in story buildingRequirements:* 3+ years of marketing research experience, with relevant education (Master's degree preferred)* Strong analytic and critical thinking skills* Strong leadership skills* Strong client relationship building skills* Outstanding listening and communication skills - both written and oral* Proficient with Excel, PowerPoint, and SPSS* Excellent organizational skills* Ability and willingness to travelPlease send cover letter and résumé to [ Email address blocked ] -\nClick here to apply to Market Research Associate\nwith the subject line containing the job title.\nRecommended Skills\nAnalytical\nBusiness Planning\nCommunication\nCoordinating\nCritical Thinking\nDatabases"]
[115,"Immigration to Singapore","https://nhglobalpartners.com/singapore-immigration-policy/",0,"In this article, you will learn about the different options that are available for foreign nationals seeking to relocate and work in Singapore. These include executives, managers, entrepreneurs, and technopreneurs.\nIn recent years, Asia has experienced a boom in economic and income growth that has been facilitated by improved living conditions and advances in technology. In many respects, Asia now drives the global economy, which is due to the size and proximity of its markets, the resources that its different countries have to contribute, expanding infrastructure, and affordable labor.\nMany countries across Asia have flourished since the turn of the millennium, in particular Singapore. Its strategic location, nestled between South East Asia and China, has transformed Singapore into a\nthriving hub of international business\nand trade.\nFor foreign businesses seeking to enter the Asian market, Singapore represents the ideal platform for their regional expansion. For High Net Worth Individuals (also known as HNWIs), they’re able to park their assets in Singapore and quickly experience a number of financial gains from their investments.\nAdditionally, Singapore offers a host of opportunities for professionals and technical experts. For individuals and their families, Singapore is regarded as one of the safest places in the world to live and conduct business. These factors make Singapore an attractive destination for global executives seeking to expand their business profile.\nFor Singapore work pass holders, the Singapore government has recently\ntightened its criteria for immigration and dependent privileges\n. The reason for this has been to slow the inflow of foreign nationals and the inevitable strain placed on Singapore’s resources and infrastructure. Despite these measures, Singapore is still regarded as a global city that welcomes highly skilled professionals from all corners of the world.\nThe following guide provides an overview for professionals, entrepreneurs, and HNWIs seeking to migrate to Singapore."]
[116,"Proprioception in schizophrenia","https://pubmed.ncbi.nlm.nih.gov/7054382/",0,"B. Ritzler (J. Abnorm. Psychol., 86: 501-504, 1977) failed to replicate previous weight-lifting studies showing a proprioceptive deficit in schizophrenics. However, Ritzler did not use the same standard weights that the previous studies employed. Could this difference in procedure have caused his failure to replicate? Two experiments were completed to provide additional information about this question and related issues. In Experiment I, chronic hospitalized schizophrenics and normals were tested with light and heavy weights. Rosenbaum's original modified method of limits and the method of constant stimuli were utilized. Both methods provided comparable results, which, like Ritzler's data, failed to show a differential impairment in the discrimination of the light weights for paranoid schizophrenics. In Experiment II, outpatient paranoid schizophrenics, outpatient nonparanoid schizophrenics, outpatient psychiatric patients, and aged normals were evaluated utilizing the same psychophysical procedure and standard weights employed in the original studies. No differential impairment was found for the light weights for any group. These results provide strong support for Ritzler's position that a proprioceptive deficit is not unique to schizophrenia."]
[117,"Fleming VARK Theory","https://tracyharringtonatkinson.com/fleming-vark-theory/",1,"The overall goal of the Felder Silverman Index of Learning Styles theory was to aid students to better understand their best approach to learning which would then in turn lead to more effective learning and studying and also to aid educators in providing guidance and perimeters on the most effective teaching manners to best reach students."]
[118,"School","https://www.greatschools.org/",1,"We help millions of parents get a great education for their child.\nOver 49 million parents in the U.S. visit us each year for trusted school information and research-backed parenting guidance to help make decisions about their child's education and advocate for high-quality learning opportunities in their homes and communities.\nLearn more"]
[119,"Ceteris Paribus in economics","https://www.economicshelp.org/blog/glossary/ceteris-paribus/",0,"This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the ..."]
[120,"Bilingual policy","https://eresources.nlb.gov.sg/infopedia/articles/SIP_2016-09-01_093402.html",1,"Speak Mandarin Campaign\nThe Speak Mandarin Campaign was launched on 7 September 1979 by the then prime minister of Singapore, Lee Kuan Yew. ...\nSpecial Assistance Plan schools\nThe Special Assistance Plan (SAP) was introduced in 1979 as a long-term scheme to preserve the best Chinese-stream schools ...\nVernacular education\nIn Singapore, vernacular education refers to education conducted in the native languages of the main resident communities, ...\nWhite Paper on bilingual education in Chinese-medium schools\nOn 8 December 1953, the colonial government in Singapore issued a white paper titled Chinese Schools Bilingual Education ...\nNew Education System\nIn August 1978, then Deputy Prime Minister Goh Keng Swee was tasked to lead a study team to identify problems in Singapore’s ...\nMinistry of Education\nThe Ministry of Education (MOE) was established in 1955 by the then newly elected Labour Front government headed by ...\nEducation Ordinance, 1957\nThe Education Ordinance, which applied to all schools in Singapore, was enacted on 13 December 1957. The ordinance (replaced ...\nFirst multilingual play in Singapore\nStaged on 10 August 1988, Kuo Pao Kun’s Mama Looking for Her Cat was Singapore’s first multilingual play. Performed ...\nPrimary School Leaving Examination\nThe Primary School Leaving Examination (PSLE) is a national examination held annually for pupils at the end of their ...\nSpeak Good English Movement\nThe Speak Good English Movement (SGEM) was launched on 29 April 2000 by then Prime Minister Goh Chok Tong to “encourage ...\nPremiership of Lee Kuan Yew\nThe premiership of Lee Kuan Yew, which lasted over three decades from 5 June 1959 to 28 November 1990, was a dynamic ...\nSinglish\nSinglish is an informal, colloquial form of English that is used in Singapore. Linguists refer to it as Singapore Colloquial ...\nLee Kuan Yew\nLee Kuan Yew (b. 16 September 1923, Singapore–d. 23 March 2015, Singapore) was the first prime minister of Singapore ...\nValues education in Singapore\nCompulsory values education was first implemented in schools in Singapore in the late 1950s through civics, ethics and ...\nIndependent Schools Scheme\nThe Independent Schools Scheme was introduced by the Ministry of Education in 1987 to give selected leading schools ...\nArt and music education\nFormal art and music education programmes in Singapore were established by the British colonial government in the 1920s ...\nLee Chin Koon\nLee Chin Koon (b. 1903, Semarang, Indonesia – d. 12 October 1997, Singapore) was a storekeeper and depot manager for ...\nYong Nyuk Lin\nYong Nyuk Lin (b. 24 June 1918, Seremban, Negeri Sembilan, Malaya–d. 29 June 2012, Singapore) was the minister for education ...\nThe Chinese High School\nThe Chinese High School was founded in 1919 as the first secondary school in Singapore offering a modern education using ...\nLiterary Festivals in Singapore\nLiterary festivals in Singapore play host to readers and writers alike, and include book festivals, writers’ festivals ...\nWoolley Report on the state of education, 1870\nOn 29 December 1869, then Governor Harry Ord appointed a select committee chaired by Colonel R. Woolley to look into ...\nPeople's Action Party: Post-independence years\nEstablished on 21 November 1954, the People’s Action Party (PAP) has been the ruling political party in Singapore since ...\nNational Junior College\nNational Junior College (NJC) was opened in 1969 as Singapore’s first junior college. It moved to its current location ...\nGeneral Certificate of Education\nThe General Certificate of Education (GCE) was introduced in 1951 in the United Kingdom. In Singapore, GCE examinations ...\nNational Campaigns in Singapore\nSince gaining independence in 1965, Singapore has conducted many national campaigns. These have covered a wide range ...\nSpecial-needs education\nEducation for children (of typical school-going ages) with disabilities is managed by voluntary welfare organisations ...\nTeachers’ Training College\nEstablished on 1 March 1950, the Teachers’ Training College (TTC) was Singapore’s first permanent, fulltime training ...\nOng Pang Boon\nOng Pang Boon (b. 28 March 1929, Kuala Lumpur, Malaya–) was a politician and a prominent member of the People’s Action ...\n1959 Legislative Assembly General Election\nOn 30 May 1959, a General Election was held to elect 51 members for the Legislative Assembly. A total of 194 candidates ...\nSchool ranking\nRankings of secondary schools and junior colleges (JCs) based on academic performance were first published by The Straits ...\nSang Nila Utama Secondary School\nSang Nila Utama Secondary School, formerly located at Upper Aljunied Road, was the first Malay-medium secondary school ...\nKynnersley Report, 1902\nIn 1902, the Legislative Council appointed a commission to study and report on the system of English education in the ...\nTechnical and vocational education\nFor much of the early 19th to mid-20th century, technical and vocational education in Singapore was underdeveloped due ...\nTamil community\nThe Tamils make up the largest segment of the South Indian community in Singapore. Originating from the present-day ...\nProgramme for Active Learning (PAL)\nIn 2009, the Ministry of Education (MOE) supported the implementation of the Programme for Active Learning (PAL), which ...\nCo-curricular activities in schools\nCo-curricular activities (CCAs) are a core component of the holistic education received by youths in Singapore. CCAs ...\nThinking Schools, Learning Nation\nThe “Thinking Schools, Learning Nation” (TSLN) vision was launched by then Prime Minister Goh Chok Tong in June 1997. ...\n1955 Legislative Assembly general election\nOn 2 April 1955, a general election was held to elect 25 out of 32 seats in the Legislative Assembly of Singapore. The ...\nReligious Knowledge\nReligious Knowledge (RK) was introduced as a compulsory programme at the upper secondary levels in schools from 1984 ...\nNanyang Girls' High School\nNanyang Girls' High School was founded in 1917 by the Singapore branch of the Chinese United League (Tong Menghui; 中国同盟会) ...\nNational Institute of Education\nThe National Institute of Education (NIE) is Singapore’s only teacher training institution. In addition to engaging ...\nPeople's Action Party: Pre-independence years\nThe People’s Action Party (PAP) was established on 21 November 1954 with the primary objective of striving for Singapore’s ...\nRuth Wong\nRuth Wong Hie King (b. 10 June 1918, Singapore–d. 1 February 1982, Singapore) is widely regarded as a pioneer educator ...\nLee Khoon Choy\nLee Khoon Choy (b. 1924, Penang–27 February 2016, Singapore) served as a politician and diplomat for almost three decades. ...\nDirect School Admission (DSA)\nThe Direct School Admission (DSA) scheme was introduced in 2004 by the Ministry of Education (MOE) to cultivate a flexible ...\nLim Yew Kuan\nLim Yew Kuan (b. 16 November 1928, Xiamen, China–d. 9 May 2021, Singapore) was a well-known second-generation Nanyang ..."]
[121,"Understanding Your Child's Learning Style","https://www.webmd.com/parenting/features/childs-learning-style",1,"Don't panic if your son has trouble spelling or your daughter can't sit still during history class. It may be that he or she simply has a different learning style.\nEvery child learns in a slightly different way, experts say, and figuring out your child's own learning style can help assure academic success. In some cases, it may even help do away with labels, like \"\nattention deficit disorder\n(ADD)\" and \"learning disabled (LD).\"\nHere's a step-by-step guide to identifying, understanding, and making the most of your child's learning style.\nLearning Styles: Identifying Your Child's Strengths\nParents need to keep their\neyes\nand ears open to figure out what works best for their children when it comes to learning, says Mel Levine, MD, co-founder of All Kinds of Minds, a nonprofit institute for the study of learning differences.\n\"Some children are hands-on, while others work best through language and do well with reading,\" says Levine, a pediatrics professor at the University of North Carolina Medical School. \"Some children understand things better than they remember them.\n\"There are many different patterns of learning, and the best thing that a parent can do is step back and observe what seems to be happening and what seems to be working with their child.\"\nLevine suggests that parents begin evaluating their child's learning style at age 6 or 7. Learning styles really start to crystallize during the middle school years.\nUnderstanding your child's disposition can also help you determine his or her learning style, says Mariaemma Pelullo-Willis, MS, a learning coach based in Ventura, Calif., and author of\nDiscover Your Child's Learning Style\n.\nFor example, is your child adventurous? Inventing? Or thinking/creating like a poet or a philosopher?\n\"An adventurous personality really has to move to learn, so sitting at desk all day doesn't do it for them,\" she says. By contrast, \"a child with an inventing disposition asks a million questions, such as 'How does this work?' 'What about this?'\"\nAnother factor to observe is your child's \"learning modality\", she says. This refers to which senses your child best learns through. Are they auditory (listening and verbal), visual (picture or print), or tactile-kinesthetics (hands-on, whole-body, sketching or writing)?\n\"Some people are more visual and need pictures to learn, while print learners need print,\" she explains.\nAnother aspect of learning style involves the environment, she says. For example, noise, temperature or lighting may affect some children's ability to learn.\n\"For one child, temperature might not make a difference, but some children can't concentrate if it's too hot, and/or lighting can be a crucial factor for some people if fluorescent lighting causes eyestrain,\" she says.\nLearning Styles: Playing to Your Child's Strengths\nOnce you have identified your child's learning style, you can begin to build on his or her strengths to compensate for learning weaknesses -- without labels.\n\"If a little girl has a lot of spatial problems (difficulty picturing things), but is terrific in English, she can learn math by putting everything into her own words,\" Levine explains. \"If you show her an equilateral triangle and ask her to talk about it, boy, will she understand it.\n\"She can only understand things in words, which is why she is such a terrific English student.\"\nAnother way to enhance learning is to focus on your child's affinities and areas of interest.\n\"A lot of strength could ride on the coattails of their passions, and you can build academic skills in that area,\" Levine says. \"Have him became an expert in the area that he feels passionate about.\"\nPelullo-Willis agrees. \"Parents really should encourage children's interests, talents and what they love to do,\" she says. \"Parents tend to say 'If you are not doing well in school, you can't take horseback riding lessons,' but those are things that can build self-esteem.\nFurther, she says, \"acknowledging and honoring their interests and talents tells you a lot about their learning style. If your child is really interested in plants and gardening, you can see if they are more hands-on and they need to go out there and garden. Or do they learn better from pictures about gardening, or reading about gardening?\"\nLearning Styles: Increasing Awareness in Schools\nAs it stands, schools mainly teach to print, auditory and language learners, according to Pelullo-Willis.\n\"They teach by saying 'Read, answer the questions and listen to me talk' and that only covers a small percentage of children,\" she says.\nIf your child is a hands-on learner, \"You can say: 'Of course school is so hard for you; you need to move a lot and they don't do that in school,'\" she says. \"Then learn everything you can about how to use their learning style to make school easier.\"\nAdds Levine: \"We are learning more and more that there are differences in learning, and to treat everyone the same is to treat them unequally.\"\nThe good news is that growing numbers of teachers are focusing on learning styles and reaching out to all types of learners.\nFor example, Levine helped launch the Schools Attuned program. This professional development program helps teachers acquire the knowledge and skills they need to accommodate learning differences. To date, the program has offered training to 30,000 teachers.\nBut if your child's teacher has not been trained in learning styles, don't despair, Pelullo-Willis says. Instead, talk to him or her about what you have observed about your child's learning style.\n\"Say, 'Wow, I have just discovered this and I tried it, and he got it. Do you think we could work together using this kind of information?' And the teacher may even get interested in reading a book or article on learning style,\" she says."]
[122,"ocal","https://www.southernstandard.com/top-stories/local-headlines/where-did-come-where-did-local-yokel-come/",1,"Most of my columns for some time now have been recent research and do not appear in any of my books. Have you ever been called a “local yokel” by an outsider? If you have, it probably wasn’t to your face and you wouldn’t know about it.\n“Local yokels” is a rhyming pejorative expression used to infer that the people living in a particular area are country folk and ignorant of civilized ways of living and thinking.\nThe origins of the word “yokel” are uncertain, but it seems likely to me that it derived from the dialectal English word “yokel” used as the name for the green woodpecker. This particularly applies because Dickens may have been the first to put it in print. It is a synonym to “hayseed,” also used for “green” rural people.\nThis expression may not have begun with such a negative connotation, however. Early citations seem to be used as an expression of admiration for local people in rural communities. In Charles Dickens' British weekly journal, All the Year Round, Nov. 11, 1893, in “A Study in Character,” speaking of the residents of “a favorite resort of mine, an old-fashioned little town in the Midlands,” he writes:\n“I am a sociable man, too, and always eager to be amused, therefore the Beardingham entertainments were welcome to me, for if I could not always laugh with my hosts, I could always laugh at them. And so I had allowed myself to drift into intimacy with a good many of the local yokels.”\nThough it seems that Dickens intended to infer that these rural folks were a bit backward, he harbored a quaint fondness for them.\nThe term appears to have soon spread into New England and become popular, like so many expressions in the past, among college students.\nIn an article on the sports page of the Middlebury College Newsletter, Middlebury, Vermont, March 1, 1839, in “Off Side by Hawk” we find this cute quip rehashing the recent seasons:\n“Local yokels will long remember Gregg’s jumps of 110 to 112 feet during the festive weekend a fortnight back.”\nNothing here would indicate a cultural separation or resentment.\nThe Cornel Countryman, New York State College of Agriculture, Nov. 1947, “Peace—Without Victory” by Ned Bandler on page 6 gives a hint of disrespect for the “yokels”:\n“The more timid stoop to the indignity of calling on some of the ‘local yokels’ to keep them out of quicksand, bogs, briar tangles, and the trackless wilderness that defies even the biggest potentate of the stock.”\nAs time progressed, cultural differences increased. In the Canadian Christian publication, The Calvinist Contact, June 16, 1989, in a letter on the topic of “Film Reflects New Age Thought” about \"Field of Dreams\" on page 6, we can see a modern viewpoint being promoted by some:\n“Baseball is only the setting for this story, not its religious centre, But to New Age visionaries, shoeless Joe Jackson and his phantom friends on the baseball field are not as unreal as those unseeing local yokels who failed to comprehend what ‘really’ was going on,”\nIf you have a phrase you would like to see featured here, please text Stan at 931-212-3303 or email him at stan@stclair.net"]
[123,"Glassdoor","https://www.glassdoor.com/Job/paris-economics-jobs-SRCH_IL.0,5_IC2881970_KO6,15.htm",0,"Aidez-nous à protéger Glassdoor\nVeuillez patienter pendant que nous vérifions que vous êtes une personne réelle.\t\tVotre contenu s’affichera bientôt. Si vous continuez à voir ce message,\t\tcontactez-nous à l'adresse\npour nous faire part du problème."]
[124,"7 Different Types of Learning Styles","https://www.differenttypes.net/types-of-learning-styles/",1,"0\nshares\nMany people spend a good portion of their lives in school. This is where some of their learning experience takes place though it does not end there. From learning the basics of reading,\nwriting\n, and math, to acquiring skills and knowledge for their future profession, much of it happens in school.\nPeople within the same school learn with the help of the same teachers and are surrounded by almost the same people, but they learn differently. This is because each person has his own preferred approach in learning. These approaches are known as “learning styles”.\nTable of Contents\nWhat is a Learning Style?\nTypes of Learning Styles\n1. Visual Learning\n2. Physical Learning\n3. Aural Learning\n4. Verbal Learning\n5. Logical Learning\n6. Social Learning\n7. Solitary Learning\nMost people know that every person has their own learning style and they are usually aware of the style they themselves prefer. Aside from yourself, teaching professionals in your institution need to adjust their teaching method for your better understanding.\nSince some people prefer a different style than others, one specific teaching style would not work for a diverse group of students. Some students might learn faster than the rest of their classmates if the teaching style used is suited to them. Others may struggle and be left behind.\nEven with the discoveries and studies about these different learning styles, most teachers and schools use the same teaching methods; visual and logical. Visual learners and logical learners have an advantage from this; teachers see them as more intelligent than the rest when in fact the rest just respond better to a different type of learning style.\nThis sometimes causes a psychological effect especially to young learners; they are discouraged and sometimes reprimanded by teachers just because they do not perform like the others.\nThere are seven different types of learning styles. Every person might be good at one or more learning techniques and this can be developed further over time. Learning with less dominant styles can also be improved with enough self-motivation and practice.\nAside from personal preference, some learning styles are naturally more suitable for acquiring certain types of new skills. Here are the various learning style types.\nVisual learners learn best with the aid of images, graphic organizers, maps, charts, diagrams. They process and retain newly learned information with the use of such illustrations. When trying to recall information, they remember by visualizing what they saw when they first came across the topic.\nPeople who prefer this type of learning tend to be good at directions because of their good spatial sense. They can easily understand and follow maps and rarely get lost in new places. Most of them have a good sense in fashion and matching colors, and their common hobbies are drawing, scribbling, doodling, etc.\nIn school, visual learners like to see the teacher speaking to be able to understand the lesson, they also learn best when they see things written on the board, they are good at spelling, and they take notes for better recalling and understanding of the topic.\nThey also study best in quiet environment and prefer to work alone. Spatial learners are typically organized and meticulous, are quiet, always make to-do lists (though, does not necessarily follow it), and are good at remembering faces but not their respective names.\nThe part of the brain responsible for visual sense is the occipital lobes at the back of the brain. It manages spatial orientation.\nPhysical learning, also known as kinesthetic or tactile learning, is learning through moving, touching, or doing. Kinesthetic learners have to manipulate the learning materials first before they fully understand and acquire the new skill.\nThey are hands on learners and they figure things out on their own. These individuals learn best when they apply what they have studied theoretically to real life situations.\nWhen studying or reviewing, physical learners keep themselves moving to keep a better focus on what they are learning. The drawback here is that in order to remember what they studied, let’s say for example during an exam, they have to do the same movement.\nPhysical learners have to take this into account when choosing the movement they would use to aid their studying. Furthermore, tactile learners are found to be more physically active than other people.\nThey engage themselves in different sports or they exercise regularly. Aside from it, these kinds of learners keep themselves busy with even little physical activities like chewing gum, tapping their foot or a pencil, and they also like studying on rocking chair, etc.\nPhysical movement of the body controlled mostly by the cerebellum and the motor cortex of the brain. An example of physical learning is a basketball player who is learning how to\ndunk a basketball\n.\nThis is more commonly known as auditory learning. In simple terms, it is learning through speaking, hearing, and/or listening. The concept of aural learning is a bit self explanatory.\nAural learners understand new concepts best in verbal lectures, discussions,\nspeeches\n, and anything that requires listening. They understand articles better when they hear it spoken aloud than when they read it silently.\nAural learners also analyze the tone and interpretation of the speaker which might imply something which is not demonstrable when written. Students review their lessons by recording themselves reading their notes aloud, and then listening to it.\nAuditory learners tend to be musically inclined. They enjoy listening to music, and watching plays and dramas. They also like talking to other people, and are a good listener at the same time.\nThe temporal lobe of the brain is responsible for managing auditory information. The right temporal lobe is vital for music.\nVerbal learning is learning with words, both written and oral. These types of learners take in information well using both written and spoken language. Verbal learners acquire new knowledge through listening and reading.\nThey express themselves through language too; they are most likely good writers and effective speakers. Most learners of this type perform well in terms of memorization, too.\nVerbal learners show high appreciation or the arts, music, novels, plays and dramas, screenplay, politics, etc. Linguistic learners seek constant learning in variety of ways to continuously widen their vocabulary to further improve their\ncommunication skills\n.\nThey use their linguistic ability as an advantage for increasing their knowledge and wisdom. Most verbal learners pursue career in language study, writing, performing arts, law, politics, and other professions concerning language.\nThe parts of the brain concerned with a person’s verbal abilities are the temporal and the frontal lobes.\nThis is the learning style associated with\nmathematical\nability of students. Logical learning style is the capability of a person to reason out using available data following logic and not just instincts.\nIn schools, logical thinkers are more often than not the math wizards of the class. These learners are always curious about their surroundings and often ask questions. They easily notice patterns through observation and analysis.\nThey see the interconnection between objects that make up a system. This is why they are often good at puzzles and strategy games such as chess, sudoku, etc.\nLogical learners aim to understand the system, they look for reliable information to back up their conclusion and not just settle with letting things the way they are. Their approach to thinking is often scientific and their points are supported by\nresearch or statistics\n. They focus more on understanding the concept than merely memorizing terms and their definitions.\nThe left side of the parietal lobes is responsible for logical thinking.\nIt is also known as interpersonal learning. This is for extroverts who like spending as much time as possible with other people. Social learners are usually good at communicating with people both verbally and non-verbally.\nThey are so good at interacting with people that many of their friends go to them to ask for advice; they are very good listeners and very understanding of other people’s opinion and beliefs. They are also observers; they examine other people’s behavior, watch their reaction to certain things, and then learn from them.\nAs students, they like listening to opinion and feedback from their classmates and teacher alike to know what to improve in their self. They like working in groups, attending social activities, playing team sports, etc.\nThe frontal and the temporal lobes are concerned with social activities. The limbic system also has influence in both social and solitary learning styles.\nSee Also:\n4 Different Types of Anxiety\nIt is also called intrapersonal learning. This is the opposite of social learning. If social learners prefer large group of people, solitary learners like working alone. This type of learner does not rely on other people, but on self-reflection, analysis, and evaluation instead. They like studying in a quiet and private environment.\nSolitary learners may keep a diary or a journal. They think too much over things that they choose to face alone which are much easier when with someone else. They also think or plan too much about achieving their goals in life and what they should do to get there.\nThe frontal and parietal lobes of the brain are active in this learning style. The limbic system, as mentioned earlier, is also involved here. Emotions, moods, and aggression are coming from this part."]
[125,"IBM to invest $20 billion to expand manufacturing, research in Hudson Valley","https://www.syracuse.com/politics/2022/10/ibm-to-invest-20-billion-to-expand-manufacturing-research-in-hudson-valley.html",0,"Technology giant\nIBM\nplans to announce today that it will invest $20 billion over the next decade in Poughkeepsie and the Hudson Valley to boost its manufacturing and research capabilities in the region."]
[126,"How to Work as an English Teacher in China","https://www.safesearchkids.com/how-to-work-as-an-english-teacher-in-china/#.Y0WkCHXLdhE",1,"This creates the opportunity for an online TEFL instructor to diversify their teaching content, adding value and meaning to their sessions, as well as finding\na wider range of resources\nto teach kids and adults alike. What’s more, a lot of online TEFL classes are individual, and this mean the teacher can really dive deeply into the kinds of mistakes the student might be making, and offer direct advice on how to fix those quickly and easily."]
[127,"Multiple Intelligences and Learning Styles","https://www.ldpride.net/multiple-intelligences-and-learning-styles/",1,"Facebook\nTwitter\nEmail\nShare\nClick Here To Take Your Learning Styles Test\nInformation about learning styles and Multiple Intelligence (MI) is helpful for everyone especially for people with learning disabilities and Attention Deficit Disorder. Knowing your learning style will help you develop coping strategies to compensate for your weaknesses and capitalize on your strengths.\nThis page provides an explanation of what learning styles and multiple intelligence are all about, an interactive assessment of your learning style/MI, and practical tips to make your learning style work for you.\nFor ease of use, the page has been divided into six categories:\nLearning Styles Explained\nWhat are learning styles? Types of learning styles\nMultiple Intelligences Explained\nWhat is Multiple Intelligence?   Types of multiple Intelligence\nTake Our Interactive Learning Styles Test\nMaking Your Learning Style Work for You...\nPractical tips on how to use your learning styles to help you learn\nLearning Styles/MI Links\nWeb Pages on Learning Styles\nLearning Styles Explained\nPlease Pick a topic:\nWhat are learning Styles?\nWhat are the types of learning styles?\nVisual Learners\nAuditory Learners\nKinesthetic Learners\nWhat are learning styles?\nLearning styles are simply different approaches or ways of learning.\nWhat are the\ntypes of learning styles?\nVisual Learners:\nThese learners need to see the teacher’s body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people’s heads).\nVisual learners think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.\nAuditory Learners:\nlearn through listening\n...\nThey learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances.\nWritten information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.\nTactile/Kinesthetic Learners:\nl\nearn through , moving, doing and touching...\nTactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.\nMultiple Intelligence Explained\nWhat is Multiple Intelligence?\nWhat are the types of Multiple Intelligence?\nVisual/Spatial Intelligence\nVerbal/Linguistic Intelligence\nLogical/Mathematical Intelligence\nBodily/Kinesthetic Intelligence\nMusical/Rhythmic Intelligence\nInterpersonal Intelligence\nIntrapersonal Intelligence\nWhat\nis Multiple Intelligence?\nWhat are the types of Multiple Intelligence?\nVisual/Spatial Intelligence\nAbility to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.\nVisual/Spatial Intelligence skills include:\nPuzzle building\nReading\nWriting\nUnderstanding charts and graphs\nA good sense of direction\nSketching\nPainting\nCreating visual metaphors and analogies (perhaps through the visual arts)\nManipulating images\nConstructing\nFixing\nDesigning practical objects\nInterpreting visual images\nPossible career interests:\nNavigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers\nVerbal/Linguistic Intelligence\nAbility to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.\nTheir skills include:\nListening\nSpeaking\nWriting\nStorytelling\nExplaining\nTeaching\nUsing humor\nUnderstanding the syntax and meaning of words\nRemembering information\nConvincing someone of their point of view\nAnalyzing language usage\nPossible career interests:\nPoet, journalist, writer, teacher, lawyer, politician, translator\nLogical/Mathematical Intelligence\nAbility to use reason, logic, and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learners\nask lots of questions and like to do experiments.\nTheir skills include:\nProblem-solving\nClassifying and categorizing information\nWorking with abstract concepts to figure out the relationship of each to the other\nHandling long chains of reason to make local progressions\nDoing controlled experiments\nQuestioning and wondering about natural events\nPerforming complex mathematical calculations\nWorking with geometric shapes\nPossible career paths:\nScientists, engineers, computer programmers, researchers, accountants, mathematicians\nMusical/Rhythmic Intelligence\nAbility to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.\nTheir skills include:\nDancing\nPhysical co-ordination\nSports\nHands-on experimentation\nUsing body language\nCrafts\nActing\nMiming\nUsing their hands to create or build\nExpressing emotions through the body\nPossible career paths:\nAthletes, physical education teachers, dancers, actors, firefighters, artisans.\nInterpersonal Intelligence\nAbility to relate and understand others. These learners try to see things from other people’s point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations.\nThey are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.\nTheir skills include:\nSeeing things from other perspectives (dual-perspective)\nListening\nUsing empathy\nUnderstanding other people’s moods and feelings\nCounseling\nCo-operating with groups\nNoticing people’s moods\nMotivations and intentions\nCommunicating both verbally and non-verbally,\nBuilding trust\nPeaceful conflict resolution\nEstablishing positive relations with other people\nPossible Career Paths:\nCounselor, salesperson, politician, business person\nIntrapersonal Intelligence\nAbility to self-reflect and be aware of one’s inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.\nTheir Skills include:\nRecognizing their own strengths and weaknesses\nreflecting and analyzing themselves\nawareness of their inner feelings\ndesires and dreams\nevaluating their thinking patterns\nreasoning with themselves\nunderstanding their role in relationship to others\nPossible Career Paths\nResearchers, theorists, philosophers"]
[128,"Tokyo, Japan","https://theculturetrip.com/asia/japan/tokyo/",0,"Tokyo travel and culture\nTokyo is an incomparable city where everything you do will be unlike anything you’ve known before. Eating is an experience in itself, with concepts ranging from monster, maid and animal cafés to traditional tea ceremonies. To eat and drink like a resident, head to Shinjuku and explore the Golden Gai’s maze of tiny drinking dens and Omoide Yokocho’s izakaya (Japanese pubs). Take in the sheer size of the world’s most populated city from atop the 634m-tall Tokyo Skytree, or by braving the crowds at the infamous Shibuya Crossing. Finally, make sure to enjoy quintessentially Japanese traditions, whether by watching a sumo tournament or soaking in an onsen (natural hot spring)."]
[129,"highest greenhouse gas emissions","https://www.weforum.org/agenda/2020/12/climate-change-greenhouse-gas-emissions-environment-paris-agreement/",0,"The World Economic Forum (“Forum”) uses necessary cookies to make our site work. We would also like to set optional “performance” cookies to gather anonymous site visitation data for internal use and we use \"marketing\" cookies to personalise content and ads, to provide social media features and to analyse our traffic. We also share information about your use of our site with our social media, advertising and analytics partners who may combine it with other information that you’ve provided to them or that they’ve collected from your use of their services. By enabling these cookies, you can help the Forum provide a better website for users like yourself. For more information about the Forum cookies and third-party cookies, see our\nCookie Declaration\n."]
[130,"IB Economics","https://www.peakib.com/economics-resources",0,"IB Economics Study Guides\nOur popular range of study guides for IB Economics provide a wealth of study support throughout your IB Economics course. With guides for both Standard and Higher Level offering in-depth syllabus review, as well as guides devoted to the development of key skills, each guide offers your the opportunity to practice techniques and test your knowledge."]
[131,"Quality of life following photodynamic therapy for head and neck pathologies: An exploratory study","https://pubmed.ncbi.nlm.nih.gov/35283295/",0,"Introduction:\nHealthcare related quality of life (QoL) is defined as the impact one's level of health and wellbeing has on a number of domains, including physical, mental, spiritual and social functions. Photodynamic therapy (PDT), a cancer treatment modality, is increasingly used to treat or palliate head and neck pathologies. Due to the complex nature of this area of the body, both the pathology and the treatment of it can severely affect the quality of life. Thus far, no questionnaire has been developed which focuses on quality-of-life post-PDT of head and neck pathologies.\nPatients and methods:\nWe have developed the University College London Quality of Life Questionnaire for Patients undergoing PDT in the Head and Neck, using meta-tetra(hydroxyphenyl)chlorin (mTHPC) as the photosensitiser. This was modified from the University of Washington quality of life (UW-QOL) questionnaire. Thirty-eight patients who received mTHPC-PDT for various head and neck pathologies completed the questionnaire, with a mean follow-up of 56 days.\nResults:\nAll patients reported improved QoL following mTHPC-PDT. The main problem that was reported was post-PDT pain, which is a common side effect. Visual symptoms, breathing, speaking and swallowing problems improved significantly in the 4th week following treatment and significant improvement in activities of daily living, social life, mood and anxiety were reported in the subsequent weeks.\nConclusions:\nmTHPC-PDT confers improvement in QoL score in selected head and neck cancer patients with figures comparable to other treatment modalities. This exploratory study demonstrated patterns of QoL outcome. Further work needs to be done for survey validation and inclusion of a larger cohort which will allow optimal sub-group analysis and help guide further interventions."]
[132,"Quality Of Life Foundation","https://suite.endole.co.uk/insight/company/12062786-quality-of-life-foundation",0,"Quality Of Life Foundation\nis an active company incorporated on 21 June 2019 with the registered office located in London, Greater London. Quality Of Life Foundation has\tbeen running for 3 years. There are currently 6 active directors according to the latest confirmation statement submitted on 20th June 2022."]
[133,"How to Work as an English Teacher in China","https://www.safesearchkids.com/how-to-work-as-an-english-teacher-in-china/#.Y0WjdHXLdhE",1,"This creates the opportunity for an online TEFL instructor to diversify their teaching content, adding value and meaning to their sessions, as well as finding\na wider range of resources\nto teach kids and adults alike. What’s more, a lot of online TEFL classes are individual, and this mean the teacher can really dive deeply into the kinds of mistakes the student might be making, and offer direct advice on how to fix those quickly and easily."]
[134,"Auditory, Visual & Kinesthetic: Helping Kids Succeed Through Different Learning Styles","https://www.whitbyschool.org/passionforlearning/auditory-visual-and-kinesthetic-helping-children-succeed-through-different-learning-styles",1,"As you watch children grow and learn, it quickly becomes obvious that each child has their own way of learning and interacting with the world around them. One child may spend hours curled up with a book, while another uses any excuse to go outside. One child begs to go to the museum, while another can’t stop pulling objects apart to discover how they work together.\nThe Theory of Multiple Intelligences\nIn the early 1980s, developmental psychologist and educational researcher\nHoward Gardner\nverified what many parents intuitively know: different children learn in different ways. He observed that even though all individuals in a group seemed to be equally intelligent, a lesson plan that worked successfully for some children didn’t work as well for others.\nHoward Gardner’s observations led him to publish\nFrames of Mind: The Theory of Multiple Intelligences\nin 1983.He asserted that different people approach learning in different ways and that children learn better in school when their individual learning styles are recognized and supported. He outlined seven different learning styles: auditory, visual, kinesthetic, interpersonal, intrapersonal, linguistic and logical-mathematical.\nEducation has traditionally been focused around linguistic and logical-mathematical learning styles, however student centered learning models such as the Montessori method and the International Baccalaureate program have found success helping children learn in the way that is best for them.\nLet’s take a look at three often-overlooked learning styles to help you discover if your child is an Auditory, Visual or Kinesthetic learner. We’ll also share tips on how to help your child succeed if they are one of these learning styles.\nA Closer Look at the Auditory, Visual, and Kinesthetic Learning Styles\n1. Auditory Learning Style:\nAuditory learners learn best through their sense of hearing. This means they remember and understand new concepts better when they are explained out loud—even if they’re doing the speaking themselves. They can even better retain knowledge when new ideas are paired with nonverbal sounds such as music, drum beats or clapping.\nHow to recognize Auditory Learners\nChildren who are auditory learners often love music and can remember the words to songs they hear. They can easily follow spoken directions and, if they don’t understand something, will often say, “Tell me again.” Auditory learners like to read out loud, rather than silently, even when they’re alone. They would much rather have someone read a story to them than read it to themselves. The auditory learner’s understanding is much stronger when their teacher explains something to the class, rather than when they’re given a reading assignment.\nHow to Help Auditory Learners Excel\nIf you think you have an auditory learner on your hands, encourage your child to say things out loud. For example, a mini spelling bee can help your child practice spelling words by saying the letters rather than writing them out. You can also help your child practice reading by getting some books on tape and encouraging them to read along with the spoken words of the story.\nIf your child has a lesson to learn, try recording them reading the lesson out loud and give them the audio to listen to later. When they’re stumped by a new concept, start a conversation about it, and let your child work through the logic of the problem by talking to you about it. When they’re trying to memorize something, suggest making up a silly song about it. Auditory learners are also often intrigued by word play and language patterns. For early readers, try books by Shel Silverstein and Dr. Seuss.\n2. Visual Learning Style\nAs the name suggests, visual learners learn best when their sense of sight is engaged. They quickly show an affinity for books and reading, starting with picture books and quickly moving on to books with text. They are engaged by bright colors and clear diagrams and can learn from videos, demonstrations and classroom handouts. Of the three different learning styles, visual learning most closely conforms to traditional classroom teaching methods. Visual learners can glean information from reading assignments, from taking and reviewing handwritten notes and from the flip charts, diagrams and other visual aids that many teachers use.\nHow to Recognize Visual Learners\nVisual learners can often be found at the front of the classroom, soaking up whatever they see their teacher write on the board. They are fascinated by bright colors and motion and will often use posters and mobiles to brighten their rooms. They like to draw and paint. Once they’ve read a story, they can retell it down to the smallest detail. They often say, “Show me,” when they’re trying to learn something new and like to see someone else perform a task before they try it themselves.\nHow to Help Visual Learners Excel\nIf your child is a visual learner, surround him or her with books. You’ll notice that even before he or she can read, your child will be interested in bright pictures and the stories they represent. A visual learner is probably also a budding artist.  To help them remember information more clearly, stock up art supplies that they can use to create visual representations of what they’re learning. Visual learners can create drawings to help remember important facts, identify the main elements of a story line and solidify the meaning of new words in their heads.\nOther good learning aids for visual learners include highlighters to use with notes and reading assignments, a small white board to create quick concept sketches, and flashcards. Since visual learners can easily become distracted if too many sights and colors compete for their attention, create a quiet, non-distracting space for them to work on their homework.\n3. Kinesthetic Learning Style\nThe most physical of all the learning styles, kinesthetic learners absorb information best through touch, movement and motion. The word kinesthetic refers to our ability to sense body position and movement. This means that to really understand something, they need to touch it, feel it and move it around.\nHow to Recognize Kinesthetic Learners\nIf your child means “Let me\nhold\nthat,” whenever they say “Let me\nsee\nthat,” they’re likely a kinesthetic learner. They’re the kids who love building sets, model kits and interactive displays at the children’s museum They often tear things apart just so they can learn about them. If kinesthetic learners are offered the choice in art class, they’ll choose modeling clay over pencils or paint. From an early age, they’ll reach for books that encourage interaction—pop-ups, little doors that open and close or books with textures that can be touched or petted.\nHow to Help Kinesthetic Learners Excel\nWhenever possible, offer your kinesthetic learner things to hold in their hands. Physical math manipulatives, such as pattern blocks and base ten blocks, can help kinesthetic learners internalize a new math concept. Help your child practice spelling by getting them letter-shaped magnets they can move around on the fridge. Give kinesthetic learners textured paper to write on and a variety of different sized pencils and pens to choose between.\nYou can add motion to otherwise sedentary homework sessions by getting your child a stationary bicycle or a big, bouncy exercise ball that they can sit on instead of a desk chair. We’ve also found at Whitby that standing desks are a good way to help fidgety kids focus more in our classrooms. You can create one at home by letting your child work on a counter or stacking books to create a workspace that’s higher than the traditional desk.\nKinesthetic learners also frequently benefit from using rhythmic motions like hand clapping or finger snapping when reading or practicing math facts. Make sure to encourage your child if you notice them unconsciously using rhythm to help themselves remember—if it’s too loud, just suggest quieter alternatives.\nHow Learning Style Awareness Translates to Student Success\nWe’ve found that the more parents know about their child’s primary learning style, the more they’re able to be a partner in their child’s education. If your child is struggling to grasp a concept in their homework, you can challenge them to look at the problem in a way that aligns with how they learn best. You can also use your knowledge of a child’s learning style to help ignite their innate curiosity about the world around them."]
[135,"English Language Arts","https://www.nj.gov/education/standards/ela/Index.shtml",0,"COVID-19 is still active. Stay up to date on vaccine information. Visit:\ncovid19.nj.gov\nCall NJPIES Call Center for medical information related to COVID:\n800-962-1253\n·\nNeed help?\nVaccine Appointment Support\nDownload free COVID Alert app.\t\t\t\t\t\t\t\t Visit\ncovid19.nj.gov/app"]
[136,"Opinion: Social Policy in Singapore: A Crucible of Individual Responsibility","https://www.csc.gov.sg/articles/opinion-social-policy-in-singapore-a-crucible-of-individual-responsibility",1,"In addition to public spending on the unfortunate, capitalist nations invest heavily in human capital programmes which help people develop their knowledge and skills to become economically productive and financially independent. The most fundamental and most expensive of these programmes is education at the pre-school, elementary, secondary and post-secondary levels. The specific policies and programmes vary across nations, but education and other human capital programmes are universally regarded as vital to efficiency and economic growth.\n4\nThese programmes also promote the solidarity principle because they offer opportunity for advancement to everyone. Smart and hardworking people regardless of background have many opportunities to get ahead in capitalist democracies. On the other hand, family factors and structural factors in society can be so difficult to overcome that no nation has achieved complete equality of opportunity. Even so, the capitalist democracies have achieved substantial economic mobility, in large part because a significant portion of the cost of education is borne by taxpayers. Thus, due to the productivity of capitalist economies and the aim of citizens and their governments to provide equality of opportunity, many children of poor and low-income families receive educational benefits that their parents could not afford."]
[137,"Child and young migrants","https://www.migrationdataportal.org/themes/child-and-young-migrants",0,"It is important to note that definitions of childhood have changed over time and often do not match what was historically seen as childhood even within the same country. Additionally, just as the concepts of “childhood” and “adulthood” vary across cultures, the definitions and categories used by governments which collect information at border entry and exit points and during the asylum process also vary. For instance, in Europe, government policy documents interchangeably use different terminology, including “child”, “minor”, “unaccompanied child”, “unaccompanied minor” and “unaccompanied migrant minor”. Data on child migrants may be disaggregated into those who are accompanied, such as those who travel with their family members or guardians, and those who travel alone, either because they are unaccompanied or because they have been separated from their family or guardian during their journey. Some\ndata sources\nalso have a category for those who are “accompanied-non-accompanied”, which means they are traveling with an adult, but the relationship with the adult is uncertain or defined by child marriage."]
[138,"How to Work as an English Teacher in China","https://www.safesearchkids.com/how-to-work-as-an-english-teacher-in-china/#.Y0WjTnXLdhE",1,"This creates the opportunity for an online TEFL instructor to diversify their teaching content, adding value and meaning to their sessions, as well as finding\na wider range of resources\nto teach kids and adults alike. What’s more, a lot of online TEFL classes are individual, and this mean the teacher can really dive deeply into the kinds of mistakes the student might be making, and offer direct advice on how to fix those quickly and easily."]
[139,"ESL Teacher Role.","https://jobs.echinacities.com/jobchapter/1354948889",1,"About us\nAbout ElitePalShanghai ElitePal Education Ltd. offers the highest quality of English education to the elite students from 5 to 15 years old. Each ElitePal center contains a library with more than 6000 original English books and audio books, state of the art online reading capability assessment tool, and provides best in the class quantity reading program to our students. Furthermore, ElitePal offers a US common core standard compatible literature teaching program, social study teaching program and public speaking program. In order to guarantee the quality of these programs, ElitePal employs a full foreign teacher team and a highly skilled Chinese staff team.Shanghai ElitePal Education Ltd. currently has several centers within the city of Shanghai, and is expanding to other major cities in China.\nRead More >>"]
[140,"Approximating Grouped Fixed Effects Estimation via Fuzzy Clustering Regression","https://www.newyorkfed.org/research/staff_reports/sr1033",0,"We propose a new, computationally-efficient way to approximate the “grouped fixed-effects” (GFE)estimator of Bonhomme and Manresa (2015), which estimates grouped patterns of unobservedheterogeneity. To do so, we generalize the fuzzy C-means objective to regression settings. As theregularization parameter\nm\napproaches 1, the fuzzy clustering objective converges to the GFE objective;moreover, we recast this objective as a standard Generalized Method of Moments problem. We replicatethe empirical results of Bonhomme and Manresa (2015) and show that our estimator delivers almostidentical estimates. In simulations, we show that our approach delivers improvements in terms of bias,classification accuracy, and computational speed."]
[141,"ELA Standards","https://www.spellingcity.com/ela-standards-ny.html",1,"Students should practice the literacy skills of the standards both individually and collaboratively\nProvide differentiated instruction for individuals or small groups\nAssign\ngrade-level and academic vocabulary word lists to a struggling student or to the whole classroom"]
[142,"China Education Job","https://www.learn4good.com/jobs/language/english/list/education/china/more2/",0,"Terms/Privacy Policy\nRefund Policy\nSite Map\nContact\n©2022 Learn4Good\nJob Posting Web Site\n- listing US Job Opportunities, Staffing Agencies, International / Overseas Employment. Find & apply for expat jobs/ English teaching jobs abroad for Americans, Canadians, EU/British citizens, recent college graduates..."]
[143,"What Is the VARK Learning Style Model?","https://harappa.education/harappa-diaries/vark-learning-style/",0,"If you want to make the most of your team’s goals and expectations, then understanding individual learning styles won’t suffice. To go above and beyond, you need to foster team spirit and collaborate effectively. Harappa’s\nManaging Teamwork\ncourse will teach you how to navigate and harness different skills of team members and successfully collaborate with them through open dialogue and discussion. The\nSocial Styles Model\nframework will help you understand four common work styles and lead them to success. Manage effectively to lead successfully. Start your free trial today!"]
[144,"Research","https://www.cuny.edu/research/",0,"The mission of the CUNY Office of Research is to promote and support the research, scholarly, and creative pursuits of the CUNY community, to provide assurance to funding agencies and to the public that research at the University is conducted in accordance with the highest ethical standards, and to enhance technology commercialization, entrepreneurship, and economic development activities.\nLearn more about the CUNY Office of Research"]
[145,"Mapping what SF would be like if it were as dense as New York, Paris, and Manila","https://sf.curbed.com/2017/3/8/14856316/san-francisco-density-map",0,"Just 200 years ago San Francisco was as vacant and obscure a spit of land as almost any in the world. And when locals can’t get a seat on the 38 Geary during rush hour, they probably wish it was still. But our overwhelming urban density could always be denser.\nA blogger for the storage site Sparefoot\ngot curious\nabout what the city might look like if it was as densely populated as a few cities abroad (and one on the East Coast) where close quarters squeeze even closer than ours.\nUsing a population estimate of 864,816 (based on the\ncensus estimate\nfrom July of 2016) and granting the city 47 square miles of space, Sparefoot crunches out a density ratio of 18,440 San Franciscans per square mile.\nNote that locals have disputed exactly how many square miles San Francisco is for decades.\nBack in 1999 the\nSan Francisco Chronicle\nattempted a definitive figure\n, coming up with 47.355 square miles, including Alcatraz, Yerba Buena Island, and Angel Island (but not the Farallon Islands.)\nSo that comes out to 18,262 people per square mile. But the city’s dimensions have always been in the eye of the beholder, give or take.\nIn any case, here’s what San Francisco would look like with a 2016 population but New York City’s calculated density of 28,256 people per mile:\n(Again, New York City is evidently two square miles shorter than most people seem to think—\n302.6 miles\n—so the number here is bit off, but close enough.)\nAnd here’s how much smaller SF would have to get to equal Mumbai’s roughly 53,000 people/mile:\nNote that Mumbai’s population is another source of regular dispute.\nHere’s the city packed into enough space to equal Paris’s 55,000/square mile:\nAnd Manila’s panic-inducing 107,497/mile:\nOn the other hand, check out the Sparefoot maps comparing SF to the likes of Jacksonville, Florida and Anchorage, Alaska to get some perspective on how much roomier some folks have it.\nThat New York map should give the city particular pause. After all, the city is growing, generally by about 11,000 people per year.\nAt that rate we’ll reach New York density in 2060 or so, with a population of over 1.33 million. Of course, growth will not remain constant for decades on end; but a San Francisco as dense as New York in a few decades is nevertheless entirely plausible.\nOn the other hand, we wouldn’t start looking like Manila until 2400 or so. Since that would mean a population of over 5 million, chances are it’s never going to come up.\nIn the meantime, enjoy the wide open spaces.\nVisualizing SF Density\n[Sparefoot]\nSF Population, 2016\n[Census]\nJust How Big Is SF?\n[Chronicle]\nNY Population, 2016\n[Census]"]
[146,"David Kolb’s Learning Styles & Experiential Learning Cycle","https://www.eln.co.uk/blog/david-kolb-learning-styles",1,"Learning is an integrated process. According to Kolb,  each stage of this cycle is dependent on its predecessor and follows a logical pattern. Also, individually, none of the stages are an effective learning tool. In simple terms, it follows a step-by-step process. For instance, you must have prior knowledge about assessment methods or assessing learners before actually doing it in your workplace. The steps, in this case, are to first know the background of assessment methods and then actually conduct and apply those. The\nfull Lead Assessor course\n(Units 1,2,3) can help you follow the logical pattern required to conduct assessments."]
[147,"What Are Learning Styles and Why Are They Important?","https://www.janinegriffiths.org/articles/what-are-learning-styles-and-why-are-they-important/",1,"← Back to portfolio\nWhat Are Learning Styles and Why Are They Important?\nPublished on\n19th February 2019\nLearning styles refer to the different ways in which people learn. Although most people benefit from several different learning styles, the majority but have one dominant learning style.\nWhen materials are presented in a way that is consistent with their dominant learning style, people tend to learn more quickly and with less frustration.\nWhat Are Some of the Different Learning Styles?\nMany students can relate to one of the following three learning styles:\n•\nVisual Learners\n: These students rely heavily on their sense of sight while they are learning. They need to be able to see the teacher and the material in order to fully understand the concept.\nMany visual learners prefer to sit in the front of the classroom so that they can clearly see the teacher and the blackboard.They usually need to see pictures, diagrams or read written material in their textbook in addition to hearing their teacher explain the concept.They often take detailed notes while the teacher is talking in order to retain the information.\nOften, these students are well accommodated in traditional public school classrooms. Most schools orientated towards visual learners even when they are not differentiating their instruction to accommodate all types of learning styles.\n•\nAuditory Learners\n: Auditory learners learn best through listening and participating in discussions. You will often find auditory learners participating in discussion groups or asking questions of the teacher in order to try to understand the material. When auditory learners are studying, they often need to read the written materials out loud in order to fully understand their meaning.\n•\nKinesthetic Learners (also known as Tactile Learners)\n: this type of learner finds it easier to understand materials if there is an opportunity for exploration or a hands on approach to learning. They need to experiment with the concept and see how it works in order to understand it.\nWhile a good educator teaches to all three types of learners described in this section, it is often the kinesthetic learner who has the most difficulty in a traditional classroom environment where the majority of the day seems to be based on activities that cater to the primary way in which visual and auditory learners learn best.\nThat said, most people have a dominant learning style but are still very capable of absorbing information through the other types of learning styles and may benefit greatly from a combination of different approaches.\nHow Does a Person Know His or Her Own Learning Style?\nAs students continue through school many of them begin to recognize the easiest way for them to understand and retain newly presented material.\nAll students, however, can benefit from a learning style assessment. In the past this has traditionally only been conducted for special education students. However, with a trend toward inclusive education in the United States, more general education teachers are being taught to teach diverse groups of learners.\nThose teachers are well aware of the different learning styles and how they can be used in the classroom. Therefore, learning style assessments are becoming more commonplace for all students.\nWhy Are Learning Styles Important?\nKnowledge of a student’s learning style is important for both the student and teacher. If the student is aware of his or her learning style then he or she can study more effectively and with less frustration.\nLikewise, a teacher who knows his or her students’ learning styles is less likely to get frustrated and more likely to teach effectively. Teachers are increasingly being evaluated on how their students perform on state and district wide assessments. Therefore, it is more important than ever for teachers to effectively teach the students in their classrooms.\nHow Can Schools Support Students with Different Learning Styles and Their Teachers?\nIn order for teachers and students to benefit from knowing student learning styles, it is important that school administrators be supportive of differentiated instruction and learning.\nTo that end, it is helpful if administrators conduct and encourage staff development in the area of different learning styles so that they can help teachers identify the various ways in which students absorb information and modify their lessons accordingly.\nMost school administrators, teachers and students share a common goal. They want the student to be successful. One of the best ways to make students successful is to recognize their learning styles and to teach them in a way that is compatible with the way that they learn."]
[148,"New York State Data Center","https://dol.ny.gov/new-york-state-data-center",0,"Welcome to the New York State Data Center (NYSDC), located in the Division of Research and Statistics within the New York State Department of Labor. The State Data Center operates as part of a nationwide effort to improve public access to data provided by the U.S. Census Bureau.\nThe U.S. Census Bureau collects and tabulates data on a multitude of subjects such as population, social, economic and housing demographics, labor force data, health care, migration and transportation. These data play a critical role in understanding our local and larger surrounding communities. Census data also influence state and federal funding, aid decision making in the legislative process, and determine each state's number of congressional seats.\nThe State Data Center (SDC) Program is one of the Census Bureau's longest and most successful partnerships. The partnership between the 50 states, the District of Columbia, Puerto Rico, the island areas (American Samoa, Guam, The Commonwealth of the Northern Mariana Islands, and Virgin Islands) and the Census Bureau was created in 1978 to make data available locally to the public through a network of state agencies, universities, libraries, and regional and local governments.\nAs the lead agency in New York for the SDC program, we are here to help you navigate through the multitude of surveys and products provided by the U.S. Census Bureau.\nFor assistance, please contact our office at\nnysdatacenter@labor.ny.gov\n."]
[149,"Teaching Strategies for the 8 Different Learning Styles","https://virtualspeech.com/blog/teaching-strategies-different-learning-styles",0,"For a\nnew paper\nin Anatomical Sciences Education, a pair of researchers at Indiana University School of Medicine have conducted an investigation into learning styles with hundreds of undergrads. The findings do not support the learning styles concept, reinforcing its reputation among mainstream psychologists as a\nmyth\n."]
[150,"Demographic trends","https://www.britannica.com/place/France/Demographic-trends",0,"Unlike many of its neighbours, France has never been a major source of international migrants. In the 17th century, because of religious persecution, France lost more than 400,000\nHuguenot\nrefugees—often highly skilled—mainly to Prussia, England, Holland, and\nAmerica\n. The same century saw the beginning of emigration; relatively small numbers of emigrants settled at first in\nNorth America\n, notably in eastern\nCanada\n(Quebec) and in Louisiana, in certain parts of\nLatin America\nthat are still\ndépartements\nof France (Martinique,\nGuadeloupe\n, and French Guiana), and later in various countries of Africa and\nAsia\nthat were parts of France’s colonial\ndomain\n. Since decolonialization, whether forced or voluntary, many have returned to France, but others have remained overseas, either in business or in programs of technical and cultural cooperation in most of the former French territories, notably in Africa. Small numbers of French, especially from\nBrittany\nand\nNormandy\n, continue to relocate to Canada, and a number of Basques go to\nArgentina\n."]
[151,"What's Your Learning Style? 20 Questions","http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml",0,"Tactile\nIf you are a tactile learner, you learn by touching and doing. You understand and remember things through physical movement. You are a \"hands-on\" learner who prefers to touch, move, build, or draw what you learn, and you tend to learn better when some type of physical activity is involved. You need to be active and take frequent breaks, you often speak with your hands and with gestures, and you may have difficulty sitting still.\nAs a tactile learner, you like to take things apart and put things together, and you tend to find reasons to tinker or move around when you become bored. You may be very well coordinated and have good athletic ability. You can easily remember things that were done but may have difficulty remembering what you saw or heard in the process. You often communicate by touching, and you appreciate physically expressed forms of encouragement, such as a pat on the back.\nHere are some things that tactile learners like you can do to learn better:\nParticipate in activities that involve touching, building, moving, or drawing.\nDo lots of hands-on activities like completing art projects, taking walks, or acting out stories.\nIt's\nOK\nto chew gum, walk around, or rock in a chair while reading or studying.\nUse flashcards and arrange them in groups to show relationships between ideas.\nTrace words with your finger to learn spelling (finger spelling).\nTake frequent breaks during reading or studying periods (frequent, but not long).\nIt's\nOK\nto tap a pencil, shake your foot, or hold on to something while learning.\nUse a computer to reinforce learning through the sense of touch.\nRemember that you learn best by\ndoing\n, not just by reading, seeing, or hearing."]
[152,"London, ON","https://townfolio.co/on/london/quality-of-life",0,"View Data\nDownload\nUmbrellas and raincoats are most handy in the month of September when it rains an average of 103 mm. This is 12.18% of the annual rain experienced in London, ON. The month of June is also rainy with an average rainfall of 91.7 mm. Following June is May, when 89.4 mm is the average rainfall.\nThe average rainfall chart shows the average amount of total rainfall, or amount of all liquid precipitation in millimetres (mm) such as rain, drizzle, freezing rain, and hail, observed at the location for each month of the specified year.Precipitation is measured using vertical depth of water (or water equivalent in the case of solid forms) which reaches the ground during a stated period."]
[153,"Visual Learning Style","https://www.edrawmind.com/article/what-visual-learning-style.html",1,"What Is A Visual Learning Style\nHow To Study SAT\nTwitter\nShare\nCopy\nLink copied!\nWhat Is Learning Styles?\nWe all view the world in various ways, and variability in the forms of learning is a common occurrence. Understanding the variations between different forms of learning styles will have a significant effect on how teachers treat their pupils, set up community events, and mobilize around the learning process. There are four common types of learning styles - visual learning style, auditory learning, kinesthetic learning, and reading/writing learning.\nBy knowing the difference between learning styles, teachers may end up with a couple of students lagging behind their classmates — in part because they haven't triggered their particular learning style.\nTypes of Learning Style\nAuditory Learners\n-\nAuditory pupils prefer to understand more through sound and listening. These students will rather listen to a speech than reading written notes and also use their voices to develop novel ideas and concepts.\nThey want the information to be read or recited and benefit from auditory repetition. Common characteristics among these learners are -\nEasily lose focus\nPrefer written directions over spoken directions\nEnjoy music\n,nbsp;\nKinesthetic Learning\n-\nIt is by experiencing or doing things that kinesthetic learners or \"tactile\" learners understand and process information. These are the students who may fail to sit still, maybe fantastic at athletics, or maybe enjoy dancing, may need to take breaks when learning.\nThey remember best what was done and not what they heard or thought of. Common characteristics among these learners are -\nMove a lot when studying\nLike to participate in learning\nLike doing things instead of reading about them\n,nbsp;\nReading/Writing Learners\n-\n,nbsp;\nReading/writing learners tend to learn by written words. Although there is some overlap with the visual learning style, these types of learners are drawn to expression by writing, reading articles on the internet, writing in diaries, and looking up words in the dictionary.\nCommon characteristics among these learners are - ,nbsp;\nThey like to read the narratives and descriptions\nThoughts wander during lectures\nThey are observant but may miss out on a few things\n,nbsp;\nWhat What Is Visual Learning Style?\nSomeone with a visual learning style,nbsp;is partial to see and observe things, including images, diagrams, written directions, and more. Students who learn by seeing are better at recognizing knowledge as it is viewed visually.\nVisual learners prefer to use charts, maps, graphs, diagrams, and more to take information in. The best way to get to a visual learner is through the use of images to explain concepts and ideas. The type of learning style does not, however, contain photos or images.\nTraits of Visual Learners\nThey have more immediate recall of the words that are visually presented. Visual learners are fond of taking notes. They consciously solve problems, prepare their ideas in advance and arrange them by writing them down. They like to read the narratives and descriptions.\nThoughts wander during conferences\nEnjoy reading and displaying deep focus while reading\nGood speller\nRecall better by viewing charts, diagrams, etc.\nBenefits of Visual Learning Style\nIn ordered linear forms, seminars, videos, and textbooks show all the knowledge – with a beginning, middle, and end. This is excellent for delivering information, but it requires different cognitive processes to synthesize and integrate new information – that is the key to deep learning.\nThis is where the visual learning style,nbsp;and mapping of the mind come into the picture. Mapping helps students to collect concepts and incorporate the information in no set or defined order, often in multi-sensory ways.\nHow To Apply Visual Learning Strategies?\nFor Learning:\nVisual apprentices can remember 75% of what they see or read, so they take lots of notes. They get a strong sense of direction as they can read maps. Their passion for equilibrium means they prefer to be cool.\nSee headings and pictures before completing whole sentences\nHighlight the main words in color\nWrite down your notes and use graphs, maps, and charts whenever possible\nUsing brainstorming diagrams and mind maps to show how everything you're doing blends in.\n,nbsp;\nFor Teaching:\nThe following tips can easily aid teachers with students who have a visual learning style.\nTo present information such as PowerPoint, videos, and photos, use lots of different technologies.\nWith headings and pictures coordinate details well.\nLet the student be creative and use the imagination he has.\nAsk students to close their eyes after reading information so that they can picture what they've just learned.\nTry MindMaster to Aid With Visual Learning\nThis easy-to-use, flexible mind mapping tool is designed to help you generate modern, fresh visuals. Through combining the bullet points into a mind map on a project, MindMaster lets you organize the thoughts or concepts and create strategies that are important.\nThe software provides 12 different map types, 33 themes, and more than 700 clip art materials to design the mind maps with almost unlimited possibilities.\nThrough incorporating more detail such as callouts, relationships, summaries, points, comments, hyperlinks, and so on, let the mind map talk clearly and precisely."]
[154,"Primary School Position","https://www.teachaway.com/teaching-jobs-abroad/primary-school-position",0,"Meten International Education Group, also known as Meten English or METEN, is a global-leading experiential language training institute founded in 2006 and has successfully been listed on NASDAQ(Code:METX). Meten's headquarters are in Shenzhen, New York and Beijing. Over 10 years Meten has grown to over 100 learning centers across China and now staffs a team of over 3,000 professionals in ESL teaching, educational research and development, marketing and tutoring services.\nMeten provides various programs catered to different learning demands: Meten General English, Meten Test Prep, Meten Overseas Services, Meten Preparatory Academy (G7-12), and likeshuo.com (Meten Online VIP). By the end of 2014, Meten learners have reached almost 200,000. Meten has become the fastest institution to have reached impressive development milestones in the English language training industry. Aiming at building and leading the experiential English training brand globally, Meten has invested in the expansion of its business in the form of mergers and acquisitions integrating 8 other specialized English training institutions. To better serve the market’s demand for English learning in China, Meten Service USA Corp was established in March 2016 as a U.S. corporation focusing on providing the best service to Chinese students who come to the United States to study in high schools as well as in universities.\nMeten has always maintained a high degree of social responsibility awareness. We not only have cultivated a number of international talents for the society, but also have made great contributions to public charities. Now, Metener's charity footprints are all over Chongqing, Sichuan, Guangxi, Yunnan, Tibet, Jiangxi, Guizhou and Hunan, helping thousands of poor students. Meten's focused attitude and enthusiasm in charity pave the way for more children to have equal opportunities and access to education. Meten continues to promote the development of English training in China with high quality instruction and world-class learning environment.\nMore Information"]
[155,"Research Centers and Institutes","https://www.nyu.edu/research/research-centers-and-institutes.html",0,"One of New York University's strengths is its vast array of institutes and centers that are not only an important part of the academic setting of the University, but are also a vital part of its cultural setting.\nFrom leading international centers for research and education, to one of the most technologically advanced lecture halls and screening facilities in New York City, the varied institutes and centers at NYU serve as critical points of convergence for the University experience."]
[156,"Engaging with the 4 Different Types of Learning Styles","https://www.continu.com/blog/learning-styles",1,"Your\ntraining and development initiatives\nwill be most successful if every participant can learn and apply what you teach them. To do that, you must implement training approaches that accommodate different\nlearning styles\n.\nHere are some guidelines to help you navigate your participants’ learning preferences.\nWhat are learning styles?\nLearning style theory\nrefers to the differences in how individuals learn. According to many theories, people can be classified according to their preferred learning style. These styles of learning differ based on which learning modalities best fit the individual when taking in new information.\nNot everyone prefers to learn the same way. Some individuals prefer hands-on activities, while others might choose to listen and absorb information that way.\n4 Different Types of Learning Styles\nThere are four different learning styles that span the senses and methods through which people learn best. This is referred to as the\nVARK model\n, which stands for:\nvisual, auditory, reading and writing, and kinesthetic\n.\nIt’s important to understand these learning styles and to be able to adapt instruction for each of the common sensory modalities.\nThe best\ntraining program\nwill assume that you have trainees that fit the different types of learners.\nHere are the four styles of the VARK model:\n1. Visual learners\nA\nvisual learner\n(aka aural learners) is best able to absorb information if it is presented via pictures, videos, charts, visual cues, and infographics. Create or select a training curriculum that contains a mix of different visual media.\n2. Auditory learners\nAuditory learners\n(aka verbal learners) get the most out of training that they can listen. This includes live or recorded lectures, podcasts, and\ntraining videos\nwith accompanying audio.\n3. Reading and writing learners\nIndividuals that prefer reading writing are the most traditional learners you will encounter. They do best when reading the written word, such as manuals, wikis, guides, and FAQs. These training participants will also engage well with slide presentations that use text and handouts.\n4. Kinesthetic learners\nA\nkinesthetic learner\n(aka tactile learners) is hands-on. They do well when taking part in participatory exercises. Many take to training better if they have some freedom of movement.\nOther individual learning styles\nBesides the\nfour learning styles\nwe mentioned above, there are a few more individualized learning styles, such as:\nLogical learners\n- depend on logic and analytical skills to search for connections, patterns, causes, and results from what they've learned.\nSocial learners\n- prefer to learn in a social setting with other peers through conversation, group discussions, participation, and interaction.\nSolitary learners\n- aka \"solo learners\", learn best when training alone and not interacting with other learners, the opposite of a social learner.\nNature learners\n- excel when in the presence of nature, which creates calm and relaxing learning environments, such as outdoor training sessions, educational hikes, or field trips.\nInstructional Design Evaluation Template\nDownload Free Instructional Design Checklist\nDownload Now\nHow to accommodate different learning styles\nNow for the challenging part. How do you\ncreate and deliver training\nthat benefits every type of learner? Should you create a separate curriculum for each specific learning style?\nFortunately, you don’t have to do that. There are ways to incorporate\ninstructional methods\nto ensure that students learn and engage with the training material.\nStep #1: Mix instructional methods of delivery\nYou will find that you get great results by simply using different methods to communicate the material to your employees. Here are a few examples:\nTry videos with both audio and closed captions\nUse slide presentations and verbal instructions\nGive printed handouts to accompany visual aids\nMix content in presentations to include both images and text\nFollow live or recorded lectures with immersive exercises or role-playing\nMost importantly, be prepared to pivot as needed. Don’t show frustration if a training participant doesn’t seem to get it. Instead, find a way to deliver the information to them in a way that makes sense.\nStep #2: Offer choices to learn\nFortunately, many adults know how they learn best. If they understand the learning objectives and have choices, they will select the method that matches their learning style.\nWherever possible,\ngive them agency and autonomy\nby allowing them to select learning paths and methods. Then, focus on outcomes by collecting feedback after the learning process has been completed.\nStep #3: Learn what engagement looks like\nIf you modify training to incorporate different learning styles, your participants will be engaged. Just be aware that engagement may not look the same for every trainee.\nAuditory learners may be intently tuned into your lecture\nVisual learners tune out a bit until you show a video\nReading and writing learners may use their devices to take notes or read the material you’ve handed out.\nRemember that eyes forward and devices put away aren’t the only signs of\nengaged learners\n.\nStep #4: Assess learners often\nThe best way to gauge learner engagement and mastery is to\ndivide learning into smaller chunks\n. Then, embed a variety of assessments that allow trainees to demonstrate their understanding.\nMix up your assessments to accommodate\nmultiple learning styles\n, just like you do instruction. Have trainees walk through exercises that force them to use what they’ve learned, give short written assessments, and engage in a bit of Q&A to engage your auditory learners.\nIf a team member struggles to get through the assessments, get their input. They may be able to tell you where they are getting stuck and how you can adjust your training approach.\nCreate a learning strategy that works for everyone\nWhile you should really consider\ndifferent styles of learning\nwhen you create and deliver a curriculum, this should also be a part of your overall\nlearning and development strategy\n.\nThis will ensure that every worker has a great chance of succeeding in your organization, regardless of their learning style.\nA training platform for all learning styles\nTo accommodate different learning styles, you need a powerful curriculum-design tool, knowledge base, and the ability to use different methods to provide instruction.\nContinu is a learning management system that enterprise organizations use to support their training efforts. Our modern LMS allows instructors to cater to a variety of learning styles, with features such as:\nDesign entire training programs with powerful eLearning authoring tools\nCreate assessments and quizzes to gain feedback from learning initiatives\nDeliver training and materials to anyone, anywhere, anytime\nGenerate detailed reports on learner data and metrics\nMix up learning styles with training videos, workshops, podcasts, and presentations\nSchedule a Demo Today\nSee Continu in action and how it can help your organization build a culture of learning.\nGet Demo"]
[157,"Hong kong population by age","https://xahwss.prospektguru.de/hong-kong-population-by-age.html",0,"As at June 30, 2022, the Force has a strength of 27 269, of which 18 per cent are female officers. It also has 4 168 civilian staff. The\nHong\nKong\nAuxiliary Police Force (HKAPF) was originally formed in 1914 as a reserve to assist in times of natural disaster or civil emergency. As at June 30, 2022, the HKAPF comprises 3 099 volunteer citizens. Sip Song, Shop 114 & 115, The Pulse, 28 Beach Road, Repulse Bay,\nHong Kong\n, p. 2328 8385. 2. The Coffee Academics - The Pulse. Share a latte love at The Coffee Academics. Other than being one of our fave breakfast places, The Coffee Academics's branch at The Pulse is also an amazing hangout for dog owners. Singapore Department Of Statistics | Home. The SingStat Table Builder has Moved! Dear Users, We are excited to announce the launch of the improved SingStat Table Builder! Bookmark this new link https://tablebuilder.singstat.gov.sg for ease of access. Check out the SingStat Table Builder to explore data trends with our new features!."]
[158,"Education Developments and Reforms in Singapore","https://www.academia.edu/16527799/Education_Developments_and_Reforms_in_Singapore",1,"This chapter introduces the education system in Singapore by discussing its educational developments since its independence, its current educational system, its salient features and the key challenges it faces in an age of globalisation. The first part delineates the three phases of educational development in Singapore: 'survival-driven', 'efficiency-driven', and 'ability-driven'. The second part of the chapter describes the current educational system in Singapore, from preschool education to university education. It also highlights three salient features of the current system: an educational system that offers different types of schools and programmes, a curriculum that fosters customised and inter-disciplinary study, and the changing role of teachers from just experts and dispensers of content knowledge to resource persons to facilitate the students' learning through creative and student-centred activities. The last part of the chapter highlights two key challenges facing Singapore in an era of globalisation: to manage the increasing cultural diversity in the educational landscape in Singapore, and to enhance the professionalism of the preschool teachers so as to raise the teacher and education quality in the preschool sector."]
[159,"Consortium","http://www.performanceassessment.org/",1,"The New York Performance Standards Consortium\nwas founded two decades ago on the belief that there was a better way to assess student learning than dependence upon standardized testing.\nInstead of basing a student’s future on a one-day (or two- or three-day) test, an assessment system should reflect a fuller picture of what students know and can do.\nThe Consortium’s system is based on in-depth literacy, mathematical problem-solving, application of the scientific method, social studies research, a span of mediums for exhibiting learning, and a chance for students to have a voice and proud ownership of their work.\nQuotes from Students"]
[160,"Styles Quiz","https://growthskills.co/learning-styles-quiz/",0,"Screen-reader optimization:\nwe run a process that learns the website’s components from top to bottom, to ensure ongoing compliance even when updating the website. In this process, we provide screen-readers with meaningful data using the ARIA set of attributes. For example, we provide accurate form labels; descriptions for actionable icons (social media icons, search icons, cart icons, etc.); validation guidance for form inputs; element roles such as buttons, menus, modal dialogues (popups), and others. Additionally, the background process scans all of the website’s images. It provides an accurate and meaningful image-object-recognition-based description as an ALT (alternate text) tag for images that are not described. It will also extract texts embedded within the image using an OCR (optical character recognition) technology. To turn on screen-reader adjustments at any time, users need only to press the Alt+1 keyboard combination. Screen-reader users also get automatic announcements to turn the Screen-reader mode on as soon as they enter the website.These adjustments are compatible with popular screen readers such as JAWS, NVDA, VoiceOver, and TalkBack."]
[161,"Sanitized boundaries, sanitized homes: COVID","https://search.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-2042913",0,"ABSTRACT\nThis\npaper\nexplores the “sporadic hyper-precarity” encountered by\nmigrant\ndomestic\nworkers\nin\nHong Kong\nwhen the city was hit by the Omicron\noutbreaks\nin early 2022.\nMigrant workers\nhave long been suffering from\njob insecurity\nand structural\nvulnerability\ndue to the contractization and flexibilization of\nwork\n. The\npaper\ndiscusses how this structural\nvulnerability\ncame to intersect with the\nhealth risks\ninduced by the COVID\npandemic\n. Adding to the debates of the structural precarity characterizing\nmigrant\nwork\n, we\nwill\nfurther interrogate how\nworkers\nare also susceptible to “sporadic hyper-precarity” – the kind of sporadic\nrisks\n,\nuncertainty\n, vulnerabilities and\nstigmatization\nat times of crisis. The\npaper\nwill\nelaborate on the “sanitized divide” and “care divide” between local\nfamilies\nand domestic\nworkers\nthat has resulted in the unequal\ntreatment\nof\nworkers\n."]
[162,"Learning","https://thepeakperformancecenter.com/educational-learning/learning/process/learning-cycle/",1,"The\nLearning\nCycle\nindicates that it is not sufficient just to have an experience in order to learn.  The cycle suggest is also necessary to reflect on the experience then to make generalizations and formulate concepts which can then be applied to new and different situations.  The concepts must then be tested in new situations of experiments and new concepts from that experience."]
[163,"Chinese Language Teacher","https://www.learn4good.com/jobs/bethesda/maryland/education/1594875319/e/",0,"Note that applications are not being accepted from your jurisdiction for this job currently via this jobsite. Candidate preferences are the decision of the Employer or Recruiting Agent, and are controlled by them alone.To Search, View & Apply for jobs on this site that accept applications from your location or country, tap here to make a Search:\nView / Apply for JobsMatching My Jurisdiction"]
[164,"Kolb's Learning Styles and Experiential Learning Cycle","https://www.simplypsychology.org/learning-kolb.html",1,"1.\nConcrete Experience\n- the learner encounters a concreteexperience. This might be a new experience or situation, or a reinterpretation of existing experience in the light ofnew concepts.\n2.\nReflective Observation of the New Experience\n- the learner reflects on the newexperience in the light of theirexisting knowledge. Of particular importance are any inconsistencies between experience and understanding.\n3.\nAbstract Conceptualization\n- reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience).\n4.\nActive Experimentation\n- the newly created or modifiedconcepts give rise toexperimentation. The learner applies their idea(s) to the world around them to see what happens."]
[165,"Generations","https://educraft.tech/learning-generations-and-learning-styles/",1,"Generation Z is young people, born from\n1997\nto\n2015\n.\nDue to the wide distribution of video-sharing platforms like YouTube, Twitch and Tik-Tok, these individuals reasonably show a preference for this type of learning. Therefore, they are keen on watching video lessons. It should be highlighted that for this purpose, they do not use traditional computing devices such as laptops or desktops but their mobile phones.\nIn addition to the love of learning through mobile devices, students belonging to GenZ want to know how what they are learning can benefit them in the real world. In other words, they want the knowledge offered to them to be related to real needs that they have or may acquire in the future. However, due to their limited attention span, we must keep in mind that the content they are offered needs to be broken into small pieces with various techniques such as\nmicrolearning\n."]
[166,"Kolb’s Experiential Learning Theory & Learning Styles","https://educationaltechnology.net/kolbs-experiential-learning-theory-learning-styles/",1,"The\nhumanistic\nand\nconstructivist\napproaches to education, which emphasize that learning occurs naturally, include David Kolb’s Theory of Experiential Learning. Kolb proposed that experience was critical in the development of knowledge construction, as learning occurs through discovery and active participation. Kolb defined leaning as “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984).\nTable of Contents\nKolb's Four Stages of Learning:\n1. Concrete Experience:\n2. Reflective Observation:\n3. Abstract Conceptualization:\n4. Active Experimentation:\nKolb's Learning Styles\n1. Diverging (concrete experience/reflective observation)\n2. Assimilating (abstract conceptualization/reflective observation)\n3. Converging (abstract conceptualization/active experimentation)\n4. Accommodating (concrete experience/active experimentation)\nApplication\nThere are two parts to Kolb’s Experiential Learning Theory. The first is that learning follows a four-stage cycle, as outlined below. Kolb believed that, ideally, learners progressed through the stages to complete a cycle, and, as a result, transformed their experiences into knowledge. The second part to Kolb’s Theory focused on learning styles, or the cognitive processes that occurred in order for acquire knowledge. Essentially, Kolb believed that individuals could demonstrate their knowledge, or the learning that occurred, when they were able to apply abstract concepts to new situations.\nDavid Allen Kolb is an American educational theorist.\nCompletion of all stages of the cycle allows the transformation of experience to knowledge to occur. Kolb’s entire theory is based on this idea of converting experience into knowledge. With each new experience, the learner is able to integrate new observations with their current understanding. Ideally, learners should have the opportunity to pass through each stage.\nExperiences are central to Kolb’s theory, as he viewed it as a process by which something must be changed or transformed. Memorization or recollection of ideas taught does not equal learning, as no value has been added to the learner. Kolb’s model acknowledges that something must be generated from the experience in order for it to be defined as learning.\nSee also:\nRobert Gagné’s Taxonomy of Learning\nKolb’s Four Stages of Learning:\nKolb’s Learning Cycle is based on the\nJean Piaget\n’s focus on the fact that learners create knowledge through interactions with the environment. See also:\nSocial Learning Theory: Albert Bandura\n1. Concrete Experience:\nKolb’s learning process cycle begins with a concrete experience. This can either be a completely new experience or a reimagined experience that already happened. In a concrete experience, each learner engages in an activity or task. Kolb believed that the key to learning is involvement. It is not enough for learners to just read about it or watch it in action. In order to acquire new knowledge, learners must actively engage in the task.\n2. Reflective Observation:\nAfter engaging in the concrete experience, the learner steps back to reflect on the task. This stage in the learning cycle allows the learner to ask questions and discuss the experience with others. Communication at this stage is vital, as it allows the learner to identify any discrepancies between their understanding and the experience itself. Good vocabulary also allows a solid review of the events that occurred.\n3. Abstract Conceptualization:\nThe next step in the learning cycle is to make sense of these events. The learner attempts to draw conclusions of the experience by reflecting on their prior knowledge, using ideas with which they are familiar or discussing possible theories with peers. The learner moves from reflective observation to abstract conceptualization when they begin to classify concepts and form conclusions on the events that occurred. This involves interpreting the experience and making comparisons to their current understanding on the concept. Concepts need not be “new”; learners can analyze new information and modify their conclusions on already existing ideas.\nSee also:\nStages of Moral Development – Lawrence Kohlberg\n4. Active Experimentation:\nThis stage in the cycle is the testing stage. Learners return to participating in a task, this time with the goal of applying their conclusions to new experiences. They are able to make predictions, analyze tasks, and make plans for the acquired knowledge in the future. By allowing learners to put their knowledge into practice and showing how it is relevant to their lives, you are ensuring that the information is retained in the future.\nAs Kolb’s learning theory is cyclical, one can enter the process at any stage in the cycle. However, the cycle should then be completed in entirety to ensure that effective learning has taken place. Each stage is dependent on the others and all must be completed to develop new knowledge.\nAlthough the stages work together to create a learning process, some individuals may prefer some components over others. While one may depend heavily on concrete and reflective experiences, they may choose to spend less time on the abstract and active stages. Because of this, Roger Fry worked with Kolb to identify four unique learning styles:\nSee also:\nFlipped Classroom\nKolb’s Learning Styles\n1. Diverging (concrete experience/reflective observation)\nThis learning style takes an original and creative approach. Rather than examining concrete experiences by the actions taken, individuals tend to assess them from various perspectives. They value feelings and take an interest in others. Individuals who prefer this learning style tend to enjoy tasks such as brainstorming ideas and working collaboratively in groups.\nThere are a few instructional techniques that Divergers prefer:\nHands-on activities and the opportunity to explore\nClassic teacher-class lecture that highlights how to use a system as well as its strengths and weaknesses.\n2. Assimilating (abstract conceptualization/reflective observation)\nThis learning style emphasizes reasoning. Individuals who demonstrate this learning style are able to review the facts and assess the experience as a whole. They tend to enjoy designing experiments and working on projects from start to completion.\nThere are a few instructional techniques that Assimilators prefer:\nIndependent, prepared exercises that the learner can complete without the instructor\nClassic teacher-class lecture supported by an audio or video presentation\nPrivate exploration or demonstration that follows a tutorial, with answers provided.\nSee also:\nLev Vygotsky – Sociocultural Theory of Cognitive Development\n3. Converging (abstract conceptualization/active experimentation)\nThis learning style highlights\nproblem solving\nas an approach to learning. Individuals who prefer this learning style are able to make decisions and apply their ideas to new experiences. Unlike Divergers, they tend to avoid people and perceptions, choosing instead to find technical solutions.\nThere are a few instructional techniques that Convergers prefer:\nWorkbooks or worksheets that provide problems sets\nTasks that are computer-based\nInteractive activities.\n4. Accommodating (concrete experience/active experimentation)\nThis learning style is adaptable and intuitive. These individuals use trial and error to guide their experiences, preferring to discover the answers for themselves. They are able to alter their path based on the circumstance and generally have good people skills.\nThere are a few instructional techniques that Accommodators prefer:\nActivities that allow them to be actively engaged\nExploration and instructor support for deeper questioning, such as “\nwhat if?\n” or “\nwhy not?\n”\nTasks that promote independent discovery.\nSee also:\nAndragogy Theory – Malcolm Knowles\nApplication\nGenerally, teachers are able to identify learning styles by observing their students in the classroom. Students begin to show their preference for particular styles through presentations, discussions, and collaborative activities. When delivering courses online, it is important for the instructor to engage with the students throughout the entire learning cycle in order to reveal their preferences. As a rule, best teaching practices always include a wide range of learning activities in order to reach all learning styles. A variety of experiences supports all learners regardless of preferred style, as it helps them develop skills in specific areas and creates a more flexible, well-rounded learner.\nKolb’s theory of experiential learning includes learning as a whole process. All stages can be included throughout the experiences. For example, a classic teacher-student lecture may be both a concrete and an abstract experience, based on how the learner interacts with it. This also means that the learner could view strong and emotional reflection as a concrete experience, or completing a computer-based task as an abstract experience. Additionally, a learner may develop their own abstract model to better understand a concrete experience or task. It is important not to limit learning experiences to the stage that you perceive them to be.\nSee also:\nHoward Gardner’s Theory of Multiple Intelligences\nReferences:\nKolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall."]
[167,"FocusEconomics Resource Center","https://www.focus-economics.com/resources",0,"We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking “Accept”, you consent to the use of all the cookies. To configure your cookie settings preferences for this website, click \"Cookie Settings\".\nNo, give me more info"]
[168,"Valuation standards","https://www.tax.ny.gov/research/property/assess/valuation/index.htm",0,"The elements of USPAP relating to inspection of real estate for the purposes of developing an appraisal requires that the appraiser adequately identify the real estate, consider the purpose and intended use of the appraisal, consider the extent of the data collection process, identify any special limiting conditions, and identify the effective date of the appraisal.... The extent and depth of the inspection process varies with the type of property appraised and the conditions of the appraisal.... It is the appraiser's responsibility to determine if adequate information is available about the subject real estate to develop a real property appraisal that conforms to USPAP. An appraiser cannot rationally develop an appraisal if adequate information on the subject real estate is not available. Consequently, where physical characteristics information is not available through an opportunity for a complete inspection or from reliable third party sources, an appraiser has the duty to obtain the necessary information to develop the appraisal before continuing or to withdraw from the assignment.... An appraiser's inspection should, at a minimum, be thorough enough to (a) adequately describe the real estate in the appraisal report, (b) develop an opinion of the highest and best use, when such an opinion is necessary and appropriate, and (c) make meaningful comparisons in the valuation of the property. There are situations where interior and complete exterior inspections are not possible as of the effective date of the appraisal.... where improvements have been destroyed, removed... the appraiser is denied access by the property owner .... Where an interior and complete exterior inspection is not possible for any valid reason, physical characteristic information about the real estate should be obtained from reliable third party sources.... When an inspection was limited, it should be disclosed,\n(34)\nbut the disclosure does not relieve the appraiser from the responsibility to determine whether ... adequate information is available to develop an appraisal that is not meaningless or misleading"]
[169,"Singapore bilingual education: One policy, many interpretations","https://fass.nus.edu.sg/srn/2021/09/07/singapore-bilingual-education-one-policy-many-interpretations/",1,"Singapore bilingual education: One policy, many interpretations\nSeptember 7, 2021\nPhoto: ‘IMG_9463_RAW’ by EN/Flickr\nBilingualism has often been touted as the cornerstone of Singapore’s language policy. The original aim of Singapore’s bilingual education was for citizens to gain access to knowledge of the West via English and to understand themselves via their mother tongue. However, the formation of bilingual policy was never properly established, causing for intense debate both within and outside of Parliament regarding the appropriate level of proficiency for both English and the mother tongue.\nIn ‘Singapore bilingual education: One policy, many interpretations’ (\nJournal of Asian Pacific Communication\n, 2020), Associate Professor Lee Cher Leng and Associate Professor Phua Chiew Pheng (NUS Department of Chinese Studies) explore the case of Chinese language (Mandarin) education to show how “bilingual” education in Singapore has undergone significant changes over the years, contrary to the popular assumption that Singapore has always maintained a consistent stand on bilingualism.\nFrom 1959 to 1979, Hokkien functioned as the lingua franca among the Chinese population. English and Mandarin were effectively foreign languages for most children, with the 1957 census showing that only 1.8% and 0.1% of the population spoke English and Mandarin as mother tongues. At that time, there was a great divide between English-speaking and Chinese-speaking schools. The first attempt to integrate English and Chinese streams of education was through the establishment of Integrated schools, where classes were held in two different languages simultaneously. However, this system was generally considered unsuccessful since students from the Integrated schools did not end up more linguistically competent than those from single-language schools.\nIn 1960, the study of a second language was made compulsory for all primary schools. English became the ‘first language’ in English-medium schools while Mandarin remained the ‘first language’ in Chinese schools.  The study of a second language was also made compulsory for all secondary schools in 1966, with it becoming a compulsory examination subject in the GCE O-levels in 1969. This ensured the continued learning of second languages and provided an incentive for students to be proficient in them. However, the failure rate among secondary students was high, with only 10.6% of students successfully completing bilingual education in 1974.\nIn 1963, in the face of falling enrolment in Chinese schools, the first language was given double weightage of marks as compared to Mathematics and Science at the Primary School Leaving Examination (PSLE), and in 1973, the same was done for the second language. Language Exposure Time (LET), the amount of time a student is exposed to their second language while at school, was implemented in 1972, with a goal of 40% LET by 1975.\nThe mismatch between home languages and the language of instruction at school led to the introduction of streaming in 1979. With English becoming the main medium of instruction for all schools in 1987, streaming served as a ‘differentiated’ kind of bilingual education where students would no longer receive the same type of bilingual training. The Chinese ‘B’ syllabus and an elective Chinese language programme were introduced in 1999 and 2020. Streaming lowered the general level of proficiency for Mandarin for most, if not all, Chinese students.\nFinally, the Speak Mandarin Campaign (SMC) was launched on the 7\nth\nof September, 1979, in the same year that Mandarin was reduced to a single subject in schools due to the termination of the LET. It was aimed at increasing Mandarin at home to counter the drastic drop in the Chinese requirement and exposure time in schools.\nRead the article\nhere\n."]
[170,"The New York Public Library","https://www.nypl.org/research",0,"Discover NYPL's new Research Catalog, featuring an expanded and improved research experience, and access to the combined Shared Collections of Columbia University, Princeton University, and Harvard University Libraries.\nLearn more\n."]
[171,"How to Identify your Learning Style","https://lapaas.com/vak-learning-style/",1,"This VAK learning style was introduced in the 1920s by some experts and psychologists. This VAK learning style contains three types of learning styles – Visual, Auditory, and\nKinesthetic\n. But here is a point which type of learning should you follow. Everyone has a different way of approaching learning. Some take Visual as more effective than the other two while some take Auditory or Kinesthetic as their effective way of learning."]
[172,"Physical Education","https://www.learn4good.com/jobs/chengdu/china/education/545662105/e/",0,"• To apply for any job, you must provide some contact details for the employer or HR recruiter. When you\nRegister Here\nor Above with your first application (if you have not already done so), you will be asked to confirm your contact email address is valid via your email inbox. • You will be asked to confirm a login password so to be able to make further applications in future visits.• Once registered, you may also save CV / Resume summary details into the optional Resume format (This default format is easy for companies to read, and when available, it is sent as part of your application to a company to assist your application). • Alternatively or additionally, you may attach your own original Resume document and 2 other supporting files as part of your application (Those files must be within the maximum combined size stated, and are not stored on this jobsite when you submit them).• You must write or paste an introduction / cover letter into the application box. • When you click the \"Apply\" button, your cover letter, Resume summary (if you have saved one on this site), contact details, and/or your own attached files are submitted as part of your application. • Once you submit an application for any job on this site, it is solely the responsibility and decision of the company or employer you have applied to on whether they accept, review, process or respond to that application."]
[173,"Guitar lessons in Tokyo","https://www.apprentus.com/en/guitar-lessons/Tokyo-Japan",1,"Trusted teacher:\nEnthusiastic guitar tutor and performer.\rI started playing classical guitar at the age of 6, and my formal musical education begun at the age of 9 when I started attending a music school in Croatia. After 6 years of primary school I continued studying classical guitar at secondary music school in Varazdin, Croatia. During that period I received training in classical harmony, Counterpoint (polyphony), Solfeggio, Music history and gained plenty experience at orchestral playing and choral singing. I decided to continue my musical education in Manchester where I was studying undergraduate degree at the Royal Northern College of Music and currently I am studying at the Royal Conservatoire in the Hague. As a performing guitarist, I have successfully participated and won prizes in a number of international competitions in the UK, Italy, Croatia, Slovenia and Bosnia and Hercegovina. Although my studies are primarily related to classical music, I am comfortable playing and performing music in a range of other styles and genres. I am also experienced with mandolin and Croatian folk instrument called tamburitza."]
[174,"P-12 NY State Learning Standards for English Language Arts","https://www.nysut.org/resources/all-listing/research/sac/p12-ny-state-learning-standards-for-english-language-arts",1,"Board of Regents P-12 Committee Approves Next Generation Learning Standards.\nNYSED News Release - September 15, 2017\nNYS Next Generation English Language Arts Standards Revision\nThe standards adopted by the Board of Regents today seek to protect developmentally appropriate expectations and practices for all children, PreK through grade 2, even as the curricula/instructional programs that support these principals are locally determined.\nParticularly in the early childhood classroom, developmentally appropriate practices create the conditions for learning that stimulate an active, joyful engagement in young children. “Play” is therefore emphasized multiple times throughout the standards. This is an intentional effort to remain within developmentally appropriate parameters that do not pit play against “academic” learning.\nAdditionally, for each grade level (PreK – grade 12), the revised standards expand and clarify reading expectations (including guidance around early and emergent reading experiences in PreK – grade 3) to ensure educators and parents better understand the reading expectations for each grade level.\nFinally, the introduction to the revised ELA standards now provides additional guidance on ways to support students with disabilities and English language learners.\nBackground:\nThe New York State Next Generation English Language Arts Learning Standards (Revised 2017) were developed through numerous phases of public comment as well as virtual and face-to-face meetings with committees consisting of NYS educators, teachers of English Language Learners/Multilingual Learners and Students with Disabilities, parents, curriculum specialists, school administrators, college professors, and experts in cognitive research. These revised standards reflect the collaborative efforts and expertise among all constituents involved.  The New York State Next Generation English Language Arts Learning Standards (Revised 2017) consist of revisions, additions, deletions, vertical movement, and clarifications of the current English Language Arts Standards. They are defined as the knowledge, skills, and understanding that individuals can and do habitually demonstrate over time when exposed to high-quality instructional environments and learning experiences.\nTo compare the changes between the 2011 New York State P-12 Common Core Learning Standards and the 2017 Next Generation Learning Standards view the\nELA Learning Standards Crosswalks\n.\nPreface and Introductory Documents:\nPreface to the Next Generation P-12 Learning Standards for ELA and Mathematics\nIntroduction to the Next Generation P-12 English Language Arts Learning Standards\nIntroduction to the Next Generation Early Learning Standards\nRevised Learning Standards for English Language Arts are available at the links below:\nNew York State Next Generation English Language Arts Learning Standards\nNew York State Next Generation Grades 6-12 Learning Standards for Literacy\nAdditional Resources:\nNovember 30\nth\nconference materials:\nThe conference includes presentations on supporting students with disabilities and English Language Learners, as well as sessions on the ELA introduction and an overview of the revised standards\nDr. Lesaux’s literacy topic briefs\nImplementation timeline"]
[175,"Economics and Business teacher","https://www.learn4good.com/jobs/suzhou/china/education/547092301/e/",0,"• To apply for any job, you must provide some contact details for the employer or HR recruiter. When you\nRegister Here\nor Above with your first application (if you have not already done so), you will be asked to confirm your contact email address is valid via your email inbox. • You will be asked to confirm a login password so to be able to make further applications in future visits.• Once registered, you may also save CV / Resume summary details into the optional Resume format (This default format is easy for companies to read, and when available, it is sent as part of your application to a company to assist your application). • Alternatively or additionally, you may attach your own original Resume document and 2 other supporting files as part of your application (Those files must be within the maximum combined size stated, and are not stored on this jobsite when you submit them).• You must write or paste an introduction / cover letter into the application box. • When you click the \"Apply\" button, your cover letter, Resume summary (if you have saved one on this site), contact details, and/or your own attached files are submitted as part of your application. • Once you submit an application for any job on this site, it is solely the responsibility and decision of the company or employer you have applied to on whether they accept, review, process or respond to that application."]
[176,"Determine My Learning Style","https://www.how-to-study.com/learning-style-assessment/",0,"Request a Quote and Compare prices!\nAn mei sadipscing dissentiet, eos ea partem viderer facilisi.\nDelicata persecuti ei nec, et his minim omnium, aperiam placerat ea vis.\nSuavitate vituperatoribus pro ad, cum in quis propriae abhorreant.\nAperiri deterruisset ei mea, sed cu laudem intellegat, eu mutat iuvaret voluptatum mei."]
[177,"American University of Paris","https://library.aup.edu/c.php?g=655973&p=4610653",0,"To find a specific book in the library, write down the\nentire\ncall number and note the location (stacks, reference, etc.) and look for the book.  Ask at the Navigation Desk if you need help!\nAUP Library books are organized by Dewey Decimal Numbers -\nhere are the basic Business call numbers:\n310 Statistics330 Economics331 Labor economics332 Financial economics333 Economics of land & energy334 Cooperatives335 Socialism & related systems336 Public finance337 International economics338 Production339 Macroeconomics & related topics380 Commerce, communications & transportation381 Commerce382 International commerce383 Postal communication384 Communications; telecommunication650 Management & public relations651 Office services657 Accounting658 General management659 Advertising & public relations"]
[178,"New York City: Research and History","https://guides.lib.jjay.cuny.edu/c.php?g=288385&p=4507449",1,"This filmed archive shows the role of the University Settlement Society in the movement to improve the quality of tenement life through social and recreational programs plus legislative reforms. It documents the Society's organization, development and activities from 1886 to 1945, as well as its participation in the international settlement house movement. The most extensive series in the collection contains the \"headworkers\" subject files and correspondence with public officials and notables. Their concerns vary from control of prostitution to abuse of child labor, from funding the Society's public bath attendants to keeping abreast of the Russian Revolution. Substantial biographical material on residents, staff and volunteers can be found through the collection.\nSpecial Collections, HV 4196.N6 U54\n. Published guide."]
[179,"Esl Teacher Wanted For China =>Relocate To China","https://au.jobrapido.com/jobpreview/147830711",1,"Position Full Time ESL Teacher Start time /.>Hangzhou, Zhejiang Province, ChinaClass size 30 studentsAge Group 7-12/13-15 years oldTeaching Schedule Office hours 8am-5pmTeaching hours - classes weekly, 35-40 min per class.s off weekends off.irements Teacher Requirements Workingteaching visa qualified teachers Tefl/Tesol certificate or related 2 years teaching experience Other type of working visa holders are considered if excellent teaching skillsBenefits We offer Monthly salary 10-20k plus housing allowance; Free breakfast and free lunch Paid National Official Holidays, half payment in winter and summer holidays.ght allowance of 6, RMB Complimentary HoteI for up to 3 days upon arrivalComplimentary medical checkPaid health and accident insuranceFull work visa Z visa transferResidence permitRequired resources Internet, whiteboard, printer, copier, flashcards, books, etc.ls English"]
[180,"New York State’s Academic Standards","https://www.definedlearning.com/standards-aligned-resources-ny/",1,"Real-world\nproject-based-lessons\nare well suited to meeting the educational goals of the New York State’s Academic Standards. They provide opportunities for students to\nTHINK CRITICALLY, PROBLEM SOLVE\nand use their skills to\nCREATE\nand\nINNOVATE\n— the essence of the Academic Standards."]
[181,"Professional Standards","https://nysarchaeology.org/nyac/professional-standards/",0,"In order to ensure a degree of uniformity in the approach taken by archaeologists in New York State to Cultural Resource investigations the NYAC membership developed a series of basic standards that were published in 1994. It was hoped that all archaeologists, private developers, local, state and federal agencies would make use of these standards toward the fulfillment of their preservation obligations under a variety of federal, state and local laws and preservation ordinances. The New York State Office of Parks, Recreation and Historic Preservation (OPRHP/SHPO) adopted these standards and uses them as their guidelines for submission. NYAC has continued to consider and develop standards for more specific aspects of archaeological research, including urban, deep testing and underwater standards. While these have not yet been adopted by the SHPO they do serve as guidance to NYAC members."]
[182,"Learning Conferences in Tokyo 2022/2023/2024","https://conferenceindex.org/conferences/learning/tokyo-jp",0,"Learning Conferences in Tokyo 2022/2023/2024 is an indexed listing of upcoming meetings, seminars, congresses, workshops, programs, continuing CME courses, trainings, summits, and weekly, annual or monthly symposiums.\nLearning Conferences in Tokyo 2022/2023/2024\nlists relevant events for national/international researchers, scientists, scholars, professionals, engineers, exhibitors, sponsors, academic, scientific and university practitioners to attend and present their research activities.\nLearning Conferences in Tokyo 2022/2023/2024\nwill bring speakers from Asia, Africa, North America, South America, Antarctica, Europe, and Australia.\nLearning\nconference listings are indexed in scientific databases like Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, EBSCO, BASE, WorldCAT, Sherpa/RoMEO, Compendex, Elsevier, Scopus, Thomson Reuters (Web of Science), RCSI Library, UGC Approved Journals, ACM, CAS, ACTA, CASSI, ISI, SCI, ESCI, SCIE, Springer, Wiley, Taylor Francis, and The Science Citation Index (SCI)."]
[183,"Best Language Schools to Learn Japanese in Tokyo","https://motto-jp.com/media/study/best-language-schools-to-learn-japanese-in-tokyo/",1,"Motto Japan, the community platform to support foreigners with the foundation for life in Japan, including Japanese study, job opportunities, and housing service. Motto Japan Media will provide a wide variety of information for Japanese fans all over the world, to create a cross-cultural environment and enrich the life of foreign residents in Japan!"]
[184,"Learning Ikebana- English-Speaking Ikebana Classes in Tokyo","https://www.japanlivingguide.net/living-in-japan/culture/ikebana-lessons/",1,"Thanks to the rich history of ikebana, a variety of schools, styles and interpretations are available to interested practitioners of all levels – and there is no better place than Tokyo to learn and experiment with this simultaneously old and modern practice of Japanese flower arranging that blends art, spirituality and nature. With ikebana’s links to sado the\ntea ceremony\n, you may also want to try experiencing and even learning how to conduct the ceremony."]
[185,"earn Japanese: 11 S","https://preply.com/en/blog/how-to-learn-japanese/",0,"Japanese is a wide-spread East Asian language with more than 128 million speakers around the world. It’s the national language of Japan, but it’s also spoken in Korea, the US, and Brazil primarily because of the significant immigrant communities.\nHow hard is it to\nlearn Japanese\n? Many language learners believe that learning Japanese is significantly more difficult than learning any other language. In fact, every language learning journey takes a lot of effort and hard work on your part.\nBut, by taking\nJapanese lessons\nand using the\nhelpful tools and resources in this article,\nyou’ll surely reach your goal of Japanese fluency.\nWorkshop: Build your personal study plan (and stick to it)\nJoin our live workshop with YouTuber and language coach Lindie Botes to create your personal language study plan, and stick to it in 2022.\nRegister now\n11 Simple Steps to Learn Japanese Fast\nTo make quick progress with your Japanese, start focusing on the core pillars of language learning. These include learning the basics, establishing a regular study routine, and (the fun part) immersing yourself in the culture.\nTake a look at our 11 simple ways you can cover these bases, and start your Japanese learning journey.\n1. Learn the Japanese alphabet\nThe best way to learn Japanese is to start with the basics:\nlearning the alphabet\n. There are 3 basic writing systems you need to learn to be able to read Japanese: Hiragana, Katakana, and Kanji.\nHiragana\nThe ability to read Hiragana is crucial for all beginners. Hiragana is primarily used for native Japanese words and consists of 46 characters or 51 phonetic characters. It’s the key to understanding how and why Japanese words sound the way they do. Because most of the characters have only one pronunciation, Hiragana is quite easy to learn. No doubt, once you learn Hiragana, you’ll create a firm foundation needed for a native-sounding accent.\nKatakana\nСompared to Hiragana, Katakana is used for non-Japanese or loanwords: a word adopted from a foreign language. These include technical and scientific terms, as well as the names of some plants and animals. Katakana can give you more trouble than Hiragana as it won’t be so frequently used, especially at the very beginning of your language learning journey. As your level increases, Katakana will appear more regularly. However, just being able to read Katakana is enough for a beginner.\nKanji\nMany learners believe that learning Kanji is the most challenging part of the process. On the other hand, it’s one of the most critical aspects of learning Japanese. Knowing very basic Kanji will enable you to understand, speak and write simple Japanese. Kanji consists of thousands of Chinese symbols that represent entire words, ideas or phrases.\nKanji comes with many complexities, as English meanings can’t always be directly translated from Japanese words. That’s why there can be many correct English meanings for a single Kanji word. We never said learning Japanese would be easy, but learning Kanji will give you a huge amount of ways to express yourself.\n2. Practice grammar\nHow do you learn Japanese grammar? If you want to master it perfectly, you have to forget everything you know about English grammar as they differ dramatically. Unlike many of the romance languages, Japanese has only two tenses: past and non-past (present and future). However, there are two forms: polite and plain. The last one is used for casual speech.\nWe recommend that you start to learn Japanese grammar with the help of textbooks. The best books to learn Japanese grammar are:\nPractice Makes Perfect: Basic Japanese\n;\nA Guide to Japanese Grammar by Tae Kim\n;\nJapanese Hiragana & Katakana for Beginners\n.\nIt’s also important to mention that Japanese has an entirely different writing system: from right to left, from top to bottom. In these textbooks, you’ll find a lot of practical lessons that will help you get a sense of Japanese writing.\n3. Learn some key phrases\nHow to learn Japanese fast? Start with the list of the most common words and expressions. Knowing basic phrases like “Hello”, “How do you do?”, and “Nice to meet you” allows you to begin speaking Japanese and quickly join conversations with native speakers. Take a look at the\n100+ most important Japanese words\n— this will be extremely helpful if you ever decide to visit Japan, or if you need a starting point if you decide to relocate there.\n4. Set up a schedule\nHow long does it take to learn Japanese? It’s probably one of the most popular questions many people have about this language. The truth is that it depends on the efforts you’re going to make to boost your level of Japanese.\nThe truth is, to see fast progress you need to start practicing every day! There are hundreds of useful apps and learning strategies to help you\nschedule daily lessons\nand find a learning pace that suits them. Ready to kick start a learning process with hourly lessons? Go for it! Can you only spend 15 minutes a day learning Japanese? No problem! Just make the most of this time.\n5. Use apps to get started\nLanguage learning applications will come in very handy when you start learning Japanese.\nDuolingo\n,\nMemrise\n, or\nRosetta Stone\nare very simple apps for beginners to start learning basic Japanese phrases and vocabulary. Apps like these allow you to study wherever and whenever you want.\nIf you want to find out more about useful language learning apps, check out our review of one of the most popular apps on the market:\nBabbel Review: How It Can Help You Learn a Language\n.\nHowever, most language-learning apps are great for a quick boost to your Japanese language skills. But they shouldn’t be the only resource that you use. If you’re only studying an app for 10 minutes a day, you won’t experience quick progress. No app is a substitute for real-world interaction! Instead, try to find a language learning partner or online tutor to help you speak on a regular basis. We have tutors that cost as little as $5 an hour— take a look at our\nexpert Japanese tutors here\n.\nPrepare to speak confidently\nImprove your language skills with the latest articles, delivered weekly.\nSubscribe\nTerms of Service\n,\nPrivacy Policy\nand\nCookie Policy\n6. Pay attention to flashcards\nFlashcards\nare perfect for language learners. It’s a card with information on it that you need to remember. To\nmemorize\na particular word in Japanese, you can use a flashcard with this word on it. When you flip the card over, you’ll see a translation into your native language.\nIf you’ve never tried flashcards, you should make them a part of your learning journey. With flashcards, you can:\nlabel items in your home with their Japanese names to see them every day;\nregularly repeat new words and quiz yourself;\nask a friend to quiz you to see if you remember the words correctly.\nThe best part about flashcards is that you can purchase them online or even make them yourself. Whether you’re mastering skills in Hiragana, Katakana or Kanji, flashcards can be a great way to strengthen your vocabulary in all three systems.\n7. Chat online with native speakers or other learners\nThe best way to learn to speak Japanese and strengthen what you’ve already learned is to practice regularly with others. Even if you don’t have a native Japanese friend, you have various options to put your knowledge into practice these days.\nFor example, you can opt for\n1-on-1 video chats\nto find a language partner who speaks Japanese. Using your smartphone or computer, you’ll be able to talk or write online to native speakers or learners from all around the globe. Here are some tools you can try:\nHelloTalk\nis a language exchange app where learners can quickly find and chat with native speakers;\nLextTalk\nis the first social networking and chats app designed for language exchange;\nMyLanguageExchange\nis a platform which allows users to find conversation partners and improve their speaking both with native speakers and language learners.\nIf you want to start speaking Japanese from lesson #1 with a native,,\nbrowse Preply’s expert Japanese tutors\n. You can choose from a vast database of certified teachers who can customize an effective lesson plan for your level and language learning needs. Preply offers\nprivate lessons\nwith experts via user-friendly video chat.\nIt’s also surprisingly affordable, starting from just $5 per hour.\nWe have online tutors in more than 50 languages.\nPreply is one of the leading educational platforms that provide 1-on-1 lessons with certified tutors via the exclusive video chat.\nFind my online tutor now\n1456 reviews,\n“Excellent”\n8. Read manga\nIt’s time to start immersing yourself in Japanese culture! Apart from Japanese books and newspapers, learn to read Japanese with\nmanga\n. Manga is a crucial part of Japanese culture with a long history. Today, it’s at the heart of Japanese pop culture and is also widely known outside of the country.\nManga is art in the form of comics or graphic novels, and can be especially helpful for language learners. These comics are full of contextual clues so that you can easily understand the meaning of the written words.\nSailor Moon\nwould be a great starting point for a beginner.\n9. Watch anime\nIf you want to be entertained while you study, try to learn Japanese with anime!. Anime is a unique style of Japanese animation, and for decades, anime was produced only by Japan. Today, it has become an international phenomenon, attracting millions of fans.\nSpending your free time watching anime will help you learn a batch of new words, including slang, and improve your listening skills.\nYou can find not only anime but also Japanese films and shows on\nCrunchyroll\n,\nAsian Crush\n,\nNetflix\n.\n10. Listen to podcasts\nIf you want to learn Japanese, podcasts are an excellent way to add some extra listening practice to your daily routine and find out more about Japanese culture. Here are two podcasts that are great for beginners:\nLearn Japanese\nPod Podcasts\n. Various episodes cover all sort of topics: from traveling tips to drinking etiquette in Japan. Each episode comes with the script in Japanese and a translated transcript.\nNHK\n. Each episode of this podcast for beginners tells a story of Anna, a fictional character who comes to Japan to study Japanese. The brief lessons provide scripts with an English translation.\nLooking for more options? We’ve got you covered! Take a look at\n5 podcasts to learn Japanese on the go\n.\n11. Don’t be afraid to make mistakes\nWhen you start to practice Japanese, you are always going to make mistakes. But if you don’t put a foot wrong, you won’t grow! Making mistakes and receiving feedback from others is the most effective way to learn a language. However, keep in mind that native Japanese speakers may not want to correct you out of respect, so make it clear that you’d appreciate some guidance.\nMaster Japanese faster with 1-on-1 tutoring\nWhatever steps you take to enhance your Japanese skills, one thing is certain: nothing beats speaking the language from day one if you want to see rapid improvement!\nThat’s why Preply is an excellent way to practice a new language. With Preply, you can take 1-on-1 lessons through video chat with a\ncertified Japanese tutor\n. Your tutor will be your language learning sensei—guiding you through the process, pointing out your mistakes, and developing a customized plan based on your level.\nThere are so many tutors to choose from. All you need to do is use our search filters to find the perfect tutor for your goals, schedule and budget. Just a few sessions will make a huge difference to your confidence, and will help you reach your Japanese learning goals faster than a typical learning app ever could!\nTake a look at our Japanese tutors and book your first class today\n.\nFrequently asked questions\nHow much do Japanese lessons cost?\nJapanese lessons start from just $10 on Preply. Traditional language schools often charge much more than this because of the extra costs associated with running a school. However, Preply tutors set their own price per lesson and don't have any extra charges because they teach online."]
[186,"English Teacher Multiple Opportunities China","https://teast.co/job/english-teacher-multiple-opportunities-china-TeachEnglish1664822640000",0,"⌚\n1 week ago\nEnglish Teacher Multiple Opportunities China\n💼\nTeach English Global\n📍\nChina\n,\nChina\n💰 Competitive Salary\nChina\nJob Description:\nOverviewTeach English Global is an education recruitment company that was founded by teachers, for teachers. Our aim is simple, we want to help teachers find the best English teaching opportunity available to them in China!On June 16th the Chinese government eradicated the 'PU Letter', meaning that gaining a work visa in China is now as easy as it was before Covid! As a result, the majority of our schools have restarted their overseas recruitment and are desperately looking for English teachers!We're currently seeking English teachers to help fill a variety of exciting positions in Kindergartens, Public Schools, International Schools, and Training Centres throughout different cities in China. We're accepting applications from:- Teachers who are currently inside China and looking for a new opportunity over the coming months- Teachers who are outside China and are hoping to enter the country and start teaching between December 2022 - March 2023When you apply a member of our team will contact you to arrange a call, and after you explain to us exactly what type of teaching position you're looking for, you'll be presented with relevant opportunities that match your preferences and experience level.Salary & Benefits- Salary - 20,000RMB - 30,000RMB per month- Monthly incentive bonus- Housing allowance / Apartment provided- Yearly Flight Allowance - 5,000RMB - 10,000RMB- Contract completion bonus - 10,000RMB - One months salary- Chinese Z Visa provided, with any visa costs reimbursed- Free health insurance- Quarantine hotel provided for new arrivals- At least 3 weeks paid holiday, plus all public holidays (dependant on school type)- Orientation and continuous on the job training- Long-term career progression and promotion opportunitiesRequirements- Bachelor's Degree- TEFL Certificate- Clean Criminal Record- Native level English SpeakerTo apply please visit: https://www.teachenglishglobal.com/apply-now/Alternatively, please email your CV to: info@teachenglishglobal.comTo apply, email info@teachenglishglobal.com\nApply With Teast\n☝️ Apply for jobs with just 1 click and a higher chance of standing out.\n👉 Apply Here:\ninfo@teachenglishglobal.com\nPlease mention that you found the job on Teast for the school's reference.\nWhen applying for jobs, you should NEVER have to pay to apply. You should also NEVER have to pay to buy anything which they then pay you back for later. NEVER PAY FOR ANYTHING! Also always verify you're actually talking to the company in the job post and not an imposter. Scams in TEFL are rampant, be careful!"]
[187,"Population Density Around the World","https://study.com/academy/lesson/population-density-around-the-world.html",0,"Factors Affecting Density\nAccording to geographers, areas that are sparsely populated are usually very difficult places to live. For instance, they may have difficult climates, such as the Mojave Desert or the tundra of the North Pole. They also may have very high elevations, as in the mountainous regions of the Urals or the highlands of Tibet. On the contrary, areas with more temperate climates and lower elevations tend to be more densely populated. A good example of this is the densely populated areas of the Northeastern US.\nPopulation density is also affected by more human factors. For instance, if an area is politically unstable or war-torn, it will usually have a very low population density. This is seen in areas like Syria and Afghanistan. Another human factor that affects population density is the availability of employment. For instance, industrial cities like Beijing, China, or Philadelphia, Pennsylvania, offer job opportunities. For this reason, these areas are more densely populated.\nNow that we've covered the definitions of population density, let's move onto specific areas of the world. As we do this, please remember that population density doesn't just mean the number of people in an area. It is a measurement of the number of people in an area relative to the size of the area. For example, the state of New Jersey is the most densely populated state in the U.S. Yes, its actual population is lower than that of New York, but its people are crowded into a much smaller space.\nPopulation Clusters\nWhen speaking of high population densities, the word 'cluster' is often used. The highest population densities or\nprimary population clusters\nare found in the regions of Europe, East Asia, South Asia, and Southeast Asia. Some of the countries in these regions are Germany in Europe, India in South Asia, Thailand in Southeast Asia, and, of course, China in East Asia.\nThe\nsecondary population clusters\nare found in Southern Brazil, the center of Mexico, and the Eastern United States.\nAreas of the world that are very sparsely populated are places like Australia, Canada, Mongolia, the Saharan, and Russia.\nLesson Summary\nPopulation density\nis a measurement of the number of people in an area relative to the size of the area. Population densities are usually defined as being either dense or sparse.\nSparsely populated\ndenotes containing few people relative to size, while\ndensely populated\ndenotes containing a large amount of people relative to size.\nPopulation density is often affected by several factors. There are physical factors, such as climate and elevation. There are also human factors, such as political instability and lack of employment opportunities.\nWhen speaking specifically, the world's\nprimary population clusters\nare found in the regions of Europe, East Asia, South Asia, and Southeast Asia. The\nsecondary population clusters\nare found in Southern Brazil, the center of Mexico, and the Eastern United States.\nWhen speaking of very sparsely populated areas, we have Australia, Canada, Mongolia, the Saharan, and Russia.\nLearning Outcomes\nComplete this lesson and its accompanying quiz so that you can:\nConvey the meaning of population density\nState some of the factors that contribute to population density\nHighlight the characteristics of densely and sparsely populated areas\nIdentify primary and secondary population clusters around the globe"]
[188,"Japanese Learning Style","https://teachsuzukiviolin.com/japanese-learning-style/",0,"In the beautiful\nKiso Valley\nwe saw our first signs of the reversal and rebuttal of these trends. We stayed in a little guest house converted from an old silk making house, lovingly refurbished by a young couple who had recently turned away from the corporate world. They were fired up with a vision of renewal in rural communities and working hard to bring it about."]
[189,"G-MEO – Global Maximum Educational Opportunities","http://www.gmeochina.com/",1,"The Chengdu American Center for Study Abroad is located in the capital of Sichuan Province in Southwest China and is located on Sichuan University’s beautiful downtown Huaxi campus in one of its stately old but newly renovated buildings. You will study with a mix of other Americans and students from Sichuan University."]
[190,"Migration data in South-eastern Asia","https://www.migrationdataportal.org/regional-data-overview/south-eastern-asia",0,"South-eastern Asia has, since historic times, been defined by large-scale population movements. Stretching over 11 countries – Brunei Darussalam, Cambodia, Indonesia, the Lao People's Democratic Republic, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste and Viet Nam – and with an estimated population of 669 million people at mid-year 2020 (\nUN DESA, 2020\n), it is an important sub-region of origin of labour migrants.\nWhile Northern America, Europe and Western Asia are important regions of destination, the majority of the 23.6 million migrants from South-eastern Asia remain on the continent and roughly a third of them stay in the same sub-region (\nibid.\n). The rising demand for domestic and care work in Asia and beyond has led to more female migrants than male migrants from some countries in the sub-region: 61 per cent of migrants from Thailand are female and the share is well above 55 per cent in Malaysia and the Lao People's Democratic Republic (\nibid.\n)."]
[191,"Chinese Language Teacher (Part Time)","https://www.monster.com.sg/job/chinese-language-teacher-part-time-hua-cheng-education-centre-yishun-pte-ltd-singapore-7383003",0,"Dependable Team Player Jobs in Holland village\nWorks well with children Jobs in Holland village\nLesson Planning Jobs in Holland village\nWell Organised Jobs in Holland village\nChinese Jobs in Holland village\nParent-Teacher Communication Jobs in Holland village\nClassroom Management Jobs in Holland village\nSupervising Children Jobs in Holland village\nOutstanding Time Management Skills Jobs in Holland village\nDependable Team Player Jobs in Clarke quay\nWorks well with children Jobs in Clarke quay\nLesson Planning Jobs in Clarke quay\nWell Organised Jobs in Clarke quay\nChinese Jobs in Clarke quay\nParent-Teacher Communication Jobs in Clarke quay\nClassroom Management Jobs in Clarke quay\nSupervising Children Jobs in Clarke quay\nOutstanding Time Management Skills Jobs in Clarke quay\nDependable Team Player Jobs in Bugis\nWorks well with children Jobs in Bugis\nLesson Planning Jobs in Bugis\nWell Organised Jobs in Bugis\nChinese Jobs in Bugis\nParent-Teacher Communication Jobs in Bugis\nClassroom Management Jobs in Bugis\nSupervising Children Jobs in Bugis\nOutstanding Time Management Skills Jobs in Bugis\nDependable Team Player Jobs in Tiong bahru\nWorks well with children Jobs in Tiong bahru\nLesson Planning Jobs in Tiong bahru\nWell Organised Jobs in Tiong bahru\nChinese Jobs in Tiong bahru\nParent-Teacher Communication Jobs in Tiong bahru\nClassroom Management Jobs in Tiong bahru\nSupervising Children Jobs in Tiong bahru\nOutstanding Time Management Skills Jobs in Tiong bahru\nDependable Team Player Jobs in Harbourfront\nWorks well with children Jobs in Harbourfront\nLesson Planning Jobs in Harbourfront\nWell Organised Jobs in Harbourfront\nChinese Jobs in Harbourfront\nParent-Teacher Communication Jobs in Harbourfront\nClassroom Management Jobs in Harbourfront\nSupervising Children Jobs in Harbourfront\nOutstanding Time Management Skills Jobs in Harbourfront\nDependable Team Player Jobs in Chinatown\nWorks well with children Jobs in Chinatown\nLesson Planning Jobs in Chinatown\nWell Organised Jobs in Chinatown\nChinese Jobs in Chinatown\nParent-Teacher Communication Jobs in Chinatown\nClassroom Management Jobs in Chinatown\nSupervising Children Jobs in Chinatown\nOutstanding Time Management Skills Jobs in Chinatown\nDependable Team Player Jobs in Esplanade\nWorks well with children Jobs in Esplanade\nLesson Planning Jobs in Esplanade\nWell Organised Jobs in Esplanade\nChinese Jobs in Esplanade\nParent-Teacher Communication Jobs in Esplanade\nClassroom Management Jobs in Esplanade\nSupervising Children Jobs in Esplanade\nOutstanding Time Management Skills Jobs in Esplanade\nDependable Team Player Jobs in Tanjong pagar\nWorks well with children Jobs in Tanjong pagar\nLesson Planning Jobs in Tanjong pagar\nWell Organised Jobs in Tanjong pagar\nChinese Jobs in Tanjong pagar\nParent-Teacher Communication Jobs in Tanjong pagar\nClassroom Management Jobs in Tanjong pagar\nSupervising Children Jobs in Tanjong pagar\nOutstanding Time Management Skills Jobs in Tanjong pagar\nDependable Team Player Jobs in Little india\nWorks well with children Jobs in Little india\nLesson Planning Jobs in Little india\nWell Organised Jobs in Little india\nChinese Jobs in Little india\nParent-Teacher Communication Jobs in Little india\nClassroom Management Jobs in Little india\nSupervising Children Jobs in Little india\nOutstanding Time Management Skills Jobs in Little india\nDependable Team Player Jobs in Toa payoh\nWorks well with children Jobs in Toa payoh\nLesson Planning Jobs in Toa payoh\nWell Organised Jobs in Toa payoh\nChinese Jobs in Toa payoh\nParent-Teacher Communication Jobs in Toa payoh\nClassroom Management Jobs in Toa payoh\nSupervising Children Jobs in Toa payoh\nOutstanding Time Management Skills Jobs in Toa payoh"]
[192,"Integrated reasoning y combinator","https://morhif.alltransport.shop/integrated-reasoning-y-combinator.html",0,"Mar 13, 2022 ·\nY Combinator was a group of mentors who helped early-stage startups get off the ground. So you go through a batch and you’re there with a bunch other founders. It can be as many as 100 companies. You must go through an accreditation process. It’s a kind of MBA for the real world, or an MBA to start a business. It’s an incredible program..\nOct 30, 2019 ·\nThe\nY combinator\nwas discovered by Haskell Curry in the 1940s. It allows recursion to be captured without functions needing to reference themselves by name. It provides some insight into the nature of recursion in the lambda calculus (where nothing has a name), and also demonstrates the power of closures.."]
[193,"Core Curriculum","https://nylearns.org/module/standards/Pages/DownloadPDFs",1,"NYS P-12 Common Core Standards\nSuggested Vocabulary:\nFor subscribers only:\nSuggested Vocabulary for the Common Core Standards\nNYS P-12 Common Core Standards Documents\nNew York State P-12 Common Core Learning Standards for English Language Arts & Literacy\nNew York State P-12 Common Core Learning Standards for Mathematics\nNew York State K-12 Social Studies Framework Introduction\nNew York State K-8 Social Studies Framework\nNew York State 9-12 Social Studies Framework\nNew York State Prekindergarten Learning Standards\nNYS P-12 Common Core Standards Resources\nCommon Core Instructional Shifts\nCommon Core Implementation Timeline\nTri-State/EQuIP Quality Review Rubric and Rating Process\nCommon Core and NYS Learning Standards Frequently Asked Questions (FAQs)\nSupplementary Materials and Resources\nCommon Core State Standards (CCSS) website\nCommon Core Standards for ELA/Literacy\nAppendix A – Common Core Standards for ELA/Literacy: Supporting Research and Glossary\nAppendix B – Common Core Standards for ELA/Literacy: Test Exemplars and Sample Performance Tasks\nAppendix C – Common Core Standards for ELA/Literacy: Samples of Student Writing\nCommon Core Standards for Math\nCommon Core Application to English Language Learners\nCommon Core Application to Students with Disabilities\nParents’ Guide to Student Success\nAchieve, Inc. \"Understanding the Common Core\" PowerPoint\nAchieve, Inc. \"Understanding the K-12 Common Core State Standards in Mathematics\"\nAchieve, Inc. \"Understanding the K-12 Common Core State Standards in English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects\"\nNYS Learning Standards\nLearning Standards for The Arts\nLearning Standards for Career Development and Occupational Studies\nLearning Standards for English Language Arts\nLearning Standards for English as a Second Language\nLearning Standards for Native Language Arts\nLearning Standards for Health, Physical Education, and Family and Consumer Sciences\nLearning Standards for Languages Other Than English\nMath, Science, & Technology (MST)\nLearning Standards for Mathematics\nLearning Standards for Science\nLearning Standards for Technology\nLearning Standards for MST: Standards 1 and 2\nLearning Standards for MST: Standards 6 and 7\nLearning Standards for Social Studies\nResource Guides with Core Curriculum\nThe Arts\nMusic: A Resource Guide for Standards-Based Instruction\nIntroduction\nPreK-Grade 4\nGrades 5 to 8\nCommencement Level\nAppendices\nTheatre: A Resource Guide for Standards-Based Instruction\nIntroduction\nElementary, Intermediate, and Commencement\nCareer Development and Occupational Studies Resource Guide with Core Curriculum:\nIntroduction\nElementary Career and Universal\nElementary Integrated\nIntermediate Career and Universal\nCommencement Career and Universal\nCommencement Integrated\nCDOS 3b Part 1\nCDOS 3b Part 2\nResources\nEnglish Language Arts:\nEnglish Language Arts Core Curriculum\nThe Teaching of Language Arts to Limited English Proficient/ English Language Learners: A Resource Guide for All Teachers:\nTable of Contents\nIntroduction\nOverview of Education Reform: National and State Initiatives\nA Review of Research on Language Literacy for Limited English Proficient/English Language Learners\nThe Teaching of Language Arts\nFormal and Informal Assessment of Limited English Proficient/English Language Learners\nEnglish Language Arts Standards and Limited English Proficient/English Language Learners: Applications and Practices\nLearning Experiences\nParent and Family Involvement\nReferences\nAppendices\nFamily and Consumer Sciences:\nCourse Offerings\nIntermediate Level (Grades 5-8)\nHome and Career Skills\nCommencement Level (Grades 9-12)\nCore\nLifespan Studies Core\nFood and Nutrition Core\nClothing and Textiles Core\nHousing and Environment Core\nHuman Service and Family Studies\nChild Development and Psychology\nDraft Parenting\nEarly Childhood Education\nAdolescent Psychology\nGerontology\nCourse Overview\nCourse Outline\nCareers in Human Services\nCourse Overview\nCourse Outline\nFoods and Nutrition\nFood Science\nFood Preparation and Nutrition\nCourse Overview\nCourse Outline\nNutrition, Health, and Fitness\nCourse Overview\nCourse Outline\nDraft Global and Gourmet Foods\nCommercial Food Program\nCourse Overview\nCourse Outline\nTextiles and Design\nWorld of Fashion\nCourse Overview\nCourse Outline\nInterior Design\nCourse Overview\nCourse Outline\nHome Furnishings\nCourse Overview\nCourse Outline\nClothing Production\nCourse Overview\nCourse Outline\nCross Cluster\nIndependent Living\nCourse Overview\nCourse Outline\nEntrepreneurship\nCourse Overview\nCourse Outline\nLanguages Other Than English Resource Guides:\nCheckpoint A Resource Guide 2001\nCheckpoint A Resource Guide Part 1\nCheckpoint A Resource Guide Part 2\nCheckpoint C Resource Guide (2003)\nCheckpoint C Resource Guide Part 1\nCheckpoint C Resource Guide Part 2\nCheckpoint C Resource Guide Part 3\nLatin for the 21st Century\nLatin for the 21st Century Part 1\nLatin for the 21st Century Part 2\nScience:\nCore Curriculum for Elementary Science\nCore Curriculum for Intermediate Science\nCore Curriculum for Living Environment\nCore Curriculum for Earth Science\nCore Curriculum for Chemistry\nCore Curriculum for Physics\nSocial Studies:\nCore Curriculum for Social Studies:\nIntroduction\nOverview\nPart 1\nPart 2\nLearning Experiences 1\nLearning Experiences 2\nAppendix\nCore Curriculum for Economics, the Enterprise System and Finance\nCore Curriculum for Participation in Government"]
[194,"Odsłuchaj Episode 107- \"","https://ykf.rycerzekolumba-starachowice.pl/ladder-of-faith-larry-s-kacher.html",0,"Ladder of Faith By Elder Larry S. Kacher Of the Seventy Unbelief blocks our ability to see miracles, whereas a mindset of\nfaith\nin the Savior unlocks the powers of heaven. How will life’s challenges affect our faith in Jesus Christ? And what effect will our faith have on the joy and peace we experience in this life? The year was 1977."]
[195,"Virtual Real Design introduces 'Virtual Dedicated Graphic Designer Service' for new age organizations","https://www.bignewsnetwork.com/news/272817874/virtual-real-design-introduces-virtual-dedicated-graphic-designer-service-for-new-age-organizations",0,"New Delhi [India], October 6 (ANI/SRV): During the unprecedented times of the Covid-19 pandemic,\nVirtual Real Design\nhas introduced a unique resource hiring service for new-age organizations. Keeping in mind the 'New Normal' mode of working, VDGD Service caters to organizations who are looking out to hire graphic designers best suited to their requirements.Initiated in 2018, Virtual Dedicated\nGraphic Designer Service\nprovides brands and organization with talented and truly competent designers that is cost-efficient, effective, and devoted to the brand's scope of work and requirements. To ensure unhindered\nexecution of projects\n, clients are also provided with a dedicated visualizer along with a\nproject manager\nas a value add.Highlighting the benefits of remote/virtual resources,\nDevendra Sharma, Founder & Director of Virtual Real Design\nsaid, \"Talent is not limited by geographies and we at VRD are breaking traditional resource hiring processes. In a new normal, there's a sudden shift in digital spaces. We did research and found that nearly all businesses are heavily engaged in aligning their business processes with digital transformation initiatives. We discovered that there's a segment of SME's and\nmedium size companies\nlacking ideas and resources to transform themselves as digitally enabled organization.\"Devendra Sharma further added, \"During COVID we started testing the waters and got amazing results given high satisfaction levels of the client and repeat business coming through. We carefully drafted economics and process of this replacement model and got ISO certified for this process. Today we have trained staff and a dynamic set-up matching international standards. Our digital talent, processes and client repeat business has proven that we are a one-stop digital agency if your company is lacking a competent department.\"Alike hiring of full-time staff VRD gives organizations the liberty to interview and choose your team. One will have full control over scope of work deadlines and deliverables like a permanent staff. Only differentiation is that the team would be on payrolls of VRD.\nOrganizations can choose part-time, full time or customized packages with preferred shifts and timings. With 50+ plus graphic designers, developers, social media marketers, SEO managers and\nproject manager\ns on board currently, Virtual Real Design aims to onboard and expand its horizon to 100 professionals by March 2023 deploying tools and techniques providing services 24X7 set up.In addition to VDGD Services, Virtual Real Design also provides off-sourcing as well as project-based work in areas such as Graphic Design, Web Development/Design, Mobile App Development, Digital Marketing, and Virtual Events Management. At present, the brand has a clientele based across key metro cities like Delhi, Mumbai, Bangalore, Chennai, Hyderabad, Kolkata, Ahmedabad, and Pune. Overseas clients are spread over in countries like Dubai, Singapore, Holland, Australia, USA, Canada, UK, Saudi Arabia etc.Today with ISO certification \"27000:2013\" \"9001:2015\" and team of 50 plus and clients spanning across 30 countries and 4 continents VRD has emerged as a co-partner adding strategic value to the businesses of their clients.In 24X7 setup VRD has come up with a unique replacement model for the companies that are lacking in digital competencies.To know more, visit:\nwww.virtualrealdesign.com\nThis story has been provided by SRV. ANI will not be responsible in any way for the content in this article. (ANI/SRV)"]
[196,"Copycat meaning origin","https://oeojx.bellyboutique.shop/copycat-meaning-origin.html",0,"Information provided on Forbes Advisor is for educational purposes only. Your financial situation is unique and the products and services we review may not be right for your circumstances. We do not offer financial advice, advisory or brokerage services, nor do we recommend or advise individuals or to buy or sell particular stocks or securities. Performance information may have changed since the time of publication. Past performance is not indicative of future results. Forbes Advisor adheres to strict editorial integrity standards. To the best of our knowledge, all content is accurate as of the date posted, though offers contained herein may no longer be available. The opinions expressed are the author’s alone and have not been provided, approved, or otherwise endorsed by our\ncatholic prayers of the faithful\n."]
[197,"Manager (Strategy Planning & Development)","https://www.monster.com.sg/job/manager-strategy-planning-development-cadmus-resources-singapore-7268350",0,"Professional Association Network\nResearch and Strategy Development\nExcellent Benefits and Competitive Package\nResponsibilities:\nLead in strategic analysis in partnership with government agencies, institutes of higher learning, and other research partners to:\nUnderstand macro environment developments political, economic, social, technological, legal, and environmental trends globally as well as locally.\nDevelop ground sensing and appreciation of national policies.\nArticulate strategic implications including industrial organisation and management, learning and development, and career pathways.\nRecommend strategic action plans\nDevelop and implement foresight toolkits such as horizon scanning, delphi consultation process, PESTLE drivers mapping, scenario planning, visioning, SWOT analysis, backcasting and road mapping.\nEngage with internal and external thought leaders to understand their context, viewpoints and perspectives on strategic moves and economic values.\nSynthesise diverse data inputs and viewpoints into formulation of plausible scenarios and associated narratives to explore opportunities and challenges of the evolving digital and knowledge economy on our workforce.\nFacilitate union engagement sessions to validate hypotheses and formulate strategic point of view.\nSharing of strategic foresight, think pieces, programmes, and initiatives with senior management on a regular basis with respect to the current issues and future opportunities and challenges.\nPropose and set up a panel of international experts such as futurists, strategists and technologists to provide expert opinions on strategic issues in different time horizons.\nRequirements:\nUniversity degree in a relevant field. Disciplines related to STEM, Economics, Business and Finance or equivalent.\nAt least 5 years professional experience in a strategy consulting role in the private or public sector, including strategy development, research methods, piloting, strategic planning, and change management to drive Future of Work initiatives.\nStrong business acumen with exceptional critical thinking as well as quantitative and qualitative analytical abilities.\nAbility to navigate ambiguity, think out of the box, challenge herd thinking, conceptualise and create practical and workable solutions.\nKeen interest in current affairs, in tune with prevailing political, economic, and social trends.\nStoryteller with impactful and polished communications (writing and presentation) skills.\nGood facilitator with high influencing power in group discussions to harness collective intellect and value.\nAbility to drive projects to completion, and willingness to go the extra mile to ensure great outcomes in a demanding and results-oriented team environment.\nHigh energy and hands-on attitude\nTo apply, please submit your detailed CV with the following details for faster processing:\nReason for leaving\nExpected salary\nEarliest availability date\nYou may also visit our careers page at\nhttps://www.careers-page.com/cadmusresources/job/QY6RY39V\nto upload your CV.\nWe regret that only short-listed candidates will be contacted shortly."]
[198,"Numeracy assessment tools deped","https://ooo.debevallinginleiden.nl/numeracy-assessment-tools-deped.html",1,"In this framework,\nnumeracy\nis conceptualised as comprising four elements and an orientation: Element 1: Attention to real-life contexts (citizenship, work, and personal and social life) Element 2: Application of mathematical knowledge. 2021. 5. 26. ·\nDepEd\nR08 ATA-F22 (CY2018-v03-r00) Page 1 of 1 EAD Government Center, Candahug, Palo, Leyte (053) 832-2997 | region8@\ndeped\n.gov.ph ISO 9001:2015 Certified . Enclosure A Republic at tbe DtPartnttttt of Cbutatíott ...\nassessment tools\n. Since numeracy skills are the foundation towards learning of all mathematical. . 2 days ago · The Department of Education (\nDepEd\n), through the Bureau of education\nAssessment\n(BEA), with the assistance of schools divisions, elementary and secondary schools personnel, will administer the Early. Validation of Literacy and\nNumeracy Assessment\nInclosure 5 : Monitoring\nTool\non the ... Phil-IRI Forms 1-2 5. Expenses to be incurred regarding the literacy and\nnumeracy assessment\nshall be ... The Regional Unified\nNumeracy\nTest is intended for Grades 3 to Grade 10 learners in all public and private schools in\nDepEd\n.\nThe Windows System\nAssessment Tool\n(WinSAT) exposes a number of classes that assesses the performance characteristics and capabilities of a computer.\nNumeracy\ntest assesses the candidate's ability to analyze mathematical problems and draw logical conclusions in a limited time.\nnumeracy assessment tools\ndepedhow to start a crypto hedge fund uk. baltimore ravens. Edukasyon sa Pagpapakatao 31. English 510. Filipino 43. Health 68. Mathematics 664. Music 11. Physical Education 33. Science 337. TLE - Industrial Arts Technical Drafting 4.\nnumeracy\nassessment\ntools\ndeped\n. By January 27, 2022 become a vet tech near da nang. نماینده های آنتالیا فروردین ۷, ۱۳۹۸.\nAssessment\nobjectives . This\nassessment\ninstrument is used to determine stu dent achievement in the following objectives: 1. select and interpret mathematical information in personal, social and learning situations 2. select from and use a. 2022. 6. 15. · Instructions. Dad or mom, click on the grade level box below and use the assessment to determine your student's readiness for the early Sonlight Readers. If your student is not able to complete all the tasks for a particular level, start there. If they are able to both read each sentence and answer all the questions, move on to the next level. Edukasyon sa Pagpapakatao 31. English 510. Filipino 43. Health 68. Mathematics 664. Music 11. Physical Education 33. Science 337. TLE - Industrial Arts Technical Drafting 4.\n2021. 8. 31. · Numeracy\nAssessment Tool\nto\nLearners’\nConceptualization of Quadratic Equations among Grade 9 Learners Research Article Loreno P. Norcio Cuenca National High School loreno.norcio@gmail.com Edison R. Villahermosa Cuenca National High School edison.villahermosa@\ndeped\n.gov.ph ARTICLE INFO Paper Presented during the 2020 Di-vision. 2022. 2. 2. · This office through the Curriculum Implementation Division (CID) will conduct a Division Numeracy\nAssessment\nfor Grade 1-3 Learners. This activity aims to determine the status of learners' mastery on the fundamental operations in Mathematics which shall guide all teachers and school learners in developing intervention programs. Follow/click for.\nThe coverage of the\nassessment\ntool\nfor Grade 3 includes the following: a. Language and Literacy i. Mechanical Component 1. Alphabet Knowledge 2. Phonics and Word Reading 3. Spelling ii. Meaning Component 1. Book and Print Knowledge 2. Vocabulary 3. Grammar 4. Reading Comprehension 5. Listening Comprehension 6. Study Skills b.\nNumeracy\ni. E-\nNumeracy Assessment Tool\n(Project NumerALS) 111584 - Bacacay East Central School. 111585 - Basud Elementary School. 111586 - Bogna Elementary School. 111587 - Buang Elementary School. 111588 - Busdac Elementary School. ... www.\ndeped\n.gov.ph; Data retention summary. Get the mobile app. on Early Language, Literacy, and <b>\nNumeracy\n</b> for K-3.\nValidation of Literacy and\nNumeracy Assessment\nInclosure 5 : Monitoring\nTool\non the ... Phil-IRI Forms 1-2 5. Expenses to be incurred regarding the literacy and\nnumeracy assessment\nshall be ... The Regional Unified\nNumeracy\nTest is intended for Grades 3 to Grade 10 learners in all public and private schools in\nDepEd\n.\n2022. 6. 15. · Instructions. Dad or mom, click on the grade level box below and use the\nassessment\nto determine your student's readiness for the early Sonlight Readers. If your student is not able to complete all the tasks for a particular level, start there. If they are able to both read each sentence and answer all the questions, move on to the next level."]
[199,"Learning while sleeping osmosis","https://vkknrf.joachim-linder.de/learning-while-sleeping-osmosis.html",1,"Speech and language deficits are one of the main ways autism affects\nlearning\n. Problems with language development and speech delays are often the first sign that a child may have autism. There are multiple types of speech and language disorders that are categorized under expressive or receptive. Parents who notice signs of a speech and language. There is also this superstition in society of\nsleeping\nwith your textbook under your pillow when studying for a test or something like that. So with that in mind I slept with a compilation of Aristotle's texts underneath my pillow for 12 days to see what would happen. Half way through I already noticed improvements in my writing/thinking. Persistent worrying or anxiety about a number of areas that are out of proportion to the impact of the events Overthinking plans and solutions to all possible worst-case outcomes Perceiving situations and events as threatening, even when they aren't Difficulty handling uncertainty Indecisiveness and fear of making the wrong decision. Social anxiety disorder or."]
[200,"High Quality Audio Of Let Somebody Go with Hannah Reid (London Grammar)","https://coldplaying.com/forums/topic/83143-high-quality-audio-of-let-somebody-go-with-hannah-reid-london-grammar/",0,"Hi, I'm new here, my name is Louis and I've been fortunate to see Coldplay live 3 times. I've been a fan pretty much all my life (I'm in my early 20s) and I'm from the UK. I wondered if anyone had a high quality recording (such as soundboard or in-ear monitoring audio) of Coldplay performing Let Somebody Go with Hannah Reid from London Grammar? All the recordings on YouTube are just audience recordings, and I'd love to hear it in high quality, as would a close friend of mine. Thanks in advance!"]
[201,"Chinese Teacher","https://www.learn4good.com/jobs/marion/massachusetts/education/1594704035/e/",0,"Note that applications are not being accepted from your jurisdiction for this job currently via this jobsite. Candidate preferences are the decision of the Employer or Recruiting Agent, and are controlled by them alone.To Search, View & Apply for jobs on this site that accept applications from your location or country, tap here to make a Search:\nView / Apply for JobsMatching My Jurisdiction"]
[202,"Translumina further strengthens senior leadership to drive next phase of growth","https://www.bignewsnetwork.com/news/272900208/translumina-further-strengthens-senior-leadership-to-drive-next-phase-of-growth",0,"New Delhi [India], October 11 (ANI/PRNewswire): Translumina - a global developer and manufacturer of innovative cardiovascular medical devices, implants and access products - appointed Indranil Mukherjee as Group CEO and Armin Kiser as Managing Director and Chief Operating Officer for the company's Europe operations. Indranil is a veteran in the\nhealthcare industry\n. In his most recent role as Managing Director at B. Braun Group in India, he turned around and delivered sustainable profitable growth, managing several product lines (across three production plants) and a team of over 2,000 colleagues in India.\"Translumina presents a unique opportunity to build a leading\nGlobal Med-tech co\nmpany with a strong innovation culture and deep-seated roots in both India and\nGermany\n. I look forward to driving the next chapter of growth for the business that will involve bringing a further set of breakthrough technologies to patients around the world, together with a passionate and committed team at Translumina and supportive founders and shareholders,\" said Indranil.Armin has deep technical experience in the\nMed-tech industry\nencompassing six sigma, lean manufacturing and change management best practices. He was previously the Chief Operating Officer at Biedermann Motech, a developer and manufacturer of innovative implants and instruments for spinal and extremity surgery. Prior, Armin was site leader for Edward's manufacturing facility in Switzerland.\"Translumina presents a fascinating opportunity and intricate challenges. The company's audacious culture, growth mindset and committed team is a great fit with my values and aspirations and I look forward to building on our strong R&D and manufacturing foundation in\nGermany\n,\" said Armin.\n\"It's amazing to see how Translumina, which I co-founded with\nPunita Sharma\nin 2010, has achieved a marquee position in the interventional cardiovascular devices space in India and international markets. In addition to creating the widely acclaimed Drug Eluting Stent technologies which represent the highest standards of clinical evidence, we are now entering newer segments of specialty balloons and structural heart with innovative transcatheter solutions for Mitral, Aortic and Tricuspid valves. With Indranil and Armin complementing the existing leadership of Paritosh Arora, India MD and Kewal Jindal, Group CFO, we are all set to scale up and establish Translumina globally as an industry standard in innovation, quality and clinical evidence in healthcare space within next 2 years,\" said Gurmit Singh Chugh, Chairman and Co-founder TransluminaArjun Oberoi, Managing Director, Everstone Capital, said, \"Translumina is very well positioned to enter its\nnext phase of growth\nand the new leadership will bring a lot of value in assimilating a broader product portfolio and building robust go-to-market strategies in key geographies\".Incorporated in 2010, Translumina is an\ninterventional cardiovascular device co\nmpany that delivers world-class products and services. It is a fully integrated product development and manufacturing company with manufacturing facilities in\nGermany\nand India. Over the years, we have created strategic partnerships with leading hospitals, engineering institutes, global technological companies and renowned interventional cardiologists. Translumina combines the best of German engineering, intellectual property and high-quality standards with India's entrepreneurial culture and strong capabilities in manufacturing innovative products at affordable prices.For more information, visit\nwww.translumina.com\nSingapore-headquartered Everstone Capital, the private equity arm of the Everstone Group (\neverstonegroup.com\n), is a global firm committed to driving economic growth and creating sustainable value. With seven offices globally (Singapore, Mumbai, Delhi, Bengaluru, New York, Dubai and Mauritius), Everstone Capital focuses on the mid-market with control mindset and growth bias; comprising best of breed investing, operations and strategic resources with significant experience and skills.For more information, visit\neverstonecapital.com\nand\nhttps://www.linkedin.com/company/everstonecapital/\nThis story has been provided by PRNewswire. ANI will not be responsible in any way for the content in this article. (ANI/PRNewswire)"]
[203,"NYC public schools have lost 31,000 students this fall","https://ny.chalkbeat.org/2020/11/11/21561651/nyc-school-enrollment-drop",1,"One family left their Harlem public school for Montana, while a Brooklyn family stayed put, but placed their children in Catholic school. Another dad kept his son home to teach the third grader himself. Meanwhile some students\nmay be dropping out\nof school entirely to find jobs to support their families.\nThe reasons vary, but one thing is clear: Public school enrollment is falling at schools across New York City, according to preliminary data obtained by Chalkbeat. School rosters have already lost about 31,000 students compared with last year — or 3.4% of the district’s enrollment, which now stands just over 901,000, not including charters or early childhood programs.\nThe losses could hurt schools’ bottom lines as soon as this winter, when principals are typically required to forfeit some of their budget if their enrollment is lower than projected. Mid-year budget losses could be particularly difficult this year because many principals are struggling to scrounge up enough staff to\ncover two different versions of school simultaneously\n, in person and remote.\n“Unstable staffing patterns, unstable dollars, often lead to worse outcomes for kids,” said Aaron Pallas, a professor at Columbia University’s Teachers College. “Especially during a pandemic when principals have already had to scramble to deploy staff in this complex mix of online and face-to-face instruction.”\nBecome a Chalkbeat sponsor\nElementary and middle schools saw bigger declines, while high school enrollment essentially remained flat, a Chalkbeat analysis of internal department records found. Enrollment losses were also more concentrated among schools serving a higher portion of upper-income communities. But overall, far more students have left schools with higher shares of low-income families, which represent the vast majority of schools in New York City.\nThe city’s most affluent schools, where 20% or fewer students are low income, saw enrollment drop by 12%, a loss of about 2,800 students. At schools where more than 80% of students are from low-income families, enrollment dropped 4%. That loss added up to nearly 19,000 students.\nOther major school systems have\nalso seen declines\n, including in Los Angeles, Miami, and Chicago, which has seen its\nlargest enrollment drop in 20 years\n. Enrollment in the New York City’s district schools has been declining for years, likely owing to a mix of factors and demographic trends, including\ngrowth in charter school enrollment\n.\nBut this year’s decline is steeper — and is similar in magnitude to the cumulative drop over a dozen years,\nfrom 2006-2018\n.\nNew York City’s data comes with some caveats. The internal data Chalkbeat obtained did not include early childhood programs, which have seen\ndeclines in other communities\n. And school rosters are not yet final, meaning the overall enrollment figures will likely shift.\n“School buildings have been open for just over a month and their registers are not yet finalized or audited, so any declarations about enrollment are premature,” Katie O’Hanlon, an education department spokesperson, wrote in a statement.\nStill, the figures provide an early glimpse of enrollment trends in the nation’s largest school system and reveal that thousands of families are making decisions that could affect school budgets this year and reverberate into the future.\nBecome a Chalkbeat sponsor\nFamilies seek out other options\nMolly Watman, a Brooklyn parent of three, pulled her second and fourth grade children from their public school and enrolled them in a nearby Catholic school, which is offering five days a week of in-person schooling. By contrast, their public school, P.S. 130 in Windsor Terrace, was offering the equivalent of five days of in-person instruction every three weeks, with the rest provided online.\nSending her children to school in-person only part of the time felt untenable for Watman, who runs a retail skincare business that she is trying to rebuild after closing down during the height of the pandemic.\n“I feel guilty about leaving because I want public schools to be amazing,” Watman said. “But I also want to work. How do you reconcile those things?”\nShe also decided not to enroll her youngest child in preschool at all since he has trouble keeping a mask on all day, so she and her husband are juggling their schedules to care for him. That felt more doable without also having to manage their other children’s Zoom passwords and remote learning at the same time.\nAbout 1,000 students have switched from public to Catholic schools in the Bronx, Manhattan, and Staten Island, according to T.J. McCormack, a spokesperson for the Archdiocese of New York. He did not say how that compares to previous years.\nMany families find remote learning especially challenging with young children, as parents struggle to navigate work responsibilities with the need to supervise remote schooling. Others have opted to take over their children’s schooling entirely.\nBay Ridge dad Simeon Stolzberg decided to formally home-school his third grade son because his elementary school offered little live instruction or feedback on assignments after buildings\nshut down in the spring\n. Stolzberg spent his career working in public education, including as a charter school principal, so he felt prepared to teach his son.\nBecome a Chalkbeat sponsor\n“It just didn’t feel like we were getting the face time with a teacher that we expected,” Stolzberg said.\nAfter shelling out about $2,500 on curriculum materials, and setting aside his work as a consultant, he now replicates a school day at home, a setup that his son seems to be enjoying so far. Even though his son is no longer enrolled in his public school, the third grader continues to attend an after-school program where he can interact with his peers.\nStolzberg acknowledged leaving the school system could have budget implications for his son’s elementary school, but he said he doesn’t regret the move.\n“If they can’t provide a quality education, then they don’t deserve to have those kids,” he said. “I just feel like the expectations for learning are not very high.”\nSome families have quit not only on New York schools, but on the whole city. Michael Kurtz, who had been living in Harlem, opted for big skies over a concrete jungle, moving his family to Bozeman, Montana, where coronavirus rates were once lower than the city’s and where they now can afford Montessori school for their twin 5-year-old children.\n“They’re happy, and they’re going to school — they love being able to be around other kids,” he said. “We love New York City, and we’re coming back when we can.”\nSchool budgets could take a hit\nAlthough some students may be getting an equivalent education outside the city’s district schools, there may be many other students who are not engaging with school at all. Ray Domanico, director of education policy for the conservative-leaning Manhattan Institute, said those students could suffer enormous consequences of becoming disconnected from school.\n“Some of these kids might just be gone,” said Domanico, who pointed to the possibility of older students dropping out of school entirely. “I’m really worried about that.”\nEducation officials did not respond to a request for information about where students who left district schools have gone.\nThe long-term effects of declining enrollment are difficult to predict, experts said. A significant share of state funding, which makes up\nnearly half of the city’s education department’s budget\n, takes enrollment into account, and it’s possible the city will see less state funding than it would have otherwise.\nBut the bigger budget threat at the moment stems from the\ntoll the pandemic is taking\non state and local revenue, said Bob Lowry, deputy director for advocacy and communication at the state’s Council of School Superintendents.\n“Enrollment losses pale in comparison to the overall fiscal outlook,” he said.\nStill, some local officials are pressing the city’s education department to reconsider the standard practice of asking schools to give up funding if their enrollment falls below projections when school registers are finalized in mid-November.\nMark Cannizzaro, head of the union that represents school administrators, said union officials have already begun talks with the department to reconsider that approach.\n“It would be really unfair for anyone to look at the old funding formula and try to apply it to schools today,” Cannizzaro said. “We’re going to need all the resources you could possibly get your hands on.”"]
[204,"Attention Required!","https://ajot.com/news/dnv-and-pavilion-energy-partner-to-bring-fully-digital-lng-bunkering-to-singapore",0,"Why have I been blocked?\nThis website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data."]
[205,"Bridging the Urban-Rural Corridor in China","https://www.cgap.org/blog/bridging-urban-rural-corridor-china",0,"The government of China is taking steps to recognize the needs and abilities of the migrant worker segment, and offering solutions to facilitate their financial inclusion. The China Banking Regulatory Commission issued a\nnotice in October 2013\nstating that they aim to “accelerate the establishment of a modern payment and settlement network that covers most rural banking institutions and promote the application of modern payment instruments such as online banking, mobile banking and telephone banking in rural areas”, as well as to “strengthen the publicity and education of financial knowledge for migrant workers and constantly raise financial awareness and enhance the capability of using modern financial instruments and products.” In March of 2014, the government of China\noutlined a plan\nto grant permanent urban hukou permits to 100 million migrant workers by 2020."]
[206,"impending recession","https://www.cnbc.com/2022/10/05/business-leaders-say-impending-recession-will-be-short-and-sharp-kpmg.html",0,"Global CEOs are\nanticipating a recession in the next 12 months\n, according to a new survey by professional services firm KPMG, which said more than half of the business leaders polled expect the slowdown to be \"mild and short.\"\nA majority of the 1,300 chief executives polled by KPMG between July and August warned, however, that increased disruptions — such as a recession — could make it difficult for their businesses to rebound from the pandemic.\nThat said, the CEOs expressed more optimistim compared to the start of the year, and said there would be growth prospects in the next three years.\n\"CEOs worldwide are displaying greater confidence, grit and tenacity in riding out the short-term economic impacts to their businesses as seen in their rising confidence in the global economy and their optimism over a three-year horizon,\" said KPMG Singapore managing partner, Ong Pang Thye.\n\"We are also seeing many positioning for long-term growth, such as in Singapore where about 80% of CEOs have indicated that their corporate purpose will have the greatest impact in building customer relationships over the next three years.\""]
[207,"Hybrid: Quain 2022: Climate Change and Quality of Life","https://www.ucl.ac.uk/laws/events/2022/nov/hybrid-quain-2022-climate-change-and-quality-life",0,"Peter Railton is the Gregory S. Kavka Distinguished University Professor, John Stephenson Perrin Professor, and Arthur F. Thurnau Professor at the University of Michigan, Department of Philosophy. His main research has been in ethics and the philosophy of science, focusing especially on questions about the nature of objectivity, value, norms, and explanation. Recently, he has also begun working in aesthetics, moral psychology, the theory of action and artificial intelligence. He has a special interest in the bearing of empirical research in psychology and evolutionary theory on these questions. A collection of some of his papers in ethics and meta-ethics, Facts, Values, and Norms, appeared with Cambridge University Press in 2003. He has been a visiting professor at Berkeley and Princeton, and he has received fellowships from the Society for the Humanities (Cornell), the American Council of Learned Societies, the Guggenheim Foundation, the National Humanities Center, and the National Endowment for the Humanities. He is a Fellow of the American Academy of Arts and Sciences, and has been associated with CREA (Paris) and CSMN (Oslo). Professor Railton has been President of the American Philosophical Association, Central Division (2011-12) and is a recipient of the 2009 D'Arms Award for Distinguished Graduate Mentoring in the Humanities. In recent years he has worked with psychologists and cognitive scientists, and a joint project,\nHomo Prospectus\n, defending a prospective conception of the human and animal mind, appeared from Oxford University Press in 2016."]
[208,"NYC.gov","https://www1.nyc.gov/?front_door=true",0,"Register to Vote for General Election 11/8\n10/14 is the last day to register in person for General Election on 11/8.\n10/14 is the last day to register in person for General Election on 11/8.\n10/14 is the last day to register in person for General Election on 11/8."]
[209,"Australia-Singapore Digital Economy Agreement","https://www.dfat.gov.au/trade/services-and-digital-trade/australia-and-singapore-digital-economy-agreement",0,"The Australia-Singapore Digital Economy Agreement (DEA) entered into force on 8 December 2020.\nThe DEA breaks new ground. It sets new global benchmarks for trade rules, and a range of practical cooperation initiatives, to reduce barriers to digital trade and build an environment in which Australian businesses and consumers are able to participate and benefit from digital trade and the digitalisation of the economy.\nThe DEA upgrades the digital trade arrangements between Australia and Singapore under the\nComprehensive and Progressive Agreement on the Trans-Pacific Partnership\nand the\nSingapore-Australia Free Trade Agreement\n– which are already among some of the most ambitious globally. For example, it: delivers more robust rules that ensure businesses, including in the financial sector, can transfer data across borders and will not be required to build or use data storage centres in either jurisdiction; improves protections for source code; establishes new commitments on compatible e-invoicing and e-payment frameworks; and delivers new benchmarks for improving safety and consumer experiences online.\nThe DEA also delivers a range of new trade rules, and a comprehensive framework for bilateral cooperation, to help businesses and consumers capitalise on the digital economy. Australia and Singapore have negotiated cutting-edge new rules, and signed a series of MoUs on areas including data innovation, artificial intelligence, e‐invoicing, e-certification for agricultural exports and imports, trade facilitation, personal data protection, and digital identity.\nA\nfact sheet\nand\nsummary of the key outcomes\nof the DEA, and the\nsigned MoUs\nare available on the DFAT website. The DEA delivers in a number of areas identified as a priority in\nsubmissions\nto both the public consultations process that informed the DEA negotiations and in response to the\nFuture of Digital Trade Rules discussion paper\n.\nSingapore is Australia's largest trade and investment partner in ASEAN. As two vibrant and open economies, we share a vision for improved economic integration between our countries. Australia and Singapore are leading the way in the digital economy and we are eager to continue to work with Singapore to maximise ambition in areas of common interest.\nOn 6 August 2020, the Minister for Trade, Tourism and Investment and Singapore’s Minister for Trade and Industry digitally signed the DEA . This follows the official conclusion of negotiations by the Australian and Singaporean Prime Ministers 23 March 2020.\nAgreement of the scope of the DEA was announced on 13 October 2019 by the Minister for Trade, Tourism and Investment and Singapore’s Minister for Trade and Industry. Prior to this, a comprehensive scoping study was undertaken by Australian and Singaporean officials at the request of Prime Ministers Scott Morrison and Lee Hsien Loong. Negotiating rounds were held from 18-19 February 2020 and 4-6 December 2019.\nCooperation on digital standards\nCooperation under the DEA also includes closer cooperation to support the harmonisation of key standards to support digital trade. This work has already begun with a jointly commissioned study to identify priority opportunities for increased digital standardisation, published in October 2020.\nThis study recommends ten areas of mutual benefit where Australia and Singapore can work on specific projects and programmes and align on international standards: artificial intelligence, distributed ledger technology, smart cities, digital identities, e-payments, e-invoicing, Internet of Things, data protection and privacy, cross-border data and data portability.\nThe full text of the study is now available here:\nAustralia-Singapore Digital Trade Standards Research Report\nAustralia-Singapore Digital Trade Standards presentation [PDF 1.3 MB]\nThis study was commissioned to provide findings and recommendation to the Department of Foreign Affairs and Trade, and to the Singapore Ministry of Trade and Industry. These findings and recommendations reflect the views of the commissioned authors and do not represent a statement of Australian Government policy.\nTreaty text\nThe DEA entered into force on 8 December 2020.\nThe full text of the DEA is available here:\nAustralia-Singapore Digital Economy Agreement – full text\n[DOCX 104 KB]\nAustralia-Singapore Digital Economy Agreement – signed [PDF 633 KB]\nThe DEA amends the\nSingapore-Australia Free Trade Agreement\nto replace the existing Electronic Commerce chapter with a new Digital Economy chapter, along with other amendments.\nWe want to hear from you\nWe welcome your feedback on further potential areas of cooperation with Singapore on digital economy issues.\nIf you have any questions, please contact the DFAT Digital Trade team at:\ndigitaltrade@dfat.gov.au\nResources\nDEA: fact sheet\nDEA: summary of key outcomes\nMoUs signed in connection with the DEA\nAustralian Government response to the Joint Standing Committee on Treaties report: Digital Economy Agreement – Singapore\nMedia release: Australia-Singapore digital trade agreement kicks-off – 9 December 2020\nMedia release: Australia and Singapore sign digital trade agreement – 6 August 2020\nJoint statement by the Prime Ministers of Australia and Singapore – 23 March 2020\nMedia release: Australia and Singapore enhance digital trade ties – 23 March 2020\nJoint media release: Australia and Singapore scope landmark digital economy agreement – 13 October 2019\nSubmissions on the Australia-Singapore Digital Economy Agreement\nDigital trade & the digital economy\nSingapore-Australia Free Trade Agreement\nMOUs signed in connection with the Australia-Singapore Digital Economy Agreement\nMoU on Data Innovation\nThe Australian Government and the Government of the Republic of Singapore will cooperate on joint projects using combined cross-border datasets to produce new insights, demonstrating the value of sharing trusted, anonymised data across borders.\nAustralia-Singapore MoU on Data Innovation [PDF]\nMoU on Cooperation on Artificial Intelligence\nThe Australian Government and the Government of the Republic of Singapore will cooperate on Artificial Intelligence (AI) capabilities, including new AI technologies, talent development and ethical standards to support the positive commercial application of AI in the digital economy.\nAustralia-Singapore MoU on Cooperation on Artificial Intelligence [PDF]\nMoU on Trade Facilitation\nThe Australian Border Force, the Infocomm Media Development Authority and Singapore Customs will establish a cooperative relationship to develop compatible paperless trading systems for goods traded between Australia and Singapore.\nAustralia-Singapore MoU on Trade Facilitation [PDF]\nMoU on Cooperation for Electronic Invoicing\nThe Australian Taxation Office and the Infocomm Media Development Authority of Singapore will cooperate to expand e-invoicing interoperability in the region, based on the Peppol international framework. This MoU will make it easier for Australian small business to send and receive invoices between Australian and Singaporean businesses and with other businesses in the region.\nAustralia-Singapore MoU on Cooperation for Electronic Invoicing [PDF]\nMoU on Electronic Certification Cooperation\nThe Department of Agriculture, Water and the Environment and the Singapore Food Agency and National Parks Board of Singapore will cooperate on electronic certification of agricultural goods trade, a significant Australian export to and through Singapore.\nAustralia-Singapore MoU on Electronic Certification Cooperation [PDF]\nMoU on Cooperation in Personal Data Protection\nThe Office of the Australian Information Commissioner and the Personal Data Protection Commission of Singapore share a common mission to protect personal information and uphold individuals’ privacy rights as data flows across borders. This MoU sets out the intentions of both organisations to cooperate through sharing experience, expertise, intelligence and information on best practice in relation to the protection of personal information.\nAustralia-Singapore MoU on Cooperation in Personal Data Protection [PDF]\nMoU on Cooperation in the Field of Digital Identity\nThe Digital Transformation Agency and the Smart Nation and Digital Government Office will cooperate to develop policy frameworks to support mutual recognition of digital identity systems, which can support more efficient government interactions by businesses operating across borders.\nAustralia-Singapore MoU on Cooperation in the Field of Digital Identity [PDF]\nMoU on Fintech\nThe Australian Treasury and the Monetary Authority of Singapore will strengthen bilateral and multilateral cooperation on financial technology and support FinTech firms looking to expand in each other’s markets.\nAustralia-Singapore MoU on FinTech Bridge [signed PDF 3.1 MB]\n|\n[unsigned Word 85 KB]\nMoU on Unsolicited Communications\nThe Australian Communications and Media Authority and the Info-communications Media Development Authority of Singapore will enhance cooperation in relation to combatting unsolicited telemarketing, spam and scams.\nAustralia-Singapore MoU on Unsolicited Communications [signed PDF 480 KB]\n|\n[unsigned Word 100 KB]"]
[210,"China-Singapore Free Trade Agreement (CSFTA)","https://eresources.nlb.gov.sg/infopedia/articles/SIP_2018-08-08_152343.html",0,"The China-Singapore Free Trade Agreement (CSFTA) marks Singapore as the first Asian country to have a comprehensive bilateral Free Trade Agreement (FTA) with China. This is a major milestone in Singapore’s relationship with China since diplomatic ties were officially established in 1990. The agreement came into effect on 1 January 2009.\n1\nThe first review of the agreement was completed in July 2011 and negotiations for an upgraded CSFTA are still on-going.\nBackground\nDuring a working visit to China in November 2003, Singapore’s then Prime Minister\nGoh Chok Tong\nannounced that discussions on the China-Singapore Free Trade Agreement (CSFTA) would be launched once the ASEAN-China FTA negotiations were completed.\n2\nChina was then one of Singapore’s top importers and a major destination for Singapore investors, who had invested more than US$21 billion there.\n3\nChina also viewed the FTA as beneficial to both countries in the long term and that it would facilitate regional cooperation and integration.\n4\nBy 2005, China had become Singapore’s fourth-largest trading partner, while Singapore was ranked as China’s seventh-largest trading partner and its sixth-largest foreign investor, the largest among the ASEAN countries.\n5\nSingapore’s then Deputy Prime Minister\nWong Kan Seng\nand Chinese Vice Premier Wu Yi agreed to launch negotiations for a bilateral FTA in August 2006 during the Third Joint Council for Bilateral Cooperation meeting.\n6\nIn 2003, then Prime Minister Goh and then Chinese Premier Wen Jiabao launched the Joint Council for Bilateral Cooperation to facilitate political and economic cooperation. The economic links between the two countries were to be further strengthened with the FTA.\n7\nStudy and negotiations\nThe first round of talks was held in Beijing, China in October 2006, and covered the negotiating mechanism and scope of the agreement.\n8\nThe FTA aimed to be comprehensive, extending beyond trade in goods and services as well as investment, to encompass cooperation initiatives in various areas.\n9\nIt was expected to enhance the strong bilateral economic and political links between Singapore and China, as well as contribute to the development of the ASEAN-China FTA.\n10\nAfter two years and eight rounds of negotiations, Singapore and China reached a free trade accord, concluding a comprehensive bilateral FTA. According to then Deputy Prime Minister Wong Kan Seng, the FTA was a “major achievement” and a milestone in Singapore’s relationship with China since diplomatic ties between the two countries were officially established in 1990.\n11\nSingapore was also the first Asian country to conclude a comprehensive bilateral FTA with China.\n12\nOn 23 October 2009, both countries signed the CSFTA.\n13\nDescription\nThe CSFTA has a broader scope as compared to the ASEAN-China accord.\n14\nSome of the key features of the CSFTA include the following:\nTariffs elimination\nTariffs for up to 85 percent of Singapore’s exports to China were eliminated from 1 January 2009, with a further 10 percent of exports going duty-free from 2010 onwards. Among the exports included in the FTA are items such as instant coffee, aviation kerosene and ornamental fish, with a total trade value of over $18 billion.\n15\nSingapore manufacturers enjoyed a competitive edge over their ASEAN counterparts as the tariffs were reduced ahead of the ASEAN-China FTA,\n16\nwhich only came into effect on 1 January 2010.\n17\nHowever, 260 export products from Singapore are still subjected to tariffs; these include pepper, rice, sugar, tobacco and crude palm oil.\n18\nPreferential access\nSingapore companies that invest in China’s healthcare sector are granted preferential access, with up to a 70 percent stake in a mainland hospital.\n19\nTraditional Chinese Medicine education\nSingapore committed to recognise degrees from two more Traditional Chinese Medicine (TCM) universities in China, an increase from originally six such universities. China similarly committed to recognise TCM degrees from two Singapore medical institutions. Approved Chinese TCM universities could also conduct external degree programmes in Singapore, thus giving Singaporeans more opportunities to broaden their TCM training.\n20\nFree movement of professionals\nProfessionals such as auditors, accountants and architects from Singapore and China now enjoy greater flexibility when working in both countries.\n21\nSingapore’s Ministry of Trade and Industry noted that the CSFTA covers a range of areas including trade in goods and services, movement of people, investment, customs procedures, technical barriers to trade, food safety and economic cooperation.\n22\nDevelopments\nThe first round of review was held on 14 and 15 April 2010.\n23\nBoth sides explored ways to expand trade and investment links, further improve access to each other’s market and implement the commitments.\n24\nThe first review was completed in July 2011 and addressed areas such as dealing with non-tariff barriers.\n25\nIn 2015, letters for the official launch of negotiations for the CSFTA upgrade were exchanged, whereby bilateral economic cooperation could be enhanced and Singapore businesses could gain more access to China’s growing services sector and greater investment protection in China.\n26\nBy June 2017, three rounds of negotiations had been held and the scope included enhancements in investment provisions, trade facilitation, trade remedial measures, and improved market access for businesses trading in goods and services. The upgraded CSFTA would also cover areas such as competition, e-commerce and the environment.\n27\nThe fourth round was held in October 2017, with discussions on service, trade, investment, rules of origin, customs procedures and trade facilitation, and trade remedy.\n28\nAuthor\nAng Seow Leng\nReferences\n1. “\nHighlights of Agreement\n,”\nStraits Times\n, 24 October 2008, 1. (From NewspaperSG)\n2. Jason Leow, “\nS’pore to Focus on Winding Up Asean-China FTA Talks\n,”\nStraits Times\n, 21 November 203, 2. (From NewspaperSG)\n3. “\nSingapore-China Ties Looking Up\n,”\nBusiness Times\n, 9 December 2003, 12. (From NewspaperSG)\n4. Nande Khin, “\nS’pore-China Trade Could Grow to US$50B in 5 Years\n,”\nBusiness Times\n, 26 October 2005, 2. (From NewspaperSG)\n5. Conrad Tan, “\nSingapore, China to Start FTA Talks\n,”\nBusiness Times\n, 26 August 2006, 1. (From NewspaperSG)\n6. Daniel Buenas, “\nChina, Singapore Kick Off Free Trade Talks in Beijing\n,”\nBusiness Times\n, 27 October 2006, 20. (From NewspaperSG)\n7. Lynette Khoo, “\nTaking China Trade to the Next Level\n,”\nBusiness Times\n, 9 October 2007, 3. (From NewspaperSG)\n8. Buenas, “\nChina, Singapore Kick Off Free Trade Talks in Beijing\n.”\n9. Buenas, “\nChina, Singapore Kick Off Free Trade Talks in Beijing\n.”\n10. Buenas, “\nChina, Singapore Kick Off Free Trade Talks in Beijing\n.”\n11. Tracy Quek, “\nS’pore, China Reach Free Trade Accord\n,”\nStraits Times\n, 5 September 2008, 1. (From NewspaperSG)\n12. Quek, “\nS’pore, China Reach Free Trade Accord\n.”\n13. “\nBenefits under the China-S’pore FTA\n,”\nBusiness Times\n, 24 September 2009, 14. (From NewspaperSG)\n14. Quek, “\nS’pore, China Reach Free Trade Accord\n.”\n15. Chua Chin Hon, “\nS’pore and China Sign Free Trade Pact\n,”\nStraits Times\n, 24 October 2008, 1. (From NewspaperSG)\n16. Chuang Peck Ming, “\nTapping into the World’s Markets\n,”\nBusiness Times\n, 4 December 2008, 10. (From NewspaperSG)\n17. “\nASEAN-China Free Trade Area\n,” accessed 30 May 2016.\n18. Lee U-Wen, “\nZero Tariffs for Most Items as S’pore and China Ink FTA\n,”\nBusiness Times\n, 24 October 2008, 1. (From NewspaperSG)\n19. Chua,\nS’pore and China Sign Free Trade Pact\n.”\n20. Lee, “\nZero Tariffs for Most Items\n”; “Ministry of Trade and Industry, “\nFree Trade Agreement Between the People’s Republic of China and the Republic of Singapore (CSFTA)\n,” media info-kit, 23 October 2008.\n21. Lee, “\nZero Tariffs for Most Items\n.”\n22. Quek, “\nS’pore, China Reach Free Trade Accord\n.”\n23. Ministry of Commerce, “\nPeople’s Republic of  China, “Singapore, China Hold 1st Review of Bilateral FTA\n,” news release, 17 April 2010.\n24. “\nS’pore, China Review Trade Pact\n,”\nBusiness Times\n, 16 April 2010, 13. (From NewspaperSG)\n25. Lee U-Wen,\nS’pore, China Review FTA 2 Years after Signing Pact\n,”\nBusiness Times\n, 28 July 2011, 8. (From NewspaperSG)\n26. Sun Xueling, “\nCelebrating 25 Years of Singapore-China Diplomatic Ties\n,”\nBusiness Times\n, 26 November 2015, 22. (From NewspaperSG)\n27. “China-Singapore FTA Upgrade Progressing Well: DPM Tharman,” (2017, June 28).\nBusiness Times\n, 28 June 2017. (From Factiva via NLB’s\neResources\nwebsite)\n28. Ministry of Commerce, People’s Republic of China, “\nThe 4th Round of China-Singapore FTA Upgrading Negotiations Held in Singapore\n,” news release, 18 October 2017.\nThe information in this article is valid as at\n2018\nand correct as far as we can ascertain from our sources. It is not intended to be an exhaustive or complete history of the subject. Please contact the Library for further reading materials on the topic."]
[211,"Penguin Random House","https://ldm.ederseeinfo.de/3-domains-of-learning-objectives-examples.html",0,"can antibiotics cause hallucinations in the elderly\nEducational Taxonomies with examples, example questions\nand\nexample\nactivities Cognitive\nDomain\n: Bloom . 1. KNOWLEDGE: Knowledge is defined as the remembering of previously learned material.This may involve the recall of a wide range of materials, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Cognitive Knowledge or Mental Skills. Affective Attitude or Emotions. Psychomotor Skills or Physical Skills. When these learning domain ideas are applied to learning. affective\ndomains\nof\nlearning\n8.2 Identify the\ndomain\nof\nlearning\nand level of depth for a correctly written\nobjective\n8.\n3\nGive\nexamples\nof behaviors that exemplify the three\ndomains\nof\nlearning\n. Poll the audience. Present a challenge. Play a game. Have\nlearners\nask questions. Do an ice-breaker activity. Have a controversial discussion. 2. Inform\nlearners\nof the\nobjectives\n. Once your\nlearners\nare engaged, they need to know what to expect from your\nlearning\nexperience."]
[212,"back Summer Rising","https://ny.chalkbeat.org/2022/3/11/22972759/nyc-schools-summer-rising-2022",1,"Get ready for\nSummer Rising\n2.0: New York City is bringing back last year’s summer school model, with academics in the morning and enrichment in the afternoon. Once again, it will be open to all students.\nMayor Eric Adams pledged to expand the program to 110,000 elementary and middle school students, up from last summer’s 98,000, making it the largest program of its kind, he said Friday. For high school students, the city is\nexpanding its Summer Youth Employment program\n, aiming to provide jobs and internships for about 100,000 New Yorkers ages 14-24.\n“So many parents are struggling in the summer months. When we put their children in a safe space, they can go on with their lives,” Adams said at a press conference in the Bronx. “It’s about improving and helping families, and childcare should not be one of their issues.”\nThis year’s free summer program for K-8 students will run from 8 a.m. through 3 p.m., with the option to extend the day until 6 p.m. For elementary school children, the program is from July 5 through Aug. 19, while it ends Aug. 12 for middle schoolers. Students will spend their morning with licensed teachers, while staffers from community based organizations will lead afternoon activities such as sports and field trips.\nBecome a Chalkbeat sponsor\nFor high school students, programs are expected to run for a half day from July 5 through Aug. 12. The opportunities provided and daily schedule will vary by school, according to the education department. In addition to work opportunities, high school students will be able to make up previously failed classes as well as participate in college prep courses.\nEnrollment is expected to begin in April. City officials did not immediately say how many school sites will host programs this year, or how families will be assigned to them.\nFor students with disabilities, the city is promising to provide the additional support they may need, including paraprofessionals. Last summer, many families\nhad concerns about the city’s ability to provide such accommodations.\nBusing was another challenge for those students, and for children living in homeless shelters. Transportation was only provided for the academic portion of the day, meaning students couldn’t participate in the afternoon field trips, social activities, and other enrichment opportunities. Officials eventually offered to reimburse families for taxi services, but that didn’t remove all the barriers. Parents had to lay out the money up front and the arrangement required an adult to travel back and forth with their child.\nOfficials are still working out a transportation plan for this year, but Adams recognized it’s an issue that needs attention.\n“What is the point of having a great program, if children who are really in need are not having access to them,” Adams asked. “We have to make sure that transportation is there.”\nAdams is also hopeful that the program will teach children life skills like breathing exercises, how to shake someone’s hand properly and how to separate lights and darks when doing laundry. He said he’s excited for children to visit museums and explore beyond their neighborhoods, hoping that it prevents some children from the “summer slide,” which is when students regress academically during the break.\n“Why do our children have to be isolated to the one square mile that they’re born in?” he asked. “The city is our classroom.”\nBecome a Chalkbeat sponsor\nIt remains to be seen whether educators will jump at the chance to work during the summer, just as some schools are having trouble attracting teachers to sign up for\nafter-school tutoring this year\n— where schools have stimulus money to pay overtime to help catch students up. Last year,\nsome schools had trouble enlisting teachers\n, who were burned out from a grueling year of working through the pandemic. Community organizations, which run afternoon programming, have similarly struggled to attract staff, partly because of the relatively low pay offered.\nLast year’s program had\nsome snafus at the start\nwith miscommunications between schools and families about being accepted into the program, and an open-ended enrollment policy that made it hard for schools to know how many students would show up on any given day.\nCorrection: This article initially stated the end date for the middle school summer program was Aug. 19. It’s Aug. 12.\nChristina Veiga\nis a reporter covering New York City schools with a focus on school diversity and preschool. Contact Christina at cveiga@chalkbeat.org.\nAmy Zimmer is the bureau chief for Chalkbeat New York. Contact Amy at\nazimmer@chalkbeat.org\n."]
[213,"Trevi to expand enrollment in clinical trial for chronic itching treatment","https://www.newhavenbiz.com/article/trevi-to-expand-enrollment-in-clinical-trial-for-chronic-itching-treatment",0,"New Haven’s\nTrevi Therapeutics\nsaid Monday that it will expand enrollment in a clinical trial of its drug to treat chronic itching in patients with the skin condition prurigo nodularis.\nIt has also settled on a trade name for the drug: Haduvio (generic: nalbuphine ER).\nTrevi said an independent data monitoring committee recommended expanding the enrollment target for the study from 240 to 360.\nThe decision came after a midway assessment of 45 percent of the targeted 240 volunteers found that the drug was working but needed a larger sample size to demonstrate the effect, Trevi said.\nPresident and CEO Jennifer L. Good said the recommendation “further reinforces our view that Haduvio may be an effective treatment option for patients with PN.”\nShe said Trevi has increased the number of active trial sites to 60 globally and enrollment has “been picking up nicely since the removal of most COVID-19 screening and enrollment restrictions.”\nTrevi’s drug is an oral, extended-release version of an injectable pain medication that has been marketed for 20 years in the U.S. and UK.\nIt is the only opioid not classified as a controlled substance by the FDA, Trevi said, offering the pain-relieving benefits of an opioid with little risk of addiction.\nThe company expects to complete enrollment during the third quarter of 2021 and report top-line data by the end of next year.\n***\nCybrexa Therapeutics\nsaid it received positive feedback during a meeting with the U.S. Food & Drug Administration on a potential investigational new drug (IND) application for its anti-tumor drug CBX-12.\nCybrexa said the successful FDA meeting puts it on track to file the application later this year and begin human trials during the first half of 2021.\nThe drug uses Cybrexa’s alphalex technology, which deposits cancer-fighting agents directly into tumor cells while sparing healthy tissue, combined with a potent cancer drug known as topoisomerase I inhibitor.\nThe Phase 1 portion of the trial will establish a safety profile and recommended dose and the Phase 2 trial will test its effectiveness across a number of solid tumors, Cybrexa said.\n***\nNew Haven’s\nBioXcel Therapeutics\nhas secured a U.S. patent for its agitation drug BXCL501. The patent covers BioXcel’s thin-film formulation of dexmedetomidine (Dex), an older Pfizer drug, and its methods of treating agitation using such film formulations, BioXcel said.\nThe patent would be issued by the end of September and expire no earlier than 2039.\nBioXcel’s thin-film version tastes minty and is similar to a mouthwash strip. It dissolves under a patient’s tongue.\nBioXcel is testing the drug in separate trials to treat agitation in patients suffering from dementia, bipolar disorder, schizophrenia and opioid use withdrawal."]
[214,"Technology education jobs in China Spring, TX","https://jooble.org/jobs-technology-education/China-Spring%2C-TX",1,"GENERAL DESCRIPTION AND PURPOSE:           A bilingual Parent\nEducator\nwill implement the PAT model while engaging with families in both English and Spanish. Utilizing the PAT Foundational Curriculum the Parent Educator partners, facilitates and reflects with families\n..."]
[215,"34th International Conference on Psychiatry and Mental Health","https://researchpeers.com/m/events/view/34th-International-Conference-on-Psychiatry-and-Mental-Health-2022-10-28",0,"It is our pleasure to inform you that we are going to organize the 34th International Conference on Psychiatry and Mental Health to be held during August 23-24, 2021. The theme of the conference is “\nScientific Development and Exploration in Psychiatry and Mental Health”\n. It will provide a global platform to discuss about the present and future challenges in Psychiatry and Mental Health, Stress, Anxiety and Depression, Neuroscience and Neuropsychiatry, Psychiatric Rehabilitation, Self-harm and Suicide Prevention, Bipolar Disorder and Schizophrenia, Alzheimer’s and Dementia, Psychosis-Medication, Counseling and Early Intervention, Child and Adolescent Psychiatry and many.\nThe goal of the Psychiatry Meet 2021 is to provide a transformative professional development experience which covers the entire spectrum of current research in Psychiatry and application of new technologies in Mental Health and Wellness."]
[216,"Western Digital Facility in Shanghai Designated as Sustainability Lighthouse","https://www.westerndigital.com/en-ap/company/newsroom/press-releases/2022/2022-11-01-western-digital-facility-in-shanghai-designated-as-sustainability-lighthouse",0,"Today,\nWestern Digital Corporation\n(NASDAQ: WDC) announced that the World Economic Forum named its facility in Shanghai SanDisk Semiconductor (Shanghai) Co., Ltd. to the Global Lighthouse Network, and designated it as a Sustainability Lighthouse for its breakthroughs in efficient operations. This marks Western Digital's third global advanced factory featuring smart manufacturing to be named a Global Lighthouse, and one of the leading end-to-end (E2E) Lighthouses in Shanghai.\nThe Global Lighthouse Network is a community of production sites and value chains that are world leaders in the adoption and integration of the cutting-edge technologies of the Fourth Industrial Revolution (4IR). Lighthouses apply 4IR technologies such as artificial intelligence, 3D-printing and big data analytics to maximize efficiency and competitiveness at scale, transform business models and drive economic growth, while augmenting the workforce, protecting the environment and contributing to a learning journey for all-sized manufacturers across all geographies and industries. The Global Lighthouse Network is a World Economic Forum initiative in collaboration with McKinsey & Co, factories and value chains that join the Network are designated by an independent panel of experts.\nWestern Digital's SDSS Facility in Shanghai is a large packaging and testing facilities for advanced flash products in the world. The site doubled its petabyte (PB) output between 2017 and 2021 while reducing its environmental footprint per PB to achieve corporate ambitions. The site transformed from a traditional manufacturing model to intelligent, digital and automated production across processes through applying 4IR technologies such as automation, digital twin, Internet of Things (IoT), a big-data-driven management system, lights-out manufacturing and machine learning. The innovations have improved the facility's productivity, operational efficiency, supply chain resilience and sustainability to meet Western Digital's commitment to sustainable development.\nBy leveraging digital twin and IoT, the facility established a powerful data center that integrates data from all regions, enabling digital connection upstream and downstream the manufacturing chain to automate advanced production model and smart manufacturing. The resulting data collection, learning and analysis has improved its manufacturing efficiency and reduced energy consumption and pollution. The site boasts a globally leading water recycling system, which reduced water consumption by 62% per petabyte. Compared to traditional energy consumption methods, the site reduced energy consumption by 51% per petabyte\n1\n. To encourage colleagues to innovate and improve engagement, Western Digital initiated a 4IR Innovation Studio equipped with 3D printing capabilities, robotics, computer vision, a sensor suite, and AR/VR kits, allowing employees to collaborate and explore, and turn their ideas into reality.\n\"Member of the Global Lighthouse Network - a unique global community of like-minded peers - are exploring synergies and collaborating to share insights and best practices on how to unlock not only efficiency, productivity and growth, but also new levels of sustainability and workforce engagement, to lead towards a cleaner and more inclusive future of manufacturing.\" said Francisco Betti, Head of Shaping the Future of Advanced Manufacturing and Value Chains, World Economic Forum.\n\"We are honored to be recognized by the Global Lighthouse Network, and earn the Sustainability Lighthouse designation in China – a first for China,\" said CK Chin, Vice President and General Manager, Western Digital. \"This designation recognizes our innovation in 4IR technology applications, as well as our efforts and investments in sustainable development in the China market. We are committed to benefiting global users with our rich portfolio of leading data storage solutions and working with our clients and partners to achieve sustainable growth and enterprise transformation, enabling them to create what's next.\"\nWith its long-held core value of sustainability, Western Digital is actively pushing its smart plant network strategy around the world to improve the sustainability of its facilities. Two of its factories in in Penang, Malaysia, and Prachinburi, Thailand, were named to the Global Lighthouse Network by The Forum last year, and the smart factory in Penang was also selected as a Sustainability Lighthouse.\n1\nQuoted from World Economic Forum's official announcement: https://cn.weforum.org/press/2022/10/deng-ta-gong-chang-zai-quan-qiu-shuai-tui-feng-xian-xia-chi-duan-ti-gao-sheng-chan-li-cu-jin-ke-chi-xu-fa-zhan-yi-ji-jian-she-ju-you-ren-xing-de-gong-ying-lian\nAbout Western Digital\nWestern Digital is on a mission to unlock the potential of data by harnessing the possibility to use it. With Flash and HDD franchises, underpinned by advancements in memory technologies, we create breakthrough innovations and powerful data storage solutions that enable the world to actualize its aspirations. Core to our values, we recognize the urgency to combat climate change and have committed to ambitious carbon reduction goals approved by the Science Based Targets initiative. Learn more about Western Digital and the Western Digital®, SanDisk® and WD® brands at\nwww.westerndigital.com\n.\n© 2022 Western Digital Corporation or its affiliates. All rights reserved.\nWestern Digital, the Western Digital design and the Western Digital logo are registered trademarks or trademarks of Western Digital Corporation or its affiliates in the US and/or other countries. All other marks are the property of their respective owners."]
[217,"Tokyo recognises same-sex relationships","https://www.dawn.com/news/1718311/tokyo-recognises-same-sex-relationships",0,"TOKYO: Tokyo began issuing partnership certificates to same-sex couples who live and work in the capital on Tuesday, a long-awaited move in a country without marriage equality.\nThe certificates allow LGBTQ partners to be treated as married couples for a range of public services in areas such as housing, medicine and welfare.\nMore than 200 smaller local authorities in Japan have already made moves to recognise same-sex partnerships since Tokyo’s Shibuya district pioneered the system in 2015.\nWhile the status does not carry the same legal rights as marriage, it represents a welcome change for couples like Miki and Katie, who have long had no official proof of their relationship. “My biggest fear has been that we would be treated as strangers in an emergency,” Miki said at home in Tokyo, where photos of the Japanese 36-year-old with her American girlfriend Katie, 31, adorn the fridge.\nArticle continues after ad\nWithout a partnership certificate, the couple, who asked to be referred to by their first names, used to tuck a note inside their wallets with the other’s contact details.\n“But these were insubstantial, and we felt official documents certified by the local government would be more effective,” Miki said as their grey-and-white cat frolicked in a rainbow necktie. As of Friday morning, 137 couples had applied for a certificate, Tokyo Governor Yuriko Koike said last week.\nHopes are high that the introduction of the same-sex partnership certificates, which cover both residents and commuters, will help fight anti-LGBTQ discrimination in Japan.\n“Through this Tokyo partnership system, I sincerely hope we can accelerate efforts to create a society where the rights of sexual minorities can be protected, and made more equal,” campaigner Soyoka Yamamoto told a press conference on Tuesday. Yamamoto and her partner Yoriko, who have lived together for more than a decade, received their certificate that morning.\nPublished in Dawn, November 2nd, 2022"]
[218,"#legendchats: Recalibrating mental health to achieve peace, self-acceptance","https://hashtaglegend.com/beauty/wellness/legendchats-recalibrating-mental-health-to-achieve-peace-self-acceptance/",0,"Hong Kong-based\nSonia Samtani\nis a best-selling author and two-time TEDx speaker who founded the leading wellness facility, All About You Centre. As a clinical hypnotherapist and qualified life coach and counsellor who made it her mission to shift mental and emotional issues to one of self-acceptance and peace\nSamtani’s All About You Centre was established in 2013 where she offers private sessions and personal development workshops, as well as certified practitioner training programmes. In addition, resident and visiting practitioners offer their expertise in hypnotherapy, energy healing, NLP, regression therapy, tarot reading, public speaking, Trauma Release Exercises (TRE), couples counselling and coaching.\nHer services have never been more relevant or higher in demand. As the world is reeling and recovering from the effects of a pandemic-restricted and imposed lifestyle, the search for a new mental balance is a top priority.\nBut what sort of support do clients come to see her for?\n“Clients come for a variety of reasons including anxiety and stress, depression, overcoming fears, dealing with pain and loss, needing clarity, and having persisting complaints,” Samtani says. “The underlying need for most clients is to be at peace. Once the clients attain peace of mind, they get clarity and can access their own tools of courage, resilience, strength, trust, and acceptance.”\nThough it may sound easy enough in theory, the practice is a different story.\nEspecially in a city such as Hong Kong where the average person leads a demanding life, there are major stressors accompanying such a lifestyle.\nSamtani explains, “People with demanding lives usually showcase behaviours of addictions, insomnia, stress, and compulsive eating to name a few. Their day-to-day stressors would be the need to finish their task list or being the perfect parent, or perfect child, or feeling overwhelmed with not meeting deadlines. The deeper stressors that drive those needs are usually the fear of failure or fear of rejection.”\nIt begs the question of\nhow normal it is to feel unhappy, despite objectively having a great life.\n“A lot of people who objectively have a great life don’t perceive their life as great, they look for what’s missing and what they need to do to reach the next milestone and achieve more, which puts so much pressure on them that they spend less time enjoying their achievements and more time worrying. It is normal for people to feel unhappy despite having a great life objectively because of people’s perceptions, and they could spend more time in the happy zone.”\nThat said, she furthers, “happiness” is an emotion, and therefore by nature is transient. “In that sense happiness will come and go, along with other emotions.”\nAlso see:\nAsaya introduces holistic wellcation to the entire family\nThough seeking therapy to find that kind of peace and fulfilment is no longer taboo, the approach is still somewhat daunting and unfamiliar to those who have never gone through a process like this.\nSo\nhow can her clients seek peace and fulfilment through treatment?\n“Clients attain peace by facing what they have been avoiding, moving through their resistance, processing their suppressed emotions, and accepting things they were judging,” she divulges. “Through therapy, we help clients to accept that pain is inevitable and it is okay to go through it; it builds strength and brings them wisdom. We address the fundamental beliefs and emotions that block them from feeling good about themselves and invite them to accept who they are today so they don’t need external validation to feel good enough. When people can feel good enough now, and still move towards their desired outcomes, the result is a sense of inner peace and fulfilment.”\nSamtani shares 5 tips to manage your mental wellness:\nHave a\nclear vision\nof what you want. Visualise what you do want rather than what you don’t want, and commit to moving towards it.\nWhen it’s\ntime to act\n, do it within 5 seconds – even if you don’t feel like it! Many people lose their drive because they wait until they feel like doing things. You are not going to “feel” like fulfilling your commitment all the time.  Acknowledge the emotions and do it anyway!\nHave the courage to\nface the uncomfortable parts of life\n. You will experience all of it; success and failure, acceptance and rejection, gain and loss. The more you can accept that, the more you can be at peace.\nIntend to\nprocess your emotions instead of controlling them\n. Feeling emotions is a natural part of life, and it’s much healthier to acknowledge them instead of exploding outward or controlling and suppressing them.\nTrust\nthat you have the resources to deal with what life brings to you.\nAlso see:\nWellness tips to keep your workout mindset"]
[219,"International Conference on Mental Health Law and Promotion of Mental Health","https://waset.org/mental-health-law-and-promotion-of-mental-health-conference-in-october-2023-in-paris",0,"17. International Conference on Mental Health Law and Promotion of Mental Health\nhas teamed up with the Special Journal Issue on\nMental Health Law and Promotion of Mental Health\n. A number of selected high-impact full text papers will also be considered for the special journal issues. All submitted papers will have the opportunity to be considered for this Special Journal Issue. The paper selection will be carried out during the peer review process as well as at the conference presentation stage. Submitted papers must not be under consideration by any other journal or publication. The final decision for paper selection will be made based on peer review reports by the Guest Editors and the Editor-in-Chief jointly. Selected full-text papers will be published online free of charge."]
[220,"International Conference on Mental Health Law and Promotion of Mental Health","https://waset.org/mental-health-law-and-promotion-of-mental-health-conference-in-october-2024-in-paris",0,"18. International Conference on Mental Health Law and Promotion of Mental Health\nhas teamed up with the Special Journal Issue on\nMental Health Law and Promotion of Mental Health\n. A number of selected high-impact full text papers will also be considered for the special journal issues. All submitted papers will have the opportunity to be considered for this Special Journal Issue. The paper selection will be carried out during the peer review process as well as at the conference presentation stage. Submitted papers must not be under consideration by any other journal or publication. The final decision for paper selection will be made based on peer review reports by the Guest Editors and the Editor-in-Chief jointly. Selected full-text papers will be published online free of charge."]
[221,"definition of community mental health services near paris","https://hrweb.ph/chevy/definition-of-community-mental-health-services-near-paris",0,"DMH provides a wide variety of mental health services, offered through Community Mental Health Centers, and is a key partner alongside HFS and DCFS in the state's Screening, Assessment, and Support Services (SASS) program for children. Community-based care is designed to supplement and decrease the need for more costly inpatient mental health care delivered in hospitals. This report focuses on these issues. potty buddy pads for dogs Filter (0 active) Filter by. Reg. The community mental health center (CMHC) represents a basic change in social and governmental attitudes as to where and how the mentally ill will be treated. Website More Info. DMH acts as one of the . According to Medicare's definition of a community mental health center, a service provider Thursdays 12 PM - 5:30 PM 139 Grand River St N, Unit 201, Paris The services shall be: Sample 1 Based on 1 documents About Search Results. 201.1 Compliance . CATEGORY: Mental Health Services Showing: 162 results for Mental Health Services near Paris, MI. Adequate community mental-health services with educational outreach can induce disturbed youth to get help voluntarily. doi: 10.1016/s0924-9338(05)80175-. Island . Assertive Community Treatment (ACT) Default; Distance; Rating; Name (A - Z) Ad Behavioral Health Centers of America. Community Mental Health Services Service Definition and Reimbursement Guide SDRG- CMHS (5) Section I. Browse the use examples 'community mental health services' in the great English corpus. Affiliation 1 Laboratoire de recherche . Such services include treatment for substance issues when that is an identified need. Sort:Default. Community-based services can lead to early intervention and limit the stigma of treatment. The Division of Mental Health operates as the single state mental health authority. Community Mental Health Services Service Definition and Reimbursement Guide Page 6 Each service listed in this guide is identified as a Medicaid service or a non-Medicaid service. It will complement our Mental Health Emergency Centre and Ward 2K, by providing a specialised psychiatric inpatient care environment for individuals with acute and . The UK-based Samaritans (accessible from France) - 0044 8457 909090. Community mental health is a decentralized pattern of mental health, mental health care, or other services for people with mental illnesses. Community mental health programs today reflect administrative, scientific, economic, and ethical issues that must be resolved if we are to provide the best possible care. Serving the Paris area. Community mental health center means a facility pro- viding services for the prevention or diagnosis of mental illness, or care and treatment of mentally ill patients, or rehabilitation of such persons, which services are provided principally for persons residing in a particular community in or near which the facility is situated. Distance Rating. Definition. Health (3 days ago) People also askWhat do community mental health centers mean?What do community mental health centers mean?The community mental health center as envisioned in the Community Mental Health Centers Act is a program of mental health services under a unified system of care with the following goals: Providing a varied and . Community Mental Health Services / statistics & numerical data benzene from sodium benzoate; wilderness medicine conference 2022; braided usb-c to lightning cable apple; cholinergic urticaria covid. According to Medicare's definition of a community mental health center, a service provider must offer screening, outpatient therapy, rehabilitation, day treatment, and 24-hour emergency services to people with chronic mental health issues. Sort. community mental health team. best annual physical exam near new jersey. Impairment of any of these are risk factors for mental disorders, or mental illness which is a component of mental health. SOS Helpline offering a telephone listening service in English - 01 46 21 46 46. Category: Health View Health - ABA Degree Programs. Filter Your Search: Service Area. Mental Health Services Psychiatric Clinics Mental Health Clinics & Information. In the past, and to a certain extent today, those suffering from mental disorders have been rejected by society and isolated from it. The CMHC COPS include: A UK term for a multidisciplinary team of health and social services professionals (psychiatrists, social workers, community psychiatric nurses, psychologists and mental health therapists), which offers specialist mental health assessment, treatment and care to people with severe and/or long-term mental health . Paris; Mental Health Services (current page) Category: Mental Health Services Showing: 82 results for Mental Health Services near Paris, PA. They include the services listed in section 11- 172.1-6. YEARS WITH (855) 334-5479. Community Mental Health - an overview ScienceDirect Health (3 days ago) Community-based services can lead to early intervention and limit the stigma of treatment. Community Mental Health Centers Community Mental Health Centers CMS established Conditions of Participation (CoPs) for the Community Mental Health Centers (CMHCs) effective October 29, 2014 (78 Fed. The British Consulate can advise you on various treatment options available, but can't give clinical advice on individual mental problems - 01 44 51 31 00. News commentary. According to the American Psychological Association, a community mental health center is a facility or facilities that are community-based and provide mental health services, sometimes as an alternative to the care that mental hospitals provide. community mental health center or \"cmhc\" means a facility offering a comprehensive array of community-based mental health services, including but not limited to, inpatient treatment, outpatient treatment, partial hospitalization, emergency care, consultation and education; and, certain services at the option of the center, including, but not . Community Mental Health Centers (CMHC) seeking reimbursement for services described herein from any public funder, including Medicaidfunded services, must adhere to all - applicable The need for epidemiological data to inform mental health policy and development of services is widely appreciated. What are Community Health Centers? Mental health service delivery is composed of six key components: Diagnostic assessment Functional assessment (Adult) Level of care assessment (Adult) Individual treatment plan (ITP) Service delivery Reassessment The following diagram shows the mental health service-delivery process and the relationship between the components. The current aggregation of the health service is one that will work against community and mental health services englishtainment-tm-O7lzuTo4 It provides emergency care where most needed and supports primary community and mental health services , where the majority of care is delivered. 2005 Oct;20 Suppl 2:S285-8. On October 31, 1963, President John F. Kennedy signed into law the Community Mental Health Act (also known as the Mental Retardation and Community Mental Health Centers Construction Act of 1963), which drastically altered the delivery of mental health services and inspired a new era of optimism in mental healthcare. Call 866-548-1240 for help finding mental health providers near you. They can improve functional outcomes and quality of life of individuals with chronic mental 1. 866-548-1240 Check out the pronunciation, synonyms and grammar. . Authors T Greacen 1 , C Finkelstein. Find mental rehab & treatment centers near me in Paris MO for depression, bipolar, anxiety and more. Health 9 hours ago Community mental health care provides crisis care to people experiencing mental health challenges often when a referral to a private therapist or clinician is impossible. 6. Community mental health care includes provision of crisis support, protected housing, and sheltered employment in addition to management of disorders to address the multiple needs of individuals. Eligible Providers What Is Community Mental Health? January 9, 2020 New Mental Health Walk-In Clinic in Paris, ON We're thrilled to announce that starting January 9th, in partnership with Brant Mental Health Solutions, we are now offering walk-in mental health services in Paris, Ontario for children, youth (up to 18) and their families! Those services described as non-Medicaid do not qualify for the Illinois Medicaid Program and Royal Perth Hospital's Dabakarn Mental Health Unit (MHU) opened on 14 June 2022. 866-548-1240 Community Mental health rehabilitation services means services that are intended for the maximum reduction of mental disability and restoration of an individual to the individual 's best possible functional level. Find mental rehab & treatment centers near me in South Paris ME for depression, bipolar, anxiety and more. Mental health, as defined by the Public Health Agency of Canada, is an individual's capacity to feel, think, and act in ways to achieve a better quality of life while respecting the personal, social, and cultural boundaries. Local governments operate centers for community mental health in the U.S. Mental Health Service Definition Of Mental Medical Health mental health service: any one of a group of government, professional, or lay organizations operating at a community, state, national, or international level to aid in the prevention and Detail: Visit URL . 64603, Oct. 29, 2013). Call 866-548-1240 for help finding mental health providers near you. Community support workers provide direct rehabilitation and support services in the community with the intention of . The MHU further aligns to our hospital's mental health services with the needs of our community. american eagle super stretch jeans womens. The CMHC COPs are located at 42 CFR 485.904 through 42 CFR 485.918. Mental health service definition of mental health service Health (Just Now) mental health service: any one of a group of government, professional, or lay organizations operating at a community, state, national, or international level to aid in the prevention and waterproof epoxy for boats disneyland theme park entrance speedo biofuse aquatic definition of community mental health services community, assessment of mental health problems in the existing primary health clinics, and eventually selection of the region for developing a need-based, sustainable community mental health programme (Chowdhury et al., 1999). Basic Definition Community support services provide rehabilitative and support services for individuals with a primary mental health diagnosis. Service Provision . exchange rate african currency; hyperhidrosis definition; shutterfly machine operator salary near plovdiv; ration dealership application form west bengal 2021; compsych guidance resources phone number; does airsoft hurt with armor SAMHSA reported that, as of 2019, approximately 2,700 community mental health centers were in operation. Situs Judi Online Terpercaya dan Terbaik di Asia Mental health care in Paris Eur Psychiatry. Mental Health Services in Paris, AR. Learn the definition of 'community mental health services'. Find mental rehab & treatment centers near me in Paris IL for depression, bipolar, anxiety and more. Call 866-548-1240 for help finding mental health providers near you. Community Mental Health Center in Paris on YP.com. Serving my area. See reviews, photos, directions, phone numbers and more for the best Mental Health Clinics & Information in Paris, IL. Services Community mental health programs have a common goal: to provide high-quality mental health services to a specific population.\nManjaro Unity Desktop\n,\nRenaissance Golf Club\n,\nSwarnali Sarkar Date Of Birth\n,\nRestaurant Bellevue Zurich\n,\nJebao Cbf-4000 Manual\n,\nEast Texas Oral And Maxillofacial Surgery\n,\nBallon D'or 2022 Nominees\n,\nMalaysia Airlines International Destinations\n,\nIs Biostatistics A Good Career\n,"]
[222,"International Conference on Mental Health Law and Prevention of Mental Disorders","https://waset.org/mental-health-law-and-prevention-of-mental-disorders-conference-in-october-2024-in-paris",0,"18. International Conference on Mental Health Law and Prevention of Mental Disorders\nhas teamed up with the Special Journal Issue on\nMental Health Law and Prevention of Mental Disorders\n. A number of selected high-impact full text papers will also be considered for the special journal issues. All submitted papers will have the opportunity to be considered for this Special Journal Issue. The paper selection will be carried out during the peer review process as well as at the conference presentation stage. Submitted papers must not be under consideration by any other journal or publication. The final decision for paper selection will be made based on peer review reports by the Guest Editors and the Editor-in-Chief jointly. Selected full-text papers will be published online free of charge."]
[223,"Coach Eli Drinkwitz Reveals Key Steps He Wants WR Luther Burden to Take","https://www.si.com/college/missouri/football/missouri-tigers-luther-burden-south-carolina-gamecocks-eli-drinkwitz-sec-brady-cook",0,"It’s been an up-and-down year for\nMissouri Tigers\nreceiver\nLuther Burden III.\nA freshman season that had star-studded expectations has seen its high points but has leveled out with its lows.\nA 3-4 record for the Tigers hasn’t made this any easier to deal with.\nBut Burden had arguably his best game of the season in Saturday’s 17-14 win over the Vanderbilt Commodores. He caught four passes for 66 yards and a touchdown while rushing once for 10 yards and a touchdown.\nThere’s no other player who gets used in Mizzou’s offense like Burden does. He now leads the team in total touchdowns (five), which included a punt return for a score.\nMizzou coach Eli Drinkwitz obviously recognizes the talent but wants Burden to handle the maturation that comes with being in the spotlight.\nSaid Drinkwitz Tuesday: “I think the biggest thing for Luther is one, understanding that football and life is a process and you’re gonna have to learn to eliminate the outside noise and clutter expectations of people and focus on what you can control.”\nDrinkwitz admitted that it’s a process for Burden. In reality, every young and talented player goes through it at one point or another.\n“And I think that has become a process for him of ‘hey, I can't worry about the expectations and the outside noise and ... all the pressure to perform for others. I've got to continue to work on myself,” Drinkwitz said.\nThe second thing Drinkwitz wants to see from a Burden is out of the hands of the young receiver but is something that’s a sight for sore eyes regardless: getting healthy.\n“The second this is really, really important was the ability to get healthy so he can easily play back to his full potential,” Drinkwitz said. “College football when you get nicked up and you're at 80 percent or 75 percent playing against great players, you don’t look the same.”\nBurden has battled the injury bug this season, though it hasn’t forced him to miss a game. The Tigers will need him to keep up the good health while quieting the noise on the road Saturday, as Mizzou will visit the No. 25 South Carolina Gamecocks.\nYou can follow Zach Dimmitt on Twitter at\n@ZachDimmitt7\nHey Tiger fans! Want to catch Mizzou live?\nGet your Tigers game tickets from SI Tickets here!\nFollow MizzouSportsTalk.com on\nFacebook\nand\nTwitter\n!\nWant More Tigers News?\nCheck Out The Latest In Mizzou Tigers News Here\nIn This Article (2)\nMissouri Tigers\nSouth Carolina Gamecocks"]
[224,"Impact of socio-demographic trends on the future health burden of air pollution","https://www.nature.com/articles/s41893-022-00978-6",0,"We use cookies to make sure that our website works properly, as well as some ‘optional’ cookies to personalise content and advertising, provide social media features and analyse how people use our site. By accepting some or all optional cookies you give consent to the processing of your personal data, including transfer to third parties, some in countries outside of the European Economic Area that do not offer the same data protection standards as the country where you live. You can decide which optional cookies to accept by clicking on ‘Manage Settings’, where you can also find more information about how your personal data is processed.  Further information can be found in our\nprivacy policy\n."]
[225,"Meek Andy Murray defeat in Basel puts pressure on in Paris as he tries to earn Australian Open seeding","https://www.scotsman.com/sport/other-sport/meek-andy-murray-defeat-in-basel-puts-pressure-on-in-paris-as-he-tries-to-earn-australian-open-seeding-3896320",0,"Murray’s chances of being seeded for the Australian Open now hinge on a strong performance at the\nParis\nMasters in Bercy next week, the final event of the regular ATP Tour season. The 35-year-old would likely need a run to the quarter-finals at least to be inside the top 32. Murray has won the event, played on a slower indoor court, in the past, but he will need to lift his form considerably from what he showed in Basel. The positive for him is that he is not defending many ranking points after a surprise and agonising final-set tie-break loss to qualifier Dominik Koepfer in Paris last year, where he failed to convert seven match points."]
[226,"ALBUM REVIEW: The Burden","https://distortedsoundmag.com/album-review-the-burden-throwing-bricks/",0,"There’s arguably no better way of whipping the post-metal crowd into a frenzy, than by comparing a band to the likes of\nAMENRA\nor\nOATHBREAKER\n. The very mention of genre masters like these is enough to get pulses racing and expectations heightened. For a band to then also divulge that they have worked with\nAMENRA\n‘s very own\nTim De Geiter\non their latest offering, it makes for an incredibly tantalising prospect. That’s the exact route taken by Utrecht’s\nTHROWING BRICKS\nfor their sophomore album,\nThe Burden\n.\nFollowing their 2020 debut\nWhat Will Be Lost\n, this marks a natural evolution in maturity and message. Where that debut was all about experiencing loss,\nThe Burden\nis more about how we cope with that loss, as well as coping with mental health issues, and brings an overall more positive, hopeful outlook. This is reflected through major chords that are brimming with hope, all the while paired with anguished screamed vocals that evoke\nAMENRA\n‘s own\nColin H. van Eeckhout\n. This levity really comes to the fore on the likes of\nThe Burden Noose\nand opener\nBricks Of Grace\n. Spectacularly heavy in their overall execution, it elevates these positive instrumental accents to another level.\nThe Burden\ndoes still include some more morose and sombre numbers, such as the enveloping\nDoubt\n, or the funeral doom-inspired\nSafta\n. Slow burning, atmospheric and psychologically brutal,\nTHROWING BRICKS\ndisplay a special talent for making the listener care. This is an album that fans will become deeply invested in.\nThis all comes to a head on the spellbinding and spine tingling\nHall Of Mirrors\n. Preceded by the instrumental set up of\nEndless Blockade\n,\nHall Of Mirrors\ngets right into the thick of it, with a drummed three count signalling a full band explosion of noise. Vocalist\nNiels Koster\nlays down his most textured and engrossing performance to date, while the guitars of\nJesse Stey\nand\nMarius Prins\nare so rich and full bodied, and the rhythm section fills out a fast-paced and hefty barrage of noise. With emotions heightened and nerves already in tatters from the unrelenting aural agony, the coup de grace comes from a spoken word performance from artist\nShira van der Wouden\n, in which she laments the tragic loss of an unknown character. Becoming more frantic in grief and desperate in delivery, the repeated, sobbed screams of “\nthe tragedy became so real\n” become deeply upsetting. It culminates in a soul-cleansing and cathartic outpouring of grief-stricken roars and howls, underpinned by a blustering instrumental that starts delicately and builds to a heart-rending and affecting passage that perfectly accompanies in its juxtaposition. This isn’t just a highlight of\nThe Burden\n, this is a highlight for all sludge and post-metal in 2022.\nThe Burden\nis a harrowing and devastating album and\nTHROWING BRICKS\nhave firmly lined themselves up as potential future leaders in the post-metal world. To combine darkness with light this beautifully, this intricately, this powerfully, is a grand statement to the scene. It’s hard to think of another album that has done it quite so well since\nMØL\n‘s peerless\nDiorama\n. A grand statement indeed.\nRating: 9/10\nThe Burden is set for release on October 28th via Tartarus Records.\nLike THROWING BRICKS on\nFacebook\n.\nRelated\nALBUM REVIEW: What Will Be Lost – Throwing Bricks\nMay 12, 2020\nIn \"Album Reviews\"\nALBUM REVIEW: The Burden Of Existence – Implore\nOctober 24, 2022\nIn \"Album Reviews\"\nImplore announce new album ‘The Burden Of Existence’\nJuly 22, 2022\nIn \"Album News\""]
[227,"What Is Digital Citizenship? (Plus, Ideas for Teaching It)","https://thebacktoschoolblog.com/2022/10/what-is-digital-citizenship-plus-ideas-for-teaching-it/",1,"The internet is integral to our lives, and it’s a rare day that we don’t spend at least some time online. Kids need the internet too, which is why it’s so important to teach them how to use it smartly and safely. So what is good digital citizenship, and how can you teach it? Here’s some information to get you started.\nWhat is digital citizenship?\nSource:\nSafeSitter\nBeing a good citizen is generally about interacting with others in a way that’s safe and respectful. In society, good citizens are those who help others, take care of their own responsibilities, and follow laws. On the internet, good digital citizens do the same. They practice smart safety routines to protect themselves, treat others with respect, and follow the laws, rules, and guidelines.\nDigital Safety\nStaying safe online has become an enormous issue in recent years. We must all be careful to safeguard our financial and other private information, and we must know how to recognize scams and other dangers.\nA safe digital citizen:\nUnderstands\nhow the internet itself generally works\n.\nKnows\nhow to create strong passwords\nand understands how and why to keep them private.\nCan set and change the security log-in passwords, codes, thumbprint, facial recognition, etc., on their devices.\nRecognizes\nspam\n,\nphishing\n,\nclickbait\n, and\ncatfishing\nattempts and knows what to do about them.\nUnderstands how websites gather user data (\ncookies\n) and what they may do with it.\nRealizes that once something is posted on the internet, it’s very difficult (at times impossible) to remove all traces of it permanently.\nRecognizes when they need a break from screen time and is able to take those breaks.\nPosts thoughtfully on social media, taking care not to overshare.\nKnows how to shop and bank safely online.\nUnderstands how to determine if a website and the information it provides is reliable.\nDigital Respect\nThe web offers a certain degree of anonymity, and that can be helpful sometimes. But other times, people feel empowered by anonymity to bully others, steal data, or post fake or misleading information.\nA respectful digital citizen:\nDoes not cyberbully others.\nFollows a website’s guidelines and rules and respects the moderators.\nKnows that not everyone has equal access to the internet (\nDigital Divide\n).\nUses social media and other websites with respect for others and their privacy.\nDoes not post pictures or information about others without their permission.\nUnderstands the social and professional norms (and how they differ) of using email and instant messaging.\nThese lists are definitely not comprehensive, but they’re a good place to start when talking about digital citizenship with kids and teens.\nWhy do we need to teach it to students?\nSource:\nVirtual Library\nThe world can be a risky and even downright dangerous place. When children are very young, we keep them at home and only allow them to go out with a responsible adult who can watch out for their safety. As they get older, though, we know we have to let them start taking care of themselves. So, we show them safety skills like how to cross the street. We teach them what to do if they feel endangered and how to treat other people with respect. A bit at a time, we start letting them try out these skills on their own, because we know that one day, they’ll have to do these things for themselves.\nDigital citizenship is exactly the same. When kids are little, we restrict their time online and ensure they’re being safe when they do go on the web by sitting right beside them. When they start school, they’ll be required to use the web more, and they eventually will want their own smartphones and laptops. If we give them these devices but don’t teach them digital citizenship, it’s like sending a toddler out to cross a busy street alone.\nSome parents react to these dangers of the web by restricting their kids’ access long into their teen years.\nBut it makes more sense to use the internet alongside them when they’re younger, teaching them the skills they need to be safe and responsible online. Just as you helped them learn to cross the street, you can teach them how to use the web as a good citizen.\nDigital Citizenship Activities\nNeed ideas for teaching kids to be good digital citizens? Try some of these.\nWant free printable guides for the classroom and for parents?\nThese Free Guides for Parents & Teachers Help Teach Smart Tech Skills\nNeed to help kids read and analyze online articles more effectively?\nTeach Kids How To Read Digital Texts Deeply\nLooking for ways to help kids get practice with real-life situations?\n10 Role-Play Scenarios for Tough Tech Moments\nWant to help elementary students learn online respect?\nThese Free SEL Lessons for Grades 2-6 Help Students Learn To Be Kind Online\nLove cartoon bears?\nTeach Digital Literacy With Cartoon Network’s We Bare Bears\nNeed a simple way to get the big ideas across?\nThese 5 Big Ideas Are All You Need To Teach Internet Safety to Your Students\nInterested in some engaging digital citizenship visuals?\n20 Anchor Charts To Help Boost Kids’ Tech Skills\nWant to offer some guidance to your students’ parents?\n12 Questions Parents Should Ask Their Kids About Tech\nLooking for tips to keep kids safe online during school breaks?\n5 Ways Kids Can Nurture Healthy Digital Habits This Summer\nNeed to help students ensure their screen-use habits are healthy?\nHow Schools Are Bringing Commonsense Mindfulness to Screen Time\nWorried about kids who spend too much time online?\nA Teacher’s Guide to Digital Stress and Social Media Addiction\nHow do you teach digital citizenship in your classroom? Come share your ideas and ask for advice on the\nWeAreTeachers HELPLINE group on Facebook\n.\nPlus, check out the\n10 Best Tech Tools for Student Assessment\n."]
[228,"APS band instructor named 2023 Colorado Teacher of the Year","https://sentinelcolorado.com/news/metro/aps-band-instructor-named-2023-colorado-teacher-of-the-year/",1,"1\nof 4\nEast Middle School music teacher Jimmy Day, top left, reacts after finding out that he was awarded Colorado Teacher of the Year, Oct. 28, 2022, at East Middle School. Photo by PHILIP B. POSTON/Sentinel Colorado\nEast Middle School music teacher Jimmy Day hoists his Colorado Teacher of the Year award, celebrating with those in attendance of the presentation, Oct. 28, 2022 at East Middle School. Photo by PHILIP B. POSTON/Sentinel Colorado\nJimmy Day becomes overwhelmed with emotion after being presented with the news that he won Colorado Teacher of the Year, Oct. 28, 2022 at East Middle School. Day is a music teacher at the midle school. Photo by PHILIP B. POSTON/Sentinel Colorado\nEast Middle School music teacher Jimmy Day hugs his son Jimari after being surprised with the announcement that he had won Colorado Teacher of the Year, Oct. 28, 2022, at East Middle School. Photo by PHILIP B. POSTON/Sentinel Colorado\nAURORA\n|  It’s hard to one-up a perfectionist.\nThat happened Friday afternoon at East Middle School, when band director Jimmy Day found out in a surprise ceremony that he had been named the 2023 Colorado Teacher of the Year.\n“Oh my God. Thank you very much,” Day said, visibly emotional, after being brought onstage and told he had won the award.\nDay was\none of seven finalists\nfor the prestigious honor, which is given out each year by the Colorado Department of Education. He will now go on to represent Colorado’s 60,000-plus educators in the national competition, and will be honored along with other state teachers of the year in a ceremony at the White House.\nBut on Friday, it was the standing ovation from his students and colleagues that meant the most to him.\n“That was very heartwarming to see my students in the audience cheering me on,” Day told\nThe Sentinel\n. “For them to be here to celebrate lets me understand that they really appreciate what I do.”\nOn Wednesday, Day had been told that the school was holding an assembly to honor students who had won awards and asked if he could arrange a couple songs for his band students to play on short notice. It wasn’t until he got to the stage that he learned the assembly was actually for him.\n“He’s a perfectionist, so it was challenging to ask him to perform and not give him all the details,” East Middle School interim Principal Jacquelyn Brown said.\nThis is Brown’s first year at East, but she said that before even arriving she had heard about how inspiring of a teacher Day was. The past several years have been difficult for educators, Brown noted, which makes the award feel even more meaningful.\n“It’s an affirmation that the work matters,” she said.\nAfter being brought onstage Day said he couldn’t wait to tell his wife and kids — and was then shown that his wife and younger son were in the front row.\n“That really got me,” he said about his family being there. “I had no idea. I’m going to figure out how they put this all together, because that was real slick.”\nDay’s wife, Keena Day, said that the school had called her yesterday and asked if she and their kids could come to a surprise assembly. The couple’s older son is in college at Colorado State University but she and high school sophomore Jimari were able to attend.\nKeena is also an educator, and said that having a front-row seat to how hard Day has worked throughout his 14 years as an educator made it extra special to watch him be publicly recognized.\n“I have seen him transform so many band programs,” she said.\nA native of Detroit, Day received a bachelor’s degree in music from Tennessee State University and a master’s in teaching from Trevecca Nazarene University in Nashville.\nAfter graduation, Day went on to teach in Shelby County Schools in Memphis, Tennessee for six years, and then moved back to Nashville and taught there for two years. During that time, Keena got a job offer to work in the Denver School of Science and Technology’ public schools network.\nOriginally, Day was going to stay in Nashville while she moved to Denver, but there was a job opening at East and he decided to apply. He’s been at the school since 2017 now. In an earlier interview with\nThe Sentinel\n, he praised the school’s leadership team for helping him succeed.\n“I feel a level of empowerment here that I haven’t felt in my other districts,” he said.\nThe Colorado Department of Education credited Day’s work rebuilding three band programs and turning them into award-winning programs throughout his career when giving him the award. While teaching at East he served as interim band director at Hinkley High School while the program was in transition, and served as a new teacher mentor in the Public Education & Business Coalition Mentor Program. In 2018, he received East Middle School’s rookie teacher award.\nThe teacher of the year award comes with a $5,000 check from the CDE as well as the opportunity to adjunct a course at Adams State University and to take a course free of charge, along with a $1,000 scholarship to the university for one of his students. In his student’s estimation the most exciting prize was a gift from Blue Bell Ice Cream, which handed out treats to the student body at the end of the school day.\nAt the ceremony, APS superintendent Rico Munn spoke directly to the students in attendance about what the award symbolized.\n“What we know down deep to our core is that good teaching cannot happen unless there’s a love for kids,” Munn said. “I want you to understand when we’re saying Mr. Day is the teacher of the year for the entire state, how much love for you is represented in this building.”\nDay’s band students, who Day led in a rousing performance during the assembly, described him as an exacting teacher who wanted the best for his students and helped show them how much they could achieve.\n“He’s passionate and he always pushes us to try our best,” said Josue Carillos, a seventh grade student who has played trombone at East for the past two years.\nMargarita Gomez Barban, an eighth grade percussion player, said that some other students had left the band program because they thought Day was too strict, but she stayed because she knew he would push them to live up to their potential.\n“When he knows we can do it, he expects us to do it and even better,” she said."]
[229,"Upbeat As Yeye and Shabba Visit School","https://www.snl24.com/soccerladuma/fan-park/kaizer-chiefs-legends-siphiwe-tshabalala-reneilwe-letsholonyane-visit-ramatau-senior-secondary-school-in-limpopo-20221028",0,"When you visit any website, it may store or retrieve information on your browser, mostly in the form of cookies. This information might be about you, your preferences or your device and is mostly used to make the site work as you expect it to. The information does not usually directly identify you, but it can give you a more personalised web experience. Click on the different category headings to find out more.\nView our Cookie Policy"]
[230,"How To Watch Paris/Madison/Faith Walk Academy vs Monroe City Live High School Football In Oct 28, 2022","https://www.hsfootballhub.com/how-to-watch-paris-madison-faith-walk-academy-vs-monroe-city-live-high-school-football-in-oct-28-2022/",0,"All signs point toward another 2022 High school football championship for the, Paris/Madison/Faith Walk Academy vs Monroe City. But unbeaten has its own destination in mind when the two teams face off Friday in the High School Athletic Association championship game at Paris/Madison/Faith Walk Academy vs Monroe City Live Playoff: Class State Championship. In select markets, you can stream the game live free on any device.\nEvent Details\nHigh School Football 2022\nDates:\nFriday, October 28, 2022\nTime:\nIn Progress.Stream:\nParis/Madison/Faith Walk Academy vs Monroe City On-Demand\n(\nFree Trial\n)\nParis/Madison/Faith Walk Academy vs Monroe City 2022 live State Football free (28th October 2022)\nNix has also rushed for 626 yards and 11 more scores for the high-powered Red Devils attack, which has piled up 564 points and averages 455 yards per game, almost evenly divided between the run and the pass.\n“He would want us to go to states,” High School football team offensive lineman Jamal Baldwin said Paris/Madison/Faith Walk Academy vs Monroe City On Friday. “He would want to be here with us. We would want him to be here with us, so we got to get this for him.”\nThe Paris/Madison/Faith Walk Academy vs Monroe City 2022 high school football season is coming to a close, and this week four MaxPreps Top 25 teams will compete for a state championship. No. 18 Thompson (NFSH) got the party began by defeating Central (Phenix City) 38-22 at Protective Stadium on Friday to capture its third consecutive NFSH 7A title (Birmingham).\nAfter piling up over 200 yards receiving and two touchdowns, Ryan Peppins, a recent Utah recruit, was voted MVP of the Paris/Madison/Faith Walk Academy vs Monroe City game. Conner Harrell, a North Carolina commit, exited the game early due to an injury, but returned in the second quarter to throw for over 300 yards and three touchdowns. Trevor Hardy, Trequon Fegans, and Anquon Fegans all got interceptions.\nBraylin Presley won four state championships throughout his high school career. In the HsFootballHUB 6A-II championship, the HsFootballHUB State-bound running back led the Spartans to a 63-14 victory against Deer Creek (Edmond). He scored four touchdowns in all as Bixby won their fourth state championship in a row. They also established a state record by winning their 49th straight game, topping Wagoner’s previous mark of 48 set in 2017.\nLast year, No. 20 Dutch Fork (Irmo) became the first school in South Carolina history to win five consecutive state championships, and it will play Gaffney (14-0) for its sixth straight 5A championship on Friday at Charlie W. Johnson Stadium (Columbia). Tom Knotts has a 61-0-1 record in his previous 62 games as the Silver Foxes’ head coach, and hasn’t lost a postseason game since 2015.\nOn Friday at Finley Stadium (Chattanooga), No. 25 Oakland (Murfreesboro) will play 14-0 Summit for its second consecutive Division 1 Class 6A state title (Spring Hill). The Patriots have won 28 games in a row, with 26 of those victories coming by double digits.\nTravis Hunter and No. 3 Collins Hill (Suwanee) are one win away from participating in their second straight Georgia AAAAAAA state championship game, but they must first beat reigning champion Grayson (Loganville). Last year’s state championship game featured these two teams, with the Rams winning 38-14.\nOn Friday, Paris/Madison/Faith Walk Academy vs Monroe City in the other Georgia AAAAAAA semifinal.\nThe quarterfinals of the UIL HsFootballHUB 6A Division 1 and Division 2 tournaments contain a total of four MaxPreps Top 25 teams.\nIn Division 1, No. 10 Southlake Carroll (Southlake) visits Apogee Stadium (Denton) to take on (11-2) Allen, while No. 24 Duncanville visits (11-2) DeSoto at Ford Center (Frisco). Both games will take place on Friday.\nNo. 2 Westlake (Austin) meets (12-1) Vandegrift (Austin) at DKR HsFootballHUB Memorial Stadium (Austin), while No. 6 Katy faces (10-3) Summer Creek (Houston) at Rice Stadium (Houston). Both games will take place on Friday."]
[231,"Best Grade 7 & 8 Junior Secondary Schools Per County (Kiambu)","https://educationnewshub.co.ke/best-grade-7-8-junior-secondary-schools-per-county-kiambu/",0,"WhatsApp\nTwitter\nFacebook\nGoogle+\nLinkedin\nTelegram\nBest Grade 7 & 8 Junior Secondary Schools Per County (Kiambu)\nHere is a list of all the best Private schools approved to offer junior secondary school education in the County:\nName of School\nCounty\nSub County\nschool type\nCategory\nNumber of classes\nClass Capacity\nTotal Capacity\nSIGONA HIGH SCHOOL\nKIAMBU\nKABETE\nSECONDARY\nBOTH DAY A\nMIXED\n15\n40\n600\nBishop kanyiri Academy\nKIAMBU\nThika west\nPRIMARY\nDAY SCHOOL\nMIXED\n15\n36\n450\nMerry Times Junior Academy\nKIAMBU\nKiambaa\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n600\nHigh Hope Academy Juja\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n15\n30\n450\nGreenville high school\nKIAMBU\nGithurai\nSECONDARY\nDAY SCHOOL\nMIXED\n3\n50\n240\nSTEPPING STONES NGOINGWA\nKIAMBU\nTHIKA WEST\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n30\n300\nMARION FARMHOUSE JUNIOR SECONDARY SCH\nKIAMBU\nKIAMBU\nPRIMARY\nBOARDING\nMIXED\n3\n24\n72\nGlorious Fountain Academy\nKIAMBU\nThika wast\nPRIMARY\nBOTH DAY A\nMIXED\n2\n35\n720\nSt Francis Catholic school mwihoko\nKIAMBU\nGithurai\nPRIMARY\nDAY SCHOOL\nMIXED\n14\n30\n180\nVictorian girls high school\nKIAMBU\nRuiru\nSECONDARY\nBOARDING\nGIRLS\n5\n45\n160\nEstrac academy\nKIAMBU\nGithurai\nPRIMARY\nBOTH DAY A\nMIXED\n17\n45\n765\nGlorious Mountview School\nKIAMBU\nThika East\nPRIMARY\nDAY SCHOOL\nMIXED\n1\n45\n0\nAvk stmathews juja\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n80\nDEPAUL AUSTIN ACADEMY\nKIAMBU\nRUIRU\nPRIMARY\nBOTH DAY A\nMIXED\n20\n25\n500\nSamros Academy\nKIAMBU\nGatundu North\nPRIMARY\nBOTH DAY A\nMIXED\n15\n30\n345\nEarly Learners academy\nKIAMBU\nKiambaa\nPRIMARY\nDAY SCHOOL\nMIXED\n15\n35\n450\nWamere Wanene Memorial Academy\nKIAMBU\nKikuyu\nPRIMARY\nDAY SCHOOL\nMIXED\n24\n40\n500\nDAYLIGHT HIGH SCHOOL\nKIAMBU\nThika\nSECONDARY\nDAY SCHOOL\nMIXED\n6\n45\n350\nMOUNT ANGEL SCHOOL\nKIAMBU\nRUIRU\nPRIMARY\nDAY SCHOOL\nMIXED\n6\n40\n700\nJOLYDARHILL SCHOOL\nKIAMBU\nKABETE\nPRIMARY\nDAY SCHOOL\nMIXED\n5\n30\n150\nMARIA IMMACULATA SECONDARY SCHOOL\nKIAMBU\nKIAMBU\nSECONDARY\nBOTH DAY A\nGIRLS\n10\n25\n100\nNEW BAMBINI SCHOOL\nKIAMBU\nTHIKAWEST\nPRIMARY\nDAY SCHOOL\nMIXED\n18\n35\n500\nHAPPY LIFE CHRISTIAN SCHOOL\nKIAMBU\nJUJA\nPRIMARY\nBOTH DAY A\nMIXED\n24\n35\n1000\nWOODFORD HILL BRILLIANT ACADEMY\nKIAMBU\nKABETE\nSECONDARY\nDAY SCHOOL\nMIXED\n14\n50\n400\nRuiru Precious Cornerstone Academy\nKIAMBU\nJuja\nPRIMARY\nBOTH DAY A\nMIXED\n20\n35\n700\nForesight Academy\nKIAMBU\nKiambaa\nPRIMARY\nDAY SCHOOL\nMIXED\n6\n35\n700\nStepping stones preparatory\nKIAMBU\nThika west\nPRIMARY\nBOTH DAY A\nMIXED\n26\n35\n35\nThe Angels Care School\nKIAMBU\nKiambaa\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n25\n275\nMAADILI JUNIOR SCHOOL AND KINDERGARTEN\nKIAMBU\nJUJA\nPRIMARY\nDAY SCHOOL\nMIXED\n17\n325\n500\nNdarugu Academy\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n30\n340\nUPPER HILL JUNIOR ACADEMY – KARURI\nKIAMBU\nKIAMBAA\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n30\n90\nMWIKI SCHOOL RUIRU\nKIAMBU\nGithurai\nPRIMARY\nDAY SCHOOL\nMIXED\n14\n40\n560\nTUMAINI VALLEY SPRING ACADEMY\nKIAMBU\nRUIRU\nPRIMARY\nDAY SCHOOL\nMIXED\n4\n25\n200\nRehoboth School\nKIAMBU\nKiambaa\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n100\nLily of the valley junior academy\nKIAMBU\nLimuru\nPRIMARY\nBOTH DAY A\nMIXED\n2\n70\n300\nACK ST PAUL’S WAGUTHU PRIMARY\nKIAMBU\nKIAMBAA\nPRIMARY\nDAY SCHOOL\nMIXED\n9\n20\n170\nKAREN ACADEMY\nKIAMBU\nKIAMBAA\nPRIMARY\nDAY SCHOOL\nMIXED\n13\n25\n200\nJuter academy\nKIAMBU\nRuiru\nPRIMARY\nDAY SCHOOL\nMIXED\n20\n25\n340\nCOMPUERA MANGU GIRLS\nKIAMBU\nJUJA\nSECONDARY\nBOARDING\nGIRLS\n4\n4\n120\nDamacrest School\nKIAMBU\nKikuyu\nPRIMARY\nDAY SCHOOL\nMIXED\n5\n35\n800\nUPPER KABETE HIGH SCHOOL\nKIAMBU\nKIKUYU\nSECONDARY\nDAY SCHOOL\nMIXED\n5\n40\n240\nDamacrest Group of Schools\nKIAMBU\nKikuyu\nSECONDARY\nBOARDING\nMIXED\n6\n4\n500\nNorth Muchatha Junior Academy\nKIAMBU\nKiambaa\nSECONDARY\nDAY SCHOOL\nMIXED\n12\n25\n275\nLOISWELL ACADEMY\nKIAMBU\nKIAMBAA\nPRIMARY\nBOTH DAY A\nMIXED\n11\n40\n450\nTumaini Brooks High School\nKIAMBU\nKiambu\nSECONDARY\nBOARDING\nMIXED\n12\n40\n350\nUpperhill secondary school\nKIAMBU\nKabete\nSECONDARY\nBOARDING\nGIRLS\n6\n45\n150\nTHIKA BELL HOUSE ACADEMY\nKIAMBU\nTHIKA WEST\nPRIMARY\nDAY SCHOOL\nMIXED\n13\n50\n600\nWakah Academy\nKIAMBU\nKiambaa\nPRIMARY\nBOTH DAY A\nMIXED\n25\n30\n525\nScholar spring\nKIAMBU\nGithurai\nPRIMARY\nDAY SCHOOL\nMIXED\n18\n30\n520\nSt.Mary’s Girls’ School Runda\nKIAMBU\nKiambu\nSECONDARY\nBOARDING\nGIRLS\n10\n50\n500\nAngels Of Mercy junior school\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n8\n40\n120\nGoshen fields School\nKIAMBU\nJUJA\nPRIMARY\nBOTH DAY A\nMIXED\n13\n35\n700\nRoyal Brains School\nKIAMBU\nKiambaa\nPRIMARY\nDAY SCHOOL\nMIXED\n4\n25\n500\nUwezo Elite Junior Secondary\nKIAMBU\nThika West\nSECONDARY\nDAY SCHOOL\nMIXED\n2\n50\n50\nKing David Senior School\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n6\n40\n300\nTHE FOUNTAIN SCHOOL\nKIAMBU\nGATUNDU SOUTH\nPRIMARY\nBOTH DAY A\nMIXED\n14\n30\n400\nThe Corner Brook School\nKIAMBU\nJUJA\nSECONDARY\nBOTH DAY A\nMIXED\n3\n40\n120\nBRISTAR GIRLS HIGH SCHOOL\nKIAMBU\nJUJA\nSECONDARY\nBOTH DAY A\nGIRLS\n14\n40\n560\nINLAND ACADEMY\nKIAMBU\nGITHURAI\nPRIMARY\nDAY SCHOOL\nMIXED\n8\n30\n350\nFORTUNE HOUSE SCHOOL\nKIAMBU\nKABETE\nPRIMARY\nDAY SCHOOL\nMIXED\n8\n30\n300\nSTEPPING STONES ANNEX SHOOL GITHURAI\nKIAMBU\nRUIRU\nPRIMARY\nDAY SCHOOL\nMIXED\n16\n25\n181\nJABALI PREPARATORY SCHOOL\nKIAMBU\nLIMURU\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n25\n300\nStepping stones Annex school githurai\nKIAMBU\nRuiru\nPRIMARY\nDAY SCHOOL\nMIXED\n16\n25\n181\nEUNIKIM JUNIOR SCHOOL\nKIAMBU\nJUJA\nPRIMARY\nBOTH DAY A\nMIXED\n13\n50\n1000\nEUNIKA JUNIOR SCHOOL\nKIAMBU\nJUJA\nPRIMARY\nDAY SCHOOL\nMIXED\n13\n50\n600\nPRAIRIE SCHOOL\nKIAMBU\nJUJA\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n30\n400\nJoypot academy\nKIAMBU\nKiambaa\nPRIMARY\nDAY SCHOOL\nMIXED\n8\n25\n75\nSt David’s School\nKIAMBU\nThika West\nPRIMARY\nBOTH DAY A\nMIXED\n7\n35\n250\nKaruguru Junior Tech Academy\nKIAMBU\nRuiru\nPRIMARY\nDAY SCHOOL\nMIXED\n18\n30\n540\nRegen-St Mary’s Academy\nKIAMBU\nKabete\nPRIMARY\nDAY SCHOOL\nMIXED\n15\n35\n285\nThe Green Garden High School\nKIAMBU\nKikuyu\nSECONDARY\nBOTH DAY A\nMIXED\n2\n25\n250\nJUNEL SCHOOL\nKIAMBU\nKABETE\nPRIMARY\nBOTH DAY A\nMIXED\n3\n30\n100\nKiambaa St.Ann Junior Academy\nKIAMBU\nKiambaa\nPRIMARY\nDAY SCHOOL\nMIXED\n19\n40\n350\nReby Peter School\nKIAMBU\nKiambu\nPRIMARY\nDAY SCHOOL\nMIXED\n4\n25\n100\nMURERA SENIOR SCHOOL\nKIAMBU\nJUJA\nSECONDARY\nDAY SCHOOL\nMIXED\n5\n45\n225\nRays preparatory school\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n5\n35\n400\nKIDS ZONE EDUCATIONAL CENTRE\nKIAMBU\nKABETE\nPRIMARY\nBOTH DAY A\nMIXED\n50\n30\n1500\nACK ST PHILLIPS ACADEMY\nKIAMBU\nKIAMBAA\nPRIMARY\nDAY SCHOOL\nMIXED\n16\n16\n550\nSOUTH MUCHATHA JUNIOR ACADEMY\nKIAMBU\nKIAMBAA\nSECONDARY\nDAY SCHOOL\nMIXED\n16\n35\n600\nROBSTAR JUNIOR ACADEMY\nKIAMBU\nKIAMBAA\nPRIMARY\nDAY SCHOOL\nMIXED\n6\n30\n250\nWHITE COTS SCHOOL\nKIAMBU\nJUJA\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n45\n135\nPaclema junior secondary\nKIAMBU\nJuja\nSECONDARY\nBOTH DAY A\nMIXED\n6\n40\n40\nSHAKAINA PRESBYTERIAN SCHOOL\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n25\n50\nBrainBench School\nKIAMBU\nJuja\nPRIMARY\nBOTH DAY A\nMIXED\n19\n30\n489\nJoypatricks angels academy\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n30\n23\nJOSEREEN JUNIOR ACADEMY\nKIAMBU\nTHIKA WEST\nPRIMARY\nDAY SCHOOL\nMIXED\n4\n120\n800\nJuja supreme academy\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n20\n145\nHigh Hope Academy\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n16\n30\n400\nMurera Emmanuel Academy\nKIAMBU\nJuja\nPRIMARY\nBOTH DAY A\nMIXED\n15\n40\n400\nTHE PRIME & SMART SCHOOL\nKIAMBU\nJUJA\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n50\n100\nISAKI PRIMARY SCHOOL\nKIAMBU\nJUJA\nPRIMARY\nDAY SCHOOL\nMIXED\n13\n30\n300\nDAYSPRING ACADEMY JUJA\nKIAMBU\nJUJA\nPRIMARY\nBOTH DAY A\nMIXED\n3\n40\n120\nACk.St.mathews juja\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n80\nBethlehem Academy\nKIAMBU\nJUJA\nPRIMARY\nBOTH DAY A\nMIXED\n55\n40\n1800\nRossy Valley Learning Centre\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n30\n120\nGREAT VISION GIRLS HIGH SCHOOL\nKIAMBU\nKIKUYU\nSECONDARY\nBOTH DAY A\nGIRLS\n5\n60\n300\nJOYSPRING SCHOOL JUJA\nKIAMBU\nJUJA\nPRIMARY\nDAY SCHOOL\nMIXED\n22\n35\n800\nCHERRY BINDERS ACADEMY\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n15\n35\n500\nREDHILL BARAKA SCHOOL\nKIAMBU\nKIAMBAA\nPRIMARY\nDAY SCHOOL\nMIXED\n16\n35\n560\nSTARSHINE BLUE SCHOOL\nKIAMBU\nKIAMBU\nPRIMARY\nDAY SCHOOL\nMIXED\n16\n16\n480\nJoy Children Centre\nKIAMBU\nJuja\nPRIMARY\nBOTH DAY A\nMIXED\n12\n40\n480\npink Roses academy\nKIAMBU\nGithunguri\nPRIMARY\nBOTH DAY A\nMIXED\n33\n36\n1000\nKIJANI GRACE JUNIOR SECONDARY SCHOOL\nKIAMBU\nKIAMBU\nSECONDARY\nDAY SCHOOL\nMIXED\n4\n50\n300\nBase line Academy.\nKIAMBU\nKabete.\nPRIMARY\nDAY SCHOOL\nMIXED\n18\n30\n3001\nDiligent Sparkle Education Centre\nKIAMBU\nRuiru\nPRIMARY\nDAY SCHOOL\nMIXED\n10\n35\n250\nNeema school juja\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n500\nTHETA VISION ACADEMY\nKIAMBU\nJUJA\nPRIMARY\nDAY SCHOOL\nMIXED\n18\n40\n400\nMastore Arise and Shine School\nKIAMBU\nJuja\nPRIMARY\nBOTH DAY A\nMIXED\n10\n40\n255\nArise and Shine little Angels school\nKIAMBU\nJuja\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n80\nELGAM EDUCATION CENTRE\nKIAMBU\nGITHURAI\nPRIMARY\nDAY SCHOOL\nMIXED\n20\n20\n400\nTEAMWORK EDUCATION CENTRE\nKIAMBU\nRUIRU\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n45\n250\nGreen Cottage Academy\nKIAMBU\nKiambu\nPRIMARY\nBOTH DAY A\nMIXED\n12\n30\n400\nPrince of Peace Academy\nKIAMBU\nRuiru\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n25\n75\nGithurai High school\nKIAMBU\nGithurai\nSECONDARY\nDAY SCHOOL\nMIXED\n4\n40\n160\nTOTAL\n1265\n4336\n45882\nRELATED ARTICLES\nMORE FROM AUTHOR\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Kericho County\nEducation News Portal\nTeachers to undergo mandatory covid-19 tests: Latest education news\nEducation News Portal\nNHIF Cover For Secondary School Students, Edu- Afya (Full details)\nEducation News Portal\nKnec says KCSE 2021-2022 results to be released on Saturday April 23, 2022- Full updates\nEducation News Portal\nEducation Ministry advertises the 2020 Form one Elimu Scholarships for 2019 KCPE candidates; Get the full details here\nEducation News Portal\nSh149 Million Allocated For Classrooms Construction In Kirinyaga\nEducation News Portal\nSchool Heads and Principals on the spot over fees expenditure as Ministry sends auditors.\nEducation News Portal\nPRESIDENTIAL SECONDARY SCHOOLS BURSARY (PSSB) FOR KCPE CANDIDATES\nEducation News Portal\nBOM teachers to receive Sh60,000 each 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[232,"Kerry Lee Swaim, 71, of Paris","https://myparistexas.com/kerry-lee-swaim-71-of-paris/",0,"Kerry Lee Swaim, 71, of Paris, passed away Wednesday, Oct. 26, 2022, at Legend Health Care & Rehabilitation Center.\nServices are scheduled for 10:00 a.m. Saturday, Oct. 29th at Bright-Holland Funeral Home with Rev. Doug Holt officiating. The family will receive friends Friday from 5 – 7 p.m. at the funeral home.\nKerry, the son of Raymond & Ruth Early Swaim, was born Feb. 26, 1951, in Paris, Texas. He graduated from Paris High School in 1969. On Dec. 1, 1973, he married the love of his life, Karen Annette Swaim, building 48 years of family and memories before her death on Aug. 6, 2022. Kerry worked at Campbell Soup until he suffered a stroke. He was able to walk back in a year later and retire with his coworkers with 42 years of service. He was a member of the Paris Church of God and was the 4th generation for starting the church. He enjoyed going on cruises with his family, sitting outside watching hummingbirds with his wife, a huge Dallas Cowboys fan, loved Harley Davidson motorcycles, and completely in love with his only granddaughter known as Papa’s Princess. He will be missed by his family, friends, and church family.\nKerry was preceded in death by his wife, parents, baby brother, Wayne Swaim, in-laws, Isaac & Arline Godwin, and a multitude of aunts and uncles.\nSurvivors include two daughters, Delona Filkins & husband Joseph, and Kanetta Kattes & husband Lance, granddaughter, Jara Kattes, brother, Tony Swaim & wife Teri, sister, Reisa Holzwarth & husband Mike, sister-in-law, Rita Shires & husband Eddie, and nephews, Eric Swaim, Garrett and Carson Holzwarth, and a host of extended family and friends.\nThe family would like to extend appreciation to Jennifer Mann and Mayes Home Health for the care and attention given their loved one.\nIn lieu of flowers, the family requests that memorials be made to the Pottsville Volleyball Program, c/o Coach Braeutigan, 500 Apache Dr., Pottsville, AR 72858.\nTo leave a message or tribute for the family please visit www.brighthollandfuneralhome.com"]
[233,"Genesis Global School organized ‘Affaire d’honneur’, an adaptation of Leonard Merrick’s short story ‘The Judgement of Paris’","https://indiaeducationdiary.in/genesis-global-school-organized-affaire-dhonneur-an-adaptation-of-leonard-merricks-short-story-the-judgement-of-paris/",1,"NOIDA: Genesis Global School, a premier day-cum-residential school in Noida organised ‘Affaire d’honneur’ – a play adaptation of Leonard Merrick’s short story ‘The Judgement of Paris’. The story revolves around three main characters and their love for each other. While two actors from Paris, fall in love with a woman who happens to be their co-star, the play juggles with their love trio and unfolds a complete package of dance, music, joy, sorrow and horror, all experienced on the honourable path of love.\nSpeaking on the occasion, Ms. Madhur Gupta, Principal CBSE, Genesis Global School said, “Genesis Global School believes in the holistic development of the students and feels that education should extend beyond the horizons of a classroom such that they learn the values of life. ‘Affaire d’honneur’ was our way of teaching students the value of careful decision making which I personally feel the youth must comprehend. We are very happy with the overall turnout of the program and will plan more such events in the coming future”.\nThe Chief Guest of the event was Mr. Kshitij Mathur who emphasized on why art is important for holistic growth. He also strongly believes that culture should not die. Mr. Kshitij is the President (Noida-NCR) for the prestigious Sangam Kala Group, a 40 year old pioneer group which has given initial platforms to singing stars like Sonu Nigam, Sunidhi Chauhan, Shreya Ghoshal, etc. to name a few."]
[234,"Why all eyes are now on the often ignored Texas Board of Education races","https://myparistexas.com/why-all-eyes-are-now-on-the-often-ignored-texas-board-of-education-races/",1,"All 15 seats of the State Board of Education are up for grabs in November, and one race in District 7 highlights how critical race theory has become a key issue.\nAs political races go, candidates for the Texas State Board of Education are often overlooked, making their races a perennial wallflower in Texas politics.\nBut this year, after a\nseismic conservative shift\nerupted in local school board races in suburbs across the state, more eyes are on who will be elected to the board that dictates what should be in teachers’ lesson plans in Texas’ 1,200 public school districts. Parents in some of these districts have become a vocal force coming out of the pandemic, questioning everything from why and when schools should close to what books are appropriate to be in school libraries to how thorough history lessons should be.\n“One thing that strikes me is that it mirrors what we’re seeing in local school board elections,” said Rebecca Deen, a political science professor at the University of Texas at Arlington.\nAnd thanks to\nredistricting\n— the post-U.S. census exercise in which boundaries for State Board of Education districts, along with legislative and congressional districts, are redrawn every decade — all 15 seats on the education board are up for grabs.\nWhile nine incumbents — six Republicans and three Democrats — are seeking reelection, many close observers of these often-ignored races are watching to see if the board moves further to the right or whether incumbents will be able to win back their seats. A total of 33 candidates — 14 Republicans, 11 Democrats, two independents and three Libertarians — are vying for those 15 seats.\nDeen said that like local school board elections, state education board races are low turnout, so candidates try to focus on hot-button issues.\n“The State Board of Education is not new to social movements,” Deen said. “What has come back again is the intensity of the debate in this education space.”\nAnd if there’s anything to help challengers stand out, it’s a new Texas that went into effect last year and bars teachers from subjecting students to anything that makes them “feel discomfort, guilt, anguish, or any other form of psychological distress” based on their race or sex. The measure was designed to counter what conservatives term “critical race theory” — a broad term used to describe what they see as indoctrination: attempts by a school to offer a more comprehensive look at American history.\nIn truth, critical race theory is a college-level discipline that examines why racism continues in American law and culture decades after the civil rights movement in the United States. It is not taught in elementary or secondary schools in Texas.\nBut that hasn’t stopped conservative candidates from keeping an “anti-CRT” plank from their state education board campaign literature.\nTwo Republican incumbents on the state board lost their primaries to candidates promising to get critical race theory out of classrooms.\nJay Johnson\nlost his primary in District 15, in the Panhandle, and\nSue Melton-Malone\nlost hers in District 14, covering parts of North Texas.\nThe case of a third Republican board member,\nMatt Robinson\n, also highlights this more conservative push. Robinson did not seek reelection in District 7, which covers part of the Gulf Coast, because he didn’t think he could beat challenger Julie Pickren, who has made so-called critical race theory a central part of her campaign. Robinson has endorsed the Democrat in the race, Dan Hochman. Pickren did not respond to a request for comment.\n“I could tell that I wasn’t gonna win reelection in the Republican primary,” Robinson said in September. “The State Board of Education moved quite a bit to the right in the last two or three years, and it’s just responded to how the Republican Party in Texas is.”\nMany Republicans\nrunning for places on the board won their primaries in March by touting as a top priority how they will prevent the teaching of “critical race theory.” Conservatives at local school boards spent an unprecedented amount of money and won\nelections\nthis spring based on their opposition to districts offering a more\ninclusive curriculum\nto students.\nThe issue over what conservatives call critical race theory has been in play up and down the ballot — and outside of Texas, including a GOP victory for the\nVirginia governor\n, who campaigned on a pledge to ban the teaching of critical race theory.\nHochman, the Democratic candidate in the District 7 race, said he fears that the board will shift more to the right if someone like Pickren gets elected. As someone with 25 years of education experience, he believes it’s his duty to do something about it.\n“I need to block those attempts at ruining public education in this state,” he said.\nThe new board will have a large influence over potential changes to the social studies curriculum in the state’s more than 8,000 public schools. Before the elections, the State Board of Education decided to\ndelay\nupdating the statewide social studies curriculum standards until at least 2025.\nThe board’s decision came after conservative lawmakers and parents testified that the proposed updates were influenced by critical race theory and didn’t include enough “American exceptionalism” or Christianity.\nBoard members like Republicans\nWill Hickman\nand\nPam Little\ndeny that they were pressured to delay the overhaul of the social studies curriculum. Instead, they said they felt some of the content proposed was not age-appropriate and they wanted to keep the current course schedule of requiring Texas history in the fourth and seventh grades. The proposals before the board this summer would have eliminated the current schedule. Hickman is seeking reelection in District 6, covering parts of the Houston area, and Little is running in District 12, covering parts of North Texas.\nThe board updates the statewide standards for the state’s 5.5 million students of all grades about once every decade.\nFor decades, conservative Christians have monitored and lobbied against more diverse or comprehensive classroom instruction both as advocates before the board and as elected members. Most recently, between 2006 and 2010, a Christian conservative bloc on the state board, led by then-board member Don McLeroy, inserted its ideals into history standards, such as questioning evolution and including the biblical figure Moses in history classes.\n“We are likely to see an even more conservative State Board of Education next year,” said Carisa Lopez, senior political director at the Texas Freedom Network, which has fought for more inclusive classroom materials since the group’s inception in 1995.\nBut conservative organizations like Texas Values\ncelebrated\nthe delay of the Texas Essential Knowledge and Skills, describing it as a vote to “reject Critical Race Theory.”\n“Now, the State Board of Education has time to get it right and consider better TEKS that will continue to teach about patriotic historical values and Judeo-Christian heritage in American and Texas History,” said Mary Elizabeth Castle, senior policy adviser for Texas Values, in a statement following the vote to delay.\nBecause the 15 races are tied to specific districts, Deen said for Republicans, it’s not about getting people motivated to vote, but making sure the candidates appeal to the voters.\nIn this case, being firmly against critical race theory, however they define it, is something conservatives value, she said.\nIn District 15, Republican challenger Aaron Kinsey ousted GOP incumbent Johnson in the March primary. Kinsey was endorsed by Lt. Gov.\nDan Patrick\nand former Gov. Rick Perry. Kinsey also received a donation from conservative megadonor Tim Dunn and large donations from the Charter Schools Now political action committee, the political arm of the Texas Public Charter Schools Association.\nKinsey has said that critical race theory is taught under different guises and that Texas needs teachers who can identify how it is being rebranded. He is running unopposed.\nIn District 2, which covers part of the Gulf Coast, Republican LJ Francis won the Republican primary for the open seat and based his campaign on banning critical race theory from schools, claiming that “woke liberals” are pushing a critical race theory agenda. He faces Democrat Victor Perez.\nIn District 11, which covers parts of Tarrant and Parker counties, Republican incumbent\nPat Hardy\nwon the nomination. She was first elected in 2002. Going into the primaries, Hardy made it a priority to get critical race theory and the New York Times’ Pulitzer Prize-winning “1619 Project” out of classrooms. Texas law already prohibits teaching about “The 1619 Project.”\nDisclosure: Texas Freedom Network, Texas Public Charter Schools Association, New York Times and University of Texas – Arlington have been financial supporters of The Texas Tribune, a nonprofit, nonpartisan news organization that is funded in part by donations from members, foundations and corporate sponsors. Financial supporters play no role in the Tribune’s journalism. Find a complete\nlist of them here\n.\nPhoto: The State Board of Education seal hangs during a board meeting on January 29, 2019. Credit: Emree Weaver/The Texas Tribune\nBY\nBRIAN LOPEZ\nwith\nTexas Tribune\n."]
[235,"Educational Equity and Evaluat","https://elclasificado.com/seattle/empleos/otros-empleos/educational-equity-and-evaluat-19173245",1,"Educational Equity and Evaluat\nContacte al anunciante\nEducational Equity and Evaluation Consultant October 27, 2022 Puget Sound Educational Service District seeks an Educational Equity and Evaluation Consultant to join the Strategy, Evaluation and Learning team. The team focuses on supporting racially just and humanizing school systems through evaluation and data capacity building. This is a time-limited full-time position that begins upon hire and ends August 31, 2023. The Consultant will implement evaluation efforts, including design, data collection, analysis, and reporting. The Consultant will work as part of a team on a variety of projects to promote the analysis and understanding of data to improve and evaluate projects to increase understanding of effective practices and support accountability. PSESD is one of nine regional educational agencies serving school districts and state approved charter and private schools in Washington. Serving over 39% of Washington's K-12 public school students, our agency provides critical services designed to ensure that our students are ready to enter school, achieve at high levels in the K-12 system, and succeed in postsecondary endeavors. We are committed to becoming an Antiracist Multicultural Organization driven by equity in education. To learn more about PSESD, visit www.psesd.org/about-psesd. In support of public health and Proclamation 21-14.1 (COVID Vaccination Requirement), employment with Puget Sound ESD requires proof of COVID-19 vaccination or an approved medical or religious accommodation. Please note that for staff in positions interacting with or working directly with children, a full COVID-19 vaccination is required. For additional information, see the Frequently Asked Questions (FAQs) . There is no need for applicants to submit supporting documents. Individuals that are offered positions will be informed of the process to submit their documents at the time of offer. Minimum Qualifications Master's Degree in related field, or a BA/BS in same and progressively responsible job-related work experience Experience in program evaluation and research, emphasizing culturally responsive practices Experience promoting racial equity and antiracist advocacy Strong data management and analysis skills Strong written and oral communications skill\nArea:\nSeattle ›\nCategoría:\nEmpleos ›\nSubcategoría:\nOtros empleos ›\nVer página web ›\n0\n10/27/2022\nReportar problema a El Clasificado ›\nReportar problema a El Clasificado ›\nEvite estafas y fraude ›\nCategorías Populares\nOtros empleos (570)\nLimpieza (274)\nOficina (118)\nMeseros y Cocineros (59)\nInternet (55)\nCarpinteros y Construcción (45)\nEducational Equity and Evaluation Consultant October 27, 2022 Puget Sound Educational Service District seeks an Educational Equity and Evaluation Consultant to join the Strategy, Evaluation and Learning team. The team focuses on supporting racially just and humanizing school systems through evaluation and data capacity building. This is a time-limited full-time position that begins upon hire and ends August 31, 2023. The Consultant will implement evaluation efforts, including design, data collection, analysis, and reporting. The Consultant will work as part of a team on a variety of projects to promote the analysis and understanding of data to improve and evaluate projects to increase understanding of effective practices and support accountability. PSESD is one of nine regional educational agencies serving school districts and state approved charter and private schools in Washington. Serving over 39% of Washington's K-12 public school students, our agency provides critical services designed to ensure that our students are ready to enter school, achieve at high levels in the K-12 system, and succeed in postsecondary endeavors. We are committed to becoming an Antiracist Multicultural Organization driven by equity in education. To learn more about PSESD, visit www.psesd.org/about-psesd. In support of public health and Proclamation 21-14.1 (COVID Vaccination Requirement), employment with Puget Sound ESD requires proof of COVID-19 vaccination or an approved medical or religious accommodation. Please note that for staff in positions interacting with or working directly with children, a full COVID-19 vaccination is required. For additional information, see the Frequently Asked Questions (FAQs) . There is no need for applicants to submit supporting documents. Individuals that are offered positions will be informed of the process to submit their documents at the time of offer. Minimum Qualifications Master's Degree in related field, or a BA/BS in same and progressively responsible job-related work experience Experience in program evaluation and research, emphasizing culturally responsive practices Experience promoting racial equity and antiracist advocacy Strong data management and analysis skills Strong written and oral communications skill\nArea:\nSeattle ›\nCategoría:\nEmpleos ›\nSubcategoría:\nOtros empleos ›\nVer página web ›\n0\n10/27/2022\nReportar problema a El Clasificado ›\nReportar problema a El Clasificado ›\nEvite estafas y fraude ›\nContacte al anunciante\nEarly Learning Technical Assis\nDirector, Postsecondary Progra"]
[236,"College of Education dean receives national educational equity award","https://uknow.uky.edu/professional-news/college-education-dean-receives-national-educational-equity-award",1,"By\nAmanda Nelson\nOct. 28, 2022\nUK College of Education Dean Juliian Vasquez Heilig. Mark Cornelison | UK Photo.\nLEXINGTON, Ky. (Oct. 28, 2022) —\nUniversity of Kentucky College of Education Dean Julian Vasquez Heilig is the 2023 Linda C. Tillman Social and Racial Justice Award recipient.\nThis top honor from the University Council for Educational Administration recognizes Vasquez Heilig’s dynamic voice for equity in education in the U.S. and around the world, while honoring its namesake, Linda C. Tillman, for her work to diversify educational leadership and mentor students and faculty of color.\nVasquez Heilig is known for his scholarship addressing the racial inequities that plague America’s education system, as well as his passion for moving ideas from journals into the national conversation. He has been ranked among the nation’s top public influencers in education since 2014.\n“Julian has elevated the College of Education’s role in addressing topics prominent in the public discourse and his work is helping shape policy to bridge divides,” said Linda C. Tillman, professor emerita of educational leadership in the School of Education at the University of North Carolina at Chapel Hill and currently a distinguished visiting professor at Loyola Marymount University. “His ability to make academic research useful and relevant to racial and social justice in schools and communities is integral to UCEA and the University of Kentucky’s mission.”\nVasquez Heilig has studied faculty diversity levels at colleges and universities across the nation, finding the composition of faculty across the country is not keeping pace with the diversity of the U.S. population. Despite the trend, he has worked to attract diverse applicants to positions at UK, with faculty of color now representing almost 29% of the College of Education. Under his leadership, the diversity among incoming students has also grown, with this year’s incoming freshman students of color more than tripling since 2019. Vasquez Heilig also named the college’s first associate dean for Inclusion and Internationalization.\n“It is important students have access to diverse faculty in college. We can also influence the diversity of teachers in schools by making sure our teacher preparation programs are attracting students of color. Diversifying education at all levels has been at the heart of Dr. Linda C. Tillman’s career. I am honored to receive this award named for her and pledge to continue seeking ways to carry forward this work,” Vasquez Heilig said.\nIn addition to helping grow and diversify the college’s students and faculty, Vasquez Heilig has spearheaded an array of initiatives designed to create more diverse and equitable systems and practices in education.\nHe launched a groundbreaking collaboration between the UK College of Education and the nation’s largest and most preeminent civil rights organization to develop a national education, advocacy and research initiative focused on educational equity, civil rights and social justice. Formed in 2019, the Education and Civil Rights Initiative in Collaboration with the NAACP employs education and civil rights scholars to launch rapid responses to issues arising in local, state and national education contexts. Through this initiative, the UK College of Education has emerged as a voice on a range of issues, from bridging the digital and health divide for students of color during the COVID-19 pandemic to guiding youth on searching for justice while balancing school, work, friendships, family and their personal well-being.\nThe collaboration draws upon Vasquez Heilig’s history of leadership in the NAACP, as a volunteer in Texas and NAACP education chair in California, where he also served on the NAACP executive committee. He currently serves on the executive committee and as education co-chair for the Kentucky NAACP.\nVasquez Heilig creates opportunities for the next generation of educational leaders to continue his influence through his mentorship of graduate scholars and creation of new pathways to influence trends in education. During his tenure as dean, faculty in the Department of Educational Policy Studies and Evaluation launched an innovative doctoral specialization at the UK College of Education that is preparing scholars for diversity, equity and inclusion senior leadership roles in higher education settings and related fields. The Ph.D. in Studies in Higher Education Specialization in Diversity, Equity, and Inclusion was created in collaboration with INSIGHT Into Diversity, a magazine and online news source covering higher education.\nVasquez Heilig frequently serves as a source for news media, bringing his research to audiences outside academia. He also reaches audiences through speaking engagements and continuing to teach while serving as an administrator, including co-teaching Introduction to Education: Identity, Ideology, and Inclusion with Associate Dean Margaret Mohr-Schroeder, Ph.D., and Professor Cheryl Matias, Ph.D. The course helps prepare pre-service teachers for inclusion-focused issues and ideas they may encounter in the classroom.\nA prolific scholar, in the last decade alone, Vasquez Heilig has published more than 60 peer-reviewed articles, chapters and reports on issues such as racial equity, accountability, school choice and teacher preparation. Recently, his essay, “Scrutinizing the School Choice Equity Ethos for Black Parents,” published in “Public Education: Defending an American Cornerstone,” provided analysis of whether the privatization of schooling leads to gains in student achievement and an increase in opportunity for students of color.\nHe has been honored with more than 30 teaching, research and service recognitions, including a Ford Foundation Fellowship and being named Diversity in Education Magazine Multicultural Champion of 2015. Legislators commended his impact in education through the passage of California Assembly Resolution 1459. He currently serves as co-education chair for the Kentucky State Conference of the NAACP and on the boards of the Schott Foundation and the Network for Public Education. He is a member of the steering committee for Education Deans for Justice and Equity.\nVasquez Heilig received his Ph.D. in educational administration and policy analysis and a master’s degree in sociology from Stanford University. He also earned a master’s in higher education and a bachelor’s degree in history and psychology from the University of Michigan, Ann Arbor.\nThe University of Kentucky is increasingly the first choice for students, faculty and staff to pursue their passions and their professional goals. In the last two years, Forbes has named UK among the best employers for diversity, and INSIGHT into Diversity recognized us as a Diversity Champion four years running. UK is ranked among the top 30 campuses in the nation for LGBTQ* inclusion and safety. UK has been judged a “Great College to Work for\" three years in a row, and UK is among only 22 universities in the country on Forbes' list of \"America's Best Employers.\"  We are ranked among the top 10 percent of public institutions for research expenditures — a tangible symbol of our breadth and depth as a university focused on discovery that changes lives and communities. And our patients know and appreciate the fact that UK HealthCare has been named the state’s top hospital for five straight years. Accolades and honors are great. But they are more important for what they represent: the idea that creating a community of belonging and commitment to excellence is how we honor our mission to be not simply the University of Kentucky, but the University\nfor\nKentucky."]
[237,"5 Microsoft Education tools for an inclusive classroom","https://educationblog.microsoft.com/en-us/2022/10/5-microsoft-education-tools-for-an-inclusive-classroom",1,"An inclusive classroom is made up of many different learners with unique needs and abilities, that want to feel they belong regardless of their identity, learning preferences, or skills.\nAccording to the\nNational Center for Educational Statistics\n,15% of all U.S. public school students receive special education services under the Individuals with Disabilities Education Act (IDEA). Approximately 10% of all public-school students are English as a second language (ESL) learners. Combined, these students represent 25% of all the students in public schools.\nTo create an equitable learning environment, requires strategies and tools that give all learners access to materials and allow all student voices to be heard. At Microsoft, we provide educators tools that help accommodate all students’ unique needs and abilities.\n5 strategies and tools that can help foster a more inclusive classroom\n1. Use Immersive Reader to help with reading and comprehension\nInclusive education gives students more options to access the curriculum and supports improved learning outcomes. Microsoft Education supports these needs with\nImmersive Reader\n. It provides access to appropriate and accessible resources based on students’ unique needs and goals.\nImmersive Reader gives all students an easy, built-in way to have texts of all kinds individualized for their specific needs. For example, some students may require adaptations like larger font sizes, more spacing, or distinctive color contrast. Others may need a piece of text read aloud or translated into their first language. Immersive Reader supports more than 100 languages and limits reading distractions by helping readers focus using built-in tools, like line focus, picture dictionary, and grammar tools. Immersive Reader is available in OneNote, Word, Outlook, Microsoft Edge Browser, and Microsoft Teams.\n2. Use Accessibility Checker to ensure resources and materials are accessible to all students\nEducators often create their own digital resources and use Open Education Resources (OERs) for teaching and learning. These supplemental resources can be great for promoting engagement and supporting all learners' abilities and needs, but it is crucial to ensure these resources are accessible to all students.\nAccessibility Checker\nmakes it easy to ensure all students can access materials. In just a few clicks, check presentations, documents, and spreadsheets to help make sure the content is accessible for people of all abilities to read and edit. This includes checking color contrast, alternate text for images, ensuring content will work for a screen reader, and providing recommendations to address any issues. Accessibility Checker is available across Microsoft 365 products.\n3. Lower math anxiety while building confidence with Math Assistant\nMany students struggle with math anxiety, finding it difficult to memorize rules and apply them.\nMath Assistant\ncan reduce math anxieties by providing students with step-by-step instructions for solving equations.\nWith Math Assistant, students can work at their own pace to build confidence and reduce anxiety. They can write an equation in their OneNote notebook, and with one click, Math Assistant will solve the equation laying out each step in the process for them to see where they might have missed a step or got confused. It even creates a practice quiz of similar equations, helping students self-assess their understanding and providing opportunities for practice. Immersive Reader is also available in Math Assistant, helping students access the support they need in their preferred format and language.\n4. Break down language barriers with Live Captions and Real-Time Translation\nSchool communities are made up of many diverse learners, including those who are deaf or hard of hearing, English language learners, and their parents who also may not speak or understand the classroom language well.\nStudies have shown\nthat 98.6% of students find captions, such as those offered through Live Captions in Microsoft Education solutions, helpful, using them to help comprehension, accuracy, engagement, and retention.\nLive Captions in Microsoft Teams\noffers real-time captions of anyone speaking during a video or audio call. This feature reduces confusion and increases engagement.\nLive Presentations in PowerPoint\nalso help ensure that students can access the content in their preferred language. It removes language barriers using real-time verbal translation.\nLive Captions in OneNote\ninitiates a “conversation” and then through a shared code, students can enable automatic translation. Everything said in class is transcribed in the student’s notebook in whatever language they choose, and students can simultaneously take notes or draw right on the same page and learn in the way that best suits them.\nIntelligent Chat translation\nin Teams iOS/Android detects the language of the chat message and offers translation suggestions to translate the message to the user’s preferred language. Microsoft Teams also prompts users to “turn-on automatic translation” and have all the messages automatically translated to their preferred language. With this feature, students and parents can confidently collaborate with teachers and other students in their preferred language and be assured that the recipient can understand them.\n5. Creating a sense of belonging with Microsoft Translator\nWith 10% of all students being ESL learners, school communities often include multilingual families.\nThe Microsoft Translator app\noffers live translation in more than 100 languages, making communication with all families easy and efficient.\nIn\nBellevue School District\n, there are more than 80 languages spoken and 30% of students speak a first language other than English. This includes family members who may not share a language with educators or school staff, making school enrollment, teacher-parent conferences, meetings, and conversations a challenge. Their schools use\nTranslator for PowerPoint\nalong with the Microsoft Translator app to caption and translate live parent-teacher meetings. Educators, staff, and families can ask questions, engage with the overall school community, and feel included in the conversation.\nUsing these strategies and tools can help create an inclusive classroom and provide multiple ways for students to access learning regardless of their needs or abilities, so they can be successful in the classroom and beyond.\nTo learn more about these tools and how to use them in your classroom, explore these Accelerate Learning studies:\nImmersive Reading: Supporting Student Focus through Read-Alouds\nChecking for Accessibility\nAccelerating Learning with Workplace Math Skills\nReal-Time Translations in Live Presentations"]
[238,"International Conference on Equality, Diversity and Inclusion","https://waset.org/equality-diversity-and-inclusion-conference-in-june-2023-in-paris",1,"Equality, Diversity and InclusionInclusive Learning Technologies Struggling StudentsPeople with Complex Communication NeedsPeople with DisabilitiesLeadership theoryThe politics of Diversity Organizations and Social Change Operationalizing Diversity Management in Organizations around the Globe, Managing the Organization, Strategy and Culture of Difference to achieve genuine outcomes Managing Equality And Diversity: Actors' Strategies, Experiences And Outcomes Understanding the complexities of nomadic identitiesThe business case for equality, diversity and inclusion Mobility Requirements in Academia and Consequences for Diversity and Inclusion in Higher Education Organisations Towards the creation of diverse and inclusive work environments: change considerations for developed and emerging markets Inclusive Leadership - Theory and Practice Sexual Identity at Work: Implications for Careers Outlooks and OutcomesInternational Diversity ManagementChallenging Heteronormativity: Moving forward on Equality, Diversity and Inclusion Comparative Analyses of Diversities at Work: Insights from a Life Course Perspective Promoting diversity and ensuring equality at work: the role of the stateDiversity Management and Identity RegulationDiversity Management In The Creative IndustriesDiversity and Performance: A continuous management challenge in the global environment Workforce localizationDiversity and Corporate Social Responsibility Gender, diversity and discriminations Trade unions and the equality-diversity-inclusion agenda The Biographies of Diversity WorkersPreparing leaders and change agents for diversity managementCountry perspectives on Diversity and EqualityFeminism in academia: where next?"]
[239,"USMNT attendance down 37% from a decade ago","https://worldsoccertalk.com/news/usmnt-attendance-down-37-from-a-decade-ago-20221028-WST-406031.html",0,"Yet, this is\nby design for revenues\ngoing towards US Soccer. From 2010 to 2018, average attendance at World Cup Qualifying hovered around 21,500. In the 2018 World Cup Qualifying Cycle, the average ticket cost was $97.06. Eight years earlier, the average ticket was $48.08, less than half of 2018. Despite playing one additional game in the 2010 cycle, total revenue increased by over $8 million in ticket sales."]
[240,"A Very Parisian Stroll on the Promenade Plantée","https://www.parisunlocked.com/best-of-paris/parks-and-gardens/promenade-plantee-paris-coulee-verte/",0,"Paris may not be as green a city as London or Portland when it comes to total surface areas reserved for\nparks and gardens\n, but for anyone seeking to retreat from urban noise and pollution, heading above ground is an intriguing possibility in one corner of the capital. The Promenade Plantée is a lush pathway stretching for nearly three miles west to east from the Place de la Bastille to the Parc de Vincennes."]
[241,"Top 10 Best Short Moral Stories With Valuable Life Lessons","https://www.bloggersideas.com/best-short-moral-stories/",0,"Jitendra Vaswani is a Digital Marketing Practitioner & international keynote speaker currently living digital nomad lifestyle and founder of  internet marketing blog\nBloggersIdeas.com\n&\nDigital Marketing Agency DigiExe\n. During his more than 8 years long expertise in Digital Marketing, Jitendra has been a marketing consultant, trainer, speaker and author of “Inside A Hustler’s Brain : In Pursuit of Financial Freedom” which has sold over 20,000 copies, worldwide & contributor of “International Best Selling Author of Growth Hacking Book 2”. He had trained 10000+ digital marketing professionals till date and has been conducting Digital marketing workshops across the globe. His ultimate goal is to help people build businesses through digitization make them realize that dreams do come true if you stay driven.  Investor in\nImagestation\nNewsmartwave\n. Check out his portfolio(\njitendra.co\n). Find him on\nLinkedin\n,\nTwitter\n, &\nFacebook\n."]
[242,"PA Author Suzanne Mattaboni’s Debut Novel Wins a Paris Book Festival and BookFest Award","https://www.wearegreenbay.com/business/press-releases/globenewswire/8684796/pa-author-suzanne-mattabonis-debut-novel-wins-a-paris-book-festival-and-bookfest-award/",0,"NORTHAMPTON, Pa., Oct. 28, 2022 (GLOBE NEWSWIRE) -- Debut novelist and Newsweek Expert Forum contributor Suzanne Mattaboni announces that her novel has won two separate literary awards as revealed this month.\nOnce in a Lifetime\n, which\nKirkus Reviews\ncalled a “starry-eyed coming-of-age tale” set in the 1980s, won Second Place honors in the Fall 2022 BookFest Awards in the category of Romantic Comedy; and Honorable Mention in the Paris Book Festival literary competition in the General Fiction category. The novel launched in May of 2022 in paperback and is available on\nAmazon\nat a special price this week.\nThese awards come on the heels of the Greater Lehigh Valley Writers Group’s 2021 anthology,\nWrites of Passage\n, winning First Place in the Spring 2022 BookFest Awards in the Anthology category. Mattaboni was the GLVWG’s 2021 anthology chair, serving as curator of this collection, and as lead editor along with a team of co-editors from the group.\nIn addition to being featured on a variety of ‘80s-themed podcasts, Mattaboni has been involved in local literary events in the region. This includes book signings and instructional sessions at the Easton Book Festival, going on this week in Easton, PA, until October 30\nth\n. She’ll be signing books at the\nConnexions Gallery\nin Easton on Saturday, October 29\nfrom 2:00 to 4:00 p.m. EDT as part of the festival. In addition, the\nNew Hope Winery\nin New Hope, PA, will hold a Book Launch Event at their tavern the evening of December 3 featuring music, wine, and a celebrity “Cameo” video welcome. The event celebrates New Hope as the setting of\nOnce in a Lifetime\n. Visit\nwww.onceinalifetimenovel.com\nor\nwww.suzannemattaboni.com\nfor details.\nBoth the Paris Book Festival and The BookFest Award programs are highly-regarded competitions designed to recognize excellence for works published by independent and small presses. The Paris Book Festival states that less than 5 % of submissions made to the program receive an award placement.\nOnce in a Lifetime\nis published by TouchPoint Press, an independent publisher of women’s fiction, romance, thrillers, and other fiction and non-fiction. It’s the story of a quirky student artist struggling to find love and kick-start her career during the vibrant “Me Decade,” set against a backdrop of new wave music and pop art.\n“I’m thrilled that\nOnce in a Lifetime\nis receiving recognition, since the topic of women in the 1980s is close to my heart,” said Mattaboni, “The novel captures that moment in life when you’re on the precipice of becoming an adult, and the life you picture for yourself is so close you can practically taste it. Yet you frustratingly know you’re not quite there yet, and even your relationships become obstacles in your path. Anyone who has struggled with that process of ‘becoming’ will recognize the drive that sets headstrong main character Jessica in motion, and will relate to the decisions she has to make.”\nThe\nWrites of Passage\nanthology is the fifth such collection by members of the Greater Lehigh Valley Writers Group. It uses short stories, essays, and poetry to explore the epiphanies of life with depictions of love, war, adoption, victories against personal demons and disease, and so on. This subject matter became even more pertinent during the book’s editing process, which took place throughout the 2020 pandemic shut-downs. The updated “Book Fest Awards” version of the anthology is\navailable on Amazon\n.\nABOUT SUZANNE MATTABONI\nSuzanne Mattaboni\nwas named one of the Lehigh Valley Business Journal’s “2022 Women of Influence.” She’s a Pushcart-nominated fiction writer, Newsweek Expert Forum contributor, blogger, essayist, and corporate PR consultant. A former community service reporter for\nNewsday\n, her work has been published in\nSeventeen\n,\nParents\n,\nChild\n, The Huffington Post,\nMysterious Ways\n,\nGuideposts\n, and the\nChicken Soup for the Soul\nseries\n.\nSuzanne is also a host of The Banzai Retro Club podcasts, focusing on pop-culture of the ‘70s, ‘80s, & ‘90s. Suzanne is available for interviews, articles, guest posts, Q&As, and commentary. Email\nsuzanne@mattaboni.com\nfor a digital review copy of\nOnce in a Lifetime\n.\nwww.onceinalifetimenovel.com\nContributors to the\nWrites of Passage\nanthology:\nAuthors Thornton Blease, Laurel Bruce, Michele Connelly, Michael Stephen Daigle, Larry L. Deibert, Sharlee DiMenichi, Judy England-McCarthy, John Evans, Mitzi Flyte, Christine Gillies, Pattie Giordani, Phil Giunta, Rosanne Lamoreaux, Robert Lynch, Robert L. Martin, Rory Janis Miller, Susan Kling Monroe, Christopher D. Ochs, Phyllis Palamaro, L.N. Passmore, Robin Reichert, Janice Monahan Rogers, Richard Rosinski, Dianna Sinovic, Dawn Sooy, Bernadette Sukley, Paul Teese, Rachel C. Thompson, and Laura L. Weller, in addition to Mattaboni.\nEditors\n: Evans, Giordani, Giunta, Ochs, Mattaboni, Sinovic, and Sukley, plus GLVWG members Donna Brennan and Brenda Havens.\nwww.glvwg.org\nAdditional Assets:\nLiterary Scene: ‘Once’ upon a time in New Hope\n’\nWomen With Attitude: How ‘80s New Wave Music Fueled Feminism\nMedium: Men Are Like Shoes: How Suzanne Mattaboni’s Debut Novel Shows ’80s Women as the First Generation to Turn the Tables on Men\nAuthority Magazine profile/Q&A\nS. Mattaboni headshot, press Q&A & materials\nContact:\nSuzanne Mattaboni\nsuzanne@mattaboni.com\n610 737-2140\nA photo accompanying this announcement is available at\nhttps://www.globenewswire.com/NewsRoom/AttachmentNg/121c0e92-ba6b-4e94-8aa8-66519f6aed8c"]
[243,"to Shakespeare & Co","https://www.ulysses.travel/en/shakespeare-and-company-bookstore-paris/",0,"🚐\nTransfers:\nthe parisian airports are located outside the city and getting to the city centre can be quite expensive.If your budget is tight, the Captain recommends the RATP shuttles that will drop you off at Opera if you’re coming from Roissy airport and at Denfert-Rochereau if you’re coming from Orly airport.But for a few extra euros, you can book a transfer that will take you directly to your hotel.If you are traveling in a group, this option is all the more interesting. Find out more\nhere\n."]
[244,"the Place Vendôme in Paris","https://www.ulysses.travel/en/place-vendome-paris/",0,"🚐\nTransfers:\nthe parisian airports are located outside the city and getting to the city centre can be quite expensive.If your budget is tight, the Captain recommends the RATP shuttles that will drop you off at Opera if you’re coming from Roissy airport and at Denfert-Rochereau if you’re coming from Orly airport.But for a few extra euros, you can book a transfer that will take you directly to your hotel.If you are traveling in a group, this option is all the more interesting. Find out more\nhere\n."]
[245,"Tokyo begins issuing certificates recognizing same-sex couples","https://www.pbs.org/newshour/world/tokyo-begins-issuing-certificates-recognizing-same-sex-couples",0,"TOKYO (AP) — Japan’s capital, Tokyo, began issuing certificates recognizing same-sex couples on Tuesday, becoming the largest municipality to do so in a country in which same-sex marriage is not allowed.\nSeven years after Tokyo’s Shibuya district first introduced same-sex partnership recognition in 2015, more than 200 smaller towns have joined the move, accounting for less than one-fifth of Japanese municipalities.\nThe certificates are not legally binding but allow same-sex partners to apply for public housing like married couples, give them access to medical data and allow them to be beneficiaries in auto and life insurance.\nSupport for sexual diversity has grown slowly in Japan, and legal protections are\nstill lacking\nfor lesbian, gay, bisexual and transgender people. They often face discrimination at school, work and at home, causing many to hide their sexual identities.\nStill, many sexual minority couples say the partnership recognition will improve their daily lives, allowing them to rent apartments and sign documents in medical emergencies, and in inheritance.\n“With this (certificate), there is no need to explain, and I think I will be able to talk to other people about the relationship between myself and my partner with a bit more confidence,” said Soyoka Yamamoto, who campaigned for same-sex partnership recognition by Tokyo.\nREAD MORE:\nJapan court says ban on same-sex marriage constitutional\nShe said she has worried constantly about discrimination and had to make an extra effort in explaining her relationship with her partner. A certificate recognizing their partnership was issued Tuesday with Gov. Yuriko Koike’s signature.\nHer partner, Yoriko, who uses only her first name, also welcomed the certificate, saying it “publicly recognizes our relationship for the first time after we have lived together for more than 10 years.”\nSame-sex couples are often barred from jointly renting apartments, visiting each other in the hospital and other services available to married couples. When Yoriko called an ambulance after her partner had a medical emergency at home, she was told to obtain consent from Yamamoto’s parents, the couple said.\n“Our goal is to use the certificate as a springboard for achieving a society where the rights of sexual minorities are protected,” Yamamoto said at a news conference sponsored by Partnership Act for Tokyo, a group she leads.\nFumino Sugiyama, a transgender activist, said the certificates recognize the presence of sexual minorities and the need to recognize their rights.\n“Until now, all the systems, rules and services in Japan have been formed as if\nLGBTQ+ people\nare invisible in this society, and Tokyo’s system has been the same,” Sugiyama said. He called the partnership certificate “a big step,” but added, “This is not the goal, but rather the beginning.”\nThe Tokyo metropolitan government said it received 137 applications as of last Friday. Applicants are limited to adult residents of the capital, including foreign nationals.\nCampaigns for equal rights for sexual minorities, including same-sex marriage, have faced resistance from conservatives in Prime Minister Fumio Kishida’s governing party who oppose more inclusivity for sexual minorities, calling them “unproductive.”\nSatoko Nagamura and Mamiko Moda, a same-sex couple, are raising their 11-year-old son Ittan, who was given birth by Nagamura by sperm donation.\nModa said the certificate only recognizes partnerships between adults and needs to cover children of same-sex couples. “From a child’s perspective, it’s like you are abandoned. When the child asks, ‘What is this family?’ then I also want to have proof as a parent.”\nAssociated Press videojournalist Haruka Nuga contributed to this report."]
[246,"Area of Paris where the Moulin Rouge can be found CodyCross","https://walkthroughs.net/area-of-paris-where-the-moulin-rouge-can-be-found-codycross/",0,"© 2020 - 2022\nWalkthroughs.net\n- All the game guides found on this website are property of Walkthroughs.net and are protected under US Copyright laws. Any unauthorized use, including re-publication in whole or in part, without permission, is strictly prohibited and legal actions will be taken."]
[247,"Educator Reflections, Part 2: Planning and Reflecting with Culturally Relevant Pedagogy","https://achievethecore.org/peersandpedagogy/educator-reflections-part-2-planning-and-reflecting-with-culturally-relevant-pedagogy/",1,"In this two-part series, two educators share their experience working with the SAP team working on the Planning and Reflecting with Culturally Relevant Pedagogy project.\nThis is the second post in this series.\nOver the past few years, the SAP team has been working on a\ntool to support educators\nin planning and reflecting with culturally relevant pedagogy. We worked with educators in the design process to test and refine the tool with their input. It was important to the design team of this project to have teacher voices and perspectives included in the discussion of culturally relevant pedagogy. Below are Jamie Schnablegger’s reflections on working with the tool.\nWhat inspired you to get involved and contribute to this work?\nWhat inspired me to get involved and contribute to this work is my passion for designing lessons that meet the needs and interests of my students and provide them with culturally affirming learning experiences. I often found myself frustrated when planning with a curriculum that was not culturally relevant or responsive. I felt like teaching the curriculum as is, was harmful and at times dangerous due to its lack of cultural responsiveness. I knew I was not the only teacher that felt that way, so I wanted to find a tool that would support me in creating culturally relevant lessons while still using the mandated curriculum. When this project was presented to me I knew this is what I was looking for.\nWhat did the Culturally Relevant Reflection Tool reveal to you about the implications of instructional materials and practice on student learning?\nSome implications that arose about instructional materials and practices on student learning are around the curriculum-selected text. We were reading “Boy Who Harnessed the Wind” by Bryan Melear and William Kamkwamba. I wanted to ensure that through our reading and learning students were given diverse and authentic representations of Malawi and the continent of Africa. The reflections tool provided guidance and reflection questions on how to support students in this journey and how to bridge students’ existing funds of knowledge with the grade-level curriculum.\nWere there any challenges that surfaced as you used the reflection tool? If so, how did you overcome those challenges?\nBecause I use a school-mandated\ncurriculum, one of the challenges that surfaced when using this tool was time. As it is, curriculum-based\nlessons are designed to take an entire content block. Making shifts to the lessons using the reflection tool often extended the lesson passed the amount of time I had to teach it. I had to get creative and walk a fine line between making modifications and creating a new lesson. The tool supported me when walking this line. It helped me keep perspective on the purpose of the lesson and build students’ critical consciences throughout.\nWhat opportunities does this reflection tool create for the teaching and learning experiences in your classroom?\nThe Culturally Relevant Reflection Tool provides educators with the opportunity to look at instructional practices and curriculum with a culturally responsive approach. It provides enough guidance for teachers to take an already-developed\nlesson and bridge students’ cultural genius and grade-level standards. Through this students were able to develop as critical thinkers and engage with grade-level\nstandards and instruction in a culturally affirming learning environment.\nWhat is something you would want other educators to know who are considering the reflection tool in their planning and instruction?\nI would like other educators to consider that this tool works as a guide to push your thinking when planning or developing lessons. Using this tool when planning will take additional time in planning but creating lessons that provide a culturally affirming learning environment and experience for all students will build a community of learners that take risks, ask questions, and take action.\nIf you’d like to learn more about the Planning & Reflecting with Culturally Relevant Pedagogy project,\ncheck out the collection page on our site\n."]
[248,"Educators and Critical Pedagogy: An Antidote to","https://socialistproject.ca/2022/10/educators-and-critical-pedagogy/",1,"You can see this thinking in significant efforts on the part of educators across Canada. The long-known but suppressed horrors of Canada’s Indigenous residential schools have given rise to compelling work. The\nNational Centre for Truth and Reconciliation\nduring the week leading up to Orange Shirt Day this year focused on remembering the children forced into residential schools, losing their language, homes and families and the life-learning that should have accompanied them. The First Nations Metis and Inuit Association of Ontario (\nFNMIEAO\n) has a powerful curriculum aimed at demystifying First Nations histories. One of the units,\nWho We Are\n, describes people and their connections within the Kitchinuhmaykoosib Inninuwug First Nation, Ojibways of Onigaming First Nation, Chapleau Cree First Nation along with language of the Oneida clan. Co-chair Jodie Williams is one of those whose suggestions about\nIndigenous knowledge were deleted\nfrom the final draft of the Ministry’s revised science and technology curriculum."]
[249,"ABCs of pedagogy: E is for experiential learning","https://teche.mq.edu.au/2022/10/abcs-of-pedagogy-e-is-for-experiential-learning/",1,"Welcome to the fifth post in the ABCs of Pedagogy. This aim of this blog series is to provide university teachers with the theoretical language to describe their teaching practice. This is useful for the purposes of reflection, scholarship of learning and teaching, career progression and recognition such as teaching awards and fellowships.\nToday’s topic:\nE is for experiential learning\nWhat scholarship can you use to describe your experiential or experience-based teaching practice?\nYour initial definition of experiential learning might be something like ‘learning by doing’ but, as with most things, it’s a bit more complicated than that. A key part of experiential learning is reflection, so a better definition would be ‘learning by reflecting on doing’.\nExperiential learning builds on the principles of constructivism (see\nC is for Constructivism\n):\nstudents are active participants in their learning,\nwhich occurs through social interaction and is based on prior knowledge.\nExperience is central to learning. “Learning is the process whereby knowledge is created through the transformation of experience.” (Kolb 1984, p 38).\nAs a pedagogical practice, experiential learning recognises that learners have an ever-increasing reservoir of experience that can be a valuable resource for learning. It is a holistic approach incorporating the cognitive, affective and psychomotor domains of learning (Bloom et al, 1956). More on these ideas when we reach\nL is for learners and learning\n.\nOngoing reflection is crucial for experiential learning. As Andresen, Boud & Cohen (2001) put it: “The quality of reflective thought brought by the learner is of greater significance to the eventual learning outcomes than the nature of the experience itself” (p 226). Students individually and collectively reflect, evaluate and reconstruct their experiences in order to make meaning and stimulate deeper understanding.\nWhen reflecting on your teaching for experiential learning, consider the following questions:\nDoes your unit include experiential learning activities such as  practicums, fieldwork, community engagement, work-integrated learning or an interactive simulation? What background knowledge, skills and experiences do your students have?\nHow do learning activities invite students to draw on their life experiences to make sense of disciplinary concepts, theories and methods?\nWhat feedback do students provide on experiential learning opportunities?\nHow do you address inclusion and accessibility in experiential learning activities?\nDo you promote reflection for learning? What opportunities do students have to practice various approaches for reflection?\nDo students learn independently and collaboratively? How is experience assessed?\nIn what ways to you incorporate the cognitive, affective and psychomotor learning domains?\nKolb’s (1984) model for experiential learning includes four stages:\nImage: Harvey, Lloyd, McLachlan, Semple & Walkerden (2020)\nStudents start with a\nconcrete learning experience\n. This might be something new or a learning opportunity inspired by previous experience. Experiences can be life events, informal or incidental learning, as well as participation in learning activities in the classroom, within the community and in work contexts.\nReflective observation\nenables students make meaning of their experience by questioning their actions and understandings. Reflection can defined as “a deliberate and conscientious process that employs a person’s cognitive, emotional and somatic capacities to mindfully contemplate past, present or future actions in order to learn, and to better understand and potentially improve their actions (Harvey et al., 2020).\nIn the\nabstract conceptualisation\nstage, students make connections between practice and theory leading to new, modified or deeper understanding and a greater capacity for analytical and critical thinking.\nFinally,\nactive experimentation\ninvolves applying new knowledges and understandings to different contexts and participating in new experiences for ongoing learning.\nHow do you scaffold the stages of Kolb’s experiential learning cycle for your students?\nOther topics in the series will expand on the ideas in this post, including\nO is for outdoor education, R is for reflective practice\nand\nW is for work-integrated learning.\nReferences\nAndresen, L., Boud, D. & Cohen, R. (2001) Experience-based Learning: Contemporary Issues.  Foley, G. (Ed.). Understanding Adult Education and Training. Second Edition. Sydney: Allen & Unwin, pp 225-239.\nBloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956).\nTaxonomy of educational objectives: The classification of educational goals\n. Handbook I: Cognitive domain. New York: David McKay Company.\nHarvey, M., Lloyd, K., McLachlan, K., Semple, A-L. & Walkerden, G. (2020).\nReflection for learning: a scholarly practice guide for educators.\nAdvanceHE.\nhttps://www.advance-he.ac.uk/news-and-views/Learning-to-reflect%E2%80%93a-guide-for-educators\nKolb, DA (1984).\nExperiential Learning: experience as the source of learning and development.\nEnglewood Cliffs, NJ: Prentice Hall.\nWhat are the ABCs of pedagogy that we’ll be covering in this series?\nClick to reveal the pedagogy:\nPREVIOUS POSTS IN THE SERIES:\nA is for Andragogy\nB is for blended or hybrid teaching pedagogies\nC is for constructivism\nD is for diversity\nAcknowledgements\n: In developing this series on the ABCs of Pedagogy, I would like to acknowledge the teaching and scholarship of current and former Macquarie University staff members including Vanessa Fredericks, Marina Harvey, Mathew Hillier, Olga Kozar, Danny Liu, Karina Luzia, Margot McNeil, Anna Rowe, Cathy Rytmeister, Theresa Winchester-Seeto and others.\n‘E’\nPhoto by\nSimon Harmer\non\nUnsplash"]
[250,"Sales Prelicense","https://capituslearning.com/1-Licensing/sales/cram.aspx",0,"Ennis Antoine, ABR, CRS, e-PRO, MBA\nEnnis Antoine is a leader and professional REALTOR® who combines his passion for the real estate industry with his unrelenting commitment to continuing education and the REALTOR® organization. Ennis started his career in 1985 in New Orleans, Louisiana, before transferring to Atlanta, Georgia as an associate broker with Better Homes in Gardens Real Estate Metro Brokers. Today, Ennis is the Team Leader for his office of over 232 agents. Ennis is a certified real estate instructor, teaching the 75 hour sales pre-license course and post license courses to new agents across the state of Georgia. He has earned the prestigious Certified Residential Specialist (CRS) designation and is Quality Service Certified (QSC).Ennis served in 2015 as the President of the Atlanta REALTORS® Association, the largest local REALTOR® association in Georgia with over 10,000 members. Ennis has served in numerous leadership roles within the Georgia Association of REALTORS® (GAR) and National Association of REALTORS® (NAR). He is a graduate of the NAR Leadership Academy and was recently inducted into the prestigious NAR REALTORS® Political Action Committee Hall of Fame.Ennis has received the Atlanta REALTORS® President's Award, 5 Star Circle Award, Captain of Industry Award and REALTOR® of the Year Award. A man of service, he has been a Deacon in his church for over 20 years and is heavily involved with Habitat for Humanity, working on houses all across the nation. Above all else, Ennis is a dedicated husband to his wife Wanda of 24 years, father of three, and grandfather of nine."]
[251,"Paris museum says painting was target of attempted attack","https://arynews.tv/paris-museum-says-painting-was-target-of-attempted-attack/",0,"A young woman tried to throw soup at a painting at the world-famous Musee d’Orsay in Paris this week, the museum confirmed Sunday, in a similar attack to others by climate activists in Europe.\nThe museum refused to say which painting was targeted but it is home to artwork by some of the most famous European artists including Paul Cezanne, Paul Gaugin, Vincent van Gogh, Edouard Manet and Claude Monet.\nThe museum told AFP it had filed a legal complaint for the “attempt to damage a piece of work” after the female activist was intercepted on Thursday, confirming a report in Le Parisien daily.\nThe Paris prosecutor’s office said police had opened an investigation after the complaint.\nAccording to Le Parisien newspaper, the woman had initially tried to approach the 1889 Van Gogh self-portrait at Saint-Remy before attempting to throw soup at a painting by Gaugin.\nThe daily reported she was wearing a “Just Stop Oil” T-shirt, as others have worn during similar stunts in recent weeks.\nOn Thursday climate activists glued themselves to Johannes Vermeer’s “Girl with a Pearl Earring” at the Mauritshuis museum in The Hague, Netherlands.\nEnvironmental activists splashed tomato soup on Van Gogh’s “Sunflowers” at the National Gallery in London earlier this month, while others threw mashed potato over a Monet painting at the Barberini Museum in Germany.\nAs the attacks multiply, French Culture Minister Rima Abdul Malak has urged national museums to “redouble their vigilance”.\nComments"]
[252,"Reflect on your disciplinary skills, knowledge, experience and practice. What is","https://yourhomeworkpit.com/2022/10/28/reflect-on-your-disciplinary-skills-knowledge-experience-and-practice-what-is/",0,"Order Here\nReflect on your disciplinary skills, knowledge, experience and practice. What is your plan to build capability to teach these learning areas of maths, visual art and technology?\nDo you need any assistance with this question? Send us your paper details now We'll find the best professional writer for you!\nClick Here To Get Started Now"]
[253,"Michelle Kuo","https://www.aup.edu/profile/mkuo",1,"Michelle Kuo joined the American University of Paris in 2015 and teaches in its History, Law, and Society program on issues related to race, punishment, immigration, and the law.\nMichelle is the author of\nReading with Patrick,\na mix of memoir, history, and law and exploration of racial and economic inequality in the Arkansas and Mississippi Delta. It has been the runner-up for the Dayton Literary Peace Prize and shortlisted for the Reading Women Nonfiction Prize and the Goddard Riverside Stephan Russo Book Prize for Social Justice, and praised in publications such as\nThe Atlantic, The New Yorker, Christian Science Monitor,\nand\nTimes Literary Supplement. Reading with Patrick\nhas been selected for community reads programs that include the University of Iowa, the Yale Prison Education Initiative, and Washtenaw Reads. As James Wood writes in\nThe New Yorker,\n“Anyone interested in questions of pedagogy, racism, and incarceration in America, not to mention literary criticism, will be enthralled by this book ... It is hard to read this challenging book ... and not think, You must change your life.\"\nMichelle attended public schools in Kalamazoo, Michigan. After graduating with a degree in Social Studies and Gender Studies at Harvard College, she joined Teach for America and moved to the rural town of Helena, Arkansas, located in the heart of the Mississippi Delta. Michelle taught English at an alternative school for kids who were expelled from other schools.\nAt Harvard Law School, Michelle worked as a student attorney at the Criminal Justice Institute, a domestic violence and family mediation clinic, and the Education Law Clinic/Trauma Policy Learning Initiative.  A Paul and Daisy Soros Fellow, Michelle received the National Clinical Association's award for her advocacy of children with special needs.\nMichelle worked as an immigrants' rights lawyer at Centro Legal de la Raza, located in the Fruitvale district of Oakland, California. She advocated for tenants facing evictions, workers stiffed out of their wages, and families facing deportation. Supported by a Skadden Fellowship, Michelle's clients included day laborers, restaurant workers, gardeners, nannies, and home care workers. More recently, she has volunteered at a detention center in south Texas at RAICES, helping asylum seekers prepare for interviews with asylum officers.\nA passionate advocate of prison education, Michelle has taught courses at San Quentin through the Prison University Project, the only college-degree granting program at a state prison in California, and Oakdale Prison, as part of the Liberal Arts Beyond Bars program at the University of Iowa.\nMichelle has also clerked for the Honorable John T. Noonan at the Court of Appeals of the Ninth Circuit. Among the troubling cases that she worked on was U.S. v. Preston, in which the police coerced a confession from an 18 year old with severe disabilities who lived on a Native American reservation.\nMichelle has written for publications including\nThe New York Times, LA Review of Books, Lithub, The Point,\nand\nPublic Books.\nAt the American University of Paris, Michelle works closely with students on issues relating to diversity, social justice, and nonfiction writing. She won the 2016 Board of Trustees Award for Distinguished Teaching.\nSELECT FELLOWSHIPS AND HONORS\n2019      Winner of Ann Arbor District Library’s Washtenaw Reads, community initiative to promote reading and civic dialogue.\n2018     Dayton Literary Peace Prize, runner-up in Nonfiction Writing.\n2018     “Most Supportive Professor,” given by Student Government Association of the American University of Paris to a faculty member.\n2018    Community reads program, Yale Prison Education Initiative. Chosen as a common reading at a college prison education program at Yale.\n2018    One Community, One Book, University of Iowa Center of Human Rights. Chosen as common reading in the Liberal Arts Beyond Bars program, which brings together college students and incarcerated students in a liberal arts course at the Oakdale Prison.\n2017     Shortlisted for the Goddard Riverside Stephan Russo Book Prize for Social Justice.\n2017     Shortlisted for the Reading Women Nonfiction Book Prize.\n2016     Board of Trustees Distinguished Teaching Award. Given to one faculty member at American University of Paris in recognition of excellence in teaching.\n2009     Skadden Fellowshp. Awarded nationally to 28 law school graduates or clerks to support a two-year fellowship in direct legal services for low-income clients.\n2009     Derek Bok Center Teaching Award for excellence at Harvard College.\n2008    Outstanding Clinical Student. Awarded nationally by the Clinical Legal Education Association for outstanding work in a clinical program at Harvard Law School.\n2008    Paul and Daisy Soros Fellow for New Americans. Awarded nationally to 30 graduate students distinguished in leadership and creativity.\n2005   Susan Lehmann Teaching Award, Finalist in Mississippi Delta.\n2003  Harvard-Knox Fellowship. Awarded for post-graduate study at the University of Cambridge.\n2002  Harry S. Truman Scholar. Awarded nationally for leadership, public service, and academic achievement.\n2002 Mills Taylor Prize, best essay in Social Studies at Harvard College; Jane C. Grant Prize, best essay in Gender Studies.\nEducation/Degrees\nJD (June 2009), Harvard Law School\nMA (2004), Development Studies, University of Cambridge, Harvard-Knox Fellow\nBA (2003), Social Studies and Gender Studies, Harvard College, magna cum laude, Phi Beta Kappa\nPublications\nBOOKS\nReading with Patrick\n(Random House 2017)\nREVIEW ESSAYS AND JOURNALISM\n\"\nHow to Disobey Your Tiger Parents, in 14 Easy Steps\n,\" in New York Times (14 April 2018)\n\"\nHow Recording My Audiobook Brought Me Closer to My Immigrant Mother\n\" for\nLiterary Hub\n(10 July 2017)\nOn literacy, excerpted in\nThe American Scholar\n(12 September 2017)\n“The Free Write,” excerpted in\nArkansas Life\n(12 September 2017)\n\"\nThere's a Reason Demagogues Despise Books\n” for\nSignature Reads\n(11 July 2017)\n\"\nWriters Recommend\n”in\nPoets & Writers\n(12 July 2017)\n\"Connecting Through Literature,\"\nin\nRHI Magazine\n(15 March 2017)\n“Letter from Paris.”\nCo-written with Albert Wu for the Los Angeles Review of Books (21 November, 2015).\n“Those Who Leave.”\nCo-written with Albert Wu. Review Essay of Elena Ferrante, Those Who Leave and Those Who Stay, in The Point Magazine (31 March, 2015).\n“I Dare Not: The Muted Style of Writer in Exile Ha Jin.”\nCo-written Albert Wu. Review Essay of Ha Jin, A Map of Betrayal, in Los Angeles Review of Books (11 January, 2015).\n“‘Take the Good Life and Be Happy’: On The Americans.”\nCo-written with Albert Wu. Los Angeles Review of Books (24 April, 2014).\n“Animal Feelings.”\nCo-written with Albert Wu. Review essay of Barbara J. King, How Animals Grieve, in Public Books (9 September, 2013):\n“Scientology: The Mystery Sandwich.”\nCo-written with Albert Wu. Review essay of Lawrence Wright, Going Clear: Scientology,Hollywood, and the Prison of Belief; Hugh Urban, The Church of Scientology: The History of a New Religion; and Jenna Miscavige Hill, Beyond Belief : My Secret Life Inside Scientology and My Harrowing Escape, in the Los Angeles Review of Books (12 May, 2013).\n“Imperfect Strollers: Teju Cole, Ben Lerner, W. G. Sebald, and the Alienated Cosmopolitan.”\nCo-written with Albert Wu. Review essay of Teju Cole, Open City, Ben Lerner, Leaving the Atocha Station, and W. G. Sebald, The Rings of Saturn, in the Los Angeles Review of Books (2 February, 2013).\n“In Hell, 'We Shall Be Free': On Breaking Bad and Paradise\nLost.”\nCo-written with Albert Wu. Review of the television series Breaking Bad, in the Los Angeles Review of Books (13 July, 2012).\n“Marilynne Robinson and the Miraculous Privilege of Existence.”\nCo-written with Albert Wu. Review of Marilynne Robinson, When I Was a Child I Read Books, in the Los Angeles Review of Books (22 May, 2012).\nConferences & Lectures\nSELECT CONFERENCES AND Invited Talks\n2019    (upcoming) Invited speaker, National Undergraduate Literature Conference, Weber State University, 28 March.\n2019    Washtenaw Reads, Ann Arbor, 16 January. Selected as community reads book at the Ann Arbor District Library.\n2018     One Community, One Book, public lecture, University of Iowa Center of Human Rights, 4 November.\n2018   Invited speaker, University of Iowa College of Education, 31 October.\n2018    “Justice and the Humanities,” Coe College, 30 October 2018\n2018     “On What We Owe Each Other in a World of Inequality,” St. Mary’s College, 29 October.\n2018     On incarceration and education, in conversation with Professor James Forman, Jr. Yale Prison Education Initiative and Asian American Cultural Center, 28 October.\n2018     On\nReading with Patrick,\nin conversation with Professor Samuel Moyn. Yale Law School, 27 October.\n2018     Invited speaker on incarceration, in conversation with Professor Elizabeth Hinton and the Honorable Leslie Harris. “Dream Big: Justice Now,” Cambridge Public Library, 23 October.\n2018    “Report from the Border: The Crisis that Trump’s Family Separation Order Created.” With Albert Wu. American University of Paris, 4 October.\n2018     “教育在社會公義之路上的能與不能,” “What Education Can and Cannot Do for Social Justice,” Center for Teaching and Learning Development of National Taiwan University, 1 October.\n2018    Invited speaker, TedX Taipei. 30, September.\n2018    “Three Scenes of Friction in a Classroom.” Oregon State University, keynote speaker for University Day,  11 September.\n2018    On refugees and storytelling, in conversation with Viet Thanh Nguyen. 20th Anniversary Celebration of Paul and Daisy Soros Fellowship, 16 June.\n2018    “Education, Inequality, and Race,” in conversation with Dale Russakoff. Maplewood-South Orange Literary Book Festival, 8 June.\n2018    “Writing About Race and Inequality in a Time of Wokeness,” Brooklyn Historical Society, 28 June.\n2018    On literacy and pedagogy. Invited panelist, Arkansas Literary Festival, 28 April.\n2018      “Asian American Narratives and Social Justice in America.” Invited panelist, Asian American Pacific Law Students Conference, 2 February.\n2017     Book talk, on\nReading with Patrick,\nEslite, Taipei, Taiwan, 15 Dec.\n2017    On Prison Education and the Humanities. Cambridge Public Library, 20 July.\n2017    “The Words to Say It: Teaching, Writing, and Incarceration.” Invited panelist, conversation with Richard Price, Edyson Julio, Claire Messud at Mahindra Humanities Center at Harvard University, 25 October.\n2017     “Incarceration, the Rural South, and the Legacy of the Civil Rights Movement.” Harvard Law School, Criminal Justice Policy Program, 25 October.\n2017     “Teaching Literacy, Telling Stories.” Harvard Education School, 23 October.\n2017     “Writing and Inequality.” University of Arkansas, Fayetteville, Multicultural Center, 25 September.\n2017     “Storytelling in the Arkansas Delta.” Clinton School of Public Service, Little Rock 26 September.\n2014     Invited panelist, Harvard Literary Festival, Harvard College, 29 April."]
[254,"The voice of youth – creating a safer and more empathetic digital world together","https://blogs.microsoft.com/eupolicy/2022/10/27/microsoft-council-for-digital-good-europe/",1,"Pictured: Microsoft Council for Digital Good Europe digital safety teen ambassadors visiting OECD Paris. Photograph: OECD WISE Centre.\nMicrosoft is strongly committed to promoting digital safety education to prevent children’s exposure to online risks.\nAs the European Year of Youth enters its final months, it’s as important as ever to ensure young Europeans have their voices heard. This extends from listening and learning about their experiences in the online world to equipping youth to safely navigate the opportunities and challenges that the digital world presents.\nProtecting and empowering young people are also the underlying themes of this month’s\nSafer Internet Forum\n, which offers an important moment of reflection for policymakers, civil society and industry regarding our shared responsibility to ensure a safer and more respectful digital world for young people.\nWe applaud how this year’s Safer Internet Forum is putting the voice of young people at the center and leading many of the discussions, and we look forward to playing our part.\nIn 2021, Microsoft launched the\nMicrosoft Council for Digital Good Europe\nto promote youth dialogue on digital safety. A group of 15 European youth ambassadors, selected from 10 European countries, embarked with Microsoft on an 18-month learning journey about digital safety, addressing topics such as\ncyberbullying, hate speech, sexploitation, terrorism and extreme content,\nand\ncybersecurity\nand\nprivacy\n. Their goal is building a healthier, more empathetic online world for all\n“The Council for Digital Good Europe really gave me a different perspective on digital safety topics. I got to learn what issues are more prominent in other countries compared to Ireland.”\n– Grainne, 17, Ireland\n“I was intrigued by the fact that I could be useful to my community by giving them safety information about the internet.” –\nNoa, 17, Spain\nAs part of the program, members of the\nCouncil for Digital Good Europe\nmet each month with a variety of experts from around Europe to discuss a wide spectrum of digital safety issues. They took back their learnings to their home countries, where they met with their schools and communities to talk about these important topics.\nDuring the program earlier this year, as part of a summit in Paris, the digital safety ambassadors shared their combined youth proposals with leading stakeholders working on child protection and digital safety. The proposals covered solutions for a diverse range of topics, from addressing\ndisinformation\nand\nonline grooming\nto\nimplementing effective parental controls\nand\nidentifying age-appropriate content\n. This followed the participation of the Council for Digital Good members in a workshop organized in the Spring as part of the BIK Youth Pledge to gather youth-generated ideas for an age-appropriate design for our Privacy for Youth Guidelines. The report of the activity was published on the Better Internet for Kids website\nhere\n. And the youth members are continuing their determined engagement, such as joining the\nUN-ITU-led Protection through Online Participation (POP) project\n.\nYouTube Video\nClick here to load media\nWe are grateful to the experts and organizations who met with the Council for Digital Good Europe during the Paris summit. Their engagement with the youth ambassadors on research projects or evaluating apps and other resources to protect young users online was incredibly rewarding for everyone involved. Thank you in particular to the\nOECD WISE Centre\n,\nARCOM\n,\ne-enfance\nand the\nRAYEULA\npartnership, including\nAll Digital\nand the\nUniversidad Pontificia Comillas\n.\nThe Council for Digital Good’s determination to share their voices and help create healthier online communities, continues to inspire us each day at Microsoft and we are excited to be part of the ongoing learning journey!\nTags:\nCouncil for Digital Good Europe\n,\nOnline safety"]
[255,"limentation","https://www.anses.fr/en",0,"The \"Biotechnology, Environment and Health\" dialogue committee, chaired by Mr Jacques Vernier, met for the first time today at ANSES. Its purpose is to create a forum for exchange with stakeholders on the Agency's scientific work in this area. It will address ANSES's new assessment missions, since 1 January 2022, relating to organisms and products derived from biotechnology, both in the agri-food sector and for medical applications."]
[256,"Utah parents push back against 'pornographic' books in public schools by filing over 250 complaints","https://www.foxnews.com/media/utah-parents-pornographic-books-public-schools-filing-250-complaints",1,"close\nFlorida school board member: 'I'm disgusted' by pornographic books on the shelves\nAshley Gilhousen, a Clay County School Board member, demanded disciplinary action on pornographic books in the district's libraries in an interview with Fox News Digital.\nParent complaints continue to rush in following a Utah law's ban on allegedly\n\"pornographic\" or \"indecent\" content\nin K-12 public school libraries, chalking up a total of 280 removal requests since the policy took effect in May.\n\"The numbers provide a first glimpse at how the controversial law on sensitive materials in schools is playing out,\" author Courtney Tanner wrote in The Salt Lake Tribune Monday.\nThe Republican-backed policy, which instructs school systems to remove books containing inappropriate content – written or illustrated – from libraries and classrooms, garnered criticism for alleged censorship and follows suit of a wave of conservative parental concerns over allegedly pornographic or mature-themed books found in public schools across America, but the state's Deputy Superintendent Angela Stallings says the incidents reported across districts in Utah are exclusive to junior high and high schools.\n\"I read a lot in the press that we’re banning books, or we’re burning books,\" state Sen. John Johnson, R-Utah, who supported the policy, said, according to The Tribune.\nILLINOIS HIGH SCHOOL LIBRARIAN PROMOTES CONTROVERSIAL GRAPHIC NOVEL ‘GENDER QUEER’ ON TIKTOK\nBookcase in a school library.\n(iStock)\n\"But I really feel strongly that we have an obligation to protect the innocence of children,\" he added.\nEighty-four of the titles parents lashed out against were removed from their respective school libraries, while 63 others were placed behind the counter, requiring students to get parental permission to check out the books, according to Stallings, the Tribune reported.\nOne hundred and twenty-two other books contested by parents remain on shelves after review, with some awaiting review before districts take further action.\nBOOK BANNING EFFORTS ARE ON A RECORD-HIGH TRAJECTORY FOR 2022: REPORT\nImage of the book \"Gender Queer\"\n(Fox News Digital)\n\"Most of the concerns — 83% — came from parents. Another 17% were from school staff or a member of a district’s school board,\" Tanner wrote.\nAccording to the outlet, a majority of the books that sparked outrage focused on hot button issues, including LGBTQ+ subjects, race and more.\nAmong those that were targeted for removal was the\ncontroversial graphic novel\ncalled \"Gender Queer\" which parents have previously condemned for containing sexually explicit images and referencing mature themes throughout, \"Oryx and Crake\" by Margaret Atwood and \"Fun Home\" by Alison Bechdel.\nMOMS FOR LIBERTY RESPONDS AFTER BEING ACCUSED OF GETTING ‘GIRLS WHO CODE’ BOOKS BANNED: ‘COMPLETELY FALSE’\nVideo\nAnother book in question was Toni Morrison's \"The Bluest Eye,\" which has faced bans from other school districts across the U.S. as well.\n\"Based on Utah law, something is indecent if it includes explicit sexual arousal, stimulation, masturbation, intercourse, sodomy or fondling,\"' Utah Legislature general counsel Michael Curtis said, according to Tanner.\n\"If there is a scene involving any of those acts, according to HB374, it should be immediately removed,\" he added.\nVideo\nRepublican state Rep. Ken Ivory, who sponsored the legislation to\nremove \"pornographic\" material\nfrom Utah schools, called upon outraged parents to address the issue, including Utah Parents United member Brooke Stephens, who lambasted the content as \"very damaging\" to students.\nCLICK HERE TO GET THE FOX NEWS APP\n\"You have no right to have a pornographic book on a school shelf,\" Ivory said during a Wednesday committee meeting, according to Tanner.\nTaylor Penley is a production assistant with Fox News."]
[257,"Western Digital Facility in Shanghai Designated as Sustainability Lighthouse","https://www.westerndigital.com/company/newsroom/press-releases/2022/2022-11-01-western-digital-facility-in-shanghai-designated-as-sustainability-lighthouse",0,"Today,\nWestern Digital Corporation\n(NASDAQ: WDC) announced that the World Economic Forum named its facility in Shanghai SanDisk Semiconductor (Shanghai) Co., Ltd. to the Global Lighthouse Network, and designated it as a Sustainability Lighthouse for its breakthroughs in efficient operations. This marks Western Digital's third global advanced factory featuring smart manufacturing to be named a Global Lighthouse, and one of the leading end-to-end (E2E) Lighthouses in Shanghai.\nThe Global Lighthouse Network is a community of production sites and value chains that are world leaders in the adoption and integration of the cutting-edge technologies of the Fourth Industrial Revolution (4IR). Lighthouses apply 4IR technologies such as artificial intelligence, 3D-printing and big data analytics to maximize efficiency and competitiveness at scale, transform business models and drive economic growth, while augmenting the workforce, protecting the environment and contributing to a learning journey for all-sized manufacturers across all geographies and industries. The Global Lighthouse Network is a World Economic Forum initiative in collaboration with McKinsey & Co, factories and value chains that join the Network are designated by an independent panel of experts.\nWestern Digital's SDSS Facility in Shanghai is a large packaging and testing facilities for advanced flash products in the world. The site doubled its petabyte (PB) output between 2017 and 2021 while reducing its environmental footprint per PB to achieve corporate ambitions. The site transformed from a traditional manufacturing model to intelligent, digital and automated production across processes through applying 4IR technologies such as automation, digital twin, Internet of Things (IoT), a big-data-driven management system, lights-out manufacturing and machine learning. The innovations have improved the facility's productivity, operational efficiency, supply chain resilience and sustainability to meet Western Digital's commitment to sustainable development.\nBy leveraging digital twin and IoT, the facility established a powerful data center that integrates data from all regions, enabling digital connection upstream and downstream the manufacturing chain to automate advanced production model and smart manufacturing. The resulting data collection, learning and analysis has improved its manufacturing efficiency and reduced energy consumption and pollution. The site boasts a globally leading water recycling system, which reduced water consumption by 62% per petabyte. Compared to traditional energy consumption methods, the site reduced energy consumption by 51% per petabyte\n1\n. To encourage colleagues to innovate and improve engagement, Western Digital initiated a 4IR Innovation Studio equipped with 3D printing capabilities, robotics, computer vision, a sensor suite, and AR/VR kits, allowing employees to collaborate and explore, and turn their ideas into reality.\n\"Member of the Global Lighthouse Network - a unique global community of like-minded peers - are exploring synergies and collaborating to share insights and best practices on how to unlock not only efficiency, productivity and growth, but also new levels of sustainability and workforce engagement, to lead towards a cleaner and more inclusive future of manufacturing.\" said Francisco Betti, Head of Shaping the Future of Advanced Manufacturing and Value Chains, World Economic Forum.\n\"We are honored to be recognized by the Global Lighthouse Network, and earn the Sustainability Lighthouse designation in China – a first for China,\" said CK Chin, Vice President and General Manager, Western Digital. \"This designation recognizes our innovation in 4IR technology applications, as well as our efforts and investments in sustainable development in the China market. We are committed to benefiting global users with our rich portfolio of leading data storage solutions and working with our clients and partners to achieve sustainable growth and enterprise transformation, enabling them to create what's next.\"\nWith its long-held core value of sustainability, Western Digital is actively pushing its smart plant network strategy around the world to improve the sustainability of its facilities. Two of its factories in in Penang, Malaysia, and Prachinburi, Thailand, were named to the Global Lighthouse Network by The Forum last year, and the smart factory in Penang was also selected as a Sustainability Lighthouse.\n1\nQuoted from World Economic Forum's official announcement: https://cn.weforum.org/press/2022/10/deng-ta-gong-chang-zai-quan-qiu-shuai-tui-feng-xian-xia-chi-duan-ti-gao-sheng-chan-li-cu-jin-ke-chi-xu-fa-zhan-yi-ji-jian-she-ju-you-ren-xing-de-gong-ying-lian\nAbout Western Digital\nWestern Digital is on a mission to unlock the potential of data by harnessing the possibility to use it. With Flash and HDD franchises, underpinned by advancements in memory technologies, we create breakthrough innovations and powerful data storage solutions that enable the world to actualize its aspirations. Core to our values, we recognize the urgency to combat climate change and have committed to ambitious carbon reduction goals approved by the Science Based Targets initiative. Learn more about Western Digital and the Western Digital®, SanDisk® and WD® brands at\nwww.westerndigital.com\n.\n© 2022 Western Digital Corporation or its affiliates. All rights reserved.\nWestern Digital, the Western Digital design and the Western Digital logo are registered trademarks or trademarks of Western Digital Corporation or its affiliates in the US and/or other countries. All other marks are the property of their respective owners."]
[258,"Tips On Writing Better College Assignments","https://www.salonprivemag.com/tips-on-writing-better-college-assignments/",1,"There are numerous ways you can now get help with your assignment. When you ask who will\ndo my assignment online\n, you should at once consider asking your college professor, classmates, a friend, and of course, some good writing services. Seeking assistance can help you understand how to deal with a problem professionally and may save you time and effort. You can request help with a college essay or a research paper."]
[259,"Sample Economics Paper on Mass Consumption","https://www.essaysexperts.net/blog/sample-economics-paper-on-mass-consumption/",0,"You might have planned everything out but you still find yourself fallen short of your plans. You have already missed the set deadline for your assignment, you are not able to come up with a better topic for your essay, you are in endless research or you lack sufficient time to edit your paper before submission. We at EssaysExperts.net are a paper writing service designed to help students overcome all academic challenges. Our writers are highly skilled to complete any given assignment on time with zero plagiarism."]
[260,"Renewed Hope For Homework: Tips To Complete Your Essay Assignment In Time","https://www.thisdaylive.com/index.php/2022/10/29/renewed-hope-for-homework-tips-to-complete-your-essay-assignment-in-time/",0,"Founded on January 22, 1995, THISDAY is published by THISDAY NEWSPAPERS LTD., 35 Creek Road Apapa, Lagos, Nigeria with offices in 36 states of Nigeria , the Federal Capital Territory and around the world. It is Nigeria’s most authoritative news media available on all platforms for the political, business, professional and diplomatic elite and broader middle classes while serving as the meeting point of new ideas, culture and technology for the aspirationals and millennials. The newspaper is a public trust dedicated to the pursuit of truth and reason covering a range of issues from breaking news to politics, business, the markets, the arts, sports and community to the crossroads of people and society."]
[261,"Tokyo govt recognizes same-sex relationships","https://www.manilatimes.net/2022/11/02/news/world/tokyo-govt-recognizes-same-sex-relationships/1864620",0,"People take selfie in front of the Tokyo Metropolitan Government building illuminated with rainbow lights in Shinjuku district of Tokyo on November 1, 2022. - Tokyo began issuing partnership certificates to same-sex couples who live and work in the capital on November 1, a long-awaited move in a country without marriage equality. AFP PHOTO"]
[262,"Allogene Overland Biopharm Completes Buildout of cGMP Manufacturing Facility in Shanghai to Support the Development of AlloCAR TTM Products in Asia","https://www.biospace.com/article/releases/allogene-overland-biopharm-completes-buildout-of-cgmp-manufacturing-facility-in-shanghai-to-support-the-development-of-allocar-t-products-in-asia/",0,"About Overland Pharmaceuticals\nOverland Pharmaceuticals is building a fully integrated biopharma company with a mission to bring innovative medicines to underserved patients in Asia and around the world. By leveraging its resources, global network, and local expertise across the biopharma ecosystem in Asia, Overland is establishing a portfolio of differentiated therapeutic candidates in a few carefully selected therapeutic areas. Through formative partnerships, Overland will move forward the development and commercialization of the most promising advances in medicine.\nwww.overlandpharma.com\n."]
[263,"Venn Diagrams | History Homework Help | Kampusguide","https://academics.shop/venn-diagrams-history-homework-help-kampusguide/",0,"Committee of Public SafetyRue du libertyParisJanuary 17, 1793 From: M. Robespierre, National Convention of FranceTo: Department of Foreign Affairs, Section of Research\nWe approach a major crisis of our revolution. Your intense work, describe below, will help save the revolution. This impending crisis is the greatest challenge the revolution has faced since 1789.      Yesterday the National Convention voted 361 to 360 to take the final step to democracy. It voted to eliminate the tradition of monarchy in this nation. Citizen Capet, formerly known as Louis XVI, will be executed before the end of this month. We tried peaceful means first. We abolished the monarchy by law, but many in France want to see monarchy restored and Louis Capet placed back on that restored throne. Displaced members of the French nobility and supporters of monarchy brought Austria and Prussia into war against us. Meanwhile, Capet has become a symbol and rallying cry of those who support the old order. He must be removed. We may also have to eliminate members of his family in the months ahead. This act of regicide will mobilize enemies of the revolution all over Europe to move more seriously against us, and those enemies will be quick to join the enemies of revolution here at home to try to re-establish the authority of church, nobility, and monarchy. France is already at war against the Holy Roman Empire and Prussia. We can expect Britain and Spain, and perhaps Russia, to war against us as well.      France desperately needs allies. France has an ally in the newly independent United States of America, with whom France signed a military alliance in 1778. France sent soldiers and ships to support the Americans, and that support helped the Americans win their independence. America threw off control of the British monarchy and established a society without kings, titled nobility, or powerful land owning Church. Now it is time for the Americans to help France complete its revolution and establish a society without nobility and Church. The American government has so far not see the situation very clearly. President Washington has made statements about avoiding war and conflict but not about supporting France.     We are sending Citizen Genet as a diplomatic representative to the United States in about four weeks to ask the United States to join France in its war against oppression and tradition.     Your task is to give Genet the help he needs to convince the Americans to join us. Review French and American ideas. Use them to convince the Americans that we are fighting for their cause. Prepare short articles for publication in American newspapers explaining our case to the public, inspiring them to pressure their government into supporting us.     We need your reviews and your articles for publication in three weeks at the latest. We know this is challenging, but the fate of our revolution lies in your hands. Sincerely,M. Robespierre for the National Convention of France"]
[264,"Shanghai Lujiazui Finance & Trade Zone Development Co Ltd","https://markets.ft.com/data/equities/tearsheet/profile?s=600663:SHH",0,"Any information that you receive via FT.com is at best delayed intraday data and not \"real time\". Share price information may be rounded up/down and therefore not entirely accurate. FT is not responsible for any use of content by you outside its scope as stated in the\nFT Terms & Conditions\n."]
[265,"UN body praises Shanghai's urban redevelopment efforts","https://www.shine.cn/news/in-focus/2211012184/",0,"Jiang Xiaowei / SHINE\nCruise boats along the Suzhou Creek in Shanghai.\nStrolling around the waterfront, scanning a QR code to learn the history of a historic building, and getting breakfast at a time-honored food store.\nThe UN has recognized these typical Shanghai moments as the best urban practices in the world that ought to be promoted internationally.\nThe latest edition of the \"Shanghai Manual - A Guide for Sustainable Urban Development in the 21st Century,\" launched during the 2022 World Cities Day, includes four case studies of Shanghai.\nThey include the preservation and innovation of time-honored businesses in Huangpu District, the \"stories of Shanghai architecture\" campaign, the renovation of old residential houses, and the revitalization of the Huangpu River and Suzhou Creek waterfront areas.\nThis year's UN paper, which is revised annually, has selected 21 outstanding urban sustainable development cases from 15 nations to coincide with the 2022 World Cities Day theme of \"Act Local to Go Global.\"\n\"I'm recommending this report to all partners, urban leaders and practitioners. I'm confident it will inspire more cities to act local and go global,\" said UN-Habitat executive director Maimunah Mohamed Sharif.\nShe said the guidebook is the outcome of \"long-standing multilateral cooperation\" between UN-Habitat, the Bureau of International Exposition, and the Shanghai government.\nShanghai launched a clean waterway campaign in 1998. Its efforts have been highlighted and presented at this year's World Cities Day and include cruise tours for visitors and reporters.\nThe Huangpu River and Suzhou Creek have completed massive clean-up initiatives, opening up their waterfront areas stretching over 40kms for walking, running and cycling. Plans are in place for a cruise service as well.\nImaginechina\nSunrise at the conjunction of Suzhou Creek and Huangpu River.\nA section of the report talks about the campaign to put elevators in old buildings where the stairs were hard for older people to use.\nOver 2,000 such elevators have been installed throughout the city as a result of improved approval processes, participation of professional organizations, and self-governance by residents.\nAccording to the manual, it exemplifies the \"people-oriented\" urban management approach.\n\"The urban authorities have widely learned the requirements of the citizens and guided them to actively engage in the consultation.\"\n\"The Shanghai cases were chosen primarily because they emphasize not only infrastructure construction, but also multi-cultures, social participation, and the benefit of the citizens,\" said Cheng Jian, director of the Shanghai World Cities Day Coordination Center.\n\"They also demonstrate how Shanghai's urban development concepts have changed over the last decade,\" he continues.\nWhen World Cities Day was established on October 31, 2010, the last day of the Shanghai World Expo, Shanghai's urban renewal plan included major demolition and reconstruction, according to Cheng.\nAccording to Cheng, the local government has changed its mind about retaining the historic structures and implementing the \"people's city\" urban development plan.\nJiang Xiaowei / SHINE\nFridge magnets created for the \"Stories of Shanghai Architecture\" campaign.\nThe \"Stories of Shanghai Architecture\" citywide campaign was launched in 2018 to encourage people to visit historical buildings and discover their stories.\nPeople can scan the QR code on each historical structure to learn more about its past. They can also access some buildings to inspect them.\nIn total, 1,056 historical buildings have been made accessible to the public, and nearly 3,000 structures have QR codes on their entrances.\n\"The practice has raised awareness among citizens on the need for the preservation of cultural heritage sites while encouraging them to participate in safeguarding the buildings,\" a center researcher stated.\n\"The campaign has also raised the beauty-appreciation and civilization level of the local folks and promoted the image of Shanghai as a metropolis,\" he added.\nElsewhere in the report, the opening of a dozen old buildings belonging to St. John's University along the creek is discussed.\nWalls and gates between the East China University of Political Science and Law in Changning District and the 900-meter-long riverbank area have been removed so that visitors can get a closer look at some of the century-old East-meets-West structures at the university.\nSt. John's University was established in 1879 and became China's first institution to offer complete English instruction in 1881. It was also the nation's first modern Christian college.\nJiang Xiaowei / SHINE\nPeople pose in front of a historical building at the East China University of Political Science and Law.\nIn the report, innovation and entrepreneurial campaigns for well-known firms in downtown Huangpu District are also praised.\nNearly half of Shanghai's traditional brands are headquartered in Huangpu, and a number of them struggled to withstand the profound social, economic, and business transformations.\nThe district administration launched the initiative in 2017 to encourage businesses, universities, and social groups to infuse century-old brands with new ideas and technologies while addressing the employment of recent graduates through innovative startup ventures.\nShao Wan Sheng, a 170-year-old Shanghai company known for its pickled and alcoholic-infused delicacies, established a startup training hub at the Nanjing Road Pedestrian Mall in 2020.\nIt has created a long-term partnership with the East China University of Science and Technology and developed three entrepreneurial projects, focusing mostly on the marketing, packaging design, and development of souvenirs for its traditional products.\n\"Shanghai has been striving toward the World Expo 2010 goal of 'Better City, Better Life' with the wide participation of companies, organizations, and citizens for decades. This concept of sustainable development is in accordance with the theme of this year's World Cities Day, which is 'Go Local to Go Global,'\" said Cheng.\n\"That is why the world community has recognized the city's efforts on urban sustainable development, particularly in light of the COVID-19 epidemic,\" he said.\nJiang Xiaowei / SHINE\nA riverside path along the Suzhou Creek.\nThe Shanghai SEEDING initiative, which encourges individuals to cultivate plants at home and share seeds with neighbors in the midst of the epidemic, was one of the most notable happenings of the previous year.\nThe Clover Nature School, a non-profit organization, teaches planting techniques and provides free seeds, soil, and organic fertilizer to neighborhoods with at least ten people willing to participate.\nThe creation of 15-minute communal life circles for local residents is another case in point. It ensures that residents have access to a variety of living, working, studying, traveling, and elderly care facilities within a 15-minute walking distance.\nCecilia Andersson, Director of the Planning, Finance, and Economy Section of the United Nations Human Settlements Program, said that Shanghai has demonstrated that communities may enjoy a better environment by employing this strategy.\nIn 2013, the United Nations proclaimed October 31 as World Cities Day, a designation that was established by the municipal administration on October 31, 2010, the closing day of the Shanghai World Expo.\nThis year marks the return of the Worldwide Observance of 2022 World Cities Day to Shanghai, which first hosted the global event in 2014.\nMilan in Italy, Quito in Ecuador, Guangzhou and Fuzhou in China, Liverpool in the United Kingdom, and Yekaterinburg in Russia have all hosted the annual event.\nWang Rongjiang / SHINE\nA community garden in Xuhui District, which is part of the 15-minute community life circle."]
[266,"Politics and International Relations","https://www.london.ac.uk/courses/politics-and-international-relations",0,"This programme is only available to study at a\nRecognised Teaching Centre\n(Opens in new window)\nand cannot be studied independently. Before you apply for this programme with University of London, you should contact your Recognised Teaching Centre of choice for advice on application/admission requirements, including any additional requirements that the teaching centre might have.\nOnce the Recognised Teaching Centre is happy to offer you a place in principle, they will provide you with an Application Validation Code (AVC) to be used to complete your University of London application. Please remember that any Recognised Teaching Centre offer is subject to formal University of London approval. This will be in the form of you receiving an offer from your University of London application. Your Recognised Teaching Centre can contact University of London on your behalf for eligibility advice, prior to you submitting a formal online application."]
[267,"Free Class 7 Exams, Assignments and Homework pdf downloads","https://educationnewshub.co.ke/free-class-7-exams-assignments-and-homework-pdf-downloads/",0,"Download Free notes, Exams, Marking Schemes, Schemes of Work, Revision Materials and Many More Materials.\nLooking for\nfree class 7 Exams, Assignments, Notes and Homework pdf downloads\n? Well. All these resources are available here at no cost. All that you need is to click on the links to automatically download the free pdf resources.\nTry our free resources today and indeed you will love the experience. In case you miss to find a particular resource, do not hesitate to use the search tab on this website. Similarly, you can visit this page for all the free education materials;\nFree Secondary and Primary School resources\nor\nFree Secondary and Primary school notes, exams, schemes, lesson plans, revision materials, Home and Holiday Assignments\n.\nCLASS 7 EXAM PAPERS FREE PDF DOWNLOADS\nGet the free exams and their marking schemes below;\nMathematics FREE PDF PAPERS DOWNLOADS\nEnglish FREE PDF PAPERS DOWNLOADS\nEnglish Composition\nFREE PDF PAPERS DOWNLOADS\nKiswahili FREE PDF PAPERS DOWNLOADS\nScience FREE PDF PAPERS DOWNLOADS\nScience FREE PDF PAPERS DOWNLOADS 2\nSocial Studies FREE PDF PAPERS DOWNLOADS\nReligious Studies FREE PDF PAPERS DOWNLOADS\nScience FREE PDF PAPERS DOWNLOADS\nEnglish Composition FREE PDF PAPERS DOWNLOADS\nEnglish Language FREE PDF PAPERS DOWNLOADS\nKiswahili Lugha FREE PDF PAPERS DOWNLOADS\nMathematics FREE PDF PAPERS DOWNLOADS\nScience FREE PDF PAPERS DOWNLOADS\nSocial Studies and CRE FREE PDF PAPERS DOWNLOADS\nGet the marking scheme below;\n[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/04/4_5886457841165797339.pdf”]\nFREE CLASS 7 LATEST QUESTIONS AND ANSWERS\nFREE CLASS 7 EXAMS\nCLASS 7 ASSESSMENT TEST 001\nClick here for a free download.\nCLASS 7 CORONA EXAMS\nClick here for a free download.\nCLASS 7 DISCOVERY EXAM OO2\nClick here for a free download.\nCLASS 7 DISTINCTION 006-19\nClick here for a free download.\nCLASS 7 EVALUATOR 001\nClick here for a free download.\nCLASS 7 JESMA EXAM SERIES 2\nClick here for a free download.\nCLASS 7 KERUGOYA SERIES 1\nClick here for a free download.\nCLASS 7 MENTOR 006-19\nClick here for a free download.\nCLASS 7 MERIT EXAMS 005\nClick here for a free download.\nCLASS 7 PASSWORD SERIES 001\nClick here for a free download.\nCLASS 7 POLYMATH 006-19\nClick here for a free download.\nCLASS 7 SANITIZER EXAM SET 1\nClick here for a free download.\nCLASS 7 SANITIZER EXAM\nClick here for a free download.\nCLASS 7 STEP FLYER 006-19\nClick here for a free download.\nCLASS 7 STEPFLYER 002\nClick here for a free download.\nCLASS 7 SUCCESS SERIES 1\nClick here for a free download.\nCLASS 7 TERM 2 OPENER\nClick here for a free download.\nLATEST CLASS 7 REVISION PAPERS.\nTIMER EXAM CLASS 7\nTARGETER EXAMS CLASS\nTARGETER CLASS 7 005\nTARGETER CLASS 7 003\nSTEGA ASSESSMENT TEST CLASS 7\nSIGNAL EXAM CLASS 7\nSIGNAL CLASS 7 004\nKNEC EXAM CLASS 7\nJESMA CLASS 7 003\nDISCOVERY EXAM CLASS 7\nCLASS 7 STEPFLIER 002\nCLASS 7 SIGNAL 002\nCLASS 7 PASSWORD 001\nCLASS 7 MERIT 005\nCLASS 7 KERIGOYA 001\nCLASS 7 HOLIDAY ASSIGNMENT\nCLASS 7 EVALUATOR 001-1\nCLASS 7 DISTINCTION SET 001\nCLASS 7 DISTINCTION 006-19\nCLASS 7 CORONA 001\nCLASS 7 BACK TO SCHOOL EXAM\nCLASS 7 ASSESMENT 001\nDOWNLOAD FREE PRIMARY & HIGH SCHOOL MATERIALS\nFREE PRIMARY & SECONDARY RESOURCES (OVER 300,000 DOWNLOADS)\nFREE UPDATED NOTES\nClick on the links below\nFORM ONE NOTES\nFORM ONE NOTES\nFORM TWO NOTES\nFORM THREE NOTES\nFORM FOUR NOTES\nFREE LATEST EXAMS WITH MARKING SCHEMES\nClick on the links below;\nFORM ONE EXAMS\nFORM TWO EXAMS\nFORM THREE EXAMS\nFORM FOUR EXAMS\nFORM 1-4 FREE EXAMS\nSCHEMES OF WORK\nKCSE REVISION MATERIALS\nSearch more free materials here:\nSearch for:\nFREE PRIMARY SCHOOL RESOURCES\nFREE CLASS 8 RESOURCES\nLOWER PRIMARY RESOURCES (PP1-2 & GRADE 1-6)\nMost Popular\njesma exams 2020 class 7 pdf,\nclass 7 revision questions and answers pdf,\nstd 7 exam papers 2018 pdf,\nstd-7 exam papers 2019 pdf,\nclass 7 revision papers 2021,\nstd 7 exam papers 2021,\nclass 7 exam papers 2020,\njesma exams 2020 class 7 answers,\nclass 7 revision papers,\nclass 7 revision questions and answers,\nclass 7 science,\nedu tv class 7,\nclass 7 studies,\nclass 7 revision questions and answers pdf,\nprimary mathematics class 7,\nclass 7 topics"]
[268,"Health Care Assignment Assignment on Initiative Proposal","https://www.essayhomeworkhelp.org/articles/health-care-assignment-assignment-on-initiative-proposal/",0,"Your Final Project will include the following (10–12 pages)\nIntroductionInitiative ProposalSummarize in paragraph form key relevant information from your Data Analysis (do not submit the worksheets)SWOT Analysis (newly created analysis) (do not submit your PowerPoint Presentation from Week 6)Include a two-page summary of your new SWOT Analysis that identifies the Strengths, Weaknesses, Opportunities, and Threats of your project.A graph or chart of the SWOT Analysis can also be included in addition to the summaryProgram Evaluation (newly created/updated)Based on your new SWOT AnalysisMake sure your paper flows without repeating sectionsCommunity PartnershipsInclude the list of potential partners, the reasoning behind the partnership, and the goal/ outcomes of such a partnershipSocial ChangeExplain in 1-2 pages how you would plan to measure social change. For example, would you track the outcomes or the overall process?ConclusionReferencesInclude at least 5-7 current, relevant, references with correct in-text citations throughout the Final Project."]
[269,"Shanghai unveils new regulations to bolster development of Hongqiao International CBD","https://global.chinadaily.com.cn/a/202211/01/WS63610482a310fd2b29e7fb7d.html",0,"The National Exhibition and Convention Center (Shanghai) serves as the venue of the CIIE in the Hongqiao International CBD, Shanghai. [Photo by Gao Erqiang/chinadaily.com.cn]\nShanghai on Nov 1 implemented a series of new regulations to drive the development of the Hongqiao International Central Business District.\nSome of the regulations are related to the planning, building, management, services and logistics of the Hongqiao International CBD, according to Yan Rui, director of legal affairs at the standing committee of the Shanghai Municipal People's Congress.\nDai Liu, director of the financial and economic committee of the standing committee, described these regulations as \"practical\" and said they would benefit the district.\nOther regulations are aimed at helping businesses in the CBD with matters such as financing and talent recruitment.\nAccording to officials, a range of new initiatives will be taken to turn the CBD into a global trading hub, and digital trade and cross-border e-commerce will become the new focus for development.\nOfficials added that the CBD will also compile and release reports such as the Hongqiao Open Index on a regular basis to analyze topics such as trade facilitation, activities and performance of trading in the region, and the impact of exhibitions and conventions on trading.\nSome of the new regulations are aimed at supporting the National Exhibition and Convention Center (Shanghai), the permanent venue for the annual China International Import Expo and a major landmark within the Hongqiao International CBD. These regulations specifically target areas like regularization of tax exemption policies, customs and clearance, and intellectual property protection."]
[270,"Tokyo's capital begins same-sex partnership recognition","https://abcnews.go.com/International/wireStory/tokyos-capital-begins-sex-partnership-recognition-92473099",0,"Tokyo's capital begins same-sex partnership recognition\nTokyo’s capital has begun issuing certificates recognizing same-sex couples, becoming the largest municipality to do so in a country in which same-sex marriage is not allowed\nBy\nMARI YAMAGUCHI Associated Press\nNovember 1, 2022, 12:08 PM\nSame-sex couples speak to media at Tokyo metropolitan government as the Japanese capital starts acknowledging same-sex partnerships, Tuesday Nov. 1, 2022, in Tokyo, Japan. The Tokyo Metropolitan Government on Tuesday began issuing cert...\nShow more ---\nShow more\nThe Associated Press\nTOKYO --\nTokyo's capital began issuing certificates recognizing same-sex couples on Tuesday, becoming the largest municipality to do so in a country in which same-sex marriage is not allowed.\nSeven years after Tokyo's Shibuya district first introduced same-sex partnership recognition in 2015, more than 200 smaller towns have joined the move, accounting for less than one-fifth of\nJapan\nese municipalities.\nThe certificates are not legally binding but allow same-sex partners to apply for public housing like married couples, give them access to medical data and allow them to be beneficiaries in auto and life insurance.\nSupport for sexual diversity has grown slowly in Japan, and legal protections are still lacking for lesbian, gay, bisexual and transgender people. They often face discrimination at school, work and at home, causing many to hide their sexual identities.\nStill, many sexual minority couples say the partnership recognition will improve their daily lives, allowing them to rent apartments and sign documents in medical emergencies, and in inheritance.\n“With this (certificate), there is no need to explain, and I think I will be able to talk to other people about the relationship between myself and my partner with a bit more confidence,” said Soyoka Yamamoto, who campaigned for same-sex partnership recognition by Tokyo.\nShe said she has worried constantly about discrimination and had to make an extra effort in explaining her relationship with her partner. A certificate recognizing their partnership was issued Tuesday with Gov. Yuriko Koike's signature.\nHer partner, Yoriko, who uses only her first name, also welcomed the certificate, saying it “publicly recognizes our relationship for the first time after we have lived together for more than 10 years.”\nSame-sex couples are often barred from jointly renting apartments, visiting each other in the hospital and other services available to married couples. When Yoriko called an ambulance after her partner had a medical emergency at home, she was told to obtain consent from Yamamoto's parents, the couple said.\n“Our goal is to use the certificate as a springboard for achieving a society where the rights of sexual minorities are protected,” Yamamoto said at a news conference sponsored by Partnership Act for Tokyo, a group she leads.\nFumino Sugiyama, a transgender activist, said the certificates recognize the presence of sexual minorities and the need to recognize their rights.\n“Until now, all the systems, rules and services in Japan have been formed as if LGBTQ+ people are invisible in this society, and Tokyo's system has been the same,” Sugiyama said. He called the partnership certificate “a big step,” but added, “This is not the goal, but rather the beginning.\"\nThe Tokyo metropolitan government said it received 137 applications as of last Friday. Applicants are limited to adult residents of the capital, including foreign nationals.\nCampaigns for equal rights for sexual minorities, including same-sex marriage, have faced resistance from conservatives in Prime Minister Fumio Kishida’s governing party who oppose more inclusivity for sexual minorities, calling them “unproductive.”\nSatoko Nagamura and Mamiko Moda, a same-sex couple, are raising their 11-year-old son Ittan, who was given birth by Nagamura by sperm donation.\nModa said the certificate only recognizes partnerships between adults and needs to cover children of same-sex couples. “From a child’s perspective, it’s like you are abandoned. When the child asks, ‘What is this family?’ then I also want to have proof as a parent.”\n———\nAssociated Press videojournalist Haruka Nuga contributed to this report."]
[271,"Sample Health Care Assignment on Social and Organizational Issues in Health Informatics","https://www.essayhomeworkhelp.org/articles/sample-health-care-assignment-on-social-and-organizational-issues-in-health-informatics/",0,"For each discussion, you will be given a topic or question on which you should write. The idea of this assignment is for you to be able to discuss these issues in a concise (SHORT) way so that you can fill the 3 minutes you are in a meeting with your boss. Having the ability to speak on these topics will help you in your career or in job interviews. It is imperative in this discussion that you use your own words. Make the reader/listener believe that you are an expert on this subject. Each should be no more than 250 words.\nsome of our lecturers from Electronic health records Margret K. Amatayakul\nFor each discussion, you will be given a topic or question on which you should write. The idea of this assignment is for you to be able to discuss these issues in a concise (SHORT) way so that you can fill the 3 minutes you are in a meeting with your boss. Having the ability to speak on these topics will help you in your career or in job interviews. It is imperative in this discussion that you use your own words. Make the reader/listener believe that you are an expert on this subject. Each should be no more than 250 words.\nsome of our lecturers from Electronic health records by Margret K. Amatayakul"]
[272,"Tokyo's capital begins same-sex partnership recognition","https://www.sfchronicle.com/news/article/Tokyo-s-capital-begins-same-sex-partnership-17548924.php",0,"The certificates are not legally binding but allow same-sex partners to apply for public housing like married couples, give them access to medical data and allow them to be beneficiaries in auto and life insurance.\nSupport for sexual diversity has grown slowly in Japan, and legal protections are still lacking for lesbian, gay, bisexual and transgender people. They often face discrimination at school, work and at home, causing many to hide their sexual identities.\nStill, many sexual minority couples say the partnership recognition will improve their daily lives, allowing them to rent apartments and sign documents in medical emergencies, and in inheritance.\n“With this (certificate), there is no need to explain, and I think I will be able to talk to other people about the relationship between myself and my partner with a bit more confidence,” said Soyoka Yamamoto, who campaigned for same-sex partnership recognition by Tokyo.\nShe said she has worried constantly about discrimination and had to make an extra effort in explaining her relationship with her partner. A certificate recognizing their partnership was issued Tuesday with Gov. Yuriko Koike's signature.\nHer partner, Yoriko, who uses only her first name, also welcomed the certificate, saying it “publicly recognizes our relationship for the first time after we have lived together for more than 10 years.”\nSame-sex couples are often barred from jointly renting apartments, visiting each other in the hospital and other services available to married couples. When Yoriko called an ambulance after her partner had a medical emergency at home, she was told to obtain consent from Yamamoto's parents, the couple said.\n“Our goal is to use the certificate as a springboard for achieving a society where the rights of sexual minorities are protected,” Yamamoto said at a news conference sponsored by Partnership Act for Tokyo, a group she leads.\nFumino Sugiyama, a transgender activist, said the certificates recognize the presence of sexual minorities and the need to recognize their rights.\n“Until now, all the systems, rules and services in Japan have been formed as if LGBTQ+ people are invisible in this society, and Tokyo's system has been the same,” Sugiyama said. He called the partnership certificate “a big step,” but added, “This is not the goal, but rather the beginning.\"\nThe Tokyo metropolitan government said it received 137 applications as of last Friday. Applicants are limited to adult residents of the capital, including foreign nationals.\nDrought Map\nTrack water shortages and restrictions across Bay Area\nUpdated to include drought zones while tracking water shortage status of your area, plus reservoir levels and a list of restrictions for the Bay Area’s largest water districts.\nCampaigns for equal rights for sexual minorities, including same-sex marriage, have faced resistance from conservatives in Prime Minister Fumio Kishida’s governing party who oppose more inclusivity for sexual minorities, calling them “unproductive.”\nSatoko Nagamura and Mamiko Moda, a same-sex couple, are raising their 11-year-old son Ittan, who was given birth by Nagamura by sperm donation.\nModa said the certificate only recognizes partnerships between adults and needs to cover children of same-sex couples. “From a child’s perspective, it’s like you are abandoned. When the child asks, ‘What is this family?’ then I also want to have proof as a parent.”\n___\nAssociated Press videojournalist Haruka Nuga contributed to this report."]
[273,"Where to Visit and Things to Do in Tokyo","https://wonderofasia.com/japan/where-to-visit-and-things-to-do-in-tokyo/",0,"Tokyo is the hub of tourist attraction sites in Japan. If you ever visit Japan, Tokyo should be on top of the list of places to visit. The city is an interesting mix of modern and traditional living, and though terribly crowded, it is not as noisy as you would expect of modern towns and cities.\nIf you do not have a friend or relative who can help you tour the city, it is advisable to get yourself a Japanese travel guide, who will point out all the fantastic places you need to visit and how to get to them. To give you a few ideas, here is a list of places to visit and things to do in Tokyo.\n1.\nRobot Restaurant\nTry out the Robot Restaurant, for a change. If you want to thrill your nerve endings, go to the Shinjuku restaurant and get an experience of a lifetime being served and entertained by robots. The shows are adorned with weird stuff like light-studded dinosaurs and tanks which will make you feel like you are in an alien land.\n2.\nSkytree\nThis is a spectacular building to visit. It gives you a full view of the Tokyo City skyline. The building has two observation decks; Tembo Gallery which is 350 meters tall and Tembo Deck which is 400 meters tall. If you are afraid of heights though, you might not want to visit the tallest tower in Japan, especially because its floor is made of clear glass! However, it is strategically located next to a large aquarium that is also a scenic spot right in the middle of the city center. You can find your way there by the Subway, and you can enjoy shopping at the large shopping complex called Solamachi.\n3.\nDisneySea\nWho said that your children cannot have fun while in Japan? Make sure that they visit the Tokyo Disneyland and get to experience the Walt Disney Theme Park first hand. It is the fourth most visited theme park internationally and ranks number 9 out of the 11 Disney parks that are to be opened soon.\nInside Tokyo Disneyland is DisneySea, which has a theme inspired by legends of the sea. It has seven ports which are – Mystery land, Mermaid Lagoon, Lost River Delta, Arabian Coast, American Waterfront, Mediterranean Harbor, and the Port Discovery. In addition to kid’s activities, there are also adult fun-filled activities, so you don’t have to just sit and wait while your kids have fun.\n4.\nGinza\nFor fashion lovers, this is the place to be. The Ginza is a high fashion center that is characterized by many high-end shops and boutiques. The Uniqlo building is 12 floors high and stocks just about anything you would want to buy. Ginza is ranked among the most expensive real estate areas in the world. However, if you do not like crowded places, avoid visiting the street over the weekends as the roadway is closed to motor traffic and it becomes a pedestrians’ paradise. A lot of “human traffic” on the road.\nOne thing you must buy is the Skii beauty product. It was launched in 1980, and the brains behind the product conducted intensive research that revealed the usefulness of yeast. They observed how aged brewers managed to retain youthful hands by submerging their hands in fermented yeast, a practice they carried out for years. It is considered to be the best skin care and anti-aging product. It is made from naturally occurring yeast, and yes, it explains the secret behind Japanese’s youthful skin.\nYou can get to Ginza by train and the hours of business are ten to ten. As you shop, be sure also to open up your taste buds to different cuisines. The restaurants within this area offer delicacies that you cannot find anywhere else in the world.\nThis list is not exhaustive of places to visit. However, we must mention a few fun things that you must do while visiting Tokyo.\n5.\nMeiji Shrine\nMaybe you need to begin your tour by connecting to higher beings. The shrine is in honor of the deified spirits of Emperor Meiji and his wife. While entering the sanctuary, show respect by bowing and bow again when you are leaving. Do not walk in the middle of the paths because they are reserved for the gods. There is a water well where you should rinse your left and right hands respectively, then rinse your mouth with your left hand. At the central shrine bow twice, clap twice and make a wish, then bow again. The Shrine is open from 9:00 am to 4:30 p.m.\n6.\nThe Fish Market\nWhere to Visit and Things to do in Tokyo- The Fish Market. Visit the biggest fish market in the world. It is called the Tsukiji market. Some of the fish there are simply humongous, nothing like you have ever seen before. However, do not visit just to look. Ensure that you get to taste the cooked seafood at any of the eateries near the market. You may also want to see the tuna auction that happens very early in the morning. It usually is not business as usual.\n7.\nWrestling\nFind time to watch a Sumo Wrestling Match. Your visit to Japan is not complete without watching an actual sumo match. It might look nothing more than some oversized men pushing each other around, but there is more to it that makes it pretty exciting. On Friday and Saturday evening, you can catch the best match with all the roaring and excitement.\n8.\nHot Springs\nAfter having so much fun and visiting so many places, your body will want to relax. Find your way to the hot springs of Tokyo which are all over the country. One of the best hot springs to visit is in the Izu Peninsula that is located in eastern Shizuoka Prefecture. The blue ocean and the mountains that surround it make a spectacular sight to behold. You might at first find it weird to be naked amidst other people, but once you get used to the thought, it becomes an enjoyable thing to do. Don’t worry, women and men have their separate areas, and you never get to mix.\n9.\nCherry Blossoms\nThe best time to visit Japan is in Feb and March during springtime. This is the time to round off all your adventures by first-hand experiencing Japan’s world of Cherry Blossoms. The country turns into a shade of pink because the cherry trees become awash with the beautiful pink blooms. This is a highly revered phenomenon in Japan, and do not be surprised to see the locals engage in cherry blossom appreciation and celebration. It is time to have picnics under the pink trees.\nSource\nby\nBob Tom"]
[274,"Sample Nursing Journal article Assignment on clinical preparation in psychiatric mental health","https://www.essayhomeworkhelp.org/articles/sample-nursing-journal-article-assignment-on-clinical-preparation-in-psychiatric-mental-health/",0,"Write a reflective journal assignment that will allow you to investigate areas for clinical preparation in psychiatric mental health. The reflective journal should abide by APA writing standards, including a minimum of one reference in APA format, and be a minimum of 250 words.\nReview the video about Adverse Childhood Experiences https://youtu.be/95ovIJ3dsNkReview the article related to the ACEs study:Hilgen Bryan, R., DNP, AGNP. (2019, February 01). Getting to why: Adverse childhood experiences’ impact on adult health (Links to an external site.) https://www.npjournal.org/article/S1555-4155(18)30843-2/fulltexthttps://www.npjournal.org/article/S1555-4155(18)30843-2/fulltextJournal for Nurse Practitioners, 15(2), p. 153-157. https://www.npjournal.org/article/S1555-4155(18)30843-2/fulltext\nReview Tool Kit:\nAces Aware. (2020). https://www.acesaware.org/heal/provider-toolkit/ Provider toolkit (Links to an external site.). State of California Department of Health Care Services. https://www.acesaware.org/heal/provider-toolkit/What are the main components of trauma-informed care and why is the ACEs model of screening so important in primary care and psychiatric mental health care for ALL patients? Discuss the ACEs instrument tool as it related to clinical practice."]
[275,"Gollings knows the pressure of Hong Kong","https://www.fijivillage.com/sports/Gollings-knows-the-pressure-of-Hong-Kong-4frx85/",0,"Fiji Airways Men’s National 7s coach Ben Gollings believes there is a huge amount of pressure on them when they will participate in the Hong Kong 7s this weekend.\nGollings says there is a huge expectation for them as they are the defending champions and have won five consecutive tournaments.\nHe says Hong Kong 7s is a pinnacle event but none more so than for Fiji where there is a huge amount of support.\nHe adds that there is also an expectation that they will keep their record alive and make it six in a row.\nFiji’s first match is against Japan at 8.37pm Friday, then they will meet Spain at 4.15pm Saturday in their second match and play USA at 8pm Saturday in their final pool game.\nThe cup quarter-finals will start at 3.25pm Sunday, the cup semifinals will begin at 7.45pm Sunday and the final will start at 11pm Sunday."]
[276,"Government announces regulatory sweep of art exam training","https://global.chinadaily.com.cn/a/202210/26/WS63592908a310fd2b29e7eb37.html",1,"A countdown on the wall of an art studio in Jinan. [Photo by Zhao Xiaoming/For China Daily]\nThree central government departments have launched a special regulatory campaign against art exam training institutions.\nJointly run by the Ministry of Education, Ministry of Public Security and the State Administration for Market Regulation, the campaign will strictly deal with any sexual assault and harassment against students by people working at the institutions, according to a release by the Ministry of Education on Wednesday.\nIt also targets institutions without licensing and tutors without qualifications, and aims to root out misconduct including false advertising, pricing fraud and cheating in art exams.\nLocal governments should enhance cooperation among different departments to make sure the campaign achieves its expected results, the departments said, and a national and local reporting mechanism will be set up to receive tips from the public.\nChinese students with artistic talent can take art exams to get extra points in the national college entrance exam, or\ngaokao\n. Many students resort to art training institutions to improve their scores."]
[277,"10 Best Events in Tokyo in November 2022","https://jw-webmagazine.com/best-events-in-tokyo-in-november/",0,"+0\n0\nFor autumn travelers in Tokyo, there are lots of things to do in the capital city of Japan in November. Following Halloween and other exciting seasonal events in the previous month, Tokyo offers a variety of attractions in the end of autumn.\nIt is getting colder in Tokyo even in the daytime while maple leaves turn red and gingko leaves turn yellow. The metropolis is filled with seasonal fresh foods including fish and vegetables, which are served in popular food festivals. Japanese people celebrate Shichi-go-san festival for boys aged three and five and girls aged three and seven in the middle of November.\nThe towns are lit up with colorful illuminations as winter is approaching, which become popular spots for both tourists and residents these days. In Tokyo in November, there are also traditional Japanese festivals that you can see only in Japan.\nEnjoy the classic and cutting-edge events in Tokyo in November!\n1. Colorful Illuminations in Tokyo\nGenre: IlluminationsDates: Lots of places are lit up from November\nTokyo Winter Illumination Guide\nBest Winter Illuminations in Tokyo: Shibuya Blue Cave, Caretta Shiodome, Roppongi Hills and more\njw-webmagazine.com\n2. Tokyo Ramen Festa\nGenre: Food FestivalDates: October 27 to November 6, 2022Map:\nhttps://goo.gl/maps/45gMXfuDoRbpMLea8\nWebsite:\nhttps://ra-fes.com/\n3. Puro Christmas\n© 2022 SANRIO CO., LTD. TOKYO, JAPAN 著作 株式会社サンリオ\nGenre: Theme ParkDates: November 3 to December 25, 2022Map:\nhttps://goo.gl/maps/RbaMZ7VFTDhXbYyL7\nWebsite:\nhttps://www.puroland.jp/2022_christmas/\n4. Tori-no-ichi Celebration at Ootori Shrine\nGenre: FestivalDates: November 4, 16 and 28, 2022Map:\nhttps://goo.gl/maps/6tZV92auk9GRvq1V7\nWebsite:\nhttps://www.asakusa-torinoichi.tokyo/english\n5. Kanda Curry Grand Prix 2022\nGenre: Food FestivalDates: November 5 to 6, 2022Map:\nhttps://goo.gl/maps/rfoRK46e2aJE3PdE7\nWebsite:\nhttps://kanda-curry.com/\n6. Disney Christmas\n©Disney\nGenre: Theme ParkDates: November 8 to December 25, 2022Map:\nhttps://goo.gl/maps/dxnLuwoxaFiA2aRz9\nWebsite:\nhttps://www.tokyodisneyresort.jp/treasure/christmas2022/tdl/\nTokyo Disney Christmas\nTokyo Disney Christmas to be held for the first time in 3 years!\njw-webmagazine.com\n7. Hachioji Ginkgo Festival\nGenre: FestivalDates: November 19 to 20, 2022Map:\nhttps://goo.gl/maps/kBqjpjk6ARBvW1Bs9\nWebsite:\nhttps://www.ichou-festa.org/\n8. Voyage Buffet: Taste of Hokkaido at ANA InterContinental Tokyo\n© 2022 The Hotelier Group Akasaka K.K.\nGenre: Hotel BuffetDates: August 1 to November 30, 2022Map:\nhttps://g.page/ANAInterContinentalTokyo?share\nWebsite:\nhttps://anaintercontinental-tokyo.jp/offer/cascadecafe-hokkaido-buffet2022/\n9. Pocasso and His Time\n© 1995-2022, Tokyo Broadcasting System Television, Inc.\nGenre: ExhibitionDates: October 8, 2022 to January 22, 2023Map:\nhttps://goo.gl/maps/aekTxKRSS4GPmhKP8\nWebsite:\nhttps://picasso-and-his-time.jp/\n10. Okamoto Taro: A Retrospective\n©NHK, NHK Promotions Inc.\nGenre: ExhibitionDates: October 18 to December 28, 2022Map:\nhttps://goo.gl/maps/b8jamhP8guKx295RA\nWebsite:\nhttps://www.tobikan.jp/en/exhibition/2022_tarookamoto.html\n▶︎List of Best Events in Tokyo in October\n▽Subscribe our free newsletter!▽\nFor more information about traveling and living in Japan, check these articles below, too!\n10 Best Events in Japan in November\nList of Seasonal Events in Japan in November\njw-webmagazine.com\nTop 10 Things to Do in Japan in November\njw-webmagazine.com\nTokyo in November : Best Things to Do\nWhat to Do in Tokyo in November\njw-webmagazine.com\n▽Related Articles▽\nAutumn in Japan: 10 Best Things to Do\nTop Things to Do and Places to Visit in Japan in Autumn\njw-webmagazine.com\n10 Best Places to See Autumn Leaves in Japan\nCheck out best autumn leaves viewing spots in Japan\njw-webmagazine.com\nJapan Autumn Leaves Forecast\nCheck out the best time and places to see autumn leaves in Japan\njw-webmagazine.com\n▼Editor’s Picks▼\n10 Best Places to Visit in Japan in Autumn\nMost Beautiful Places in Japan in Autumn\njw-webmagazine.com\n5 Best Spots to Enjoy Autumn Ginkgo Trees in Tokyo!\nBest ginkgo avenues (Icho Namiki) in Tokyo in autumn!\njw-webmagazine.com\nOne Day Trips from Tokyo in Autumn: Best Autumn Leaves Spots near Tokyo\nNikko, Hakone and more, Best Spots for Autumn Leaves Viewing around Tokyo\njw-webmagazine.com"]
[278,"Sample Business Studies Assignment on Nine Asset Portfolio","https://www.essayhomeworkhelp.org/articles/sample-business-studies-assignment-on-nine-asset-portfolio/",0,"Select a combination of the nine assets and create a portfolio in which the expected return is not overly compromised and the risk (as measured by standard deviation) is lowered. Does it take all nine assets? Does using all nine produce a better return than just using, say, three?\nIt is recommended that you select your nine assets from among public securities (i.e., stocks, bonds, mutual funds, ETF’s, etc.) because historic and current data is abundant and easy to access. As you select and analyze your assets, remember why the concepts of correlation and diversification are important to portfolio construction. Also, remember the importance of assessing expected returns on a risk-adjusted basis.\nRemember that risk-adjusted returns can be easily quantified by using the Sharpe Ratio. The Sharpe Ratio is a simple statistic that essentially defines “expected return per unit of risk” and allows a comparison of assets and combinations of assets on a standardized basis. The formula for the Sharpe Ratio is: [(Expected Return – Risk-free Rate) / Standard Deviation].\nYou must include a discussion on correlation as a justification for your allocation. Refernce https://smartmoney.angelone.in/chapter/the-correlation-matrix-and-the-variance-of-a-portfolioLinks to an external site. as an example of this math."]
[279,"Essay Homework Help","https://www.essayhomeworkhelp.org/articles/sample-management-assignment-on-diagnosis-and-management-accross-the-lifespan/",0,"Among the TOP STUDENTS in the WORLD is a GROUP of STUDENTS who have used OUR SERVICES!\nEssay Homework Help offers academic writing services to students either struggling to write their own papers or who lack sufficient time to complete their paper on time. Whether you are looking for extra hours to be with your family, ill or you are running out of time, simply contact our MBA Writers via the order button below and we will be glad to assist."]
[280,"Sample Education Assignment Assignment on Lesson Plan Guidelines","https://www.essayhomeworkhelp.org/articles/sample-education-assignment-assignment-on-lesson-plan-guidelines/",0,"Unmatched Quality Control for all Your Writing Needs\nThis homework sample is carefully selected from the best writers in our team. You may use this sample to write your own assignment but if you are looking for a homework paper to submit, click on the order button below to submit your assignment instructions. Our support team will review your instructions and assign your order to the best available MBA homework writer. Get Homework Writing Now!"]
[281,"Tatler’s 30 for 3.0: Hong Kong’s Biggest Web3 Names to Know","https://www.tatlerasia.com/power-purpose/technology/tatler-hong-kong-biggest-web3-names-to-know",0,"A trailblazer in the crypto space—he began investing in cryptocurrency almost ten years ago—Jehan Chu is the co-founder and managing partner of Kenetic, a Hong Kong-based blockchain investment and trading firm.\nHe is behind a number of other ventures and is focused on empowering and educating communities about the potential of blockchain technology. He is a founding member of the Bitcoin Association of Hong Kong, co-chairman of the Blockchain Committee and Fintech Association of Hong Kong, and co-founder of the crypto charity Social Alpha Foundation."]
[282,"Assignment grading","https://harbourhomework.com/2022/10/27/assignment-grading/",0,"Click Here To Order This Or Similar Paper\nThis is an individual assignment. In this assignment you will be reading and working through the “Flashy Flashers Inc.” case study on page 493 of your Krajewski et al. (2019) textbook.In completing this case study you will develop dependent demand production plans, and discuss the possible implementation problems when using MRP.Assignment GradingThis assignment counts for 15% of your final course grade. It is graded according to this rubric.Assignment Instructions:Read through all information provided for the “Flashy Flashers, Inc.” case study that starts on page 493 of your Krajewski et al. (2019) textbook.Duplicate Table 11.27 provided to you in the case study in a word processing program (i.e. Microsoft Word) or data processing program (i.e. Microsoft Excel), and fill the table in using the provided information.Using the same processing program (i.e. Microsoft Word or Microsoft Excel), create MRP records for each component item. Review Figure 11.12 in your Krajewski et al. (2019) textbook if you require further directions.Using a word processing program, list the actions that the planners should consider this week to (1) release new orders, (2) expedite scheduled receipts, and (3) delay a scheduled receipt’s due date.In the same word processing document, list the good and bad points of MRP implementation and Flash Flashers, Inc., and suggest ways to improve the resource planning process there.When you are ready to submit your assignment, ensure that you review its components against its grading rubric.To submit your your assignment, you will need to upload your document(s). You may have one document if you placed everything in a word processing program or two documents if you used both word and data processing programs. Either is fine. To begin the upload process, click on the Add submission button at the bottom of this screen.Either drag-and-drop your file(s) into the indicated area, or click on the Add... option and select the file(s) you wish to submit. When you are ready, click on Save changes.Please use simple words and just 2 maximum ordinary resource.\n“Is this question part of your assignment? Place your order now for a similar assignment and have exceptional work written by our team of experts, At affordable rates”Send us your paper details nowWe'll find the best professional writer for you!\nClick Here To Get Started"]
[283,"Sample Leadership Studies Discussion Essay Assignment on Understanding the Target Population","https://www.essayhomeworkhelp.org/articles/sample-leadership-studies-discussion-essay-assignment-on-understanding-the-target-population/",1,"Sunday, 30 October 2022\n/\nPublished in\nHomework Questions\nSample Leadership Studies Discussion Essay Assignment on Understanding the Target Population\nResponse GuidelinesRead the posts of your peers and respond to at least TWO other learners regarding or their position.\nYour response must be substantive and contribute to the discussion. Compare your analysis to that of your peer and comment on the similarities and differences that you see. If there are aspects of his or her post that you do not agree with, present an argument to support your position. If you need more information from your peer, be sure to ask questions for clarity.——————————————————–Nikki WilliamsUnit 2 Discussion 1COLLAPSESocial media has had a huge impact on Black or Latina Mothers expressing how they felt about maternal care. I have some mothers on my social media who share their stories about their experiences with prenatal care, maternal care, and postpartum. This had an impact on me and it drew me to begin to research maternal care. Maternal care for African American, Black, and Hispanic women has increased throughout the years. African American women are particularly vulnerable, as they experience approximately twice the infant mortality rate (Kochanek, Murphy, Xu, & Tejada-Vera, 2016). Also close to four times the maternal mortality rate of non-Hispanic women. Bryant, Worjoloh, Caughey, and Washington (2010) found that non-Hispanic Black women had consistently worse pregnancy, and maternal outcomes along various measures, such as fetal death, preterm birth, maternal mortality, and maternal morbidity, than both non-Hispanic Whites and other racial/ethnic minorities. In addition, research has found that Black women are at the highest risk for unfavorable birth outcomes.\nRacial discrimination has been proffered as a major contributor to Black- White health disparities and has been shown to be associated with an increased risk for adverse infant and maternal health outcomes (Collins, et al., 2004). There are three ways in which racial discrimination contributes to Black –White maternal health disparities:\nRacial discrimination often arises in clinical prenatal care encounters (Adams & Thomas, 2018)One in five Black and Hispanic women reported poor treatment from hospital staff due to their race, ethnicity, or cultural background (Declercq et al., 2013)Racial discrimination affects pregnant women outside of a clinical encounterRacial despairs in birth outcomes are not solely a consequence of differential exposure to racial discrimination during pregnancy (Lu & Halfon 2003). Rather, they are effects of differential exposures that occur throughout the life course (Lu & Halfon 2003).\nReferences:\nAdams, C., & Thomas, S. P. (2018). Alternative prenatal care interventions to alleviate Black–White maternal/infant health disparities. Sociology Compass, 12(1), 1. https://doi.org/10.1111/soc4.12549\nBryant, A. S., Worjoloh, A., Caughey, A. B., & Washington, A. E. (2010). Racial/ethnic disparities in obstetric outcomes and\ncare: Prevalence and determinants. American Journal of Obstetrics and Gynecology, 202(4), 335–343.\nDeclercq, E. R., Sakala, C., Corry, M. P., Applebaum, S., & Herrlich, A. (2013). Listening to mothers III: Pregnancy and birth. New\nYork: Childbirth Connection.\nKochanek, K. D., Murphy, S. L., Xu, J., & Tejada‐Vera, B. (2016). Deaths: Final data for 2014. National vital statistics reports: from the Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System, 65(4), 1.\nLu, M. C., & Halfon, N. (2003). Racial and ethnic disparities in birth outcomes: A life‐course perspective. Maternal and Child\nHealth Journal, 7(1), 13–30.————————————————-Paris RangelU2 D1COLLAPSELGBTQ people are designated as a health disparity population by the National Institutes for Minority Health and Health Disparities (Rice, 2019). Sexual and reproductive health education should be available to all people. The LGBTQ community unfortunately has endured stigma and discrimination that affect access to and experiences with the healthcare system (Rice, 2019). Because of this professionals need to pivot and create an inclusive atmosphere, to make people who identify as LGBTQ welcome and worthy of receiving medically-accurate sexual and reproductive health education.\nThe language that professionals use when providing proper sex education and/or healthcare to young people has been discriminatory towards individuals that identify as LGBTQ. The anatomy and the language that is being used are solely for people who identify as female or male. The purpose of sexual and reproductive health education is to provide information on overall safety, and for a person to make safe and healthy decisions toward their sexual health.\nA culturally humble approach to engagement recognizes that there is a complex range of perspectives within and across groups that will come together in any group, community, or organizational change (Netting et al., 2016). It is essential to work with groups of population members, allies, and advocates (Netting et al., 2016) surrounding the LGBTQ community. Professionals can begin by receiving education on how to approach inclusive language, in addition to just simply asking questions."]
[284,"Official List Of Primary Schools Selected To Host Junior Secondary Schools In CBC- Education Ministry","https://educationnewshub.co.ke/official-list-of-primary-schools-selected-to-host-junior-secondary-schools-in-cbc-education-ministry/",0,"WhatsApp\nTwitter\nFacebook\nGoogle+\nLinkedin\nTelegram\nCBC curriculum designs, training manuals and notes\nThe\nMinistry Of Education\nhas released the Official List Of Primary Schools Selected To Host Junior Secondary Schools In the new Competency Based Curriculum, CBC. Get all the lists per County here.\nFULL LIST OF PRIMARY SCHOOLS SELECTED TO HOST JUNIOR SECONDARY SCHOOLS UNDER THE CBC.\nKAKAMEGA COUNTY\nPRIMARY SCHOOLS TO HOST JUNIOR SECONDARY\nS/NO\nCOUNTY\nSUB COUNTY\nSCHOOL\n1\nKAKAMEGA\nMumias West\nUtende Primary\n2\nKAKAMEGA\nMumias West\nIhonje Primary\n3\nKAKAMEGA\nMumias West\nIngusi Primary\n4\nKAKAMEGA\nMumias West\nMilimani Primary\n5\nKAKAMEGA\nMumias West\nEmuberi Primary\n6\nKAKAMEGA\nMumias West\nLukongo Primary\n7\nKAKAMEGA\nMumias West\nBumia Primary\n8\nKAKAMEGA\nMumias West\nIyabo Primary\n9\nKAKAMEGA\nMumias West\nEkambara Primary\n10\nKAKAMEGA\nMumias West\nLureko Primary\n11\nKAKAMEGA\nMumias West\nMumias Township Primary\n12\nKAKAMEGA\nMumias West\nSt. Peters Mumias Boys Primary\n13\nKAKAMEGA\nMumias West\nSt. Anne’s Mumias Girls Primary\n14\nKAKAMEGA\nMumias West\nMumias Central Primary\n15\nKAKAMEGA\nMumias West\nIchinga Primary\n1\nKAKAMEGA\nKakamega Central\nMatende Primary\n2\nKAKAMEGA\nKakamega Central\nAmalemba Primary\n3\nKAKAMEGA\nKakamega Central\nEsokone Primary\n4\nKAKAMEGA\nKakamega Central\nEbuhayi Primary\n5\nKAKAMEGA\nKakamega Central\nEbichinga Primary\n6\nKAKAMEGA\nKakamega Central\nEmulundu Primary\n7\nKAKAMEGA\nKakamega Central\nMatioli Primary\n8\nKAKAMEGA\nKakamega Central\nIbinzo Primary\n9\nKAKAMEGA\nKakamega Central\nShikoti Primary\n10\nKAKAMEGA\nKakamega Central\nEmusala Primary\n11\nKAKAMEGA\nKakamega Central\nShiyunzu Primary\n12\nKAKAMEGA\nKakamega Central\nIndangalasia Primary\n13\nKAKAMEGA\nKakamega Central\nEmasera Primary\n14\nKAKAMEGA\nKakamega Central\nMwiyala Primary\n15\nKAKAMEGA\nKakamega Central\nMusaa Primary\n16\nKAKAMEGA\nKakamega Central\nShitaho Primary\n17\nKAKAMEGA\nKakamega Central\nKakamega Muslim Primary\n1\nKAKAMEGA\nNavakholo\nNil\n1\nKAKAMEGA\nKhwisero\nNil\n1\nKAKAMEGA\nKakamega North\nKakoyi Primary\n2\nKAKAMEGA\nKakamega North\nShitirira Primary\n3\nKAKAMEGA\nKakamega North\nIkoli Primary\n4\nKAKAMEGA\nKakamega North\nSamitsi Primary\n5\nKAKAMEGA\nKakamega North\nMugai Primary\n6\nKAKAMEGA\nKakamega North\nBukhakunga Primary\n7\nKAKAMEGA\nKakamega North\nSilungai Primary\n8\nKAKAMEGA\nKakamega North\nLunyu K Primary\n9\nKAKAMEGA\nKakamega North\nCheptuli Primary\n10\nKAKAMEGA\nKakamega North\nManyonje Primary\n11\nKAKAMEGA\nKakamega North\nMatsakha Primary\n12\nKAKAMEGA\nKakamega North\nChegulo Primary\n13\nKAKAMEGA\nKakamega North\nLunyinya Primary\n14\nKAKAMEGA\nKakamega North\nMatende K Primary\n15\nKAKAMEGA\nKakamega North\nIngavira Primary\n1\nKAKAMEGA\nLikuyani\nMusemwa Primary\n2\nKAKAMEGA\nLikuyani\nMbururu Primary\n3\nKAKAMEGA\nLikuyani.\nEducationnewshub.co.ke\nMoisbridge Primary\n4\nKAKAMEGA\nLikuyani\nMatunda S.A Primary\n5\nKAKAMEGA\nLikuyani\nSt. Joseph Nyorotis Primary\n6\nKAKAMEGA\nLikuyani\nMtoni Primary\n7\nKAKAMEGA\nLikuyani\nSt. Teresa Primary\n8\nKAKAMEGA\nLikuyani\nKongoni Primary\n9\nKAKAMEGA\nLikuyani\nSoysambu Primary\n10\nKAKAMEGA\nLikuyani\nNangili Primary\n11\nKAKAMEGA\nLikuyani\nLugulu Primary\n12\nKAKAMEGA\nLikuyani\nLikuyani Primary\n13\nKAKAMEGA\nLikuyani\nSango Primary\n14\nKAKAMEGA\nLikuyani\nSeregeya Primary\n15\nKAKAMEGA\nLikuyani\nIvugwi Primary\n16\nKAKAMEGA\nLikuyani\nMary Lusweti Primary\n17\nKAKAMEGA\nLikuyani\nMwiba Primary\n1\nKAKAMEGA\nKakamega East\nSingila Primary\n2\nKAKAMEGA\nKakamega East\nKhayega Primary\n3\nKAKAMEGA\nKakamega East\nMuseno Primary\n4\nKAKAMEGA\nKakamega East\nShihuli Primary\n5\nKAKAMEGA\nKakamega East\nLirhanda Mixed  Primary\n6\nKAKAMEGA\nKakamega East\nMuraka Primary\n7\nKAKAMEGA\nKakamega East\nMusingu Day Primary\n8\nKAKAMEGA\nKakamega East\nBukhaywa Primary\n9\nKAKAMEGA\nKakamega East\nSt. Marys Mukumu Girls\n10\nKAKAMEGA\nKakamega East\nSt. Marys Shibuye Primary\n11\nKAKAMEGA\nKakamega East\nLugala Primary\n12\nKAKAMEGA\nKakamega East\nShagungu Primary\n13\nKAKAMEGA\nKakamega East\nMurhanda Primary\n14\nKAKAMEGA\nKakamega East\nKisaina Primary\n15\nKAKAMEGA\nKakamega East\nLunyu Primary\n16\nKAKAMEGA\nKakamega East\nIleho Primary\n17\nKAKAMEGA\nKakamega East\nShanderema Primary\n18\nKAKAMEGA\nKakamega East\nShikusa Primary\n19\nKAKAMEGA\nKakamega East\nLubao Primary\n20\nKAKAMEGA\nKakamega East\nLirhanda Girls Primary\n21\nKAKAMEGA\nKakamega East\nShiswa Primary\n22\nKAKAMEGA\nKakamega East\nMukulusu Primary\n23\nKAKAMEGA\nKakamega East\nShavirotsi Primary\n24\nKAKAMEGA\nKakamega East\nMukumu Boys Primary\n1\nKAKAMEGA\nMatete\nChenjeni Primary\n2\nKAKAMEGA\nMatete\nMuhomo Primary\n3\nKAKAMEGA\nMatete\nLukova Primary\n4\nKAKAMEGA\nMatete\nVuyika Primary\n5\nKAKAMEGA\nMatete.\nEducationnewshub.co.ke\nKivaywa Primary\n6\nKAKAMEGA\nMatete\nChimoi Primary\n7\nKAKAMEGA\nMatete\nLukhokho Primary\n8\nKAKAMEGA\nMatete\nLwandeti D.E.B Primary\n9\nKAKAMEGA\nMatete\nMaturu Primary\n10\nKAKAMEGA\nMatete\nKulumbeni Primary\n1\nKAKAMEGA\nKakamega South\nSHIVAGALA PRIMARY SCHOOL\n2\nKAKAMEGA\nKakamega South\nIMUSALI PRIMARY SCHOOL\n3\nKAKAMEGA\nKakamega South\nSHIBUNAME PRIMARY SCHOOL\n4\nKAKAMEGA\nKakamega South\nSHIRUMBA PRIMARY SCHOOL\n5\nKAKAMEGA\nKakamega South\nSHITECHIA PRIMARY SCHOOL\n6\nKAKAMEGA\nKakamega South\nEREGI MIXED PRIMARY SCHOOL\n7\nKAKAMEGA\nKakamega South\nALUNI PRIMARY SCHOOL\n8\nKAKAMEGA\nKakamega South\nLUBAMBO PRIMARY SCHOOL\n9\nKAKAMEGA\nKakamega South\nMILIMANI PRIMARY SCHOOL\n10\nKAKAMEGA\nKakamega South\nMADIVINI PRIMARY SCHOOL\n11\nKAKAMEGA\nKakamega South\nBURENDWA PRIMARY SCHOOL\n12\nKAKAMEGA\nKakamega South\nSHISELE PRIMARY SCHOOL\n13\nKAKAMEGA\nKakamega South\nMWIKHOMO PRIMARY SCHOOL\n14\nKAKAMEGA\nKakamega South\nIMULAMA PRIMARY SCHOOL\n15\nKAKAMEGA\nKakamega South\nIBWALI PRIMARY SCHOOL\n16\nKAKAMEGA\nKakamega South\nMUTAHO PRIMARY SCHOOL\n17\nKAKAMEGA\nKakamega South\nLIRHEMBE PRIMARY SCHOOL\n18\nKAKAMEGA\nKakamega South\nMAKHOKHO PRIMARY SCHOOL\n19\nKAKAMEGA\nKakamega South\nIVONDA PRIMARY SCHOOL\n20\nKAKAMEGA\nKakamega South\nNALIAVA PRIMARY SCHOOL\n21\nKAKAMEGA\nKakamega South\nSABANE PRIMARY SCHOOL\n22\nKAKAMEGA\nKakamega South\nIVOLE PRIMARY SCHOO\n1\nKAKAMEGA\nLugari.\nEducationnewshub.co.ke\nNil.\nEducationnewshub.co.ke\n1\nKAKAMEGA\nButere\nBulanda AC Primary\n1\nKAKAMEGA\nButere\nShinamwenyuli Primary\n2\nKAKAMEGA\nButere\nIbokolo Primary\n3\nKAKAMEGA\nButere\nManyulia Primary\n4\nKAKAMEGA\nButere\nEmarenyo Primray\n5\nKAKAMEGA\nButere\nManyala Primary\n6\nKAKAMEGA\nButere.\nEducationnewshub.co.ke\nMasaba Primary\n7\nKAKAMEGA\nButere\nLufumbo Primary\n8\nKAKAMEGA\nButere\nShiraha Primary\n9\nKAKAMEGA\nButere\nBuchenya Primary\n10\nKAKAMEGA\nButere\nImanga Primary\n1\nKAKAMEGA\nMatungu\nLunganyiro Primary\n2\nKAKAMEGA\nMatungu\nMungakha Primary\n3\nKAKAMEGA\nMatungu\nEjinja Primary\n4\nKAKAMEGA\nMatungu\nEshikhondi Primary\n5\nKAKAMEGA\nMatungu\nLubanga Primary\n6\nKAKAMEGA\nMatungu\nIndangalasia Primary\n7\nKAKAMEGA\nMatungu\nItete Primary\n8\nKAKAMEGA\nMatungu.\nEducationnewshub.co.ke\nImakale Primary\n9\nKAKAMEGA\nMatungu\nMunanga Primary\n10\nKAKAMEGA\nMatungu\nChibanga Primary\n11\nKAKAMEGA\nMatungu\nNamamba Primary\n12\nKAKAMEGA\nMatungu\nWamukoya Primary\n13\nKAKAMEGA\nMatungu\nNamalenge Primary\n14\nKAKAMEGA\nMatungu\nMakokhwe Primary\n15\nKAKAMEGA\nMatungu.\nEducationnewshub.co.ke\nBulimbo Primary\n1\nKAKAMEGA\nMumias East\nEshimuli Primary\n2\nKAKAMEGA\nMumias East\nMalaha Primary\n3\nKAKAMEGA\nMumias East\nMahola Primary\n4\nKAKAMEGA\nMumias East\nEluche Primary\n5\nKAKAMEGA\nMumias East\nEbuleche Primary\n6\nKAKAMEGA\nMumias East\nMungavira Primary\n7\nKAKAMEGA\nMumias East\nMaraba Primary\n8\nKAKAMEGA\nMumias East\nIsango Primary\n9\nKAKAMEGA\nMumias East\nEmutetemo Primary\n10\nKAKAMEGA\nMumias East\nEmusoma Primary\n11\nKAKAMEGA\nMumias East\nKhungoyokosi Primary\n12\nKAKAMEGA\nMumias East\nIkoli Primary\n13\nKAKAMEGA\nMumias East\nElwasambi Primary\n14\nKAKAMEGA\nMumias East\nBumwende Primary\n15\nKAKAMEGA\nMumias East\nEmachina Primary\n16\nKAKAMEGA\nMumias East\nEshikufu Primary\n17\nKAKAMEGA\nMumias East.\nEducationnewshub.co.ke\nShanderma Primary\nKeep checking back as we update the lists for all the Counties....\nRELATED ARTICLES\nMORE FROM AUTHOR\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Nyandarua County\nEducation News Portal\nAll schools to employ ICT teachers- Education Ministry orders\nEducation News Portal\nEducation Ministry Releases Free Education Funds to schools ahead of opening for first term, CS Magoha says fees reduced\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Turkana County\nEducation News Portal\nKCB foundation form 1 scholarships 2022 (Shortlisted KCPE 2021 candidates, interview dates and venues)\nEducation News Portal\nList of registered BOM teachers per county; Kericho county list\nEducation News Portal\nList of BOM teachers registered by the Ministry of education per county\nEducation News Portal\nEducation ministry orders schools to have leaner teaching and non-teaching staffs: Gives recruitment regulations, numbers and salaries\nEducation News Portal\n2021 form one selection results announced (See how to get the results and other details)\nEducation News Portal\nFormer school principals and senior teachers recruited to Ministry of Education\nEducation News Portal\nReprieve for visually impaired students as Education Ministry receives 300 multi-functional Orbit Readers\nEducation News Portal\nEducation Ministry advertises the 2020 Form one Elimu Scholarships for 2019 KCPE candidates; Get the full details here\nEducation News Portal\nEducation Ministry clarifies on 2021 form one admission letters downloads (Simplified downloading procedure)\nEducation News Portal\nCS Magoha sends strong message to parents\nEducation News Portal\nEDU AFYA – THE COMPREHENSIVE MEDICAL INSURANCE COVER FOR PUBLIC SECONDARY SCHOOLS\nEducation News Portal\nReopening of schools- Kuppet supports President Kenyatta’s move to postpone schools’ reopening\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Kericho County\nEducation News Portal\nEducation Ministry puts schools on notice over postal boxes\nEducation News Portal\nSchools reopen amid calls to revise academic calendar\nEducation News Portal\nLearners get free face masks in a bid to curb spread of Covid 19 in schools\nLEAVE A REPLY\nCancel reply\nPlease enter your comment!\nPlease enter your name here\nYou have entered an incorrect email address!\nPlease enter your email address here\nSave my name, email, and website in this browser for the next time I comment."]
[285,"Management in Inclusive Education","https://lessonplancoaches.com/management-in-inclusive-education/",1,"Classroom Management in Inclusive Education\nOverview\nAccessible infrastructure provides the basis for effective inclusion. Minor changes in classroom settings enhance accessibility and reduce the dependency of the children with special needs.\nChanges in layout of the class, provision of necessary materials, assistive devices and support from the teachers creates a learning environment for all children.\nIn addition, some specific teaching techniques and support will strengthen the inclusion and participation of children with special needs.\nLearning Outcomes\nImportance and significance of Class Room Accessibility for inclusive education and teaching support.\nKey Concept\nPoor physical accessibility is a key barrier to the participation and protection of children in an education system.\nAccessibility can be achieved with modification and adjustment in the current environment.\nEmphasis should be given to accessibility in planning of future programs and interventions.\nEvaluation\nEnd of Day / Session Quiz\nDiscussion\nClassroom management is an issue of prime importance for good teachers. Having students with diverse needs in one class can create significant challenges for the teachers. There are many ways of organizing class structures and procedures including physical layout of the classroom, seating plans, classroom procedures, and issues related to scheduling and implementation of a toileting routine and administering medication.\n1. Improved Accessibility for Students\nA. Physical layout of the inclusive classroom\nThe primary consideration in an inclusive classroom is the physical layout for all children in order to be involved in all learning activities with the rest of the class.\nClassroom access with installation of ramps in the areas where there are stairs. Secondly, the narrow doors may need to be widened. Doors that are easy to open from a sitting position and will remain open for a long time may be required for inclusive classrooms.\nSeating plan of the students is another important factor in physical layout of an inclusive classroom. For example, children with attention related problems should be seated in areas in which distraction is minimized. For these children, avoid a window seat. Considerations should also be given to the height of tables and benches in the classroom. In an inclusive classroom, benches may need to be lowered and tables rose. It depends on the nature and type of the impairments of the students.\nFor the children with visual impairments, issues of lighting and visibility, and mobility in the classroom must be considered. In general, these children should be seated in a position that is well illuminated /lit and from which they are best able to view instructional material being used in the classroom.\nChildren with hearing impairment should be seated in a position that enables them to hear what the teacher is saying. If they are good in lip reading they should be seated in a position from which they can clearly see the teacher speaking. Modification in physical layout of the classroom is a beginning point of classroom management.\nB. Management of materials\na) Material management relates mostly to modification or change in written material. It will help you in managing the material environment of classroom. In an inclusive classroom, most of the students face difficulties in reading and writing tasks. The first point is to increase the readability of the written passages. For some children (e.g., for visually impaired children) this may be managed by enlarging the print, for others it may mean double spacing or using a particular font.\nb) Highlighting critical features is another strategy that can assist in comprehension. This enables the students to concentrate on key features of a text. You can highlight the main ideas of written material, underline or color the text. Another way is to delete the extra words or sentences, or paragraphs of the text. They will help the students to learn the main ideas of the text.\nC. Use of resources\nResources include both human and material resources such as the provision of additional support from the colleagues, professionals, volunteers, peer tutors, parents and other professionals. It also includes material resources like use of assistive learning devices, computers and augmentative devices etc. the following are some guidelines to manage resources in a classroom.\nUse additional instructional support (Para-professionals, volunteers, peer tutors, parents and other professionals)\nCoordinate a range of community and other support services (like Parent Teacher Association, School Management Committees)\nUtilize additional technological resources (low vision devices, hearing ads, computers, augmented communication devices, video and audio)\nCollaborate with other teachers for the sharing of resources.\nD. Plans for substitute teacher\nEvery teacher will miss days of work through illness at some point in his or her career. In the inclusive classroom, it is important that any absence is planned for in advance. In addition to any plan you would arrange for a substitute teacher. You should prepare a brief information folder, updated by you for the information of the substitute teacher.\nThe folder may include the following things:\nGeneral information on children in your class.\nA brief description of your inclusive philosophy and approach.\nYour expectations for the substitute teacher in your absence.\nAny important medical or other information about special children.\nE. Meeting student`s personal care and medication\nSome children will require assistance with eating. As with any area of personal care, teacher and paraprofessionals should ensure that a feeding routine is developed that respects the personal dignity and choices of the students.\nSome children require help with toileting i.e. students with physical impairment and students with intellectual disability. Teacher must arrange a staff to deal with these types of personal needs. The staff involved in toileting children should follow some precautions in order to maintain the health of all involved.\nThe students with seizure disorders and Attention Deficit Disorders (ADD) are often treated with medication. Teachers should only administer medication on the basis of prescription. They must consult with parents about the routine of medication.\nAssessment\nFinding your Classroom Management Style\nClassroom management style determines how will one can interact with students and build a positive relationship with them.\nFollow up\nCan students be made part of effective classroom management? How do you involve students in managing your classroom?"]
[286,"Rev. Terrance Antwon King: Breaking Down Barriers with Inclusive Education","https://soe.syr.edu/breaking-down-barriers-with-inclusive-education/",1,"At her confirmation hearing, U.S. Supreme Court Justice Ketanji Brown Jackson spoke about perseverance—a theme that resonates with the Rev. Terrance Antwon King, a graduate student passionate about working with students with disabilities. King recently completed his coursework for a Ph.D. in\nspecial education\nand is finishing his work on a certificate of advanced study in\neducational leadership\nthrough Syracuse University’s\nSchool of Education\n. His goal is to make an impact in the special education field and its classrooms.\nGraduate student Terrance King says his goal is to make an impact in the special education field and its classrooms. King, who recently completed his Ph.D. coursework, is instructing a graduate seminar in teaching in the School of Education.\n“I think it’s important to persevere through life’s ups and downs. These last two years have affirmed my personal strength while navigating and persevering all that I have on my plate academically and personally,” King says.\nThat’s certainly been the theme throughout King’s life.\nBorn in the Bronx, New York, King is the first person in his family to receive both a bachelor’s degree (in sociology from Le Moyne College) and a master’s degree (in education with dual certification in general and special education from Metropolitan College of New York). While King once thought of becoming a doctor, his dreams of earning a medical degree shifted. As he watched his godmother care for people with disabilities, he started entertaining a career in teaching. “I saw the love and the light in her eyes while serving them,” he says.\nThe passion his godmother had resonated with King who started working in the nonprofit sector and eventually led him to where he is today. “I think everybody plays a role in special education,” he says. “We all have individual ways of learning, understanding and retaining information.”\nKing’s dissertation research interests for his Ph.D. focuses on the representation and power of Black male special educators in schools, professional development in inner city urban schools and the implementation of inclusive practices in education. “I believe in breaking down barriers and generational curses, and education is a way to do that.”\nHis research is funded by\nProject Include\n, a federally funded program awarded by the U.S. Department of Education to Syracuse University and other universities to support students pursuing doctoral degrees in special education. King describes himself as somewhat of a “unicorn,” in his field. He was the only Black male special education teacher in the Syracuse City School District when he taught there, and the only Black man in the cohort of all the universities in Project Include.\nMore than anything, King hopes his dissertation research can be useful to teachers and administrators in special education contexts. “Oftentimes people write dissertations that stay within the world of academia and practitioners don’t know they exist,” King says. “It’s my hope that my research will be impactful, applicable and practical beyond its submission. A dissertation that can roll off the pages it is written on.”\nLesson Plans\nKing’s dissertation research interests are focused on the representation and power of Black male special educators in schools, professional development in inner city urban schools and the implementation of inclusive practices in education.\nBefore he was studying special education, King was a teacher in the Syracuse City School District, teaching special education classes at Clary Middle School. Before that, he was a special education teacher in the South Bronx.\nHe says of his love for teaching: “I like knowing that I’m helping the next generation in this country, in this society. I love when students come back to me and tell me how impactful I’ve been on their life, beyond the classroom.” Just recently, a former student contacted King to express his gratitude for the impact he had on his life and his decision to join the U.S. Army. “That’s what it’s all about,” King says.\nHis research interest stems from his experience with self-contained classrooms—rooms for students with disabilities that are designated as least restrictive while exclusive from the general student population. He says the experience opened his eyes to how this approach affects students. “Statistics show that if students with disabilities are fully included, they are more productive—grades are more productive, and behavior’s more productive,” he explains.\nIt motivated him to figure out ways to include children with disabilities in general education classrooms without the need for self-contained classrooms, a concept in line with Syracuse University School of Education’s teaching and leadership on inclusive education.\nKing supports the charter school model and says he’d love to see a boys and girls charter school that caters to full inclusivity, perhaps even starting his own one day. “I think that with the charter school model, children, students, staff and stakeholders will see the power of student voice in education,” he says. King’s first teaching experience was in a charter school, and he found that there was more willingness and leniency to allow students and families to feel heard, valued and represented both inside and outside of the school setting.\nA Pastor and a Father\nWhile King balances schoolwork, working as a teaching assistant and serving as president of the Syracuse chapter of Alpha Phi Alpha fraternity, an intercollegiate African American fraternity, he’s also involved in his community as a church pastor.\nKing commutes to school from nearby Ithaca, New York, where he lives and works as a pastor at St. James AME Zion Church. The 36-year-old teacher and single father started working there at the beginning of the COVID-19 pandemic. “No one has the handbook for how to pastor in the middle of a pandemic,” he says.\nThe church itself has a storied past. One of the first AME Zion churches in the country, it was an important stop on the Underground Railroad. Notable congregants in the past include Frederick Douglass and Harriet Tubman, among other civil rights leaders.\nIt’s a lot to manage, but King looks toward the lessons he’s learned in church and from Justice Brown Jackson to handle it all. “There’s a cliche we say in church, but it really bears fruit,” he says. “God won’t put more on you than you can bear. Looking back over the last two years, everything I have navigated is a testament to that being true.”\nHis work at the church connects to his coursework. King highlights the societal treatment of people with disabilities as compared to slavery. “There’s a connection to special education and/or people with disabilities and slavery because these people are not seen as ‘normal’ or ‘human,’” King explains. “So, to oversee a church where inclusion was the goal and pillar for its existence, and to now be a special education teacher and Ph.D. student with inclusion as the focus, is full circle.”\nBy\nLisa Maresca"]
[287,"Inclusive education for young people","https://northern.starweekly.com.au/news/inclusive-education-for-young-people-2/",1,"Afraa Kori\nMorang South and Willmott Park primary schools will soon have new outdoor inclusive learning\nspaces.\nThe schools are among several from across Melbourne’s northwest that will receive a funding\nboost to build inclusive learning spaces and inclusive playgrounds as part of the state\ngovernment Inclusive Schools Fund.\nMorang South and Craigieburn-based Willmott Park have received $200,000 each in the eighth\nround of the funding. The projects are expected to be completed in late 2024.\nThe program provides funding for schools to construct play areas with accessible equipment,\nand outdoor learning spaces that provide opportunities for sensory experiences and peer socialisation.\nEducation Minister Natalie Hutchins said students with disabilities and additional needs deserve\nthe right support.\n“We’re ensuring every child and young person in Victoria can meet their potential and access\ngreat education – regardless of their background, abilities or differences,” she said.\nMs Hutchins announced more than 40 schools will share in $7.89 million in this round to build\nfacilities suitable for all students.\n“We’re continuing to invest in the Inclusive Schools Fund – giving schools the infrastructure they\nneed to enable more students to fully participate and succeed in their years of schooling and\nbeyond.”"]
[288,"Hong Kong set to relaunch itself as digital asset hub with revamped policies","https://forkast.news/hong-kong-digital-asset-hub-revamped-policies/",0,"Hong Kong will kick off its flagship finance event,\nFinTech Week 2022\n, on Monday, setting the stage for what is expected to be a series of policy statements on cryptocurrencies as the city attempts to remodel itself as a hub for digital assets and investment.\nHong Kong Financial Secretary Paul Chan\nflagged\nwhat may be coming in an October blog post about the event, which runs through Nov. 4 under the title “Pushing Boundaries, Reaping Benefits.”\nChan teased on the “pushing boundaries” theme in his post: “The policy statement will make our policy stance on virtual assets clear to the global markets. It will also demonstrate our commitment and determination to explore financial innovations together with the global virtual assets community.”\nBeside Chan, other officials in Hong Kong have been preparing the ground for a possible shift on crypto trading, which at present in Hong Kong is\nlimited\nto so-called professional investors or those with proven assets of HK$8 million, or about US$1 million.\nElizabeth Wong, the director of licensing and head of the fintech unit of the Securities and Futures Commission (SFC), told investors last week that Hong Kong will chart its own course on digital asset policies. It won’t just follow the mainland’s ban on crypto, she said, even invoking the “one country, two systems” under which China governs Hong Kong.\n“Hong Kong has one country, two systems principle. It’s a constitutional principle that forms the basic foundation to Hong Kong’s financial markets,” Wong\nsaid\nat a conference for Hong Kong investment promotion week.\nThe shifts in tone come as the city’s Hang Seng Index has fallen nearly 35% year to date amid a surge in global inflation, rising interest rates, and capital flight from the extended Covid-19 lockdown policies in Hong Kong. The city’s tougher policies on crypto trading and suspicion China would impose an outright ban on the city also saw exchanges like FTX, run by billionaire\nSam Bankman-Fried\n, pull out of Hong Kong. Some moved to rival Singapore.\n“I think it’s also very clear that the language has changed between 2017, 2018, when the official language, not only from the regulator, was a broader cautionary, highlighting risks to investors,” said Donald Day, who formerly worked at the SFC on virtual asset policy, at the Crypto Fraud and Asset Recovery Network meeting on Oct. 21.\nWhile the capitalization of the cryptocurrency market has fallen 56% in 2022, more financial institutions are showing interest in the asset class.\nBlackRock, the world’s largest asset manager with roughly $8.5 trillion under management, said in August it was starting a spot bitcoin trust for institutional clients in the US. British banking giant Barclays\ninvested\nin cryptocurrency custody firm Copper in July, and Fidelity Investments, one of the largest providers of U.S. 401(k) retirement plans,\nstarted\nallowing customers to invest a portion of their portfolios in bitcoin in April. Fidelity started offering Ethereum trading to institutional investors from Friday.\nHere’s some of the issues on the table at Hong Kong’s FinTech Week:\nLicensing regime for virtual asset, stablecoins, and more\nThe\nAnti-Money Laundering (AML) Ordinance amendment\n, which\naims\nto introduce a licensing regime for virtual asset service providers (VASP), has been submitted to the Hong Kong Legislation Council for scrutiny. It is set to pass in the first quarter of 2023, said the head of fintech at Invest Hong Kong, King Leung, in an October\ninterview\n.\nThe bill will require any company conducting virtual asset business in Hong Kong to obtain a license, said Political Assistant to the Secretary for Hong Kong Financial Service and the Treasury Julian Ip in a panel at “\nHong Kong Investment Promotion Week\n” last week.\nMeanwhile, Hong Kong regulators are taking notes on stablecoins. Regulations for stablecoins could be “another puzzle,” said Ip, noting stablecoins are an efficient lending protocol in decentralized finance, despite some attendant risk.\n“You can actually draw on some of these traditional regulatory regimes and these high-end projects that will work for stablecoins,” said Ip, “this will be our focus and to consider how we could also establish a real regulatory regime for Stablecoin, just like VASP,” Ip added.\n“We’ll look into different aspects of the broad virtual asset sector and see how we could come up with creative and facilitated regulations to have this active role,” said Ip. “The policy statement will actually cover all these areas.”\nLet retail investors in?\nHong Kong may open up investments in cryptocurrency ETFs to retail investors, with authorities likely to launch a public consultation on the matter later this year, the SFC’s Wong said at a conference in mid-October.\nETF is a type of pooled investment security that tracks a particular index, sector, commodity, or other assets, which can be purchased or sold on a stock exchange the same way that a regular stock can.\n“So in that public consultation, we will also look at whether we can actually relax the professional investor requirement to see if we can actually enable retail investors to directly invest into virtual assets, ” said Wong,\nCentral Bank Digital Currencies\nIn addition to seeking re-emergence as a crypto hub, Hong Kong is also rising as one of the hubs of central bank digital currencies (CBDCs).\nThe city’s cross-border CBDC interoperability project mBridge includes the Hong Kong Monetary Authority (HKMA) and the central banks of Thailand, China, and the United Arab Emirates. It has completed its 2nd phase pilot that included 20 commercial banks from those four regions in 160 cross-border payments through the mBridge in transactions worth more than US$22 million in total.\nSee related article:\nShenzhen leads China in cross-border CBDC transactions: report\nThe HKMA said it aims to improve and expand the functions of mBridge and more details are expected to be announced during FinTech Week.\nThe Bank for International Settlements (BIS) innovation hub Hong Kong has completed research to examine the feasibility of CBDC-backed stablecoins, according to a report released last Friday.\n“Bringing CBDC-backed stablecoins to life has never been done before and we therefore felt that doing so may supplement the growing body of research on private sector stablecoins,” the BIS wrote in the report.\nIn June last year, the HKMA said they may connect mainland China’s CBDC to the city’s Faster Payment System. While there has been no update, the Head of China’s central bank’s CBDC division Mu Changchun will be speaking on Nov. 1 at FinTech Week."]
[289,"s latest book, Long May You Run, explores issues connected to growing up as a Third Culture Kid","https://hongkongliving.com/the-the-author-adele-barlow/",1,"What’s the book about?\nLong May You Run\nis a collection of essays exploring everything an international childhood brings. It is based on my own experience of growing up as a Third Culture Kid (TCK) and explores questions and issues unique to children growing up away from their parents’ home country, as well as the difficulties of ‘homecoming’.\nWho’s the book for?\nThe book is for anyone who can relate to the following sentiment: you feel at home everywhere (on good days) and nowhere (on bad days). You feel connected to an international identity instead of a national one. You have friends from too many different countries to count (you’ve never even tried counting). When asked where you’re from, you have multiple potential answers, depending on how much you feel like engaging with whoever’s asking.\nWhere are you from?\nI’m an Adult Third Culture Kid. I was born in Hong Kong to a Malaysian mother and New Zealand father, I spent my childhood between Hong Kong, Malaysia and New Zealand. After going to university in Australia, I decided to move back to my passport country of New Zealand. Now I live in London, but I also spend time in Hong Kong.\nWhat exactly\nis\na ‘Third Culture Kid’?\nI like this definition from Dr. Ruth Useem and David Pollock’s book,\nThird Culture Kids\n: “A third-culture kid is an individual who, having spent a significant part of their developmental years in a culture other than their parents’ home culture, develops a sense of relationship to all of the cultures, while not having full ownership in any. Elements from each culture are incorporated into the life experience, but the sense of belonging is in relationship to others of similar experience.”\nWhat are the advantages and disadvantages of being a TCK?\nLike many things in life I think the best thing IS the worst thing which is that you’re from everywhere and nowhere. That means your friends and loved ones are all around the world. It can be the best! Lots of international travel and fun. It can also be the worst. Missing big days like birthdays and not being able to meet friends’ babies is hard. It can also be challenging to develop a sense of belonging, commitment, and attachment to a culture; being culturally rootless and therefore restless; not fitting in with local peers; being out of sync with those around you.\nAdele’s new book explores issues connected to growing up as a Third Culture Kid\nIs there much literature about Third Culture Kids?\nThere are a lot of academic books and also a lot of memoirs. But I think there’s something missing when it comes to romantic attachment and commitment phobia. I wrote\nLong May You Run\nas I wanted something that felt like a diary, alongside references to TCK studies and research which I found illuminating and thought others might too.\nWhat’s the ‘both/and’ mentality?\nThe TCK lifestyle is about coming to terms with the concept of “both” as opposed to “either/or” – “either/or” will drive you crazy; “both” will make you grateful. It took me a while to realise I was not from Hong Kong\nor\nNew Zealand. I was not fully Malaysian\nor\nKiwi. I am from\nboth\nHong Kong and New Zealand.\nHow has growing up as a Third Culture Kid shaped your mentality?\nMy upbringing\nhas helped me realise that the world is a massive place – no matter how big a deal you are in your corner of the world, in the grand scheme of things we are all tiny grains of sand. And that can be depressing or uplifting depending on how you look at it.\nAny negative impact on mental health?\nI found goodbyes really tough. I still do. I also struggled a lot with the fact that on the surface I was often told how ‘lucky’ I was to be a TCK and a lot of the time, I just really missed my friends in other countries. I started seeing a therapist and realised that I was carrying a lot of TCK grief. It was one of the best things I ever did and that’s why I decided to write a book exploring the difference it made to my life.\nAdele with friends\nAny advice for other Third Culture Kids?\nOften it can be tempting to fixate on the past hoping that it will point us to answers for the future – but so much will always remain unwritten, no matter how well you analyse the past. Often as TCKs we search for the answers to where we come from in the hope that it will give us direction or a sense of emotional gravity. For me, I found that embracing an international identity brought me a lot of peace. Yes, I have a weird accent; yes, I’m still not fully sure where exactly I ‘come from’ but it’s okay.\nWhat are you currently doing?\nI run\nCopy & Co\n, a boutique content studio for startups, investors and agencies in London, New York and Asia – I started it a couple of years ago so it’s still a relatively new business. The upsides are that it’s profitable and comes with a lot of freedom and the downsides are that it can be a bit lonely and hard to know where to focus. I also write books –\nLong May You Run\nis my seventh book.\nWhat’s next?\nAlthough my main focus is growing\nCopy & Co\n, I’m also about to start working on the audiobook for\nLong May You Run\n, and have another non-fiction book in the works. I’m hoping to sign a book deal with a traditional publisher. So far I’ve taken the indie author route but being a hybrid author – one who publishes through both traditional and indie channels – has always appealed to me.\nWhere can we get the book?\nFor those in Hong Kong, the book will soon be available in Bookazine.\nLong May You Run\nby Adele Barlow is also available on\nAmazon\nin paperback and Kindle, with the audiobook coming soon."]
[290,"Aesop's Free Queer Library Lands in Hong Kong","https://hypebae.com/2022/10/aesop-free-queer-library-lgbtqia-hong-kong-pop-up-opening-location",0,"After opening in\nLondon\n,\nNew York\n,\nLos Angeles\n,\nToronto\nand\nOsaka\n,\nAesop\nhas now landed in\nHong Kong\nfor its free Queer Library celebrating\nLGBTQIA+\nauthors and their\nbooks\n.\nThe library has taken over Aesop’s Hong Kong store located on Gough Street, featuring 45 titles curated by the brand’s local staff and\nZtoryTeller\n, a Hong Kong-based platform. Like previous renditions of the pop-up, visitors are offered one book of their choice from the library without any purchase required.\nAesop opened its first Queer Library last year, followed by launches in cities all around the world. The books in the Hong Kong library are accompanied by commissioned works of art created by queer artist\nJeffrey Cheung\n, which are displayed in the store space. Authors highlighted include Canaan Fong, Samwai Lam and Yin Lo, in addition to a Queer Cities Guide for Hong Kong and Macau and a Pride playlist put together by Aesop’s close friends in the LGBTQIA+ community.\nTake a look inside Aesop’s Hong Kong Queer Library above. The space is open until October 31 and will be followed by miniature versions throughout the city at Hysan Place, Gough Street and Festival Walk until November 20.\nAesop Hong Kong\nG/F, Mandarin Court16 Arbuthnot Road Central, Hong Kong\nRead Full Article"]
[291,"STARFRONT ROYALE","https://hk.centanet.com/info/en/new-property/Tuen-Mun/STARFRONT-ROYALE/1875",0,"No. of Blocks: 2No. of Storeys: T1 – 16 storeys, T2 – 18 storeysFloor-to-floor height*: Typical Units 3.3m ; Special Units – 3.5m Layouts: Studio to 4 Bedrooms, Special UnitsSaleable Area: 186 to 1376 sq.ft.*Floor-to-floor height refers to the height between the top surface of the structural slab of a floor and the top surface of the structural slab of its immediate upper floor."]
[292,"Math Homework Help","https://assignmentstudio.net/usa/math-homework-help/",0,"Looking for the best online math tutors on the web? You’ll find them here along with something special that makes them a little different from all the other online tutoring sites. Don’t let math assignments stop you from doing your best. Get the math\nhomework help\nyou need online from one of our math experts. There is one stop Solution to all your Math Homework Problems. Assignment Studio allows students to get instant solutions to all kinds of problems, from algebra and equation solving right through to calculus and matrices."]
[293,"7 Genius Ways This Billionaire Benefitted","https://www.libertymundo.com/index.php/2022/10/26/move-to-singapore/",0,"Singapore is not a traditional zero tax haven. If you work and earn in Singapore you’ll pay tax there. However, Singapore is a\nterritorial tax country\n. Most types of income earned outside Singapore will be tax-free in Singapore. This will be important for James Dyson. His company has paid out some of the biggest dividends in British corporate history. The largest of those dividends were paid out after his move to Singapore. In 2020 his Singapore based holding company Weybridge was paid a dividend of £400m ($460m). In 2021 a dividend of £1bn ($1.15bn) was paid to Dyson’s family holding company. These dividends would have been tax free in Singapore."]
[294,"A case study in lifelong learning – A new engineering course for graduate certificate students that addresses the specific traits of adult learners","https://aip.scitation.org/doi/10.1063/5.0072416",1,"ABSTRACT\nThis paper presents a case study of a new environmental engineering course geared towards lifelong learning and addressing the specificities of adult learners. Knowles, Mezirow and others have made quite clear the characteristics of such learners, but the methodology and implementation is up to the instructor. One can also draw from the works of Herrington and others on authentic learning when designing new content geared towards lifelong learners. In this case study, I describe how I have integrated those various concepts, also taking into account the engineering accreditation board's criteria, to set up a new module geared towards lifelong learners in an environmental sustainability engineering Graduate Certificate at the National University of Singapore. Though the interpretation of the results is limited by the small class size, the student feedback gathered informally hinted that the strategy implemented in this course met the demands of these adult learners."]
[295,"Vaccination Requirements For Secondary And Primary Schools To Have Whole-Day Classes Relaxed","https://thehkhub.com/vaccination-requirements-for-secondary-and-primary-schools-to-have-whole-day-classes-relaxed/",0,"The Education Board has\npostponed the deadline for\n90% of secondary students\nto get three doses\nof a Covid-19 vaccine so that they can attend whole-day classes. The new deadline has been extended by three months and is now\nFebruary 1, 2023\n. In addition, from\nDecember 1, 2022\n,\nprimary schools can resume full-day in-person\nclasses if their students have a\n70% two-dose vaccination rate\n."]
[296,"List of Aided Secondary Schools","https://mta.woofaa.com/opendata-hk/aided-secondary-schools/",1,"One government’s policy objective on secondary school education is to provide a balanced and diversified school education that suits the different needs of students to enable them to develop knowledge, positive values and attitudes as well as generic skills and become responsible citizens, and to prepare them for further studies or work to make contributions to Hong Kong and the nation."]
[297,"Seven things about Hong Kong","https://ops.group/blog/seven-things-about-hong-kong/",0,"The Hong Kong Sevens is a major rugby tournament, and one which hasn’t taken place for three years. So this one is probably going to be quite popular.\nHere are seven things for you to know about if you’re planning on heading to Hong Kong during this event.\n1. Tournament Info\nThe tournament takes place\nNovember 4-6.\nYou can find all the info on it\nhere\n, but from a flying perspective the main thing to know is that teams from 16 countries will be taking part and that means\na lot of extra BizAv airplanes\nheading to Hong Kong around these dates.\n2. Hong Kong Covid Info\nHong Kong have been one of the stricter (and slower) countries in terms of easing up on Covid entry stuff, but at the start of October 2022 they made it a lot easier for crew and passengers to head in.\nThe main thing was the\ndropping of mandatory hotel quarantine\nfor fully vaccinated crew.\nEssentially, crew can choose between entering without isolating if they take multiple PCR & RAT tests during their stay in Hong Kong, or not entering under closed loop arrangements to self-isolate at the Airport Hotel (Skycity Marriott Hotel) until their next departure.\nThey also have to complete their online health declaration and get a QR code before they board the flight into Hong Hong. You can\nfind that here.\nWe received a report from someone who operated there recently, and they said they were not able to test on arrival as crew, but were offered the option to declare themselves a passenger and pay for a $2000HK test in the terminal. Otherwise, they were not allowed out.\n3. Permits and Slots.\nYou need to talk to\nHKCAD to get prior clearance\nif you’re a private, non-revenue flight. They take about 3 days so hurry up if you haven’t already sorted this.\nWe actually wrote a\nwhole load on the process here\n, but in general they need what you’d expect them to need:\nWhat you are flying\nWhere it is registered\nWho the operator is\nWhich ground handling agent you are using\nDates and times\nInsurance stuff\nProof you meet all their AIP specifications.\nSlots are mandatory as well.\nThankfully the airport operates 24/7 but they do have\nrestrictions between 10pm and 7am\nlocal so don’t assume you can avoid the crowds by heading in in the middle of the night.\nThere is a\nwhole load of info in here\nwhich the Airport and Authority posted about slots in 2021. The main bits are probably this:\nGenerally you need\n14 days\nto set up a new account and get slots booked (or your handling agent can do this for you through their account)\nIt isn’t just the runway slot you need. You need a\nparking ‘slot’ and ground handling arranged\nThe\nonline slot system is here\nTalk to the folk at Hong Kong Business Aviation Centre –\nhkbac@hkbac.com\n– for help with your slots.\n4. Parking\nParking at Hong Kong isn’t too big an issue because its a big airport. Here is an unhelpful picture out of their AIP:\nA lot of parking spots\nIf you do find you can’t get a space there though, then there are some alternate options which you could use to swing by Hong Kong from:\nVMMC/Macau\nRight next door, 11,024’/3360m runway, smaller and more limited parking options though\nRCTP/Taipei\nA little bit further away, a 12,467’/3800m and a 12,008’/3660m runway, and a big airport with a load of parking\nVVNB/Hanoi\nAbout the same distance as Taiwan, a 10,499’/3200m and a 12,467’/3800m runway to pick from and plenty of parking.\nThe lay of the land.\nWhat we don’t recommend is China Mainland because...\n5. China Mainland stuff\nThey get a bit funny about it. Not half as funny a they do with Taiwan-China Mainland operations, but it can still be a real hassle with\nvisas for your crew\nand maintenance for your aircraft, and all that.\nAnd a little thing called\nCovid\nwhich will probably still have you in boiler suits, escorted to and from locked hotel rooms.\n6. Operational Stuff at Hong Kong\nHere is the\nonline AIS\nwhich is a good spot to start if you’ve not been to Hong Kong before.\nIt is a well managed airport, but there are a few things to know about.\nThey just got a new runway\nWell, earlier in 2022, but they did and you might not have used it yet so\nhere is a post about it.\nIssues with the ILS\nAn ongoing thing which has earned its\nown special AIC\n. It basically says watch out for false capture because terrain means it doesn’t totally conform to standard ICAO ILS specs\nTerrain is annoying there\nIt gets in the way of things like the go-around and one engine out stuff. You might want to check the gradients because they are quite high\nYou need ADS-B\nor you’ll be stuck down at rubbish levels\nIf you’re an\nOpsgroup member,\nthen give VHHH a search on\nAirport Spy\nbecause there are a lot of\nreviews, documents and other useful things\nthere on Hong Kong, including an\nAirport Lowdown.\nA random chart with all the radio frequencies on it. Might be helpful.\n7. What else...\nI said 7 because of the Rugby Sevens thing, but I can’t think of another one.\nOh, ok,\nweather\n– ’tis the season of typhoons so keep a look out for them. This is\na good page to do it on.\nDon’t just worry about the weather at Hong Kong, check it for your alternates as well because the whole region can get some pretty nasty weather when these storms start brewing.\nMore on the topic:\nMore:\nHong Kong: New Runway Opening\nMore:\nHong Kong: King of the Airports\nMore:\nHong Kong revised entry rules for flight crew\nMore:\nHong Kong Airport relaxes slot rules\nMore:\nExtra overnight slots for Hong Kong extended until 2019\nMore reading:\nLatest:\nAfrica ATC Strike\nLatest:\nGermany don’t like it if you’re late\nLatest:\nSeven things about Hong Kong\nSafe Airspace:\nRisk Database\nWeekly Ops Bulletin:\nSubscribe\nMembership plans:\nWhy join OPSGROUP?"]
[298,"Study finds 30% increase in 'young stroke' incidence in Hong Kong","https://medicalxpress.com/news/2022-10-young-incidence-hong-kong.html",0,"Credit: The University of Hong Kong\nResearchers at the Stroke Research and Prevention Group (HKU Stroke), Department of Medicine, School of Clinical Medicine, LKS Faculty of Medicine, The University of Hong Kong (HKUMed) found that the incidence of \"young stroke\" (strokes occurring in individuals aged 18 to 55 years) has increased by 30% in Hong Kong from 2001 to 2021, underlining the need for better control of vascular risk factors, in particular hypertension.\nStroke is the second most common cause of death and a leading cause of disability in the world. Although the overall incidence of\nstroke\nhas declined in high-income countries, the incidence of stroke among the younger populations has been rising globally. However, the epidemiology of \"young stroke\" in Hong Kong remains uncertain.\nUsing the Clinical Data Analysis and Reporting System of Hospital Authority, the research team analyzed the trends of stroke in Hong Kong from 2001 to 2021 and found that the crude incidence of young stroke has sharply increased from 39.1 per 100,000 people in 2001 to 48.3 per 100,000 in 2011 and 55.7 per 100,000 in 2021 . Although the total number of new stroke cases admitted to hospitals under Hospital Authority remained similar at around 13,500–14,000 per year during the past 20 years, the number of young stroke cases increased from 1,531 in 2001, to 2,028 in 2021.\nTo identify the risk factors of young stroke, the study also followed up with a cohort of 431\nstroke patients\naged from 18 to 55 years who were admitted to Queen Mary Hospital and Ruttonjee Hospital of Hong Kong between September 2019 and August 2022. Among them, 53% had hypertension, 44% had hyperlipidemia, 26% had a smoking history, 19% were obese, and 17% had diabetes. Among those with hypertension, hyperlipidaemia and diabetes, 33%, 64% and 23% were newly diagnosed during the stroke admission respectively.\nIn a separate study, where 284 apparently healthy Hong Kong Chinese aged 40 to 65 years received 24-hour blood pressure monitoring, approximately 40% were diagnosed with hypertension. Their average daily sodium intake was estimated at 14g in men and 13g in women, far exceeding the World Health Organization's recommendations of no more than 5g per day by 2.8 times and 2.6 times respectively. Moreover, it was noted that sodium intake strongly correlated with systolic and\ndiastolic blood pressure\nas well as 10-year projected stroke risk.\nCredit: The University of Hong Kong\nResearch significance\n\"These alarming findings call for stronger awareness and control of vascular risk factors leading to stroke, especially among the\nyounger generations\n,\" said Dr. Gary Lau Kui-kai, Director of HKU Stroke who leads the study.\n\"Hypertension is the leading modifiable risk factor of stroke and previous studies have shown that with every 20mmHg increase in\nsystolic blood pressure\nor 10mmHg increase in diastolic blood pressure, there is a 30–50% increased risk of stroke. Consistent with other studies, our findings show that Chinese people tend to have a very high sodium intake, which is directly correlated with blood pressure and also projected stroke risk. Hypertension, hyperlipidaemia and diabetes are often the result of poor lifestyle and dietary practices and measures to control for these vascular risk factors through a better diet with significantly lower sodium intake, regular exercise and smoking cessation is strongly recommended for stroke prevention.\"\nDr. Lau further commented, \"Our results are worrying as strokes are associated with a high chance of disability and death. Stroke also has profound psychological and social consequences. This is especially the case for young individuals, who are often bread-winners and need to take care of both older and younger family members. Our research also showed that approximately 30% of stroke survivors in Hong Kong suffer from moderate-severe depression, which is consistent with other studies. The sociopsychological impact of stroke is thus far from negligible.\"\nFAST slogan\nIt is crucial for members of the public to know the symptoms of stroke so they can seek prompt medical attention when needed. Delays in seeking care or not seeking care for stroke patients could be detrimental. Time is of the essence and for every minute that stroke is not treated, it has been estimated that up to 1.9 million brain neurons may be lost. Earlier treatment for stroke is associated with better outcome and any delay in seeking care would seriously jeopardize stroke patient's eligibility for treatment.\nThe FAST slogan is commonly used to remind the community of the symptoms of stroke and what to do when stroke is suspected. FAST stands for Facial weakness, Arm weakness, Slurring of speech and then it's Time to call for help.\nProvided by\nThe University of Hong Kong\nCitation\n: Study finds 30% increase in 'young stroke' incidence in Hong Kong (2022, October 31) retrieved 1 November 2022 from https://medicalxpress.com/news/2022-10-young-incidence-hong-kong.html\nThis document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only."]
[299,"Access Denied","https://money.usnews.com/investing/news/articles/2022-11-01/hong-kong-retail-sales-rise-0-2-in-september",0,"Access Denied\nYou don't have permission to access \"http://money.usnews.com/investing/news/articles/2022-11-01/hong-kong-retail-sales-rise-0-2-in-september\" on this server.\nReference #18.9b94d817.1667295892.11da5590"]
[300,"It may be possible to cram more neutrons into atomic nuclei than previously thought","https://www.science.org/content/article/it-may-be-possible-to-cram-more-neutrons-into-atomic-nuclei-than-previously-thought",0,"A new form of sodium—the element that combines with chlorine to make salt—packs a whacking 28 neutrons in its atomic nucleus, along with the 11 protons that define its chemical identity. With more than double the 13 neutrons in natural sodium, the neutron-rich isotope of the element is so extreme that few theoretical models predicted its existence. “It’s a surprise that these neutrons keep on hanging on,” says Katherine Grzywacz-Jones, a nuclear physicist at the University of Tennessee, Knoxville, who was not involved in the work.\nResearchers at Japan’s RIKEN Nishina Center for Accelerator-Based Science created just a handful of sodium-39 nuclei. But their mere existence challenges physicists’ understanding of nuclear structure. It also suggests that tracing the process by which exploding stars forge many elements—a goal of a major new facility in the United States—may be more difficult than thought.\nThree years ago, an experiment with the RIKEN center’s particle accelerator, a superconducting cyclotron called the\nRadioactive Isotope Beam Factory\n, produced a tantalizing hint of a single sodium-39 nucleus. “Therefore, we repeated the experiment with much higher beam intensity and a longer beam time,” says Toshiyuki Kubo, a RIKEN nuclear physicist.\nSIGN UP FOR OUR DAILY NEWSLETTER\nGet more great content like this delivered right to you!\nSign up\nKubo’s 26-member team shot a beam of calcium-48 nuclei through a beryllium target to shred them and funneled the fragments through a snaking chain of magnets called BigRIPS. Researchers tuned that chicane so only sodium-39 or a nucleus with a similar mass-to-charge ratio could slalom through. The energy a nucleus deposited in a detector at the end revealed its charge. From the charge and mass, Kubo and colleagues could easily tally a nucleus’ protons and neutrons. Firing 500 quadrillion calcium-48 nuclei through the target, they\nspied nine sodium-39 nuclei\n, they report in a paper in press at\nPhysical Review Letters\n.\nPredicting which combinations of protons and neutrons will bind into a nucleus can be tricky. Protons and neutrons stick together by exchanging particles called pions, and a quantum mechanical effect favors nuclei with similar numbers of protons and neutrons. But the electrically charged protons repel one another, tilting the balance toward fewer protons. Nuclei also vary from a single proton to hundreds of protons and neutrons, and different theoretical approaches tend to work better in different mass ranges.\n“By far most models did not predict that sodium-39 should be bound,” says Brad Sherrill, a nuclear physicist at Michigan State University and an author on the paper. However, 2 years ago, Witold Nazarewicz, a nuclear theorist at Michigan State, and colleagues tried to predict all possible nuclei by averaging model predictions, each weighted by its uncertainty. That gave a 50% probability that sodium-39 would exist. “Is the [RIKEN] result surprising?” Nazarewicz says. “No. Is it important? Yes.”\nAdvertisement\nIt adds an important detail to the nuclear landscape, he says. Physicists plot known and predicted nuclei\non a checkerboard-like chart\n, with the number of protons climbing vertically and the number of neutrons increasing left to right. The nuclei form a wide swath diagonally across the chart, whose lower edge is called the neutron drip line. It marks the limit at which it becomes impossible to cram more neutrons into a nucleus with a given number of protons. And it’s known only up to neon, element 10.\nThe neutron drip line has served up surprises before. For example, it leaps from 16 neutrons for oxygen (element 8) to 22 neutrons for fluorine (element 9). To explain that jump, theorists had to include forces not just among pairs of protons and neutrons in a nucleus, but also among trios, Sherrill says. Some other bit of overlooked physics may explain why the drip line appears to leap by four neutrons from neon-34 to sodium-39.\nThe results could complicate a goal for physicists. Half of all elements heavier than iron emerge from supernova explosions, as nuclei quickly absorb neutrons gushing from the explosion even as they repeatedly undergo radioactive beta decay—in which a neutron in a nucleus spits out an electron and morphs into a proton. Precisely identifying the nuclei in the process is\na priority for a new $730 million linear accelerator\ncalled the Facility for Rare Isotope Beams (FRIB) at Michigan State. If the drip line lies farther out, those nuclei may contain more neutrons and be harder to make, Sherrill says.\nThe first results from FRIB, which turned on in May, examine nuclei near sodium-39. Researchers there also shredded a beam of calcium-48 to create neutron-rich isotopes of magnesium, aluminum, silicon, and ­phosphorus—the elements following sodium—and\nmeasured how quickly they beta decay\n, the team reports in a paper in press at\nPhysical Review Letters\n. In another tidbit to inform models, the half-life of magnesium-38 was surprisingly short, says Heather Crawford, a nuclear physicist at Lawrence Berkeley National Laboratory and lead author.\nFor Crawford’s experiment, FRIB produced a beam one-twelfth as intense as the one in the RIKEN study. In a few years, FRIB should increase its beam intensity 400-fold, making it possible to trace the neutron drip line farther up the chart, Crawford notes. “As FRIB ramps up in power, that’s one of the first things I expect will be pursued.”"]
[301,"Singapore Airlines Drops Dom Perignon Champagne","https://onemileatatime.com/news/singapore-airlines-dom-perignon/",0,"There is no such thing as a 'First World Problem'.There are only problems of QUALITY, regardless of who you are; where you live; how much money you have; your ethnicity/nationality. Citing so-called 'First World Problems' is the lazy man's way of rationalizing quality issues without doing proper analysis. BTW: the purveyors of expensive but poor quality service and product just love it. It lets them off the hook by engendering a sense of guilt and entitlement on the customer if they complain."]
[302,"What Type of Respiratory Failure is Caused by Guillain-Barre Syndrome?","https://www.respiratorytherapyzone.com/respiratory-failure-guillain-barre-syndrome/",0,"Medical Disclaimer:\nThis content is for educational and informational purposes only. It is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Please consult with a physician with any questions that you may have regarding a medical condition. Never disregard professional medical advice or delay seeking it because of something you read in this article. We strive for 100% accuracy, but errors may occur, and medications, protocols, and treatment methods may change over time."]
[303,"ings You Must","https://thehkhub.com/coolest-hong-kong-buildings/",0,"Perhaps one of Hong Kong’s most famous buildings on Instagram, Monster Building first gained fame when it was featured in Hollywood blockbuster\nGhost in the Shell and Transformers: Age of Extinction\n. The name Monster Building actually refers to a group of five connected buildings in Quarry Bay, namely Fook Cheong Building, Montane Mansion, Oceanic Mansion, Yick Cheong Building and Yick Fat Building. Likened to a concrete jungle for its densely packed flats, the example of Hong Kong architecture resembles a Transformer-like monster and is a prime social media spot for photos."]
[304,"Juventus out of the Champions League: If this isn't failure, then what is?","https://www.goal.com/en-sg/news/juventus-out-champions-league-allegri-failure/blt68b873b3a460f722",0,"When you visit any website, it may store or retrieve information on your browser, mostly in the form of cookies. This information might be about you, your preferences or your device and is mostly used to make the site work as you expect it to. The information does not usually directly identify you, but it can give you a more personalized web experience. Because we respect your right to privacy, you can choose not to allow some types of cookies. Click on the different category headings to find out more and change our default settings. However, blocking some types of cookies may impact your experience of the site and the services we are able to offer.\nMore information"]
[305,"Technical and Vocational Education Training, TVETs, institutions in Kwale County; Contacts, Fees, How to join and Requirements","https://educationnewshub.co.ke/technical-and-vocational-education-training-tvets-institutions-in-kwale-county-contacts-fees-how-to-join-and-requirements/",1,"To get a place at a TVET institution, one has to apply via the Kenya Universities and Colleges Central Placement Service (KUCCPS). The available programmes, institutions, minimum entry requirements and the application procedure are always available on the KUCCPS\nStudent’s Portal\naccessible through the Placement Service website\nwww.kuccps.ac.ke\n. KUCCPS sets an application window within which the prospective students can submit their applications. The Entry requirement for all Diploma Courses is a C- and above; D (plain) and above for Certificate while other course categories are open."]
[306,"Business Analyst Course in Singapore","https://intellipaat.com/business-analyst-training-singapore/",0,"This Business Analyst training will give you hands-on experience in mastering the domain of Business Analysis. In this certification course, you will learn both fundamental and advanced Business Analyst roles and responsibilities. This training will equip you with all the skills needed to become a Business Analyst in any industry domain, work on challenging projects, and successfully accomplish all the tasks. You will be awarded Intellipaat’s course completion certificate after successfully completing the training course.\nAs part of this online Business Analyst course, you will be working on real-time Business Analyst projects and step-by-step assignments that have high relevance in the corporate world, and the course curriculum is designed by industry experts. Upon the completion of this online course, you can apply for some of the best jobs in top MNCs around the world at top salaries. We offer lifetime access to videos, course materials, 24/7 support, and course material upgrading to the latest version at no extra fee. Hence, our Business Analyst certification in Singapore is clearly a one-time investment."]
[307,"oft skills training i","https://blog.cbs.com.sg/soft-skills-training-singapore",0,"In a rapidly globalising economy, having\na well-trained workforce\nis crucial for any company. This is especially true for businesses in Singapore, where competition is stiff, and the need for innovation is constant.\nWhile technical skills are always necessary, employers are increasingly looking for workers who have\nstrong soft skills\n. From communication and teamwork to\nproblem-solving\nand critical thinking, these abilities can be the difference between success and failure in today’s business world.\nThe good news is that soft skills for employee training and professional development are widely available in Singapore at CBS.\nWhat are soft skills?\nIn the employment context, soft skills are a combination of people skills, social skills, communication skills, time management, character or personality traits, attitudes, career attributes and emotional intelligence quotient (EQ) that enable people to interact effectively and harmoniously with others.\nWhile hard skills are the technical abilities and knowledge required to perform a specific job, soft skills are the non-technical abilities that enable you to work well with others and in other areas of life that can improve productivity.   Examples of\nsoft skills include teamwork, problem-solving, communication, and time management.\nSome people may argue that certain soft skills, such as teamwork, are technical skills. However, these skills are generally considered soft skills because they cannot be quantified or measured similarly to technical skills.\nImportance of soft skills in the workplace\nIn recent years, the importance of soft skills has been in demand in Singapore Workplaces. As the economy becomes more globalized and competitive, businesses are increasingly looking for employees with technical and soft skills such as leadership, communication, teamwork and problem-solving skills.\nWhile hard skills are important for performing specific tasks, employers often emphasise soft skills when hiring. This is because soft skills are generally more difficult to teach and are more closely associated with an individual’s personality and ability to interact with others.\nSoft skills are important not just for landing a job but also for career progression. In today’s workplace, collaborative teamwork is often necessary to complete tasks effectively. Those who can communicate well and work well in a team are likely to be more successful in their careers than those who lack these skills.\nTypes of soft skills training available in Singapore\nDifferent types of soft skills training are available in Singapore to help employees improve their communication, interpersonal, and problem-solving abilities.\nWorkshops and courses\non team building, conflict management, and emotional intelligence are widely available.\nOrganizations can also customize soft skills training programs to meet their specific needs. For example,\nCBS offers a two-day course\nthat covers topics such as effective communication, creating a positive customer service experience, and handling difficult customer situations.\nSoft skills training can be a valuable investment for companies and employees alike. Employees can become more productive and efficient at work by improving communication and interpersonal skills. And by developing stronger problem-solving abilities, they will be better equipped to handle challenges and obstacles in the workplace.\nWhy soft skills training is important\nIn Singapore, soft skills training is important for several reasons. First, employers in Singapore place a high value on soft skills. They believe these skills are essential for employees to succeed in the workplace. Secondly, soft skills training can help employees to better understand and work with others. Finally, soft skills training can improve employees’ communication and problem-solving abilities.\nEmployers in Singapore believe that soft skills are essential for employees to be successful in the workplace. They often look for candidates who have strong communication and interpersonal skills. Soft skills training can help employees to better understand and work with others. It can also improve an employee’s communication and problem-solving abilities.\nMany people often lack a few essential soft skills, especially if they are new to the workforce. Fortunately, you can change that. Here are some of the most important soft skills that every prospective employee should have:\nUnfortunately, good communication is something that many people lack these days. Especially with social media and text messaging, many modern-day workers don’t know how to communicate effectively in person or on the phone.\nGood verbal and written communication is one of the most important soft skills in any job market or field — not just IT. If you want to\nimprove your communication skills\nonline, there are plenty of resources to help, including articles and videos on YouTube. You can also take an online class through an accredited educational institution. There are even free courses available online. Please consider all your options before enrolling in a course to get what you pay for. Good communication is always worth investing into\nIn addition, Management experts agree that problem-solving skills are critical for employees at all levels of organizations across all industries. Problem-solving requires a combination of analytical skills, logical thinking\nHow to choose the right soft skills training course\nChoosing the right soft skills training course can be a daunting task. There are many factors to consider, such as the training type, the course length, and the provider. Here are some tips to help you choose the right soft skills training course for your needs.\nFirst, consider the type of training you need. Do you need general soft skills training, or do you need specific training in a particular area? If you need specific training, make sure the course covers that topic.\nNext, consider the length of the course. Some courses are only a few hours long, while others may last for several days or weeks. Choose a course based on your schedule and how much time you have to dedicate to learning.\nFinally, research different providers to find one that offers quality training at a reasonable price.\nCan Soft Skills Be Learned Online?\nYes, soft skills can be learned online through various means, such as online courses, e-learning platforms, and even social media. Various online resources can help individuals learn and develop soft skills such as communication, teamwork, and problem-solving. While some people may argue that soft skills are best learned through face-to-face interactions, the reality is that soft skills can be learned effectively online with the right tools and resources.\nConclusion\nThere is a growing consensus that Singaporeans must develop their soft skills to compete in the global economy. While there are many different opinions on the best way to go about this, it is clear that something needs to be done.\nOne solution is to provide more training opportunities for adults. CBS provides top soft skills courses and training for employees. This could take the form of workshops, seminars, or even online courses. There is also a need for more research to be conducted in this area so that we can better understand the specific needs of Singaporeans.\nIn conclusion, soft skills training needs to be taken seriously in Singapore. While there is no one-size-fits-all solution, many options are available, and it is important to start taking action now.  If you have any questions, do not hesitate to contact us on our soft skills training.\nCategory\nCourses\nTags\nSoft Skills\nSoft Skills training\nSoft Skills training Singapore"]
[308,"Power BI Training in Singapore","https://intellipaat.com/power-bi-training-singapore/",0,"Intellipaat is the master among Business Intelligence tools trainings. Power BI is a powerful Business Intelligence tool from Microsoft that lets you extract data from multiple and varied data sources and convert it into business insights. You will master the technique of creating visually appealing and insightful charts, graphs, and reports by deploying Power BI in real business scenarios. Upon successfully completing the training, you will be awarded Intellipaat’s Power BI certification.\nYou will be working on real-time projects and step-by-step assignments that have high relevance in the corporate world, and the course curriculum is designed by industry experts. Upon the completion of the training course, you can apply for some of the best jobs in top MNCs around the world at top salaries. Intellipaat offers lifetime access to videos, course materials, 24/7 support, and course material upgrading to the latest version at no extra fee. Hence, it is clearly a one-time investment."]
[309,"Online Coding Help & How It Helps Students","https://www.aquafreshprime.com/digital-marketing/online-coding-help-how-it-helps-students-to-do-their-homework-online-professionally/",1,"What are the biggest challenges facing students in doing their homework?\nThere is no doubt that students are facing a lot of challenges with their homework and assignments. They need to learn how to code and they need help.\nThe biggest challenge facing students in doing their homework is that they don’t have enough time. They are always busy and sometimes even overloaded. They have to do so many things at once, and it seems like they need more time to finish all the assignments.\nA Guide to Choosing an Online Coding Homework Service\nDo you often lose your mental health to answer complex coding homework problems? Do you ever discover yourself typing, “\ndo my coding homework\n” If that’s a yes, we have the solution for you. Online coding homework services are a great alternative to the traditional school system. They provide students with a wide range of information and resources to help them with their coding homework. You can try Domyprogramming for your coding homework.\nOnline coding homework service is an excellent tool for students to solve their homework. However, there are many websites out there and at the same time, these sites have different features and you need to make the right choice among them.\nYou may also like :\nFree online games by Casino Mentor\nOnline coding homework is a way to solve your homework and provide you with other helpful information. However, there are many sites out there that have different features and they all have very different functions.\nBest Ways to Find The Best Coding Homework Help Sites\nCoding is a viral subject in the world of computer science. However, it is estimated that only about 3% of college students can code.\nCoding homework help sites provide online coding homework help for students who need to learn to code.\nThese sites provide deep knowledge to learn how to code and improve their skills and knowledge in programming.\nThere are a lot of coding homework help sites out there. They offer different kinds of services and they are all exceptionally helpful. They are accommodating in their way and they can help you with your work life.\nIt is essential to check out the reviews from previous customers of these services before choosing one because they can give you insight into their quality of work and customer support experience.\nConclusion:\nWe are already seeing some online coding networks that provide free online homework help. While there is no shortage of free homework sites and tutoring websites, there are still a few sites that offer paid help. These sites are usually aimed at helping students who want to learn a particular subject or improve their skills in a particular area.\nYou may also like :\nThis Is Why You Need To Ask More Clients To Leave You Google And Yelp Reviews\nThe Internet has revolutionized the way we communicate and learn. This section will look at how it has changed the way we learn and teach. We will also discuss how students can use the Internet to their advantage, use online coding networks in their learning process, and find homework help online. We can look forward to a world where coding is as easy and accessible as reading."]
[310,"Do they add to it do they take away from it are the stories you know presented in the same way so i want you to explore that on the broadway stage version and the second one on the film version of king kong.","https://harbourhomework.com/2022/10/27/do-they-add-to-it-do-they-take-away-from-it-are-the-stories-you-know-presented-in-the-same-way-so-i-want-you-to-explore-that-on-the-broadway-stage-version-and-the-second-one-on-the-film-version-of-kin/",0,"Click Here To Order This Or Similar Paper\nThe purpose of this assignment is to get you to compare the musical King Kong which is presented in a Broadway production on stage and then of course as a film. There have been several King Kong films but I want to have you explore putting an idea that is larger than life on the stage and whether or not it’s effective. That’s the purpose of what we’re trying to do here I mean we could say the same thing about the musical Titanic where they sink an ocean liner on the stage or the Broadway show or Miss Saigon landing a helicopter on the stage or Phantom of the Opera where they use lots of different technical effects to create the reality of the production. So what are we doing here we’re trying to see if these cinematic larger than life productions are affectively presented to an audience on the stage. Do they add to it do they take away from it are the stories you know presented in the same way so I want you to explore that on the Broadway stage version and the second one on the film version of King Kong. Follow the outline provided below. Discuss the qualities of what happens in each one so that’s an each PROMPT (1-5) will be an average of 100 words and make sure you do this assignment in your own words and thoughts and if you can might be fun for you to rent the King Kong the film and you could really get an understanding of the what the story is about.If you have any questions don’t forget to reach out otherwise I’ll look forward to seeing what you write for this comparisonDirections:COMPARE (LIKENESSES AND DIFFERENCES) OF THE VISUAL QUALITIES OF FILM AND THEATRE SEEN IN THE ATTACHED CLIPS – COMPARE THE STAGE AND FILM VERSIONS OF KING KONG.WRITE a minimum of 100 WORDS FOR EACH PROMPT (1-5) . I am not counting specific word counts but 100 words should be your average for each. COMPARING LIKENESSES AND DIFFERENCES in the way the story is presented. A. Stage Version of King Kong (100 WORDs average EACH) for each number1. Acting (100 words)2. Lighting (100 words)3. Set Design (100 words)4. Use of space (100 words) 5. Special Effects (100 words)B. Film Version of King Kong (100 WORDS EACH) number 1-5 1. Acting (100 words)2. Lighting (100 words)3. Set Design (100 words)4. Use of space (100 words)5. Special Effects (100 words) Please answer all prompts in your own thoughts and words and outlined format or lose credit. Don’t forget to state the question and put your answer below it. Youtube videos attached\n“Is this question part of your assignment? Place your order now for a similar assignment and have exceptional work written by our team of experts, At affordable rates”Send us your paper details nowWe'll find the best professional writer for you!\nClick Here To Get Started"]
[311,"Here are three great tutoring sites for students and tutors","https://www.latimes.com/business/story/2022-10-29/here-are-three-great-tutoring-sites-for-students-and-tutors",0,"School is back in session and students are discovering just how much\ndistance learning cost them\nin grade-level competency. That’s got millions of parents wondering where to find a tutor.\nA\nrecent analysis by SideHusl.com\nfound that the best tutoring sites neatly balance the needs of students and tutors, making them a win for everyone.\nWhat makes the best tutoring sites unique? They make it easy to find a tutor who suits the student’s specific needs while offering plenty of flexibility to students and tutors alike. They also charge modest fees, so tutors don’t have to pad their rates to earn a decent living.\nIt’s worth noting that the top site on this list —\nWyzant\n— is recommended for every subject.\nAdvertisement\nHowever, the best tutoring site for your student may depend on the topic and the student. Students gifted in music or coding, for instance, may find greater variety and more amenable tutors at a niche site, such as\nLessonface\nor\nJuni Learning.\nBusiness\nColumn: Those math and reading scores were horrible, but beware of the political spin\nPoliticians will use new data showing math and reading declines in schools to make partisan points about the pandemic. Don’t let them do it.\nOct. 25, 2022\nHere are the three best tutoring sites, and what makes them work for both students and tutors.\nWyzant\nIf we had to pick just one site that offered the best experience for students and tutors alike,\nWyzant\nwould be it. Roughly 65,000 tutors have signed up at this site and they coach kids (and adults) in everything from English to geometry; physics to foreign language.\nWhat makes the site great for students is that it’s easy to find exactly the tutor you want. This goes far beyond saying that you need to find an expert in, say, algebra. The site’s search engine also sorts by the tutor’s age and hourly rate. So, if you are on a budget, you can filter out tutors you can’t afford. If your child responds best to mature adults, you can search for tutors over the age of 40 — or vice versa. This search will bring up a wealth of tutor profiles that you can peruse to find the right match for your student.\nComparatively, if you tried to find a tutor through\nVarsity Tutors,\nyou would need to provide your name, ZIP Code, phone number and talk to a Varsity Tutors sales representative before you ever had a chance to see a single tutor profile. Varsity Tutors also does not book individual tutoring sessions. You must agree to a tutoring “package” before you have a single session.\nBusiness\nTeachable, Thinkific offer free online teaching help in October\nYou can make money by teaching a class through an online teaching platform. And you can learn how to do that at no cost.\nOct. 15, 2022\nThe ease of use and wealth of tutor choices make Wyzant a clear winner for students. But there are a wealth of reasons why tutors like Wyzant too.\nSpecifically, tutors set their own rates and only pay a fee to the site when they’ve completed a job. Payments are prompt, and the site gets millions of visitors every month, so tutors are likely to find plenty of students here.\nBetter yet, tutors who have advanced skills can get paid handsomely. One advanced physics tutor, for instance, charges $139 an hour and has more than 1,500 reviews from satisfied students.\nLessonface\nAlthough Wyzant also offers music lessons,\nLessonface\nmay be a better site to find a music tutor, particularly if your child’s interests deviate from standard piano or guitar lessons.\nLessonface is all about music and, to a lesser degree, art. Drawing musicians from all over the world, students have the ability to learn everything from flamenco guitar to djembe, cimbasso to pan flute. Naturally, if your student’s interest is more common — violin or drums, for instance — Lessonface has that too. The site also has tutors specializing in songwriting, composition and live performance.\nLessonface is all online, so you’re not limited to instructors near you. While tutors set their own rates, half-hour lessons typically run $30.\nBusiness\nWill you ever be able to stop working? A guide to retirement in California\nDon’t let the bear market keep you from retiring. But there are a bunch of other financial and emotional factors to consider before taking the leap.\nSept. 29, 2022\nJuni Learning\nKids who have a penchant for tech can find college-age tutors through\nJuni Learning.\nWhile you can also find specialized tech tutors at Wyzant, Juni serves a narrow niche — beginning coders ages 7 to 18. The site only hires top college students as tutors, believing that kids interested in coding will have a better experience with tutor/mentors closer to their own age.\nFor the college students enlisted to be tutors, Juni also offers a nice proposition. The site hires tutors as employees, which means it pays Social Security and Medicare taxes on your wages and deducts federal income tax withholding. For students unlikely to have other sources of income, this is helpful. It saves you both tax money and the headache of having to deal with making estimated tax payments during the year. Tutors are generally paid between $20 and $25 per hour.\nHowever, those needing more advance tutoring — and tutors able to help college students — Wyzant is the better choice, offering higher pay and greater flexibility.\nKristof is the editor of\nSideHusl.com,\nan independent website that reviews moneymaking opportunities in the gig economy."]
[312,"Best SAT Test Prep Courses and Tutoring in Paris","https://www.review.fr/sat-prep-paris/",0,"Manhattan Review in Paris facilitates student achievement with a full range of prep services for the SAT. Our SAT offerings in Paris include on-site SAT prep courses, online SAT prep courses, private SAT tutoring plans, and SAT practice tests. Manhattan Review is a leading international test prep company that has taught thousands of students in Europe, North America, Asia, and Africa how to succeed on American standardized tests and get accepted to their chosen postsecondary degree programs. Founded in 1999, our company paces the industry with meticulously researched course materials, innovative instructional methodologies, and favorable student learning outcomes. Manhattan Review hires only the most qualified SAT tutors and instructors, who undergo rigorous additional training in our methods before entering the classroom. We teach our students how to most effectively approach the content of each SAT section, how to most efficiently organize their study time, and how to understand the pedagogical reasoning behind each type of SAT exercise. Students who enroll in our SAT prep courses or private tutoring plans receive the highest possible boost to their SAT scores and university admission prospects.\nFlexibility is one of the keys to the success of our SAT teaching. Experienced educators realize that students derive the greatest benefit from variety in terms of learning approaches and styles. Manhattan Review's SAT prep courses, whether delivered on-site or online, include several different types of skill development, enhanced by the use of technology and multimedia. Our private SAT tutoring plans are precisely customized to the needs of the individual student, which produces rapid improvements. All SAT learning plans focus on student engagement, which promotes retention of the material. Students in Manhattan Review's SAT prep courses and private tutoring develop a framework for academic success that can be applied to the assimilation of any large body of knowledge. Our clients learn skills that can also be applied to their later college coursework. Contact us at your earliest convenience, and we'll be happy to provide you with further details on our SAT services for Paris students or to answer any questions you may have.\nThe effectiveness of Manhattan Review's SAT teaching is ultimately validated by the accomplishments of our students, who have been accepted to many of the world's top universities and gone on to rewarding professional lives. Manhattan Review clients have pursued and completed degrees at world-class institutions such as Stanford, Harvard, Princeton, Yale, the University of Chicago, the University of Pennsylvania, Cornell, Carnegie Mellon, Dartmouth, Brown, UC Berkeley, MIT, Georgetown, and many more. Thousands of our former students are now employed by Fortune 500 companies such as Archer Daniels Midland, State Farm Insurance, General Motors, and Valero Energy, and we also have past clients now working for Paris firms such as Air France, PAI Partners, Delcourt, and AccorHotels. With Manhattan Review's SAT prep courses and private tutoring, Paris students can begin working on their own future success right away."]
[313,"Sees Strong Organic Sales Growth Despite China","https://wwd.com/business-news/financial/smcp-strong-organic-sales-growth-despite-china-shutdowns-1235401462/#!",0,"Loading your audio article\nPARIS —\nAccessible luxury player\nSMCP\n’s sales improved in the third quarter, up 9.4 percent on an organic basis year-over-year, although they continued to be dragged down by coronavirus-related restrictions in China.\nThe parent company of\nSandro\n,\nMaje\n, Claudie Pierlot and Fursac reported that sales topped 308 million euros in the third quarter, boosted by tourism flows in France and the EMEA region. The number marked an all-time sales record for the company.\n“The performance reflects a strong momentum in Europe, notably thanks to the success of collections with local clients and the return of tourists,” said chief executive officer Isabelle Guichot, who took the reins of\nSMCP\nin August 2021, after a successful tenure as the head of the company’s\nMaje\nlabel.\nRelated Galleries\nFashion Trends\nSpring 2023 Trends: Utility\nStreet Style\nThey Are Wearing: Paris Fashion Week Spring 2023\nThat was reflected in a boost of 13.5 percent in sales on an organic basis in SMCP’s home country of France, for a total of 99.1 million euros in the third quarter, as well as a 20 percent sales jump in the overall EMEA region to 98.6 million euros.\nResults beat analyst consensus by 4 percent, “indicating a good acceleration,” Jefferies analyst Kathryn Parker said in a note after the results were released. SMCP was up 3.3 percent in midday trading.\nIn North America, demand remained strong, with revenues up 12.5 percent on an organic basis to 49.6 million euros.\nHowever, sales took a hit in Asia, down 11.8 percent year-over-year, due to the continued lockdowns in China. Revenues there totaled 61.6 million euros, offset by strong sales in South Korea, Singapore, Malaysia and Australia.\nThe China shutdowns particularly affected department stores, which are a “key driver” of business for SMCP labels in the region. The company had previously said it expected Asia to be its primary market by 2025, but that has shifted in the wake of pandemic-related turbulence, Guichot said in a call following the results.\n“We are still actively working on China development, but it’s really difficult to set a timer on how fast the traffic will come back to normal numbers, depending on the sanitary policy developed by the Chinese government,” she said. Guichot noted that the country’s party congress just concluded with no changes in its “zero-COVID-19” policy announced.\nStrong local teams remain in place in China, and the company opened new doors in Beijing and Shanghai in the third quarter. Looking to the fourth quarter, China’s upcoming commercial and symbolic shopping dates of Nov. 11 and Dec. 12 will be a key indicator of market resilience, Guichot added.\nThe rest of the APAC region remains strong, with Australia, Singapore and South Korea being particular highlights on the balance sheet.\nGuichot noted that SMCP has been removed from the list created by the Australian Policy Strategy Institute, which cited the brand as using Xinjiang cotton in a 2020 report. “We have always strongly denied any application or any sourcing in the Xinjiang region. Our name was on the list only because of our shareholding relationship with our former majority shareholder Shandong Ruyi, but [SMCP] has absolutely no connection to sourcing in that region, this is why we have been removed,” she said.\nThe supply chain of some 100 products are now completely traceable and that program will continue to expand, she noted.\nAfter a year of turbulence, Shandong Ruyi is now a minority shareholder, with holding company Glas SAS the largest — but not controlling — shareholder with 29 percent of the company.\nGuichot came on board amid the shareholder reshuffle that took place in late 2021 and early 2022. “It’s not at all affecting the execution of our roadmap,” she said. “Things are definitely a little bit more peaceful than last year. Last year at this time was a bit more shaky, but now we are fully focused on the business execution.”\nThat includes upscaling the brands’ positioning. To that end,\nSandro\nopened a flagship on Paris’ Avenue des Champs-Élysées in September. “It’s a very, very strong statement for the brand and for the group at large,” Guichot said. The flagship has pieces from artists Etienne Bardelli and Dan John Anderson, and positions the brand firmly in the accessible luxury space.\nSMCP is also burnishing the image of its Fursac brand in Europe, which it acquired in 2019. The men’s label entered the official Paris Fashion Week calendar for the first time in June under creative director Gauthier Borsarello. It was a milestone for the company as it continues to develop the brand’s international exposure and expansion. Guichot said growth is “absolutely on track” for that label, which operates 67 stores in Europe.\nStrategy remains diversified across the women’s brands, which is paying off. “It is balanced in a very healthy way without having one brand cannibalize another,” Guichot said.\nOnline purchases have shown steady growth and now amount to 21 percent of total sales. “It’s more qualitative sales, leading to more full-price sales and less promotional activities. It’s no longer a reduction channel,” she\nsaid of\necommerce. “We are now reaching a level that is very healthy for the business, that allows us to protect both our margins, obviously, and also protect our image.”\nIn the first nine months of the year, the company\npushed\na full-price strategy and showed a strong performance, with like-for-like sales up 19 percent. Results show a 2.5 percent reduction in the discount rate in the third quarter and\na 5 percent\ndrop in the first nine months year-over-year as prices continue to stabilize.\nSMCP is also integrating\nomnichannel\nsales and digital will play a bigger role in integrated brick-and-mortar sales going forward, with purchase, returns and payment systems in play.\nThe company confirmed its financial targets for the year “provided that the international situation does not deteriorate further in the final quarter.”\n“We are entering the beginning of 2023 with a great cautiousness in the way we plan and expand, but we have learned to be extremely agile in the last few years to compensate one geography for another as some countries are more unpredictable,” Guichot said. “Our geographic coverage allows us really to mitigate the risks.”"]
[314,"Rosenda Strong","https://people.com/crime/rosenda-strong-case-murdered-indigenous-woman-unsolved/",0,"Rosenda Strong was known for her distinctive laugh and bubbly personality. She loved spending time with her friends. So, when the 31-year-old mother of four didn't come home on Sept. 30, 2018, after going with an acquaintance to a nearby casino on the Yakama Indian Reservation in Toppenish, Wash., her family became worried.\nHer sister, Cissy Strong Reyes, who at times cared for Rosenda's children, reached out to Rosenda's friends before turning to the tribal police for help.\n\"The officer was like, 'Rosenda Strong? Oh, she's just probably partying. She'll pop up sometime,'\" recalls Cissy in this week's issue of PEOPLE. \"But I was having a big anxiety attack. This was out of the ordinary.\"\nThen, on July 4, 2019, Cissy's worst fears came true. Two homeless men found Rosenda's remains inside an abandoned freezer at a dumpsite on the reservation. The FBI joined the tribal police to investigate and found bullet casings beside Rosenda's body.\nNow, four years later, no arrests have been made — making Rosenda's killing one of 4,200 unsolved cases of a murdered or missing Indigenous person.\nRosenda Strong's funeral.\nEvan Abell/Yakima Herald-Repub\nFor more on the unsolved murder of Rosenda Strong,\nsubscribe now to PEOPLE\n, or pick up this week's issue, on newsstands Friday.\n\"The FBI has not forgotten about Ms. Strong, but unfortunately, we have no current update to provide,\" an agency spokesperson said in a statement. \"We do believe there are people that know about what happened to her and would encourage anyone with information to contact the FBI.\"\nFor Rosenda's family, that lack of progress underscores the widespread problem of murdered and missing Indigenous people whose cases remain unsolved.\n\"People vanish but it is swept under the rug,\" says Cissy.\nRosenda Strong’s family at Legends Casino.\nAmanda Ray/Yakima Herald-Repub\n\"Our hopes are that they'll find whoever did this,\" says Rosenda's cousin Roxanne White, founder of the Facebook page Missing, Murdered Indigenous Women, People & Families. \"But the FBI [and police] know that we're not just going to wait for them. We're going to fight for Rosenda.\"\nWhat authorities do know is that Rosenda drove with an acquaintance to the Legends Casino. There, she was seen by her aunt playing the slot machines.\n\"It was just a 'Hi Auntie,' and a hug and, 'I love you,'\" says Cissy. \"She seemed herself, bubbly Rosenda.\"\nShe was later seen exiting the casino around midnight with a man, seemingly voluntarily.\nEMILY GOODELL/KAPP KVEW\nWant to keep up with the latest crime coverage? Sign up for\nPEOPLE'\ns free True Crime newsletter\nfor breaking crime news, ongoing trial coverage and details of intriguing unsolved cases.\nPlenty of theories have circulated. \"One person said, 'Your sister took off with some Mexican cartel guy,'\" says Cissy. \"Another said she had gone to drug treatment.\"\nAnother, more disturbing rumor turned out to be devastatingly true. \"People were saying, 'Look for a freezer,'\" she says. \"Me and [Rosenda's oldest daughter] would cruise around the back roads and canals and look for a freezer.\"\nCissy has since become a voice for Rosenda, participating in marches and vigils to spread the word about the plight of Rosenda as well as other Indigenous women.\n\"I miss her every day,\" she says about her younger sister. \"And I guess that's how I communicate with her, is fighting for her justice and not giving up.\"\nIf you have information about Rosenda Strong, contact Yakama Nation Tribal Police at 509-865-2933 or the FBI at tips.fbi.gov."]
[315,"Teaching Strategies, Tactics, and Methods","https://www.theedadvocate.org/category/teaching-strategies-tactics-and-methods/",1,"Ask An Expert\nAssistive Technology\nBlack Boys in Crisis\nBullying\nChild Development\nChild Development Tech\nClassroom Management\nDisabilities\nDiversity\nEarly Childhood\nEarly Childhood & K-12 EdTech\nEdTech & Innovation\nEdTech Policy & Reform\nEducation Leadership\nElementary Education\nElementary School\nEquity\nFeatured\nFirst Year Teachers\nFresh\nGifted and Talented Education\nHigh School\nHigher Education\nHigher Education EdTech\nK-12\nMiddle School\nModern Parenting\nOnline Learning & eLearning\nParent & Family Tech\nParenting\nPersonalized Learning\nPodcast\nPolicy & Reform\nSecondary Education\nSTEM\nTeacher Education\nTeachers\nTesting\nThe Edvocate Podcast, Episode 4: How to Create a Culturally Responsive Classroom\nBuilding a culturally responsive classroom is hard. To help you along your journey, here is your guide to exploring and respecting the cultural backgrounds of your students while also using ..."]
[316,"International Relations","https://www.london.ac.uk/courses/international-relations-bsc",0,"This programme is only available to study at a\nRecognised Teaching Centre\n(Opens in new window)\nand cannot be studied independently. Before you apply for this programme with University of London, you should contact your Recognised Teaching Centre of choice for advice on application/admission requirements, including any additional requirements that the teaching centre might have.\nOnce the Recognised Teaching Centre is happy to offer you a place in principle, they will provide you with an Application Validation Code (AVC) to be used to complete your University of London application. Please remember that any Recognised Teaching Centre offer is subject to formal University of London approval. This will be in the form of you receiving an offer from your University of London application. Your Recognised Teaching Centre can contact University of London on your behalf for eligibility advice, prior to you submitting a formal online application."]
[317,"The 7 Best Tutor Agencies","https://www.topconsumerreviews.com/best-tutor-agencies/detailed-reviews.php",0,"Tutoring can strengthen your comprehension and learning skills in a variety of subjects. Whether you're falling behind and having a hard time understanding something taught in school or just want to have everything you learn solidified, a tutor is a great way to get one-on-one help. People who work with tutors usually do better on assignments and tests than they would otherwise."]
[318,"Hong Kong schools get more in-person teaching as Covid-19 rules ease","https://headtopics.com/sg/hong-kong-schools-get-more-in-person-teaching-as-covid-19-rules-ease-31085408",1,"Hong Kong schools get more in-person teaching as Covid-19 rules ease\nPrimary schools can apply for full-day face-to-face classes starting Dec 1 if 70% of students are double-vaccinated. Read more at straitstimes.com.\nhttps://str.sg/wV9WHONG KONG - Hong Kong plans to allow more schools to return to traditional full-day classroom teaching, a move designed to help bring education back to normal after nearly three years of Covid-19-driven disruptions.Primary schools can apply for full-day face-to-face classes starting Dec 1 if 70 per cent of students are double-vaccinated, according to a government statement late Tuesday. Individual classes that reach that level can return to all day in-person teaching even if the overall school hasn’t yet met the criteria, the government said.\nRead more:\nST Foreign Desk »\nWoman nearly walks into naked man staggering in front of Golden Mile Complex at 2am\nWhat happened to his clothes? Read more at stomp.straitstimes.com\nRead more >>"]
[319,"Singapore 5 Years Bond - Historical Data","http://www.worldgovernmentbonds.com/bond-historical-data/singapore/5-years/",0,"The Singapore 5 Years Government Bond has a\n3.282%\nyield. Click on Spread value for the historical serie. A positive spread, marked by\n, means that the 5 Years Bond Yield is higher than the corresponding foreign bond. Instead, a negative spread is marked by a green circle. Click on the values in \"\nCurrent Spread\n\" column, for the historical series of the spread. Click on the \"\nCompare\n\" button, for a report with the full comparison between the two countries, with all the available data."]
[320,"OOCL - Payment Method in Hong Kong","https://www.oocl.com/hongkong/eng/localinformation/CustomerServiceGuide/Pages/payment_method_HKG.aspx?print=true&rsimg=",0,"We use cookies as a fundamental part of our interaction with our users’ browsers.\nWe rely on your consent for placing on your browser cookies which may collect personal data about you. You can provide your consent by clicking “Accept All”. You are free at any time to withdraw your consent in the MANAGE SETTING by changing your selection."]
[321,"Ten FAQs on how to become a NET in Hong Kong","https://www.global-english.com/blog/ten-faqs-on-how-to-become-a-net-in-hong-kong/",1,"I am interested in getting a TEFL/TESOL certification to apply to the NET scheme in Hong Kong.\nWe receive a lot of emails that start this way. Thankfully, when we do, 9 times out of 10 we can provide the answers candidates ask.\nTo be successful in your application to the Native-speaking English Teacher (NET) scheme, you'll need to complete an accredited course that is acceptable to the Hong Kong Education Bureau (HK EDB). At Global English TESOL we have been training people for the NET scheme for over eight years now on our recognised and flexible online training and teaching practice programmes.\nSo, here is some general advice and guidance for candidates hoping to become a HK NET in the future, divided into three categories:\nOnline TEFL training for prospective NETs\nTeaching practice\nGeneral questions about the NET scheme\n--------------\nOnline TEFL training\nQ. The HK EDB scheme says a course must consist of a minimum of 100 contact hours for primary and 250 contact hours for secondary. What do contact hours mean?\nThe contact hours are the number of hours taken in the study on a course of study, either face to face or online. The EDB recognises the ACTDEC accredited courses run by Global English TESOL as meeting this requirement.\nQ. Why does your course for primary have 120 contact hours?\nWe updated our 100-hour Teach Hong Kong course to meet new ACTDEC guidelines from 2022, so the course maintains its Level 3 accreditation. The bonus is that the course now contains elements of class-based and online teaching, which few other online courses or face-to-face courses have.\nQ. Does the course provide tutor support?\nYes, a personal tutor will mark your online course work and be available for any questions you have. They will also review your teaching practice lesson plan and self-evaluation of that lesson, to ensure conformance with EDB HK NET scheme guidelines.\nQ. I need to meet the EDB deadline. Can I go through the course quickly?\nYes, you can begin as soon as you register and pay for your course. You can proceed at your own pace and have up to 6 months to complete the 120-hr course, or 12 months for the 250-hr course.\nQ. Which course should I register on?\nFor primary, go\nhere>>\nFor secondary, go\nhere>>\nRemember to add the teaching practice course for HK at the checkout.\nFor more info on our online courses, see our\ngeneral FAQ page\n.\n--------------\nTeaching Practice\nQ. How does the teaching practice work?\nYou find a school or volunteer organisation where you can teach or observe lessons for a minimum of 10 hours (primary) or 20 hours (secondary). You enrol onto the same programme for both schemes, and if you need 20 hours and just extend the teaching on the teaching timesheet. It's the same price.\nQ. Can my teaching practice be online?\nOnline teaching still counts towards teaching practice, providing it is observed by a qualified English language teacher. This became the norm in lockdown, and we are not aware (as of October 2022) that the EDB have changed those requirements.\nQ. I have been teaching for some time. Can I backdate my teaching practice to include lessons I have previously given?\nNo, you can’t, sorry. Teaching practice can only be included after you have registered onto a course with us.\nQ. I’m already teaching in a school. Can I take my TP where I am teaching currently?\nYes, so long as it is observed by an experienced English teacher and the school is prepared to allow you to do this. For more on this, see below.\nQ. Who can observe my teaching?\nIt should be an experienced English language teacher. Often this is the Director of Studies or Senior English Language Teacher in a language school. However, it could also be a colleague, providing they have English teaching experience and are able to offer you observation and feedback.\nQ. Can I take my teaching practice in a primary or secondary school?\nYes, so long as the above criteria are observed.\nQ. How do I access the TP paperwork?\nAll the forms are downloadable from your Global English TESOL student area when you enrol. Get the agreement with the school signed, upload it to us and then you are ready to start.\nQ. I've already got a TEFL/TESOL qualification. Can I just do the teaching practice with you?\nSorry, the EDB require the courses to come from the same educational establishment, so you will have to retrain with us on the online course component. However, you can take the teaching practice at the same time, as they can run concurrently.\nQ. Where can I enrol?\nJust add the 10-hour Hong Kong Teaching Practice course to your shopping cart from\nhere>>\n--------------\nGeneral questions on the NET scheme\nQ. How do I demonstrate to the EDB that I have taken the contact hours and teaching practice?\nUpon successful completed Global English TESOL will provide a composite certificate showing the number of hours taught, including your teaching practice. If a transcript is required, we can provide this at a small additional cost. We are happy to confirm to EDB by email at any time that you are registered on a course with us.\nQ. When did the NET scheme begin?\nTo enhance the teaching of English Language and increase exposure of students to English, a Native-speaking English Teacher (NET) Scheme was started in public-sector secondary schools in 1998/99 and then in primary schools from 2002/03.\nQ. When are decisions on NET candidates made?\nMost candidates are selected in February/March of each year, so you'll need to have your qualifications ready in advance.\nFor more information on the NET scheme, see the EDB website\nhere\n.\n--------------\nFor more information on training for the NET scheme with Global English TESOL,\nplease email us here>>\n. We'd love to help you get trained and succeed as a NET next year!"]
[322,"The Conciergerie in Paris","https://www.ulysses.travel/en/the-conciergerie-paris/",0,"🚐\nTransfers:\nthe parisian airports are located outside the city and getting to the city centre can be quite expensive.If your budget is tight, the Captain recommends the RATP shuttles that will drop you off at Opera if you’re coming from Roissy airport and at Denfert-Rochereau if you’re coming from Orly airport.But for a few extra euros, you can book a transfer that will take you directly to your hotel.If you are traveling in a group, this option is all the more interesting. Find out more\nhere\n."]
[323,"PA Author Suzanne Mattaboni’s Debut Novel Wins a Paris Book","https://www.globenewswire.com/news-release/2022/10/28/2544071/0/en/PA-Author-Suzanne-Mattaboni-s-Debut-Novel-Wins-a-Paris-Book-Festival-and-BookFest-Award.html",0,"NORTHAMPTON, Pa., Oct. 28, 2022 (GLOBE NEWSWIRE) -- Debut novelist and Newsweek Expert Forum contributor Suzanne Mattaboni announces that her novel has won two separate literary awards as revealed this month.\nOnce in a Lifetime\n, which\nKirkus Reviews\ncalled a “starry-eyed coming-of-age tale” set in the 1980s, won Second Place honors in the Fall 2022 BookFest Awards in the category of Romantic Comedy; and Honorable Mention in the Paris Book Festival literary competition in the General Fiction category. The novel launched in May of 2022 in paperback and is available on\nAmazon\nat a special price this week.\nThese awards come on the heels of the Greater Lehigh Valley Writers Group’s 2021 anthology,\nWrites of Passage\n, winning First Place in the Spring 2022 BookFest Awards in the Anthology category. Mattaboni was the GLVWG’s 2021 anthology chair, serving as curator of this collection, and as lead editor along with a team of co-editors from the group.\nIn addition to being featured on a variety of ‘80s-themed podcasts, Mattaboni has been involved in local literary events in the region. This includes book signings and instructional sessions at the Easton Book Festival, going on this week in Easton, PA, until October 30\nth\n. She’ll be signing books at the\nConnexions Gallery\nin Easton on Saturday, October 29\nfrom 2:00 to 4:00 p.m. EDT as part of the festival. In addition, the\nNew Hope Winery\nin New Hope, PA, will hold a Book Launch Event at their tavern the evening of December 3 featuring music, wine, and a celebrity “Cameo” video welcome. The event celebrates New Hope as the setting of\nOnce in a Lifetime\n. Visit\nwww.onceinalifetimenovel.com\nor\nwww.suzannemattaboni.com\nfor details.\nBoth the Paris Book Festival and The BookFest Award programs are highly-regarded competitions designed to recognize excellence for works published by independent and small presses. The Paris Book Festival states that less than 5 % of submissions made to the program receive an award placement.\nOnce in a Lifetime\nis published by TouchPoint Press, an independent publisher of women’s fiction, romance, thrillers, and other fiction and non-fiction. It’s the story of a quirky student artist struggling to find love and kick-start her career during the vibrant “Me Decade,” set against a backdrop of new wave music and pop art.\n“I’m thrilled that\nOnce in a Lifetime\nis receiving recognition, since the topic of women in the 1980s is close to my heart,” said Mattaboni, “The novel captures that moment in life when you’re on the precipice of becoming an adult, and the life you picture for yourself is so close you can practically taste it. Yet you frustratingly know you’re not quite there yet, and even your relationships become obstacles in your path. Anyone who has struggled with that process of ‘becoming’ will recognize the drive that sets headstrong main character Jessica in motion, and will relate to the decisions she has to make.”\nThe\nWrites of Passage\nanthology is the fifth such collection by members of the Greater Lehigh Valley Writers Group. It uses short stories, essays, and poetry to explore the epiphanies of life with depictions of love, war, adoption, victories against personal demons and disease, and so on. This subject matter became even more pertinent during the book’s editing process, which took place throughout the 2020 pandemic shut-downs. The updated “Book Fest Awards” version of the anthology is\navailable on Amazon\n.\nABOUT SUZANNE MATTABONI\nSuzanne Mattaboni\nwas named one of the Lehigh Valley Business Journal’s “2022 Women of Influence.” She’s a Pushcart-nominated fiction writer, Newsweek Expert Forum contributor, blogger, essayist, and corporate PR consultant. A former community service reporter for\nNewsday\n, her work has been published in\nSeventeen\n,\nParents\n,\nChild\n, The Huffington Post,\nMysterious Ways\n,\nGuideposts\n, and the\nChicken Soup for the Soul\nseries\n.\nSuzanne is also a host of The Banzai Retro Club podcasts, focusing on pop-culture of the ‘70s, ‘80s, & ‘90s. Suzanne is available for interviews, articles, guest posts, Q&As, and commentary. Email\nsuzanne@mattaboni.com\nfor a digital review copy of\nOnce in a Lifetime\n.\nwww.onceinalifetimenovel.com\nContributors to the\nWrites of Passage\nanthology:\nAuthors Thornton Blease, Laurel Bruce, Michele Connelly, Michael Stephen Daigle, Larry L. Deibert, Sharlee DiMenichi, Judy England-McCarthy, John Evans, Mitzi Flyte, Christine Gillies, Pattie Giordani, Phil Giunta, Rosanne Lamoreaux, Robert Lynch, Robert L. Martin, Rory Janis Miller, Susan Kling Monroe, Christopher D. Ochs, Phyllis Palamaro, L.N. Passmore, Robin Reichert, Janice Monahan Rogers, Richard Rosinski, Dianna Sinovic, Dawn Sooy, Bernadette Sukley, Paul Teese, Rachel C. Thompson, and Laura L. Weller, in addition to Mattaboni.\nEditors\n: Evans, Giordani, Giunta, Ochs, Mattaboni, Sinovic, and Sukley, plus GLVWG members Donna Brennan and Brenda Havens.\nwww.glvwg.org\nAdditional Assets:\nLiterary Scene: ‘Once’ upon a time in New Hope\n’\nWomen With Attitude: How ‘80s New Wave Music Fueled Feminism\nMedium: Men Are Like Shoes: How Suzanne Mattaboni’s Debut Novel Shows ’80s Women as the First Generation to Turn the Tables on Men\nAuthority Magazine profile/Q&A\nS. Mattaboni headshot, press Q&A & materials\nContact:\nSuzanne Mattaboni\nsuzanne@mattaboni.com\n610 737-2140\nA photo accompanying this announcement is available at\nhttps://www.globenewswire.com/NewsRoom/AttachmentNg/121c0e92-ba6b-4e94-8aa8-66519f6aed8c"]
[324,"Physical Education Unit","https://www.peu.cuhk.edu.hk/en-gb/",0,"Temporary Closure of University Tennis Court No.8\nRequired Physical Education Programme Pre- exam Practice Venue\nTemporary Closure of University Fitness Room\nTemporary Closure of Sir Philip Haddon-Cave Sports Field\nTemporary Closure of Badminton Court No.4 and 5 of Yeung Ming Biu Indoor Sports Centre\nTemporary Closure of University Fitness Room\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre and Sir Philip Haddon-Cave Sports Field\nTemporary Closure of University Tennis Court No.8\nChanging of Staff Badminton Practice Venue and Time\nTemporary Closure of University Fitness Room\nPrecautionary Measures for P.E. Courses in 2022-23 T1\nRegulations of 2022 Orientation Camp\nTemporarily closure of United College Gymnasium, New Asia College Gymnasium and Yeung Ming Biu Indoor Sports Centre\n2021-22 T2 Required Physical Education Programme Pre- exam Practice Venue\nTemporary Closure of University Fitness Room\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre\nTemporary Closure of University Sports Facilities\nTemporary Closure of Soccer Pitch and Surrounding Turf of Sir Philip Haddon-Cave Sports Field\nCharges for University Sports Facilities\nLatest Requirements for ‘Vaccine Pass’\nTemporary Closure of Sir Philip Haddon-Cave Sports Field\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre and Change of Staff Badminton Practice Venue\nLatest Arrangement of Pandemic Precautions of Sports Facilities\nRelease of Mask-wearing Requirement of Outdoor Sports Facilities\nTemporary Closure of University Sports Centre\nRe-opening of Sports Facilities\nTemporarily closure of United College, and Yeung Ming Biu Indoor Sports Centre\nArrangement on Examination of Required and Elective Physical Education Courses in 2021-22 T2\nRequired and Elective Physical Education Courses Assessment in 2021-22 Second Term\nArrangement on Online Teaching of Required and Elective Physical Education Courses in 2021-22 T2\nArrangement on Online Teaching of Required and Elective Physical Education Courses in 2021-22 T2\nArrangement on Online Teaching of Required and Elective Physical Education Courses in 2021-22 T2\nArrangement on Online Teaching of Required and Elective Physical Education Courses in 2021-22 T2\nTemporary Closure of Sports Facilities\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre, University Tennis Court, University Squash Courts and Sir Philip Haddon-Cave Sports Field\nTemporary Closure of University Sports Centre and Changing Rooms, Squash Courts and Changing Rooms of Kwok Sports Building and University Fitness Room\nChanging of Staff Badminton and Basketball Practices Time\nLatest Arrangements for Using “LeaveHomeSafe” mobile app in Sports Facilities\nTemporary Closure of University Tennis Court No.6, No.7 and Chung Chi College Tennis Court\nHoliday Closure List for PEU Sports Facilities 2022\nOpening hours of Sports facilities\nTemporary Closure of Charles Leung Gymnasium, New Asia College\nRe-open Sports facilities for Eligible Alumni / Eligible Retirees\nTemporary Closure of The Soccer Pitch of Sir Philip Haddon Cave Sports Field\nTemporarily closure of United College, New Asia College Gymnasium and Yeung Ming Biu Indoor Sports Centre\nTemporary Closure of Sir Philip Haddon-Cave Sports Field\nTemporary Closure of Squash Courts of Kwok Sports Building\nRequired Physical Education Programmes Pre-exam practice venue\nTemporary Closure of University Fitness Room\nChanging of Staff Badminton Practice Venue\nPostponement of CUHK ‘Sports Scholarship Scheme’Welcoming Party 2021\nPostponement of Annual CUHK Aquatic Meet\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre and Sir Philip Haddon-Cave Sports Field\nAdjusted Opening Hours of Sports Facilities\nCredit Card Payment for Online Facilities Booking System\nAdjusted Opening Hours of Sports Facilities\nTry-out Schedule for College Sports Teams (1st Term, 2021-2022)\nTemporary Closure of Squash Courts of Kwok Sports Building\nTemporary Closure of University Fitness Room\nStaff Badminton PracticeTime\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre\nChanging of Staff Badminton Practice Venue\nCharges for University Sports Facilities\nEarly Closure of Sir Philip Haddon Cave Sports Field\nSuspension of CU Trails mobile app\nAdjusted Opening Hours of Sports Facilities and Precautionary Measures against Virus\nTemporary Closure of Turf Area of The Sir Philip Haddon-Cave Sports Field\nSuspension of The Heat Water Supply at Changing Rooms of Kwok Sports Building\nTemporary Closure of Squash Courts of Kwok Sports Building\nTemporarily closure of United College, New Asia College Gymnasium and Yeung Ming Biu Indoor Sports Centre\nRequired Physical Education Programme Pre-exam Practice Venue\nPartial Reopening of Spectator Stand of Sir Philip Haddon Cave Sports FieldPartial Reopening of Spectator Stand of Sir Philip Haddon Cave Sports Field\nTemporary Closure of University Fitness Room\nArrangement on Examination of Required and Elective Physical Education Courses in 2020-21 T2\nTemporary Closure of University Fitness Room\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre\nArrangement on Teaching Mode of Required and Elective Physical Education Courses in 2020-21 T2\nChanging of Staff Badminton Practice Time\nOpening of Sports Facilities and Precautionary Measures against the COVID-19\nRe-opening of Outdoor Sports Facilities and Precautionary Measures against the COVID-19\nRequired and Elective Physical Education Courses Assessment in 2020-21 Second Term\nArrangement on Teaching Mode of Required and Elective Physical Education Courses in 2020-21 T2\nHoliday Closure List for PEU Sports Facilities 2021\nArrangement on Practical Examination of Required and Elective Physical Education Courses in 2020-21 1st Term\nTemporary Closure of Sports Facilities\nTemporary Closure of Sports Facilities and Precautionary Measures against the COVID-19\nRequired and Elective Physical Education Courses Assessment in 2020-21 First Term\nArrangement on Teaching Mode and Examination of Required and Elective Physical Education Courses in 2020-21 T1\nCancellation of 2019-20 Second Term Practical Examinations\nPrecautionary Measures against the COVID-19\nTemporary Closure of Soccer Pitches of Sir Philip Haddon Cave Sports Field and Lingnan Stadium\nTemporary Cancellation of Staff Basketball Practice Time\nTemporary Closure of University Fitness Room\nTemporarily closure of United College, New Asia College Gymnasium and Yeung Ming Biu Indoor Sports Centre\nTemporary Closure of Access from Spectator Stand to Sir Philip Haddon Cave Sports Field\nLatest Arrangement on Using Sports Facilities\nArrangement on Examination of Required and Elective Physical Education Courses in 2020-21 T1\nRequired Physical Education Programme Pre-exam Practice Venue\nArrangement on Make-up Practical Examination of Required and Elective Physical Education Courses in 2019-20 T2\nTemporary Closure of University Fitness Room\nUpdated Class Arrangement for Required and Elective Physical Education Courses in 2020-21 T1\nTemporary Closure of University Fitness Room\nCancellation of Try-outs and Trainings of University and College Sports Teams\nTemporary Closure of Spectator Stand of University Tennis Court No.3-5\nChanging of Staff Badminton Practice Venue\nAdjusted Opening Hours of Sports Facilities\nAdjustment of Maximum No. of Users in Team Sports Training / Competition and Precautionary Measures against the COVID-19\nRe-opening of Sports Facilities and Precautionary Measures against the COVID-19\nChanging of Staff Badminton Practices Time\nRe-opening of Sports Facilities and Precautionary Measures against the COVID-19\nThe arrangement on Required and Elective Physical Education Courses Assessment in 2020-21 First Term\nUpdate on Announcement Date of Cancellation of 2019-20 Second Term Practical Examination\nThe arrangement on 2019-20 T2 Required and Elective P.E. Courses Practical Examination\nTemporary Closure of Sports Facilities\nSuspension of Indoor Basketball Activities and Temporary Closure of Fitness Rooms\nStaff Badminton and Squash Practice Time\nEnhancement Measures Against the Novel Coronavirus Pneumonia\nStaff Badminton & Basketball and Squash PracticeTime\nPE Unit Online Facilities Booking System\nPartial Closure of the Track of Sir Philip Haddon Cave Sports Field\nRe-opening of Sports Facilities and Precautionary Measures Against the Novel Coronavirus Pneumonia\nTemporary Closure of University Fitness Room\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre\nStaff Badminton & Basketball and Squash PracticeTime\nRe-opening of Squash Courts and Changing Rooms of Kwok Sports Building\nTemporary Closure of Yeung Ming Biu Indoor Sports Centre and New Asia College Gymnasium\nTemporary Closure of University Fitness Room\nExtension of Opening Hours of the Tracks of Sir Philip Haddon Cave Sports Field and University Fitness Room\nCancellation of 2020 Summer Sports Programme and Staff Competitions\nArrangement on Elective P.E. Courses Offered in Summer Session 2019-20\nRe-opening of Sports Facilities and Precautionary Measures against the Novel Coronavirus Pneumonia\nTemporary Closure of Turf Area of The Sir Philip Haddon-Cave Sports Field and Soccer Pitch of Lingnan Stadium\nPartial Closure of Sir Philip Haddon Cave Sports Field\nArrangement on Video Submission of Required and Elective P.E. Courses\nRe-opening of Sports Facilities and Precautionary Measures against the Novel Coronavirus Pneumonia\nTemporary Closure of Sports Facilities\nArrangement on Online Teaching and Examination of Required and Elective Physical Education Courses\nHoliday Closure List for PEU Facilities 2020\nLost university fitness card or fitness certificate\nClosure of University Climbing Wall\nMore►\nRead more: Announcements"]
[325,"Hotels by the","https://www.byhours.com/en/paris-132688d.html",0,"Looking for\naccomodation for a few hours?\nA Hotel with SPA service, close to the airport or in the city center. Do you need to rest or disconnect for a while? BYHOURS offers you the possibility to book a\nroom by hours\nin more than 3000 hotels all over the world. Choose your time of check-in and check-out, day or night and pay only for the time you spend in the hotel. You can book packs of 3, 6 or 12 hours in the hotel that suits your needs and budget. Make every hour count paying a fair price for your stay. It makes sense, doesn't it? Welcome to the\nmicrostays\n.If you have a stopover at\nParis Charles de Gaulle airport\nor\nParis Orly airport\n, why don't you relax in a hotel while you wait?"]
[326,"Advanced Certificate in Logistics and Supply Chain Management","https://academy.smu.edu.sg/advanced-certificate-logistics-and-supply-chain-management-4871",0,"Improving supply-chain performance isn’t just a matter of buying and installing new systems or software. Supply-chain management is a collaborative endeavour.\nMost efforts to improve supply-chain performance should therefore involve changes to the ways that employees and teams share information, consider problems and opportunities, reach decisions, and carry out actions they agree on. This certificate programme is an operations-oriented programme that covers the basics of supply chain and logistics management and is designed to bring a participant through a series of logistics and supply chain operating environment within an organisation. The various modules covered in this programme include freight, transportation, logistics and international trade operations."]
[327,"Take an IELTS test in","https://admissiontestportal.com/ielts/singapore",0,"As I had always been fond of the British examinations in English, I registered for the IELTS exam. I should admit it was a remarkable experience; despite the fact that the examinations were demanding and in consecutive order without any break in between, I do remember this examination for its impressive results, as I got a 7.5/9."]
[328,"problem","https://www.sofi.com/learn/content/student-loan-certification/",0,"We encountered a small problem\nThere was a temporary problem getting you to SoFi.com\nIf you need assistance, please call SoFi Customer Service: (855) 456-SOFI (7634)\nAccess denied\nYou cannot access www.sofi.com. Refresh the page or contact the site owner to request access.\nRay ID: 763355b9af05fafc\nTimestamp: 2022-11-01 08:42:03 UTC\nYour IP address: 117.81.222.223\nRequested URL: www.sofi.com/learn/content/student-loan-certification/\nError reference number: 1020\nServer ID: FL_467F110\nUser-Agent: Mozilla/5.0 (X11; Linux x86_64) AppleWebKit/537.36 (KHTML, like Gecko) HeadlessChrome/88.0.4324.96 Safari/537.36"]
[329,"RPSC 1st Grade Answer Key 2022, Subject Wise Grade 1 Teacher Question Paper","https://aiimsexams.org/rpsc-1st-grade-answer-key-2022-subject-wise-grade-1-teacher-question-paper/",0,"The Rajasthan Public Service Commission has been conducting RPSC Grade 1 Exam 2022 for the recruitment of around 6000+ School Education Lecturers in the Government School of the Rajasthan State. The Candidates who have appeared in the RPSC Grade 1 from 11th October to 21st October,2022 can now have a vague idea regarding their marks scored by matching their responses from the question booklet to be released online. You can get access to\nRPSC 1st Grade Answer Key 2022\nfrom official website @ rpsc.rajasthan.gov.in. Secondly, candidates can calculate their marks with the\nRPSC Grade 1 Teacher Answer Key 2022\nreleased by the conducting Board. All the candidates must be familiar with the marking scheme of the exam to calculate an optimum score through the\nRPSC 1st Grade Set Wise Answer Key 2022\n.\nAll the students who have finished their exam for RPSC Teacher Recruitment should check their Answer Keys as available in this post and then calculate their marks. Make sure you add full marks for every correct answer and deduct negative marks for wrong answers. You will get total in the end which you have to compare with Expected Cut Off marks given below.\nRPSC 1st Grade Answer Key 2022\nThe RPSC Board is conducting the RPSC Grade 1 Exam 2022 in an online format in various centers all across the state. The candidates are competing for the post of school lecturer for various subjects such as English, Hindi, Mathematics, Biology, Music ,Geography, Sanskrit and many more. The RPSC Grade 1 Exam 2022 comprises two papers, Paper-1 carrying 150 marks and Paper-2 carrying 300 marks. The candidates have to score marks higher than the RPSC Grade 1 Cut Off Marks 2022 of the particular category they have applied for to secure the position for their dream job. In this article we have given insights of the\nRPSC 1st Grade Answer Key 2022\n, steps to download it, official links and many more.  Have a look at the article to know each and everything regarding the recruitment process.\nNow as soon as the Answer Key is published, all of you should download it and then check your marks using it.\nRPSC 1st Grade Answer Key 2022 Date\nName Of The Board\nRajasthan Public Service Commission\nPaper Name\nRPSC 1st Grade Exam 2022\nTotal Seats\n6000+ Seats\nPost Name\nSchool Education Lecturer\nRPSC Grade 1 2022 Exam Date\n11-10-2022 to 21-10-2022\nRPSC 1st Grade Admit Card 2022 Date\n7-10-2022\nRPSC 1st Grade Answer Key 2022 Release Date\n22-10-2022\nRPSC Grade 1 Result 2022\nNovember,2022\nExamination Mode\nOnline\nCategory\nAnswer Key\nOfficial Website\nrpsc.rajasthan.gov.in\nNote: All the candidates must visit the official website of the Rajasthan Public Service Commission which is rpsc.rajasthan.gov.in to get latest notifications and updates regarding the RPSC Grade 1 Exam 2022. Here in this post, you can find\nRPSC 1st Grade Answer Key 2022 Release Date\nfor all the subjects and then you can use it to get idea about your marks.\nHow To Raise Objections On RPSC 1st Grade Teacher Subject Wise Answer Key 2022\nThe candidates can check their answers marked in question booklet with\nRPSC 1st Grade Teacher Subject Wise Answer Key 2022\nand if case of any discrepancy the applicants can raise an objection to the Provisional Rajasthan Grade 1 Teacher Answer Key 2022 released by the board on its official web portal which is rpsc.rajasthan.gov.in. All you have to do is just fill in the form given by the RPSC Board and pay the fees charged by the board by the desired payment method of their choice. The candidates have to opt for the question they want to raise objection on and state a valid reason for the same. The applicants can raise a maximum of 3 objections at a time, if any of the raised objections found to be true then they will be awarded with a due credit by the RPSC.\nRPSC 1st Grade Result 2022\nThe\nRPSC 1st Grade Result 2022\nTeacher will be most likely out in the month of November after the conduction of all the exams by RPSC Board in an online form. The candidates who will score 40% or more marks in the exam will be eligible to move to the next step of the selection process which is the document verification in which you have to submit all the original DMCS and the RPSC 1st Grade Mark Sheet 2022. If the candidates score good marks and higher than the\nRPSC Cut Off Marks 2022\nthen they are more likely to get the job of their dreams.\nThe applicants must make sure to download the copy of the RPSC Grade 1 Result 2022 and keep it somewhere safe until the whole recruitment process ends. The result will be out in the online format only, there will be no hard copy of the result provided by the Board. Before the announcement of Result by RPSC, you can get idea of your marks from\nrpsc.rajasthan.gov.in 1st Grade Answer Key 2022\nby adding marks for correct answer and deducting negative marks for wrong answers\nProcess To\nDownload\nRPSC Grade 1 Answer Key PDF\nAll you have to do is just follow the steps given below in the exact same order to get the desired results in a hassle free manner.\nFirstly, go to the official website of the Rajasthan Public Service Commission Board which is rpsc.rajasthan.gov.in.\nSecondly, on the homepage of the website go to the Answer Key section present over your screen.\nThirdly, choose the year and exam name for which you have been looking for an answer key for and click on the search option.\nAfter that,\nRPSC Grade 1 Answer Key 2022\nwill appear on your computer or mobile screen in a PDF format.\nMake sure to match your set code with answer key code and then you can match your answers with the question booklet and get a close idea of your marks prior to the result declaration.\nOfficial Links For rpsc.rajasthan.gov.in 1st Grade Answer Key 2022\nrpsc.rajasthan.gov.in\nClick Here\nRPSC 1st Grade Answer Key 2022\nDownload Here\n(To be Released)\nFAQs On RPSC Grade 1 Answer Key 2022\nWhen will the RPSC Grade 1 Answer Key 2022 be out?\nThe Rajasthan Grade 1 Teacher Answer Key 2022 will be out on 22nd October,2022 on the official website which is rpsc.rajasthan.gov.in.\nHow can one download the RPSC 1st Grade Answer Key 2022?\nOne can easily download the RPSC 1st Grade Subject Wise Answer Key 2022 PDF by visiting the official online portal which is rpsc.rajasthan.gov.in and follow the simple steps given above in the article.\nHow many total vacancies are announced by the RPSC For Grade 1 Posts?\nThere are around 6000 posts that are announced by the RPSC Board for School Education Lecturer in government schools in Rajasthan.\nHow can one raise objections on RPSC 1st Grade Provisional Answer Key 2022?\nYou can easily raise the objections in RPSC 1st Grade Subject Wise Answer Key 2022 PDF by filling the form and paying the fees charged by the board and stating a valid reason for your objection."]
[330,"The Last Word on Student Loans","https://www.counterpunch.org/2022/10/28/the-last-word-on-student-loans/",1,"Image by Kenny Eliason.\nTo finance my senior year at one of Oregon’s private colleges I decided to go for the school’s post-graduation, no-interest\ndeferred tuition\nloans that September. For three years, I’d been working 50-hour weeks at minimum wage just to meet tuition and my share of food and rent costs with roommates.\nIn June, I was in the commencement rehearsal line a week before graduation. As I reached the front, the financial officer checking off names informed me the school was in straitened circumstances and calling in all\nits\nloans. Unless I paid up (today’s $3,354) by week’s end, he said, I was barred from commencement and receiving my degree.\nSo my apoplectic parents—also in straitened circumstances—cosigned a bank loan for it two days later. I spent the next two years resentfully making monthly bank payments, this time as a one-meal-per-day graduate student at the University of Minnesota barely making boardinghouse rent from\ntwo\njobs. Considering my parents’ situation, I was damned if I’d default on that loan. The long-term result? I—and probably other furious classmates—have never given the school a dime despite its regular pleas for funds.\nIn short, any betrayal on student loans is likely to “bear bitter fruit” down the road, triggering retaliation against double-crossers by lifelong bad-mouthing and negative actions toward the government or the colleges and universities, as it did me and thousands of others for decades. Anyone I’ve talked to about\npast\nloans can recite in detail the sum and struggle to meet payments years after graduation.\nAnd it isn’t just today’s twentysomething student borrowers. Many are drawing Social Security still working toward the final payment. Overall,\n48 million present and past students still owe $1.6 trillion\non federal and outside loans.\nBiden’s advisors had the President ready for them—and just days before the November 8 mid-term elections, too.\nThe sensational gift to those earning less than $125,000 a year was his October 17 announcement of was the one-time-only debt cancellation of $20,000 for each federal Pell grantee and $10,000 for those with outside loans guaranteed by the government. When the Administration’s application online site (\nStudentAid.gov\n) opened three days before, the\nfirst 8 million of 40 million eligibles\nsigned up for this “forgiveness” program. Previously, the Department of Education had instructed non-Pell borrowers to\n“consolidate” their accounts into its Direct Loan program\nby the program’s\nDecember 31, 2023 deadline\nto qualify for cancellations. Some 81 percent of all borrowers are expected to apply before that deadline.\nGlitches turned up prior to the website’s grand opening, chief of which was a\none-day bobble September 29\nbetween Biden’s advisors and the Department of Education. The DOE first informed non-Pell borrowers:\n“As of Sept. 29, 2022, borrowers with federal student loans not held by ED\ncannot\nobtain one-time debt relief by consolidating those loans into [Federal] Direct Loans.”\nThat would have excluded some\n800,000 borrowers\n. The\nuproar\nfrom a seeming double-cross by the Biden administration was instantaneous rage from the non-Pell population for favoring lenders over them\nto avoid a monumental and expensive court battle\nover “forgiveness” itself. The Biden Administration took a momentary direct hit from student borrowers, parents, educators, and the progressive media. Judging from the tsunami of applications when the website went live and Biden’s announcement—\nand\nthat outraged response—perhaps it was his advisors who convinced the DOE to quickly reverse that exclusion.\nMeantime, the Congressional Budget Office estimated total cost for cancellations would be\n$400 billion\nof the $1.6 billion in outstanding debt spread out for at least 10 years. It represents the price of educating millions for America’s future: doctors to engineers, teachers to grocers and everyone contributing to this country in the trades or professions.\nTo critics expecting repayment of their tax dollars to the U.S. Treasury, the obvious rebuttal is a litany of taxpayer generosity, say, to\nother\nmulti-billion objectives. For instance, American interests ultimately reaping benefits abroad from\ntrillions spent on foreign aid\nsince WWII. Non-repayable billions have also been invested in foreign conflicts over the last few years, including today’s\n$17.5 billion\nso far in supporting the Ukrainian war against Russia.\nAt home, how many critical voices have been raised against small business owners defrauding taxpayer revenues out of\n$84.3 billion\nduring the pandemic when the Small Business Administration was distributing\nnon-payroll\nbenefits of $385 billion to keep them open under the EIOL (Economic Injury Disaster Loans) plan. In its 2021 report, the agency’s\ninspector general\nreported 294 arrests, 366 indictments, and 142 convictions so far—and recovery of only $4.2 billion.\nEIOL borrowers have\n30 years to repay\nand might be able to declare bankruptcy. Student borrowers have no such out because, ironically, Biden in 2005 was one of the Senators who eagerly promoted and passed the\nBankruptcy Abuse Prevention and Consumer Protection Act\n. Its stipulations were so stringent that it made declaring\nbankruptcy impossible\n, particularly for students. As\nThe Guardian\nreminded readers:\n“Private student loans were largely stripped of bankruptcy protections in 2005 in a congressional move that had the devastating impact of tripling such debt over a decade and locking in millions of Americans to years of grueling repayments.”\nThe article noted that from 2003-08, donors from credit card companies, banks, and other financial firms had given $500,000 to Biden campaigns. But then, he represented Delaware, home of major credit card corporations.\nIn 2020, Biden’s advisors and the Democratic Party pursued large voting blocs for his presidential run such as these millions of young debtors? Moreover, by the “multiplier effect” they also had family and friends who were registered voters.\nSo during that campaign, an April article in\nMedium\nunder his byline declared solving part of the student-loan debt would not only be Biden’s priority project if he won, but “forgiveness” would be its principal policy in loans limited only to “low-income and middle-class people.” His proposal was to:\n*Immediately cancel a minimum of $10,000 of student debt per person.\n*Those earning less than $25,000 per year would not have to make monthly payments and which would accrue no interest.\n*Those earning more than $25,000 per year would pay no more than 5% of discretionary income toward payments.\n*After 20 years, the remainder of federal student loans would be forgiven without any tax burden.\n*Those in public service would be eligible for additional federal loan forgiveness, including $10,000 per year for up to five years.\nHe would finance this proposal by repealing the high-income “excess business losses” tax cut in the CARES Act. It may have been antipathy to Donald Trump, but\n59 percent\nof those under age 30 voted for Biden.\nBecause of the pandemic’s wallop to the economy, the Trump administration and Congress had already given those borrowers\na payment moratorium\n—including interest—from March until September 30, 2020, followed by an extension to December 31, 2020 under the CARES Act of 2020. Trump seemed to be courting the same voter bloc to win the presidency and a Republican-led Congress.\nBefore Biden’s inauguration, his team had to have reminded him to show some gratitude toward that voting bloc. On his first day as president, why not announce the\nmoratorium\nwould continue at least to September 30, 2021 and that his plan for loan cancellations was in the works.\nSo when that September moratorium deadline approached—along with the upcoming mid-terms election campaigning—his team in late August issued a lengthy\nstatement on his behalf\nspelling out an\nexecutive order\nBiden was about to sign containing most of the proposals from that\nMedium\narticle.\nThe Department of Education announced that order would:\n“....provide up to $20,000 in debt cancellation to Pell Grant recipients with loans held by the Department of Education, and up to $10,000 in debt cancellation to non-Pell Grant recipients.” Many of the eligible still owe far more than these sums, however, but this gift would remove a significant chunk of the loans.\nThough the website announcement probably have set off thunderous celebrations by millions of present and past students, family, and friends, it did not sit well with three types of Americans—who also vote.\nFor the first type, it triggered a long-simmering intellectual and social class war about the unfairness of lending taxpayer billions to the college bound, but nothing for those with only a high school diploma or whose low grades or financial or family responsibilities made a four-year degree impossible. Small wonder Sen. Bernie Sanders on the campaign trail over the years has touted\nfree tuition\nat public colleges and universities, as well as community colleges.\nA second type were the millions who, like me “worked their way through college” on low-paying jobs or spent years retiring loans in the days\nbefore\nthe federal government provided financial help. One friend who took 17 years to pay off her loan was vigorously opposed to Biden’s plan viewing it as a handout\nshe\nnever received. Another, like me, worked two full-time jobs during college and spent 10 years later to retire his debt. They certainly have a right to urge an end to student loans, forcing upcoming generations to do what we had to do to earn a degree.\nForgotten in my resentments was that those with government loans\nare\ndoing exactly what we did to pay off other lenders years after graduation too. And, at bottom, that they and we received degrees benefitting our futures. Perhaps we need to consider giving those institutions some money next time they pass the tambourine.\nThe third types are seem to be right-wing groups and\nprivate lenders\nwho’ve been launching lawsuits in vain against the cancellations. In the case of lenders, they’ve earned sizeable service fees from the government in managing student loans:\n4.1 million loans worth $108.8 billion\nso far. That ends December 31, 2023 when most students probably will shift those loans into this federal\ndirect\nprogram for debt cancellation.\nThe financiers may have been silent when Trump began those moratoriums perhaps because most feared his wrath and indignation. But few seemed to fear Biden because right after he announced the cancellations were afoot, six Republican state attorneys-general—from\nArkansas, Iowa, Kansas, Missouri, Nebraska, South Carolina\n—filed action in a Missouri federal court to stop\nall\nstudent-loan cancellations. Another lawsuit was just filed in the\nFort Worth District court\n, charging cancellations violated notice-and-comment procedures. As the\nMissouri Independent\nreported the action:\n“The states are arguing that the debt relief, which would impact 95% of people with outstanding student loans, harms [financial] entities.”\nAs for the right-wing groups who want a U.S. Supreme Court temporary injunction against the Biden government’s massive cancellations, Justice Amy Coney Barrett who handles emergency cases, and Judge Henry E Autrey of the Federal District Court in St. Louis both just\ndismissed their complaints\n.\nAutrey\nsaid those six state attorneys-general “had not suffered injuries that gave them standing to sue.”\nBut the major indication that such cases might not receive\ncertiorari\nbefore the full Supreme Court came from Barrett’s ruling, one without an explanation against the Brown County Taxpayers Association’s claim that Biden’s executive order “exceeded its authority and violated the Administrative Procedure Act” and that the association will be harmed because the cancellations will “deplete the federal treasury by a staggering amount.” Emergency rulings from the Supreme Court don’t require an explanation, but\nThe New York Times\n’ reporter guessed the six states and the Association lacked standing and that both judges believed the claimants’ applications weren’t “on solid legal footing.”\nSuch litigatory threats may become moot, however, if Congress passes a bill permitting student debtors to declare bankruptcy: Rep. Jerry Nadler’s\nStudent Borrower Bankruptcy Relief Act of 2022\n, the work of four Democratic members, Nadler, Sens. Elizabeth Warren and Sheldon Whitehouse, and Rep. David Cicilline. It would create a Chapter 10 provision in the U.S. bankruptcy code to treat student loans like ordinary consumer debts. If enough student borrowers vote to keep a Democratic Congress in the midterm election, the Senate just might kill the filibuster and with the House, pass the bill.\nThe last word on student-loan cancellations is a suggestion for the Biden team that could mollify the likes of us, the disgruntled.\nWhy not get Biden to give some kind of official recognition to the millions of us who\nhave\npaid off either federal student loans or those from a variety of private lenders? Those retired loans are a monumental achievement by us for our country past and present borrowers. It also could inspire, encourage, and end the lifelong resentments of millions\nstill\npaying off those loans.\nHonoring\nus\ncould be done, of course, before the election."]
[331,"Understanding Loan-To-Value (LTV) Limit & Total Debt Servicing Ratio (TDSR) When Purchasing A Property In Singapore","https://dollarsandsense.sg/ltv-limit-total-debt-servicing-ratio-tdsr/",1,"Singaporeans love properties. As of 2019, more than\n9 out of 10 Singaporean households own their own property\n. For most of us, buying a property is likely to be the biggest purchase we will make in our lives.\nWith HDB flats in Singapore costing at least a few hundred thousand dollars and private condominium apartments easily costing a million dollars or more, buying a property in Singapore is anything but cheap. This is why most buyers will need to take a mortgage to fund their property purchase.\nHowever, taking out a mortgage isn’t as simple as finding a bank that is willing to loan us the money we need. We also have to be aware of two important regulations that have to be met. These are the\nLoan-To-Value (LTV) Limit\nand the\nTotal Debt Servicing Ratio (TDSR)\n.\nWhat Is The Loan-To-Value (LTV) Limit?\nAs explained by the\nMonetary Authority of Singapore (MAS)\n, Loan-To-Value (LTV) refers to the loan amount as a percentage of the property’s value. For example, if we purchase a condominium apartment for $1,000,000 and take a loan of $750,000, the LTV is 75%.\nAs of 6 July 2018, the LTV limits for property purchases in Singapore are as such.\nOutstanding Housing Loans\nLTV Limit\nMinimum cash down payment\nNone\n75% or 55%\n5% (for LTV of 75%)10% (for LTV of 55%)\n1\n45% or 25%\n25%\n2 or more\n35% or 15%\n25%\nIf we have no existing housing loans, the LTV limit is 75%. The more housing loans we have, the lower our LTV limit will be. If we have one existing housing loan, our LTV limit will be 45%.\nFor the LTV Limit, there are two figures — a higher and a lower percentage. If the loan tenure exceeds 30 years (or 25 years for HDB flats), or if the loan period extends beyond the borrower’s age of 65, then the lower LTV limit (i.e. 55%) will apply. For example, a 50-year-old buyer with no existing housing loan taking a 20-year mortgage will have an LTV limit of 55%.\nLoan-To-Value (LTV) Applies To Our Property’s Value, Not Necessarily Our Purchase Price\nAnother important point to know is that the LTV limit is based on the assessed property’s value, and not necessarily the purchase price of a property. So, if we purchase a private property for $1.10 million but the property is later valued to be $1 million, the 75% LTV will apply to $1 million, and not our purchase price of $1.10 million. This means the bank can only loan us $750,000, with the remaining $350,000 paid using a combination of cash and CPF.\nRead Also:\nWhat Happens When You Buy A Property Above or Below Valuation?\nHow Total Debt Servicing Ratio (TDSR) Affects How Much You Can Borrow\nWhile the LTV limit tells us how much the banks can lend us, the Total Debt Servicing Ratio (TDSR) calculates how much we can borrow from the bank. The two amounts are not always the same. Just because a bank can lend us doesn’t necessarily mean we qualify to receive the full loan amount.\nAs explained by MAS, the\nTotal Debt Servicing Ratio (TDSR)\nrefers to the portion of a borrower’s gross monthly income that goes towards repaying the monthly debt obligations, including the loan being applied for. A borrower’s TDSR should be less than or equal to 55% (this was reduced from 60% with effect from 16 December 2021)\nFor example, an individual who purchases a private property with a gross monthly income of $6,000 should not have monthly debt obligations that exceed $3,300 (55% of the monthly income). This doesn’t just apply to housing loans, but all other kinds of loans that the individual takes such as car loans, renovation loans, student loans and credit card loans.\nWith a bit of arithmetic, we can (and should) calculate for ourselves how much we can borrow before actually applying for any new loans.\nAssuming we earn a salary of $6,000, our TDSR should not exceed $3,300 a month. If we already have an existing car loan repayment of $1,000, this means our monthly mortgage repayment cannot exceed $2,300. If we take a $600,000 loan, with a loan tenure of 25 years and an interest rate of 2.6%, our monthly mortgage repayment will be $2,722, which exceeds the 55% TDSR. Hence, we won’t qualify for the loan. This should be something that we consider before we proceed ahead to purchase a property.\nHowever, if we can clear our car loan first, this will free up our monthly debt obligations to borrow more for our property purchase. After clearing our car loan, we will be able to borrow up to $3,300 — allowing us to be qualified for the housing loan we need.\nRead Also:\nUnderstanding Total Debt Servicing Ratio (TDSR) – And How It Affects Your Personal Finance Decision\nOne way to still meet the TDSR requirement without lowering the amount we wish to borrow is to stretch the tenure of our housing loan.\nWhile this is a viable option, we must also remember that having a longer loan tenure not only increases the total interest costs that we incur, but may also mean that our LTV limit will go down. Remember, if the loan tenure exceeds 30 years (or 25 years for HDB flats), or if the loan period extends beyond the borrower’s age of 65, then the LTV limit will be lower.\nAnother aspect that affects our TDSR is the interest rate. With effect from 30 September 2022, the interest rate floor used to compute the Total Debt Servicing Ratio (TDSR) and Mortgage Servicing Ratio (MSR) for housing loans issued by financial institutions is raised by 0.5%.\nMortgage Servicing Ratio (MSR) Also Apply To HDB Flat\nIf we buy an HDB flat or executive condominium, we will also need to meet the Mortgage Servicing Ratio (MSR) requirements. According to MAS,\nMSR\nrefers to the portion of a borrower’s gross monthly income that goes towards repaying all property loans, including the loan being applied for. MSR is\ncapped at 30%\nof a borrower’s gross monthly income.\nAs of 30 September 2022, a new interest rate floor of 3% was introduced to compute the eligible loan amount. While this would not change the interest rate charged, it would reduce the maximum we can borrow.\nFor example, assuming you want to take a $300,000 loan from HDB, the actual interest rate charged will be 2.6% which is a monthly repayment of about $1,360. This translates to an income of about $4,530, with 30% MSR. However, HDB will take the interest rate of 3% to compute the monthly repayment of about $1,420 and use it to determine the maximum loan you can borrow under the MSR. Your income would need to be $4730, $200 more than before, to borrow the same amount.\nHigher Loan-To-Value (LTV) Limit For HDB Housing Loan\nFor HDB flats bought using an HDB Housing Loan, the LTV limit is higher at 80% (it was 85% before 30 September 2022). In other words, the minimum down payment we need to make will be lower because HDB can offer us a loan of up to 80% of the property purchase price, or valuation, whichever is lower.\nRead Also:\n6 Reasons You Should Still Choose An HDB Home Loan Over A Bank Home Loan (Even Though HDB Interest Rates Are Higher)\nAs we can see, finding the right home that we want and getting it at the right price is not the only thing that we need to be concerned about when buying a property. To make sure that we can complete the transaction for our dream property, we should always first ensure that we can meet both the LTV limit and the TDSR requirement.\nCover image credit: Raymond Quek\nThis article was first published on 25 May 2021 and has been updated with the latest property cooling measures announced on September 2022\nListen to our podcast\n, where we have in-depth discussions on finance topics that matter to you."]
[332,"s top teachers clean-up at national awards","https://www.capetownetc.com/news/top-teachers/",1,"Four Western Cape teachers were named South Africa’s top teachers in their respective categories in the National Teaching Awards while two others emerged as the first runner-up.\nThe awards ceremony took place in Gauteng last week and was the culmination of a process which started with an invitation to all members of the school community to nominate deserving teachers for the NTAs.\nThe provincial awards ceremony was held on 9 September, and the provincial winners became nominees for the national awards.\nSix of the Western Cape nominees placed in the top three nationally.\nLuize Kroukamp of Paul Roos Gymnasium in Stellenbosch was the winner in the category Excellence in Teaching Natural Sciences.\nRead:\nPinelands North Primary School does the Western Cape proud in the World’s Best School competition\nMarieke Pretorius of Apex High School in Eerste River won in the category\nExcellence in Teaching Physical Sciences.\nThe winner in the category Excellence in Special Needs Leadership was Yolanda Lupondo of Siviwe School of Skills in Gugulethu and the Kader Asmal Lifetime Achievement Award went to Ridwan Samodien of Kannemeyer Primary School in Grassy Park.\nThe second-place winners were Jamie-Lee Titus of Sunningdale Primary School in Blouberg in the category Excellence in Grade R Teaching and Charnelle Hector of Belmor Primary School in Hanover Park for Excellence in Primary School Teaching.\nWestern Cape Education Minister David Maynier said the awards ceremony was a wonderful recognition of the work that the teachers are doing in our schools. “I congratulate each of them on this outstanding achievement. We are so proud of you! They have all made us extremely proud, whether they won in their category or not.”\nHe reiterated what he said at the provincial ceremony. “The one thing that the pandemic taught us is that schools matter, and that teachers matter. Our teachers are the backbone of society, and our department’s most valuable asset.\n“I thank all of our teachers across the province, for their innovation, dedication, integrity, commitment, courage, caring, and most importantly, the deep love that they have for the children of the Western Cape.”\nRead more:\nPhoto: Pexels"]
[333,"13 Arts teachers probed over salary anomalies","https://www.monitor.co.ug/uganda/news/national/13-arts-teachers-probed-over-salary-anomalies-3998280",1,"“I have been notified by the human resource office that while they were verifying the salary payment schedules which were received from the Ministry of Public Service for September, they noticed a number of anomalies. These are related to some teachers who are not categorised as science teachers but were scheduled to receive payments for science teachers. I request you to urgently investigate the matter,” Mr Kirenda’s October 21 letter to the DPC reads in part. He also directed the human resource officer to withhold the salaries."]
[334,"Paris Masters 2022 Schedule Today: TV schedule, start time, order of play, live stream details & more | Day 2","https://www.sportskeeda.com/tennis/paris-masters-2022-schedule-today-tv-schedule-start-time-order-play-live-stream-details-day-2",0,"The 2022 Paris Masters started with main draw action on Monday, November 1, marking the beginning of the season's final Masters 1000 Tournament. With the first-round clashes almost done, defending champion and six-time winner\nNovak Djokovic\nis slated to play on Day 2 in the second round."]
[335,"Hong Kong to ease rules on operating hours on restaurants, clubs and barbecue sites from November 3","https://www.timeout.com/hong-kong/news/hong-kong-to-ease-rules-on-operating-hours-on-restaurants-clubs-and-barbecue-sites-from-november-3-102722",0,"As part of the government’s gradual easing of Covid-19 social distancing measures, authorities announced today that public barbecue sites will reopen and operating hours for restaurants and clubs would be extended from November 3. Additionally, individuals will be allowed to remove their masks during group photos at events and catering premises, such as weddings.\nCurrently, restaurants are allowed to open only until midnight with a maximum of 12 diners at a table, while bars can operate until two in the morning. Barbecue pits have remained closed indefinitely since 2020 in order to maintain social distancing.\nDuring the press conference, health authorities noted that the new measures would be implemented between November 3 and November 16. This announcement comes as Hong Kong anticipates the Global Financial Leaders’ Summit, which will take place from November 2 to 3. With 200 participants from\nglobal banking and finance institutions\nattending, the summit will be one of Hong Kong’s biggest events in the last three years.\nRecommended stories\nYour guide to celebrating Halloween in Hong Kong\nThe best sports bars in Hong Kong\nA look into Chinese opera, one of the oldest dramatic arts in the world\nFollow us on\nYoutube\n,\nFacebook\n,\nInstagram\n, and subscribe to our\nnewsletter\nto get the latest news and updates on what's going on in the city."]
[336,"Setting New Teachers Up for Success","https://www.edutopia.org/article/setting-new-teachers-up-for-success",1,"“Tell us about yourself” was written on the projector and echoed by an instructional coach. The room was filled with several new staff members, administrators, and current teachers. As we sat around a U-shaped table, I looked at the unfamiliar faces around me, and thoughts raced through my head as I rehearsed what I would say. I was in my second school district and second year of teaching. The anticipation and excitement of starting at a new school were also met with nerves and uncertainty.\nBut once I settled in and connected with the teacher leaders in the room, I felt comfortable. As I watched them greet new teachers and collaborate with administrators, it was evident that teacher leadership was valued in my new district. These teacher leaders contributed to the planning and leading of new teacher orientation. Continually, this group of teachers also led a new teacher academy, held pop-up professional development (PD) for all teachers throughout the year, and met individually with teachers.\nDuring my first year teaching in another district, the assistant superintendent hosted new teacher training that was focused on the teacher-evaluation model. In reflecting on my two experiences, the effectiveness of the teacher-led new-teacher training was obvious. The success of many new teachers in my district led me to inquire more about the impact that teacher leadership had on the new-teacher experience. Studies have shown that teacher leadership is\nlinked to higher student achievement\n.\nThroughout the first two years in my new district, I participated in a new-teacher academy and PD facilitated by teacher leaders. The safe space these leaders created led to inquiry-based learning and collaborative discussions. New teachers were able to learn the nuts and bolts of operations at their school while also improving their classroom practice.\nWhile these teacher leaders were cultivating community and sharing best practices, they were also building future teacher leaders. These teacher leaders became and continue to be my mentors. In PD sessions, teacher leaders provided others an opportunity to facilitate workshops and develop leadership skills.\nFast-forward to my seventh year of teaching, I am now in the teacher leadership role and often reflect on how instrumental these leaders were and how they continue to impact my teaching. This has led me to focus on three critical components in ensuring that new teachers are supported during a time when teachers are\nleaving the profession at an alarming rate\n.\nStart of newsletter promotion.\nYour Weekly Eureka Moment\nSubscribe to the\nEdutopia Weekly\nnewsletter—full of innovative teaching and learning strategies that will work with your students. Get articles recommended for you.\nSubscribe now\nEnd of newsletter promotion.\n3 Keys to Creating a Successful Environment for New teachers\n1. Space to connect.\nAs negative news about education continues to permeate through the walls of schools, teachers internalize these bad thoughts, so boosting morale and showing support is critical. Purposely planning time for teachers to connect is essential. To strengthen morale, giving teachers a space to share ideas, collaborate, and discuss best practices increases a sense of purpose and positivity.\nIn building this space, new teachers feel valued from the beginning of their educational journey in their school buildings. It also restores motivation in veteran teachers. In sharing ideas for lessons and troubleshooting issues together, a new sense of belonging and motivation is ignited.\n2. Pop-Up PD.\nPop-Up PD allows teachers to share ideas for lessons, collaborate, and develop skills to use in the classroom. The format of Pop-Up PD should vary and change depending on the topic. It could be led by a discussion centered around a protocol or structured like a lesson.\nSessions “pop up” throughout the month during various times of the day at the teachers’ discretion or based on instructional needs. Teacher leaders can gauge the needs of their colleagues throughout the school year. After these training sessions, teachers are sent a certificate of participation with PD hours.\n3. Giveaways and food.\nWhile budgets are tight and financial support can be hard to secure, giveaways and food can boost morale. Local business owners who are large supporters of teachers can provide gift certificates, food, or other prizes. Contact these business leaders with information regarding your requested donation. Be specific in the number of items needed, and give details about the purpose of their gift.\nAnother option during PD days or before school is to host a potluck meal for teachers. In using sign-up websites like\nSignUpGenius\n, everyone can contribute an item. By creating a positive space for teachers to gather and socialize, a positive culture and good morale are cultivated.\nAs educators, we need to look for ways to celebrate each other and the positives that happen within our school walls. Implementing these changes does require time and continued conversations. While some districts are constrained by tight budgets, advocating for teacher leadership is key. Gathering teachers who are excited and implementing just one idea at a time is a great way to start."]
[337,"inancial","https://myaces.nus.edu.sg/webroapsbs/jsp/ValidateForm.jsp",0,"This is property of NUS and for authorised users only. You should only be accessing or using this system if you have a legitimate need to do so. Users of this system will have all of their activities on this system monitored and recorded by our IT personnel. Anyone using this system expressly consents to such monitoring and you are advised that if such monitoring discloses to us activity that we consider to criminal or a misuse of our IT system, we will report such activity to the relevant authorities or take such necessary legal action against you as may be warranted in the circumstances."]
[338,"Teachers unions spend big on Democrats ahead of midterm elections","https://www.foxnews.com/media/teachers-unions-spend-big-democrats-ahead-midterm-elections",1,"close\nGOP has more support for education than Democrats for first time in American history: Bill Bennett\nFormer Education Secretary Bill Bennett reacts to kids' math and reading scores plummeting in the wake of the COVID pandemic on 'America Reports.'\nWith less than two weeks before the\nmidterm elections\n, teachers unions have donated millions to political campaigns, with almost all the cash going to Democratic candidates and committees.\nBetween January 1, 2021 and September 30, 2022, the NEA (National Education Association) Fund for Children and Political Education, the PAC affiliated with America's largest teachers union, spent more than $3.5 million, with a majority of the contributions going to Democratic candidates and committees. Among those the NEA funded were the state\nDemocratic political parties\nin Wisconsin, Michigan and Nevada – all states with hotly contested congressional races.\nLast January, the\nMichigan Democrat Party was forced\nto delete a post on Twitter after downplaying the role that parents play in education, and saying they have the \"option to send their kids to a hand-selected private school at their own expense.\"\nCandidates the NEA has supported include Pennsylvania Democratic Senate hopeful John Fetterman. While speaking to the Pennsylvania State Education Association, Fetterman said he would be a staunch supporter of teachers unions, and they would be his first call once in office.\nNEW JERSEY SCHOOL BOARD'S LAWYER SAYS PARENTS CANNOT ‘DICTATE WHAT THEIR CHILDREN ARE TAUGHT’\nPennsylvania Lt. Gov. John Fetterman, a Democratic candidate for U.S. Senate, speaks during a campaign event at the Steamfitters Technology Center in Harmony, Pa., Oct. 18, 2022.\n(AP Photo/Gene J. Puskar, File)\nThe NEA also contributed to Evan McMullin, the former independent presidential candidate now running against Republican Sen. Mike Lee in Utah. McMullin is being supported by Democrats, although he's claimed he will not caucus with either party if elected.\nBetween January 1, 2021, and September 30, 2022, the American Federation of Teachers, AFL-CIO Committee on Political Education spent more than $19 million, a majority of which went to Democratic candidates and campaign committees across the country.\nThe AFT gave millions to both the House and Senate Majority PACS, which are intended to further expand the Democratic majority in both the House and the Senate, as well as hundreds of thousands to Democrat committees, including the Democratic Legislative Campaign Committee, the Democratic Governors Association, the Democratic Senatorial Campaign Committee, the Democratic Congressional Campaign Committee, the Ohio Democrat Party, and the Democratic Treasurers Association.\nThe AFT gave no contributions to Republicans in the general election, instead, choosing to fund Democrats such as House Speaker Nancy Pelosi, D-Calif., and Senate Majority Leader Chuck Schumer, D-N.Y.\nFOX NEWS POLL: SCHOOL CURRICULUM A TOP ELECTION CONCERN FOR PARENTS\nUnions are betting on Democrats across the country, and this support extends beyond finances. Both unions have launched aggressive get out the vote campaigns, and AFT president Randi Weingarten has been a vocal supporter of Democrats on social media.\nRandi Weingarten, president of the American Federation of Teachers, is accused of being a \"chief disruptor\" of kids education for her encouragement of prolonged school closures.\n(Paul Morigi/Getty Images for MomsRising Together)\nWeingarten embarked on a get-out-the-vote effort earlier this week, stopping and campaigning with Democrats in at least ten states.\nIn a post on the AFT’s website, the union boss questions \"which side are you on,\" praising Democrats for passing the Inflation Reduction Act, \"fighting to reduce gun violence,\" and \"supporting public schools.\" In the same column, Weingarten\nblasts Republicans\nfor voting against \"lowering healthcare and drug costs,\" as well as \"going after Americans freedom to vote.\"\nThis partisan political advocacy comes in the midst of a campaign from the AFT, which claims that the union \"know what kids and communities needs,\" and promotes getting politics \"out of the classroom.\"\n‘FACE THE NATION’ FOCUS GROUP OF GOP, DEMOCRAT PARENTS SOUND OFF ON ‘WOKE CULTURE’ OVERTAKING US EDUCATION\nLast year, Democrat Terry McAuliffe lost his bid for governor of Virginia after claiming that parents should not \"be telling schools what they should teach.\" AFT President Randi Weingarten campaigned with McAuliffe in that election, as well.\nIn this year's midterms, Republicans have made education a key facet of their platforms, including in House Republicans' \"Commitment to America,\" which includes a promise to \"make sure every student can succeed and give parents a voice.\"\n\"Unfortunately for students, teacher\nunions exist to protect their members, not to ensure students receive a rigorous education,\" Bob Eitel, co-founder and president of the Defense of Freedom Institute told Fox News Digital. \"As academic performance in public schools continues to plummet, we are simply seeing the results of decades of teacher union control over education policy. Nothing will change until the axis of teacher union power and government monopoly over education is broken.\"\nAmerican Federation of Teachers President Randi Weingarten speaks at a news conference to unveil congressional Democrat's \"A Better Deal\" economic agenda on Capitol Hill in Washington, U.S., November 1, 2017.\n(REUTERS/Aaron P. Bernstein)\nCLICK HERE TO GET THE FOX NEWS APP\n\"Unions are more concerned with gaining and exerting political influence than serving their members,\" said Elisabeth Messenger, the president of Americans for Fair Treatment. \"The nation's largest unions spend more money on politics than representing their members, and that money goes to progressive politicians and advocacy that many of their members disagree with. It's time for union members to demand better from their unions - AFFT can help.\"\nAFFT is a nonprofit organization advocating for public sector employees to \"have the freedom to choose to join a union or to abstain from joining a union,\" according to the organization's website.\nKelsey Koberg is an Editor with Fox News Digital."]
[339,"Financial Aid","https://www.learn4good.com/jobs/singapore/singapore/finance/1665436623/e/",0,"Note that applications are not being accepted from your jurisdiction for this job currently via this jobsite. Candidate preferences are the decision of the Employer or Recruiting Agent, and are controlled by them alone.To Search, View & Apply for jobs on this site that accept applications from your location or country, tap here to make a Search:\nView / Apply for JobsMatching My Jurisdiction"]
[340,"Functions of the Teachers Service Commission, TSC","https://educationnewshub.co.ke/functions-of-the-teachers-service-commission-tsc/",1,"Latest TSC news.\nThe\nTeachers Service Commission, TSC,\nwas established by the Constitution of Kenya 2010 in Chapter 13 Part 3, article 237. The Commission manages teachers in all public primary and post primary learning institutions; both secondary and Teachers Training Colleges (TTCs).\nFUNCTIONS OF TSC- KENYA\nThe Commission performs a number of roles as outlined in the Constitution. These include:\nTo register trained teachers,\nTo recruit and employ registered teachers,\nTo assign teachers employed by the Commission for service in any Public School or institution,\nTo promote and transfer teachers,\nTo exercise disciplinary control over teachers,\nTo terminate the employment of teachers,\nReview the standards of education and training of persons entering the teaching service.\nReview the demand for and supply of teachers\nAdvise the national government on matters relating to the teaching profession.\nThe\nTeachers Service Commission also\nhas a constitutional mandate to exercise disciplinary\ncontrol over teachers\npursuant to Article 237 (2)(e) of the Constitution of Kenya, 2010.\nRelated news;\nHow to log into the TSC portals and website online\nThe Teachers Service Commission, TSC, portals and Services Online: A list and full guide to all TSC portals, website and services\nTSC: All forms for TSC leaves\nTSC LEGAL DOCUMENTS.\nIn carrying out its mandate, TSC uses a number of legal documents as listed below:\nThe Teachers Service Commission Act, 2012\nThe Teachers Service Commission Code of Regulations for Teachers\nThe Teachers Service Commission Code of Conduct and Ethics\nThe Teachers Service Commission Code of Regulations for Secretariat Staff\nThe Public Officer Ethics Act of 2003\nThe Anti-Corruption and Economic Crimes Act of 2003\nThe Children’s Act of 2001\nThe Kenya National Examinations Council Act 2013\nThe Employment Act Cap 226 (Revised 2007)\nvi.The Sexual Offences Act 2006\nOthers are:\nBasic Education Act 2013\nProcurement and Asset Disposal Act 2015\nPersons with Disabilities Act 2015\nThe letter from the Attorney General on |Lawful Confinement Reference No. CONF/LAD/100 dated 3rd March 1987\nThe Ministry of Education Legal Notice No. 56/2001 banning corporal punishment in learning institutions\nTSC/Circular No.3/2010\nCirculars on fees guidelines/tuition/Safety and health....among others.\nTSC GUIDING PRINCIPLES\nTSC is guided by a number of principles that are clearly spelled out.\nTSC VISION\nTo be a trans-formative teaching service for  quality teaching\nTSC MISSION\nTo professionalize the teaching service for quality education.\nTSC Core Values\nThe Commission’s core values are:\nProfessionalism,\nCustomer Focus,\nIntegrity,\nInnovativeness and\nTeam Spirit\nTSC SERVICE CHARTER.\nIn the\nservice charter\nthe Commission has committed itself to provide quality service with courtesy, honesty, integrity and fairness within specific time frame."]
[341,"Teachers Service Commission, TSC, new and revised organization structure/ Organogram","https://educationnewshub.co.ke/teachers-service-commission-tsc-new-and-revised-organization-structure-organogram/",1,"The Teachers Service Commission, TSC, Organogram. New. Revised, TSC Structure.\nThe Teachers Service Commission was formed in July 1967 through an Act of Parliament to give teachers one employer and uniform terms and conditions of service. It was charged with the mandate of registering, employing, promoting, disciplining and paying teachers.\nNEW TSC STRUCTURE\nThe Teachers Service Commission, TSC, developed a new Organization Structure and the following are the major highlights:-\nDIRECTORATES\nThree Directorates each to be headed by a Deputy Commission Secretary (DCS) have been established. The Directorates are:-\nFinance and Administration\nTeacher Management\nHuman Resource Management & Development.\nEach Directorate will have Divisions, Sections and Sub-Sections.\nHere are links to the most important news portals:\nKUCCPS News Portal\nTSC News Portal\nUniversities and Colleges News Portal\nHelb News Portal\nKNEC News Portal\nKSSSA News Portal\nSchools News Portal\nFree Teaching Resources and Revision Materials\nDIVISIONS\nA Division will be headed by a Director while a Section will be headed by a Senior Deputy Director. There are also specialized units to be headed by a Director or a Senior Deputy Director.\nThe following are the Directorates with the Divisions and the Specialized units under them:-\nTeacher Management Directorate\nStaffing Division\nQuality Assurance and Standards & Teacher Registration Division\nField Services Division\n2. Finance and Administration Directorate\nFinance and Accounts Division\nGeneral Administration Division\n3.  Human Resource Management & Development\nHuman Resource Management Division\nHuman Resource Development Section\nPensions Section\n4. Specialized Units\nThe following specialized units will report directly to the Chief Executive Officer:-\nInformation, Communication and Technology\nLegal Services division\nInternal Audit division\nCorporate Communication section\nPolicy Planning Research & Innovation section\nSupply Chain Management section\n5. Decentralised Units\nIn addition to the existing Counties and Sub County structure, the Commission has established the following Regional Offices to be headed by TSC Regional Coordinators.\nNairobi\nRift Valley\nCentral\nEastern\nCoast\nNyanza\nWestern\nNorth Eastern.\nThe Regional Coordinators will report to the Deputy Commission Secretary, Teacher Management."]
[342,"pholds Socialist Modernization","https://countercurrents.org/2022/10/20th-national-congress-of-the-cpc-upholds-socialist-modernization-and-shared-values-of-humanity/",0,"Afghanistan\nAmerican Imperialism\nBhima Koregaon\nBlack Lives Matter\nBook Review\nCapitalism\nCitizenship Amendment Act\nClimate Change\nCoronavirus\nCounter Solutions\nCOVID19\nCOVID Response Watch\nCOVID Vaccine\nCRW Reportage\nDakota Access Pipeline\nDemonetisation\nDonald Trump\nEducation\nEnvironment\nFarmers Agitation\nFarm Reform Laws\nFilm Review\nGlobal Warming\nHealth\nHindutva\nHuman Rights\nIran\nIsrael\nJulian Assange\nKashmir\nLife\nNuclear War\nPalestine\nPoetry\nRSS\nSri Lanka\nSri Lankan Tamils\nStanding Rock Sioux Protest\nSyria\nThe Commons\nUkraine\nUS Election 2020\nUS Elections 2016\nVenezuela\nYemen"]
[343,"Supply Teachers Key Stage 1 & Key Stage 2","https://www.learn4good.com/jobs/chesterfield/uk/teaching/1669102246/e/",0,"Note that applications are not being accepted from your jurisdiction for this job currently via this jobsite. Candidate preferences are the decision of the Employer or Recruiting Agent, and are controlled by them alone.To Search, View & Apply for jobs on this site that accept applications from your location or country, tap here to make a Search:\nView / Apply for JobsMatching My Jurisdiction"]
[344,"Singapore Government Developer Portal","https://www.developer.tech.gov.sg/products/categories/digital-identity/national-digital-identity/overview.html",0,"Overview\nOverview\nMyinfo\nAll Singpass users are automatically provisioned with a Myinfo profile. Users are able to view their personal data and access records of past usage via the Singpass app.\nBy integrating with Myinfo API, Singpass users can share their data by providing consent via Singpass and organisations no longer have to deal with manual data management. With data from participating government sources, this allows the provisioning of products instantly, where applicable.\nMyinfo allows residents and businesses to benefit from:\nReduced repetitive filling of personal information for multiple online transactions;\nReduced incidence of mistakes due to human error; and\nNo more need for physical documents as verification to complete transactions.\nFor more information on Myinfo API, please read the\ndocumentation\n. You can also visit our Myinfo product page through this\nlink\n.\nMyinfo business\nMyinfo business extends the rollout of Myinfo, a service that enables businesses to manage the use of its corporate and applicant’s personal data for simpler online transactions.\nBusiness users can control and consent to share their data securely with participating businesses for more seamless digital transactions. They can enjoy less form-filling and a reduced need for providing supporting documentation for verifications.\nWhile Myinfo allows businesses to acquire individual customers in a more seamless way, Myinfo business supports Business-to-business (B2B) use cases such as SME loan application, merchant acquisition and KYC.\nFor more information on Myinfo business API, please read the\ndocumentation\n. You can also visit our Myinfo business product page through this\nlink\n.\nLogin\nSingpass Login, is now available for private sector use via an API integration. With Login, users can do away with remembering one additional set of credentials. Businesses will be able to authenticate and onboard existing Singpass users with higher assurance.\nWith Singpass Login, businesses will be able to :\nauthenticate users without the need to implement and operate additional infrastructure and systems;\noffer users the Singpass password-less login experience, and a fast, convenient and secure means of authentication; and\nprovide access to their online services to over 4 million Singpass users.\nFor more information, refer to Singpass Login API\nhere\n. You can also visit our Login product page through this\nlink\n.\nVerify\nVerify enables users to perform secure in-person identity verification and data sharing through scanning QR codes. This service provides businesses a digital alternative for visitor registration and access, customer acquisition at roadshows, or other use cases that require user identification.\nVerify helps businesses:\nalign with PDPC’s NRIC Advisory Guidelines, by verifying users digitally without collecting or retaining physical NRICs, FIN cards, and NRIC/FIN numbers. Please refer to the PDPC’s Technical Guide\nhere\n.\nenable self-service and contactless verification (e.g. kiosks for registration, or age-verification stations).\nFor more information on Verify API, please read the\ndocumentation\n. You can also visit the Verify product page through this\nlink\n.\nSign\nSign enables users to digitally sign documents using their Singpass App by scanning the QR code displayed on the screen before authenticating themselves. Sign employs technology to ensure the integrity of the signed document and to counter repudiation.Businesses and services such as document signing applications can integrate and provide trusted signatures directly with Singpass, increasing trust and assurance with their existing document signing products. Signing with Singpass provides convenience, productivity and efficiency - citizens no longer need to be physically present to sign documents and agreements, and businesses can digitalise document verification and filing.\nSign with Singpass uses signing certificates issued by the National Certification Authority. Upon the National Certification Authority’s accreditation, signatures made using the Sign with Singpass will be regarded as secure electronic signatures under Singapore’s Electronic Transactions Act.\nFor more information on Digital Signing API and Digital Signing Application Partners, please read the\ndocumentation\n.\nSafeEntry API\nSafeEntry\nis a national digital check-in system that logs the NRIC/FINs and mobile numbers of individuals visiting hotspots , workplaces of essential services, as well as selected public venues to prevent and control the transmission of COVID-19 through contact tracing and identification of COVID-19 clusters.\nOrganisations can now integrate their registration systems with SafeEntry APIs to perform automated check-in or check-out, in addition to the default mode where individuals scan a location’s SafeEntry QR code.\nThis ensures a fuss-free and seamless experience for individuals as well as the business.\nFor more information on SafeEntry API, please read the\ndocumentation\n.\nIdentiface\nIdentiface is a secure authentication method by simply having the user scan their face - With a valid NRIC/FIN number and upon obtaining consent, users can simply scan their face to be authenticated.\nOrganisations do not have to build, secure and maintain a biometric database and biometric system implementation. Integration is achieved easily though bundled SDKs and APIs.\nThis service is ideal for use cases that require step-up authentication or to ascertain the user’s presence. You can also visit the Identiface product page through this\nlink\n.\nNotify\nNotify is an in-app message service on the Singpass app for government agencies to securely send official notifications and messages to users, especially messages that require higher identity assurance.\nYou can visit the Notify product page through this\nlink\n.\nAuthorise (Coming Soon)\nAuthorise enables businesses to notify and seek authorisation for transactions from customers without being physically present. Businesses will be able to make use of Singpass to obtain trusted authorisations/instructions from citizens.\nFor example, businesses can request authorisation from users to share information/instruction from another public or private body. Users will receive notifications on Singpass app, informing them that there are pending requests for authorisation. Users can consent to this request, and the authorisation will be share with the requesting party, doing away with the need for him to be physically present and without the need to approach two different parties to pass the information/instruction around them.\nFor more information\nPlease read the\nSingpass-API documentation\n.\nContact Us\nReach out to the product team with your queries or feedback through this\nform\n.\nLast updated 01 November 2022\nWas this article useful?\nThanks for letting us know that this page is useful for you!\nIf you've got a moment, please tell us what we did right so that we can do more of it.\nThanks for letting us know that this page still needs work to be done.\nIf you've got a moment, please tell us how we can make this page better.\nSent. Thank you for the feedback!\nProvide Feedback\nCopy link\nSend this page via email\nShare on Facebook\nShare on Linkedin\nTweet this page"]
[345,"Class Teacher (PYP)","https://www.tes.com/en-au/jobs/vacancy/class-teacher-pyp-hong-kong-1721589",1,"This position will be expected to teach and support the PYP programme.\nAs a Malvern College teacher the postholder will play a full role in the school’s curricular, co-curricular and pastoral programmes.\nKey Responsibilities\nTake responsibility for a primary class, supporting, nurturing and taking a genuine interest in the holistic development of all children in that class;\nWork closely with the PYP Coordinator, Head of Year and PYP colleagues to ensure the effective delivery of the PYP programmes and to design and implement a relevant, challenging and rigorous curriculum;\nPlan and deliver lessons, ensuring attention is given to appropriate differentiation;\nContribute to collaborative learning at all levels of school life;\nCreate inquiry-based classrooms that develop critical thinking skills, knowledge and a range of skills within an environment based on trust and respect;\nSelect relevant resources and digital tools to support and enhance learning;\nDevelop appropriate assessment tasks, providing timely and effective feedback that enhances pupil learning;\nCommunicate effectively with pupils, parents and colleagues in a professional manner;\nWrite formal reports on a termly basis;\nProvide appropriate pastoral support as and when necessary;\nContribute to the school’s House system;\nAttend Parents’ Meetings, Open Mornings, Admissions Days and CPD as appropriate;\nPlay an active role in the school’s co-curricular programme;\nPlay a full part in the school’s admissions process including attending Saturday Admissions day(s) as required; and\nAssist with any other duties, tasks or jobs as may be reasonably requested by the Head of School or Headmaster.\nKey Requirements\nMinimum Bachelor’s Degree;\nA recognised teaching qualification for the required age range (e.g. B.Ed., PGCE);\nMinimum two years’ teaching experience in primary years education;\nPrevious experience of teaching the IB PYP is preferred, although outstanding candidates without prior IB experience will be considered;\nAn appreciation of the IB Philosophy is required;\nAll staff employed by the College to teach PYP would be expected to hold a current IB training qualification, at minimum of Category 1 level, within the given subject area prior to taking up the position;\nAbility to communicate with pupils, colleagues and parents, and to build strong relationships with all members of the school community;\nAbility to work collaboratively;\nFamiliarity with various teaching resources including, where appropriate, digital tools to support and enhance teaching and learning;\nSensitivity to the cultural differences found in Hong Kong and the willingness to develop and maintain a cross-cultural approach to work; and\nA willingness and commitment to contribute fully to the life of the pupils and school beyond the academic day, including active participation in the academic enrichment and co-curricular programmes.\nAll applications should be submitted online via TES. You are required to complete your online profile and supporting statement and upload your CV with photo. You are also required to provide details of three referees.\nContract Type: Full time, Two Years\nStart date: August 2023\nClosing date: Interviews will be on a rolling basis and as such early applications are encouraged.\nShortlisted candidates will be contacted to arrange an interview via Skype or in person. Candidates may be contacted at any stage after submitting their applications.\nMalvern College Hong Kong exists to provide a quality all round education for students and is committed to safeguarding and promoting the welfare of children and young people. Candidates must be prepared to undergo child protection screening and appropriate pre-employment checks. Please note that we will need to take up the references provided in your application form prior to interview.\nPlease contact\nhr@malverncollege.org.hk\nfor any queries about this role. Please note that a CV will not be accepted in place of the online application form.\nFor further information about Malvern College Hong Kong, please visit our website at\nhttp://www.malverncollege.org.hk/.\nTo find out more about the Malvern College International family, please visit\nwww.malverncollegeinternational.org\nPlease note that you are wholly responsible for fact checking in respect of the information provided by schools. Please also check for the latest visa and work permit requirements that may apply. Tes is not responsible for the content of advertisements or the policies adopted by advertising schools. Tes asks that all schools follow Tes' Fair Recruitment Policy."]
[346,"Montessori Teacher","https://www.salaryexpert.com/salary/job/montessori-teacher/hong-kong-sar",0,"The average montessori teacher gross salary in Hong Kong SAR is HK$222,770 or an equivalent hourly rate of HK$107. In addition, they earn an average bonus of HK$3,587. Salary estimates based on\nsalary survey\ndata collected directly from employers and anonymous employees in Hong Kong SAR. An entry level montessori teacher (1-3 years of experience) earns an average salary of HK$171,531. On the other end, a senior level montessori teacher (8+ years of experience) earns an average salary of HK$266,397."]
[347,"Curriculum Learning: A Regularization Method for Efficient and Stable Billion-Scale GPT Model Pre-Training","https://www.deepspeed.ai/tutorials/curriculum-learning/",0,"In our\npaper\nsection 5.4 we demonstrate that curriculum learning (\nseqlen\n-based) provides much better training stability than the batch size warmup technique introduced by Open AI GPT-3. So when using curriculum learning you need to remove the\n--rampup-batch-size\nconfig in your training script. It’s not recommended using both curriculum learning and batch size warmup, because both of them reduce the number of tokens in a batch. Another related change you might want is to increase your micro batch size, since without batch size warmup your batch size will be fixed now."]
[348,"Most Teachers Still Have Major Concerns About Indoor Air Quality at Schools","https://facilitiesmanagementadvisor.blr.com/safety/most-teachers-still-have-major-concerns-about-indoor-air-quality-at-schools/",0,"The new ABM Engineering+ eBook outlines a more customized and comprehensive approach for on-site engineering to drive greater value and operational efficiencies for facilities in all industries. It is an engineering approach designed by engineers. The eBook details how ABM applies its industry best practices and standard operating procedures to support on-site engineers with expanded [...]"]
[349,"Hong Kong and Singapore lead green fintech development among the Five Economies in APEC","https://www.thaipr.net/en/finance_en/3257719",0,"GoImpact, an ESG and Sustainability education firm, together with The Chinese University of Hong Kong’s Business School (“CUHK Business School”) released the findings from their working paper,\nExploring the Green Fintech Ecosystem in Asia: Insights from Five Economies in APEC.\nThis study finds that government support plays a vital and essential role in facilitating green fintech development, while talent shortage is a common concern in the five economies in the region."]
[350,"Graduate Program","https://www.glassdoor.sg/Salaries/graduate-program-salary-SRCH_KO0,16.htm",1,"How much does a Graduate Program make?\nThe national average salary for a Graduate Program is $3,990 in Singapore. Filter by location to see Graduate Program salaries in your area. Salary estimates are based on 19 salaries submitted anonymously to Glassdoor by Graduate Program employees."]
[351,"College of Design and Engineering","https://cde.nus.edu.sg/research/",0,"At the CDE, we push boundaries to achieve world-class research excellence through the exploration and application of engineering, architecture and design to solve complex problems. We aim to pioneer a unique model of interdisciplinary research that takes advantage of the natural synergies between these fields."]
[352,"Political Science","https://fass.nus.edu.sg/pol/",1,"The famous philosopher Aristotle once remarked that \"politics is the art of living together\". Political science explores how political decisions and institutions, within and between states, make this possible. At NUS, we put the spotlight on Asian and Comparative Politics, International Relations, Political Theory, Governance and Public Policy and the Government and Politics of Singapore.\nAs a student of Political Science, you will be encouraged to pursue your own interests and projects and you will be able to work with internationally prominent researchers and award-winning teachers. Our graduates are always in demand and go on to pursue successful professional careers in many sectors, including the civil service, education, business, finance, law and media."]
[353,"Where Should You Stay in Tokyo?","https://japanstartshere.com/2022/10/31/where-should-i-stay-in-tokyo/",0,"If you’re asking the question “where should I stay in Tokyo?”, you’re not alone. In fact, this is one of the most common questions my readers ask me.\nOn one hand, it’s understandable. Tokyo is one of the world’s most sprawling cities, and no matter\nhow many days you plan to spend there\n, you’ll want to stay as strategically as possible to maximize them.\nOn the other hand, this is a surprisingly easy situation to remedy, at least if you have the right guidance. It may take years to truly get to know Tokyo, but you’ll get a massive head start if you read what I have to say for the next 5-10 minutes!\nNeed help planning your next trip to Japan?\nCommission a custom Japan itinerary!\nContents\n1\nWhy Where You Stay in Tokyo Matters\n2\nThe Best Places to Stay in Tokyo\n2.1\nModern Tokyo: Shinjuku, Shibuya, Ikebukuro or Akihabara\n2.2\nHistorical Tokyo: Asakusa, Ueno, Yanaka or Nippori\n2.3\nPractical Tokyo: Near (or Inside!) Tokyo Station\n2.4\nUpscale Tokyo: Ginza, Roppongi, Akasaka or Omotesando\n2.5\nAlternative Tokyo: Nakano, Setagaya, Shinagawa and beyond\n3\nPlan the Ultimate Tokyo Trip\n4\nOther FAQ About Where to Stay in Tokyo\n4.1\nWhere is the best district to stay in Tokyo?\n4.2\nIs it better to stay in Shinjuku or Ginza?\n4.3\nIs Tokyo Station a good area to stay?\n5\nThe Bottom Line\nWhy Where You Stay in Tokyo Matters\nTokyo, even if you just consider its central 23 wards\n, is a geographically massive city. While you’re never too far from a metro or train station, the journey times between distant lobes of the city can be massive. Staying far to the west in Shinjuku or Shibuya or far to the east in Asakusa can mean adding 15-20 minutes (or longer) to virtually all of your sightseeing commutes.\nWell, assuming you want to see the whole city—some people don’t. Some people choose a base in one district or another because they want to be truly local consumers during their time. As a result, a stay in a more utilitarian part of town like Kanda or Nihombashi might not be as appealing, given that those areas’ main appeal is their central location and convenience.\nThe Best Places to Stay in Tokyo\nModern Tokyo: Shinjuku, Shibuya, Ikebukuro or Akihabara\nIf you want to make the most of Tokyo’s neon signs and futuristic cityscapes, these districts are probably your best bet. Choose\nTokyu Stay Shibuya\nor\nShinjuku’s Nishitetsu Inn\nif you’re committed to these particular districts, which are a bit too far west of Tokyo’s city center to be considered convenient, or stay at\nAkihabara’s Hotaku Hotel\n, which places you right between the Ueno and Tokyo\nShinkansen\nhubs.\nHistorical Tokyo: Asakusa, Ueno, Yanaka or Nippori\nWhere should I stay in Tokyo? Well, if you want to enjoy a more historical ambiance, these districts are a good choice. If it’s a view you’re after,\nAsakusa’s Richmond Hotel\noffers a spectacular one of Senso-ji with the Tokyo Skytree rising behind it, while properties like\nHotel Resol\nare more about their proximity to eclectic Ueno (and, down the Yamanote Line, Yanaka and Nippori).\nPractical Tokyo: Near (or Inside!) Tokyo Station\nUnless you’re a big baller and can afford to stay at the five-star\nTokyo Station Hotel\nor\nImperial Hotel\n, the area around Tokyo Station isn’t as iconic or glamorous as other parts of Tokyo. On the other hand, the convenience of staying at properties like the\nAPA Hotel near Kanda Station\nor\nHotel Kazusaya\nin Nihombashi (they’re both walking-distance from Tokyo Station) should counteract any such concerns.\nUpscale Tokyo: Ginza, Roppongi, Akasaka or Omotesando\nWhether or not these areas are home to the best cheap hotels in Tokyo (many are) is beside the point. These upscale districts offer a premium Tokyo experience (and, in the case of Ginza, a pretty convenient one as well). Accommodations in these areas can range from affordable ones like\nHotel Hillarys Akasaka\n, to Roppongi’s\nRitz-Carlton\nto\nHotel the Celestine,\na micro-brand whose Ginza location is my favorite in Japan.\nAlternative Tokyo: Nakano, Setagaya, Shinagawa and beyond\nHotels are harder to come by in less popular Tokyo neighborhoods; if you want to stay in Nakano, Setagaya or places like them, it’s really better to plan on booking an Airbnb. Planning to visit Tokyo Disney? If you don’t stay on-site, choose\nMimaru Tokyo Station East\n. It’s is just steps from Hatchobori Station, where you can catch a train directly to the park.\nPlan the Ultimate Tokyo Trip\nThe good news? Once you’ve decided where you’re going to stay in Tokyo, planning the rest of your trip is pretty easy, particularly if you’ve already determined how many days you’ll spend there. The better news? If you want to create an even more finely-tuned planned, but don’t have the time to do it on your own, a solution exists.\nHire me to plan a custom Japan itinerary\n, regardless of where in Japan you plan to visit outside of Tokyo.\nOther FAQ About Where to Stay in Tokyo\nWhere is the best district to stay in Tokyo?\nIf you want to sightsee extensively in and around Tokyo, I like staying close to major railway stations like Ueno, Shinagawa and Tokyo Station. However, if your interests are more particular to a certain area, attraction-filled districts like Shibuya, Shinjuku and Asakusa may be more up your alley.\nIs it better to stay in Shinjuku or Ginza?\nI personally prefer staying in Ginza, given that it boasts much of the dining and shopping of Shinjuku, but is also only a stone’s throw from Tokyo Station. If, on the other hand, nightlife is a major priority for you, Shinjuku is probably the better choice. Nowhere in Ginza compares to Kabukicho, Omoide Yokocho or the Golden Gai.\nIs Tokyo Station a good area to stay?\nTokyo Station isn’t the most exciting area to stay in Tokyo, but to me its convenience more than makes up for it. If you don’t stay in a super-luxurious Marunouchi property like the Imperial Hotel or Tokyo Station Hotel, consider staying somewhere more affordable in Kanda or Nimombashi, districts with plenty of local restaurants and bars to keep you fed and engaged.\nThe Bottom Line\nWhere should I stay in Tokyo? For most travelers, this answer is surprisingly unsexy: I tend to prefer less well-known areas near Tokyo Station, such as Kanda and Nihombashi, as opposed to more conventional (but less convenient) choices such as\nShinjuku, Shibuya\nand Asakusa. At the same time, if you do choose these latter options (or even stay off Tokyo’s beaten path), there are strategies you can employ to make your stay in Tokyo smoother. Want your entire trip to Japan to feel like a breeze, and not just in Tokyo?\nCommission a custom Japan itinerary\n, and let me sweat the details."]
[354,"Product Review of Discover Paris","https://www.thetechedvocate.org/product-review-of-discover-paris/",1,"While there’s some great information offered at each landmark, other insights are limited or simply incorrect. (Most glaringly: At the Paris Opera, the owl guide indicates Beethoven never wrote an opera. In fact, he wrote one — it’s called\nFidelio\n.) The activities at each site are superficial and repetitive — like using a measuring tape to measure the Eiffel Tower or the obelisk at the Place de la Concorde. Between sites, users are prompted to squeeze a cloud to make it rain, close a treasure chest to “get” the sun as a reward, or move a seed into a dresser drawer. These activities have nothing to do with deep learning, and they seem a little simplistic for elementary school\nlearners\nwho can readily read and spell."]
[355,"opular degree courses in Singapore","https://www.liveyoungandwell.com/reviews/popular-degree-courses-in-singapore/",1,"The record stands.\nAfter 102 applications, 28 interviews, and 0 job offers, the degree I studied in university seems to have been an absolute dork.\nYou probably don’t want to be in a position like me, where you’ve spent $36,000 on your degree ($9000, multiplied by 4 years), and not being able to get a job. You will be screamed at by your parents, questioned about what you’re doing with life by your friends, and probably won’t get any dates.\nTake it from me.\nYou’re probably looking at this article because you’re thinking of what the more popular degree courses are, and what would be worth a\nreturn on\nyour\ninvestment\n. Whether there will eventually be a\ngood paying job at the end of it.\nJust looking at the Graduate Employment Survey can give you a better idea of what’s paying.\nBut here’s something else you should think about before trying to understand what the most popular courses are.\nUnderstand what degree courses are actually ones you’re good at\nYou\ncan do something I can’t.\nWell, I don’t know what that is.\nBut I know what I can do, far better than you. Hands down.\nNope, it’s not breathing.\nIt’s writing.\nFinding a course that\namplifies your strengths,\nwill be miles better than finding the most popular course. After all, do you really want to be squeezing in lecture theatres, trying to get your lecturer’s attention, with the other grubby students who also thought\nthat\nwould be a popular course to enter?\nNah, not really.\nGrowing up, you probably had some idea of this.\nAbsolute bullshit.\nOne business owner once told me,\nCrude, I know. But you get the idea. Even if you find the absolute job you fall in love with, you’re still going to do things you don’t like. Truth.\nAnd you’d rather be working at something you show some\ninclination\nfor, rather than something that you’re not very good at, that you’ve chosen because it’s ‘popular’.\nIt’s far easier to get great at something you’re already good at, than to get good at something you suck at.\nAnd if you want to get the best jobs in future, you need to be good at something.\nCal Newport,\nthe author of ‘So Good They Can’t Ignore You’, talks about how the world has fallen into the trap of the ‘passion hypothesis’, where we think that as long as we are passionate, we can get the best jobs.\nTrue, isn’t it?\nLook at the people around you whom you admire for being good at something. They haven’t got there because they are old (at least I hope so). They’ve gotten there because they’ve shown consistently that they can produce results, whatever the situation they are placed in.\nChoosing a degree course that works for you is not about looking outwards at what’s working for others. It’s looking at what works for you.\nAh, the big existential question that’s bound to give you nightmares this evening.\nDoes what you study matter?\nThey always say,\nThat can be true to some extent.\nBroadly, there are two kinds of degrees. There are those which are vocational in nature. They lead directly to a job. These can be courses like:\nLaw\nMedicine\nAccountancy\nSocial work\nComputer engineering\nBut there are other degrees that are more generalist in nature.\nThey teach you how to think, but don’t map directly to a job. These have value too.\nFor example, despite studying a\nsocial work\ndegree, that mapped directly to a social worker job, I found that the most useful thing it taught me was the ability to draw knowledge from different fields of knowledge. As a social worker, I had to learn about finance to understand why the poorer people were not necessarily making wise financial decisions, and how to help them to get out of the sticky financial situations they found themselves in.\nThis later helped me to transit into the\nworld of writing\n, where I found myself increasingly able to understand knowledge from different domains quickly.\nWhat may be better than just choosing the most popular degree course in Singapore, is choosing the one that helps you\nthink\nbetter.\nMake small bets\nChoosing a popular degree can be the way to go, if you want to go to hell.\nYou can see from my example of what happened when I took a big, concentrated bet in a single, vocational degree, that ended up not getting me a job, at all.\nYou may be surprised that others, like\nChristopher Gee\n, the Head of Governance at the Lee Kuan Yew School of Policy, agree too.\nWhen I first met him and shared my situation, he told me about how education today is framed as a series of big, concentrated, expensive bets. If you look at the nature of education, you will see big expenses on degrees occurring at roughly the 18 year old mark, in hope that one will get a good paying job at the end of that back.\nIt may not be very wise, as my experience after spending $160k (and not getting a job offer for 12 months), showed.\nWhat did help though, was a series of smaller bets, that helped me to repurpose my career. During my time in university, I was fortunate to undertake courses and modules in public speaking, that helped me to establish my speaking, so that it was better than croaking.\nI hired a coach. Spent $13600 on a public speaking course. Went for another\nAdvanced Certificate in Learning and Performance, a train the trainer course.\nAll these established my credibility as a trainer and speaker, allowing me to build a sustainable career out of writing, speaking and training.\nYou can do the same.\nTake small bets, rather than big bets on popular courses.\nIt’s better to build your career one block at a time, rather than just making one big concentrated bet in a popular degree, that may not pay off.\nMy personal recommendation?\nAs part of the book that we did on adulting, we interviewed 21 career luminaries, trying to understand how they came to succeed so well in their careers.\nWe were trying to answer the question,\nWe found some interesting insights.\nWhat matters is how easily you quit when things are not working out, not what you initially study\nTake the example of CP, who is today the Director of People at White Coat, a telemedicine company.\nSometimes life may not be a straight line, and you need to know when to quit\nFor someone who seems accomplished in the field of Human Resources, teaching, lecturing, and giving talks on it, it may seem that he would have started there.\nNope.\nHe started as a teacher. And realised that he didn’t want to do it.\nBut what helped him was his ability to call it quits when he saw that teaching was not something he wanted to continue. This ability to not have the ‘sunk costs fallacy’, where you hold onto something because of how much you’ve previously invested into something, can help you make better decisions.\nSo it’s not how popular the course is, but how unpopular you’re willing to become amongst friends and family, to call it quits, when things are not working out.\nYou need to understand yourself\nIf you look back at your own studies, where have been the times when you’ve thrived? Is it with more technical subjects, or with more exploratory subjects like the humanities? Understanding this, can help you understand which course to pick, over and above what’s popular.\nHow do you learn best? With tons of books in front of you?\nMy personal reflections after looking at where I had succeeded in my studies was that the humanities, where I could explore a subject on my own, was far better than science, where I was directed on how to study.\nUnderstanding how you learn best, and what you like learning, may provide interesting insights.\nSMU, for a stronger foundation in communicating your ideas\nThe Singapore Management University is famed for asking students to share ideas at classes. It’s also helped students to be stronger at communicating (their pay packages, too, ahem).\nYou can see from the bottom that the SMU graduates from the School of Social Sciences\ndid earn more than their friends (or enemies) at NUS.\nThe mean at SMU (Cum Laude and Above), was $3856, whilst those at NUS got $3757.\nThose from SMU’s school of social sciences seem to have earned more than their counterparts at NUS\nYou can say that their students are all talk, no action, but you know the truth in companies. People who make themselves heard, more often than not, get the recognition.\nHaving seen quite a few SMU students, I’ve seen how they have thrived in an environment where they are encouraged to speak up.\nSo what’s popular, doesn’t really matter.\nWhat’s popular doesn’t matter much.\nIt’s what you find will interest you, grow you, and put you in a better position that matters."]
[356,"Chinese Teacher","https://www.salaryexpert.com/salary/job/chinese-teacher/hong-kong-sar",1,"The average chinese teacher gross salary in Hong Kong SAR is HK$431,409 or an equivalent hourly rate of HK$207. In addition, they earn an average bonus of HK$10,052. Salary estimates based on\nsalary survey\ndata collected directly from employers and anonymous employees in Hong Kong SAR. An entry level chinese teacher (1-3 years of experience) earns an average salary of HK$311,036. On the other end, a senior level chinese teacher (8+ years of experience) earns an average salary of HK$533,960."]
[357,"A Guide to Enrolling in a Fitting Master Degree Programme in Singapore","https://www.thewhitelibrary.com/a-guide-to-enrolling-in-a-fitting-master-degree-programme-in-singapore/",1,"An MA may be the minimum requirement for some entry-level positions. However, it is often a qualification for a raise or promotion. It might also help you stand out from the crowd during job hunts. If you only study part time,\nonline masters degree\nprogrammes at select Singapore institutions might be the best choice. You may qualify for a doctorate or PhD programme after earning your MA/MBA and a few more years of work experience."]
[358,"Why Should You Get a Master Degree in Singapore","https://bookunleashed.com/why-should-you-get-a-master-degree-in-singapore/",1,"You may have already celebrated once for your bachelor’s degree, but if you are planning to pursue higher education, then your battle has only just begun. Taking a\npart time masters degree in Singapore\nallows you to further your education without sacrificing your valuable time at work and other endeavours.\nNot only that, you can see many opportunities waiting for you when you take\nmasters courses in Singapore\n. Unlike undergraduate school, you have much more flexibility and freedom in deciding how you want your course specialisation to go.\nYou might be wondering about some other benefits of taking a master’s degree now. Here are some that you might have overlooked.\nYou get specialised knowledge\nWhen you take a bachelor’s degree, you are usually given the most general topics and subjects that allow you to grasp the subject more freely. Master’s degree courses are decidedly different from this. You are required to branch out your knowledge and specialise in different subjects.\nYou can earn more money than your peers\nDid you know that those with a master’s degree can earn up to 100% more than their counterparts with bachelor’s degrees only in some fields? The disparity happens almost everywhere, from those in pharmaceuticals to biology and other STEM courses. You should not hesitate to take a master degree in Singapore if you plan to enter these fields.\nContinue a learning journey your peers will not experience\nOne of the reasons why people take a master’s degree is because they want to continue their learning journey and see the limits of their capacity. You are part of a unique group who know subjects not many will learn.\nMaybe it is time to find an online master degree in Singapore that can cater to your needs. With Avance Academy in Singapore, you can\ncreate class schedules that can fit your existing ones\n."]
[359,"The Boulevard Montmartre at Night","https://www.thehistoryofart.org/camille-pissarro/boulevard-montmartre-at-night/",0,"Introduction\nThe architecture of Paris has been much loved for centuries, and artists have flocked to the city to produce scenes of it within their own work. Pissarro understood its possibilities as he hired a room specifically for this purpose, and he would spend many hours studying the intricate details of the city from various angles. It would inspire a number of artworks, with The Boulevard Montmartre at Night being amongst the most famous. This body of work would become known as a major highlight within his career and it would also encourage others to devote more time to the cityscape genre. Additionally, as the reputation of the Impressionists spread, it would also bring the beauty of Paris architecture to new audiences overseas, even though most were entirely aware of its qualities. There was a melting pot of artists in Paris at the time, innovating new ideas which would spread internationally over the next few generations and paintings such as the one displayed here help to capture the mood and energy of Paris at that time.\nThe series that he produced of the boulevard in Paris would be amongst his last, with the artist passing away around six years after these pieces were completed. We can therefore see Pissarro at the height of his powers, having evolved to his fullest and comfortable in the style and content that he was now focusing on. Perhaps his elderly age influenced the artist's decision to focus on life in Paris, as he became curious about modern life at a time when his own was starting to draw to a close. Perhaps he was amazed by how busy city life had become, just as American painter\nChilde Hassam\nhad done too. The Impressionist movement itself had already been around for several decades and most of its key exponents were also fairly old by now, opening the way for new movements to come through. Clearly, this was a time of change in many ways and Pissarro felt happy to view this transition from the comfort of a hotel window. The whole idea of painting from a window has appeared many times within art history, and in some examples the artist might include the room in which they sit as part of the composition.\nThe artwork sits within the permanent collection of the National Gallery in London, who themselves own around a dozen paintings from his career. This selection covers a good range of the different genres in which Pissarro was involved, including portraits and a good number of landscape scenes based around rural France. This style and content proves highly popular today internationally, though his series of the boulevards of Paris remains a key element to his success. French galleries continue to serve his career particularly well and his prominent role within the Impressionist movement ensures that his reputation will never be forgotten. Even those unaware of his career will appreciate these very accessible artworks which will remind many of a holiday taken in Paris, or just a general love of historical architecture. Please see below for detailed information about Camille Pissarro's The Boulevard Montmartre at Night, touching on the style, meaning, artistic techniques and history behind this delightful artwork.\nTable of Contents\nDescription\nThe Boulevard Montmartre Series\nTechniques\nLocation, Size and Medium\nInfluence\nHistory of the Boulevard Montmartre\nLarge Image\nDescription\nBoulevard Montmartre at Night displays the busy Parisian boulevard, but at night right after a downpour. The work gave the Danish-French artist the opportunity of studying the new electric street lamps' effect as they are aligned at the street as well as the orange glow of those gas lights seen in the windows. He tried to represent the various effects that artificial lights have in different colours: bluish and pale as well as intense. Abstract vertical shapes in the painting represent the crowds moving under the trees and beyond the shops. On one side of this road, there is a series of carriages that are lined and the lights are on, waiting for the exit of the guests who were at the show that took place at the\nMoulin Rouge\n, which is located just around the corner. The sky is dark and misty, and the clouds are seen hanging in the air. But stars that are seen in the sky (the small sketches of white), show that the clouds are going to pass soon. He would likely have added these small touches of pure paint right at the end, placing them over all the previous layers of oils.\nThe Boulevard Montmartre Series\nThe artist produced a series of the same scene and view, but in different climatic conditions, at different hours of the day. Pissarro painted this perspective while he was at his window and this led to a series of paintings from the top of the road Boulevard Montmartre. The artist was very impressed because he could see down the entire length of this road and he also had a bird’s-eye view of omnibuses, carriages and people between big trees and huge houses that had to be set straight. The way in which the main elements of the scene converge towards a point towards the back of the painting provides a balance to the composition and may have also made it easier for Pissarro to lay out the initial design - he is likely to have made some preparatory drawings first in pencil or charcoal in order to get the angles just as he saw them in real life. These may not have been overly detailed, and just within a small sketchbook. After producing several paintings already in the series, he would have then started to work more from habit and memory, as this stunning view etched itself permanently in the back of his mind.\nTechniques\nAs with the entire fourteen series of paintings, the strong central shape of this receding boulevard, which is flanked by impressive buildings and rows of trees, dictates the simple and powerful composition plus perspective, given intensity by the high viewpoint. Pissarro used strong brushstrokes on the roads and sky to draw the viewer's eye down the busy street. Sketchily painted carriages and figures, like blurred photographs, add a bustling movement. However, the effect of the pearly winter sun spread through mist has made this view calmer when compared to the others. The artist used a broad pointillism in most places like on the road surface. Individual dabs, strokes and dots of paint can be seen for those who stand close to the artwork in its current location at the National Gallery in London. Because of the painting's relatively small size, one does not have to stand too far back before all of these subtle touches merge together to create Pissarro's 'impression' of the boulevard, just as the artist would have intended. Larger canvases were rare in this movement, though Monet did experiment with some huge canvases for a small number of projects.\nLocation, Size and Medium\nThe Boulevard Montmartre at Night can today be found at the National Gallery in London, UK. Generally speaking, it is out on permanent display and is normally to be found within Room 43. The venue itself hosts a fine selection of impressionist art, with the rest of the collection focusing on movements prior to the 19th century. This is therefore one of the more modern artworks to be found here. This popular destination is based in Trafalgar Square in the centre of the city, and a number of other notable art galleries can be found close by. Between them, they offer a great variety of artistic styles, dating back to the early years of the kingdom, all the way up to the present day. The gallery lists The Boulevard Montmartre at Night as being 64.8cm in width, by 53.3cm in height and it was producing using oils on canvas, which was entirely typical of Pissarro's oeuvre. The Impressionists would not often use canvases much larger than this, and the format was also highly suitable for exhibiting their work around Parisien art galleries, normally immediately after being completed.\nInfluence\nThe artist was probably influenced by\nMonet's series of paintings\nthat he was was producing during that period and the earlier\nManet Urban scenes\n. From this series that Pissarro produced, the Boulevard Montmartre is the only night scene, and it's a masterful interpretation of the amazing play of lights on wet, dark streets. During his lifetime, Pissarro did not display or sign it. See also the contributions from\nCaillebotte's paintings\n. Cityscapes were a key element of Impressionist art, even though most today are more aware of the landscape scenes from Monet. Paris was an exciting, vibrant city during the 19th century and became the art centre of the world, with painters such as Pissarro hoping to capture some of its energy and architectural beauty within their work. The study of weather and climate within art was also an important aspect of the Impressionist movement, and several members would capture the same content at different times of the day, or in different seasons in order to better understand how the changing conditions would impact the objects of the scene in different ways.\nHistory of the Boulevard Montmartre\nParis is memorable for the series of boulevards which stretch across the city and these were constructed at different points over the last few centuries. They are collectively known as the Grands Boulevards and the specific Boulevard Montmartre was itself constructed in 1763. Pissarro's painting perfectly captures the length and consistency of the architecture, as it runs off into the distance. The presence of the row of cars allows us to get a sense of size and perspective. The ground floor to the left and right are filled with shops and cafes, as local Parisiens celebrate love and life as only they know how. The same structure remains there now, all these years later, ensuring that very little would have changed if you superimposed this painting over the same location today. The same can be said for other cityscapes of Paris from the 19th century, with strong efforts made to protect the best of the city's architecture, whilst also allowing new innovations elsewhere.\nLarge Image\nCamille Pissarro paid considerable attention to the features of the boulevard within this artwork, just as with the rest of the series, and so we have included a larger image of the painting below. The movement produced art which was best viewed from a slight distance, where all of the flourishes and expressive elements would fuse together into a single image. Up close, one might not recognise elements because of how Impressionist artists worked, as compared to the Realism movement, for example. They would essentially create an 'impression' which worked best from a reasonable distance. The same can also be said for artists that they were influenced by, such as Turner, where individual brushstrokes would not really work by themselves, for those staring too closely at a painting, with their faces up against the canvas. The larger image below was provided by Wikipedia, also also have some interesting content on the history of this artwork as well as the artist who created it."]
[360,"Economic Indicators","https://www.economy.com/france/indicators",0,"A population pyramid illustrates the age and sex structure of a country's population and may provide insights about political and social stability, as well as economic development. The population is distributed along the horizontal axis, with males shown on the left and females on the right. The male and female populations are broken down into 5-year age groups represented as horizontal bars along the vertical axis, with the youngest age groups at the bottom and the oldest at the top. The shape of the population pyramid gradually evolves over time based on fertility, mortality, and international migration trends.For additional information, please see the entry for Population pyramid on the Definitions and Notes page under the References tab."]
[361,"Hong Kong Dollar Rate","https://www.bookmyforex.com/hong-kong-dollar/rates/",1,"Getting the best available HKD Rate Today with BookMyForex\nAt BookMyForex, we go to every length possible in order to provide the best Hong Kong Dollar Exchange Rates to our customers. We’ve invested significantly in our infrastructure to ensure that you receive rates that are live and accurate to the last second. The rates visible here aren’t interbank rates or base rates that are shown on most sites. These are rates at which you actually buy or sell HKD or send a HKD international remittance at these rates. You can even freeze the live Hong Kong Dollar rates on our site at any moment. Want to book an order when the rates are better? Simply use our rate alert feature and we’ll send you an email as soon as the rates hit the level that you want.\nUp until now currency exchange companies and banks alike have been working on what’s known as\n“today’s HKD rate” or “HKD rate today”\n. This is basically a constant rate that doesn’t fluctuate at all through the day. This concept, however, is inherently flawed since the HKD rate varies as per the global demand and supply which is inherent in intra-day currency trading. There simply is no such thing such as a constant\n“Hong Kong Dollar Exchange Rate Today”\nThe only way banks or currency dealers manage to offer customers these “today’s HKD rates” is by creating a large buy-sell spread, effectively protecting themselves from intra-day market variations. BookMyForex, however, is able to expose a transparent and excellent live rate with next to no margins thanks to our strong technology infrastructure, excellent banking arrangements and the pervasiveness of the Internet.\nWe hope to revolutionize the forex market in India by breaking myths such as “Hong Kong Dollar Exchange Rate Today” in order to provide perfect transparency and exception value to our customers. BookMyForex allows you buy or sell every Hong Kong Dollar product available including HKD currency notes, HKD forex cards and HKD traveler’s cheques. We also facilitate sending HKD remittances in form of HKD demand drafts and HKD wire transfers."]
[362,"Singapore +","https://azscore.com/football/game/laos-singapore-2022-10-28",0,"Game of Singapore + and Laos + within the tournament Short Football 2x2 L2. Date of the match: 29.10.2022. Time of the match: 05:00.\nPast games of football clubs Singapore + and Laos +:Singapore + 9:11 Laos + - 28.10.2022Laos + 9:7 Singapore + - 27.10.2022Laos + 10:9 Singapore + - 25.10.2022Singapore + 7:9 Laos + - 24.10.2022Laos + 7:8 Singapore + - 23.10.2022\nInformation about the football club Singapore +:\nPast 5 matches involving Singapore +:\nSingapore + 11:5 Thailand + - 01.11.2022\nSingapore + 6:14 Thailand + - 30.10.2022\nSingapore + 9:6 Laos + - 29.10.2022\nSingapore + 9:11 Laos + - 28.10.2022\nLaos + 9:7 Singapore + - 27.10.2022\nInformation about Laos +:\nRecent 5 matches involving Laos +:\nLaos + 7:11 Thailand + - 31.10.2022\nSingapore + 9:6 Laos + - 29.10.2022\nThailand + 5:7 Laos + - 28.10.2022\nSingapore + 9:11 Laos + - 28.10.2022\nLaos + 9:7 Singapore + - 27.10.2022\nSoccer results of clubs Singapore + and Laos +. Results of matches online on azscore.com."]
[363,"CSA HKM Knowledge Sharing Event – November","https://csahkm.org/2022/10/27/csahkmkse-2211/",0,"After the successful staging of the Cloud Security Alliance Hong Kong & Macau Summit on October 12, it is time to go back to the regular CSA Knowledge Sharing Event in November.\nThis month we will look into cloud security from an attacker’s viewpoint. As we mentioned before, despite the fact that cloud environment is quite secure after many years of enhancement, attacks still happen.\nIn our next Knowledge Sharing Event, we invited Boris So, a technical professional, to bring us into the cloud security from the “dark side”. Boris is a technical expert and has in-depth knowledge in hacking and security attack. He will be showing us more information about common attack to cloud workloads with demonstration.\nParticipants will claim 1 CPE.\nDATE\n: November 24, 2022 (Thursday)\nTIME\n: 12:30 – 01:30 pm\nFORMAT\n: Webinar\nTOPIC\n: Attacks on Cloud Workloads\nSPEAKER\n: Boris So, OWASP HK Chapter Lead,  Cloud Service Provider Technical Expert\nAGENDA:\nAddress common attacks targeting cloud workloads, with demonstration simulating a major incident hitting the global news headline as well as other complicated attack vectors discovered in red team exercises.\nFrom the attack paths identified in these scenarios we are able to draw an abstract pattern of how attackers find a way in and escalate privilege.\nFinally we will try to go back to answer the fundamental question: is the cloud secure?\nTHE SPEAKER:\nBoris is a software security specialist specializing in software design and architecture, threat modeling, secure programming and static code analysis, penetration and simulation test, code obfuscation, steganography, as well as rootkit research.\nCurrently Boris is working in a major cloud service provider, where he joined from one of the world’s leading US financial services institutes.\nHe is also the OWASP HK chapter lead, and he holds 2 US patents, 2 bachelor degrees in computing and surveying, and 2 master degrees in computer forensics and applied psychology.\nBoris is an enthusiast in aviation and he holds a private pilot license. During his free time, he is probably spending his time flying while not hacking.\nREGISTRATION:\nhttps://CSAHKMKSE2211.eventbrite.hk\nShare this:\nTwitter\nFacebook\nLike this:\nLike\nLoading...\nRelated"]
[364,"UR’s acceptance rate reaches all-time low for class of 2026","https://www.thecollegianur.com/article/2022/10/urs-acceptance-rate-reaches-all-time-low-for-class-of-2026",1,"The University of Richmond’s acceptance rate for the class of 2026 plummeted to a record-low of just over 24%.\nThe rate represents a drop of over 4% from last year and falls even lower than the class of 2023’s record of 28%, according to\nUR’s Fact Book\n.\nWhile the number of applicants reached an all-time high of\n14,364\nin 2022, the Office of Undergraduate Admissions’ goal to enroll 820 to 830 first-year students remained the same, admissions director Rebecca Buffington wrote in an email to The Collegian.\nDespite UR’s increased selectivity, the class of 2026’s yield rate — the percentage of accepted students who choose to enroll — and overall demographic profile remained consistent when compared to previous years, according to\nUR’s Fact Book\nand the\nclass of 2026 student profile\n. Of the 851 enrolled first-years, 14% were admitted through regular decision, 41% early decision, 44% early action and 1% from the waitlist.\nThe declining admissions rate is part of a national trend as several other schools also reported record-low acceptance rates for the class of 2026 including\nTufts University\n,\nBoston College\n,\nUniversity of Virginia\nand\nWesleyan University\n. In addition, three of the most competitive schools for the class of 2026 also reported a drop in acceptance rates:\nHarvard University\nhit a new all-time low at just 3.19%,\nColumbia University\nhit 3.73% and\nthe Massachusetts Institute of Technology\ndropped to 3.9%. But when compared to other universities in Virginia,\nUR is one of the most selective.\nUR is also not the only school with a rise in applicants; there was a 21.3% increase in the number of Common App applications submitted to colleges across the country between 2019-20 and 2021-22, according to a\nMarch 2022 Common App report\n.\nWhile the number of applications submitted has steadily increased over the past several years, that figure spiked as a result of more schools —\nincluding UR\n— implementing test-optional policies, according to a\nU.S. News and World Report article\n. Test-optional policies give students who may be qualified, but not have the financial resources to take standardized tests better, opportunities to be considered for more selective schools, according to the article.\nThere was also a rise in the number of schools students applied to between 2019-20 and 2021-22, according to\nthe Common App report\n. This is because as the college admissions process becomes more accessible and competitive, students will feel encouraged to apply to more schools, according to\nU.S. News and World Report\n.\nThis was the case for first-year Anais Ngako, who said a school’s standardized testing policy played a significant role in her decision to apply.\n“It was better because I could put more into my personal essay and other things that showed more about me as a student instead of just a test, ”she said.\nEven as more students apply to UR each year, the number of applications the admissions office receives does not affect admissions directors’ approach to reviewing applications, Buffington wrote.\nEnjoy what you're reading?Signup for our newsletter\nEmail Address\nFirst-year Sean Herndon applied regular decision to UR and said he was surprised when he saw how just 14% of his peers were admitted through that process and how much UR’s acceptance had dropped.\n“When I was applying, I did a basic Google search and knew UR had around a 29% or 30% acceptance rate,” Herndon said. “But then I looked again and was like, ‘Wow, I didn’t realize our acceptance rate was that low.’”\nContact news writer Katie Castellani at katie.castellani@richmond.edu.\nSupport independent student media\nYou can make a tax-deductible donation by clicking the button below, which takes you to our secure PayPal account. The page is set up to receive contributions in whatever amount you designate. We look forward to using the money we raise to further our mission of providing honest and accurate information to students, faculty, staff, alumni and others in the general public.\nDonate Now\nRead More\nRichmond mayor, ambassador speak at diplomacy panel on campus\nBy\nKalina Kulig\n|\n2 days ago\nAuthor Alice Dreger condemns cancel culture in academic research at lecture\nBy\nKalina Kulig\n|\n3 days ago\nVirginia college students react to transgender student policy changes\nBy\nEileen Pomeroy\n,\nKalina Kulig\n,\nWill Anderson\nand\nNick Mossman\n|\n4 days ago"]
[365,"Regtech Events","https://www.hkma.gov.hk/eng/key-functions/banking/regtech-knowledge-hub/regtech-events/",0,"The\nevent\ngathered various stakeholders in Hong Kong’s AML/CFT regime and was attended by around 400 representatives. Participants shared insights in grasping opportunities for the use of innovative technology to enhance the efficiency of both banks and the wider AML/CFT ecosystem.\nDate: 22/11/2019Format: PhysicalOrganiser(s): The Hong Kong Monetary Authority"]
[366,"The Shifting of Employee Priorities in Singapore","https://mail.talentvis.com/en/career-advice/employee-priorities-in-singapore",0,"/\nCareer Advice\n/\nThe Shifting of Employee Priorities in Singapore\nThe Shifting of Employee Priorities in Singapore\nby Eden • Fri, 28 Oct 2022 14:29PM\nOnly 45% of employees in Singapore are satisfied with the ability of the company to fulfill their needs. Apparently, there is a shift in employee priorities such as values and needs. How can an organization become more relatable in a time like this?\nThe pandemic is changing the way people value a job, navigate work, and arrange priorities.\nLeaders and companies need to stay relevant and embrace these changes in order to make employees stay and thrive.\nAccording to\nMercer’s Global Talent Study\n2022, companies can embrace these changes by listening intently to employees and discussing their core values. After that, try to find the value’s relationship with the company's purpose and work standards.\nThe business will be more resilient, inclusive, and likely to succeed in the long run because employees will feel fulfilled and strive.\nIn the meantime, according to\nPWC\n’s survey, only 12% of workers in Singapore feel fulfilled by their jobs. The majority of employees are feeling unsettled and are inclined to look for another job. This could be happening because of the change in the way people value a job, navigate work, and arrange their priorities in Singapore.\nIn order to improve the situation, companies in Singapore need to look at factors that shift employee priorities. By taking into account these factors, you can decide how to proceed and apply relevant policies.\nFinancial Security is the Top Priority\nYahoo Finance\nreports that 4 out of 10 workers in Singapore want to change jobs in order to earn more money. Almost 50% said that payment increases will prevent turnover. This is because people are worried about rising inflation.\nFlexible Working Arrangements Still Matters\nRemote-work flexibility became the most influential factor for employees in Singapore last year. But this year, it seems to shift toward hybrid work arrangements. 90% of respondents in Singapore say that they prefer to work at the office at least two days a week. Flexible working arrangements are today's key workforce concern and are the new standard requirements in Singapore.\nPeople Prioritize Health and Wellbeing Over Work\nAccording to\nMicrosoft’s Work Trend Index\n, more than half of the employee population in Singapore is more likely to prioritize health and well-being above work. It is a significantly higher number than before the pandemic. That is why this year, Microsoft reported that 63% of Gen Z and Millenials are considering changing employers.\nRelated Article:\nHow to Be a Leader That Supports Mental Health in The Workplace\nExpecting Support on Technical and Digital Upskilling\nMany workers in Singapore worry that their skills will soon be replaced by technology or digitalization. But fortunately, this doesn't mean that workers look at technology as a threat.\nOn the other hand, more than half of workers are concerned about the lack of opportunities to learn and train in digital and technology skills.\nEmployers or colleagues with more advanced skills can provide this information. That is why this is a chance for employers to provide upskilling and resources in embracing digital and technology. This will make the company appear relevant and add value from the worker’s point of view.\nAlso Read:\nHow to Be a Leader That Supports Mental Health in The Workplace\nTable of Content\nFinancial Security is the Top Priority\nFlexible Working Arrangements Still Matters\nPeople Prioritize Health and Wellbeing Over Work\nExpecting Support on Technical and Digital Upskilling\nSHARE THIS ARTICLE"]
[367,"Talent Acquisition in Singapore","https://www.glassdoor.sg/Salaries/singapore-talent-acquisition-salary-SRCH_IL.0,9_IM1123_KO10,28.htm",0,"The average salary for Talent Acquisition is $4,000 per month in the Singapore Area. The average additional cash compensation for a Talent Acquisition in the Singapore Area is $4,300, with a range from $2,040 - $14,760. Salaries estimates are based on 47 salaries submitted anonymously to Glassdoor by Talent Acquisition employees in the Singapore Area."]
[368,"Good Design Research","https://designsingapore.org/initiatives/good-design-research/",0,"Accountability partners\nYour GDR project could be a year-long marathon. Commit to making change happen with regular check-ins and presentations at key project milestones designed to help you stay on track."]
[369,"-commerce | Post & Parcel","https://internationalaffairs.co/singapore-introduces-a-new-industry-standard-for-e-commerce-post-parcel/",0,"Singapore Post Limited\n(SingPost), in partnership with the Singapore Standards Council (SSC) overseen by Enterprise Singapore (EnterpriseSG), will launch a new standard for\nlast mile delivery of parcels on 31 October 2022.\nThe COVID-19 pandemic saw an accelerated growth in e-commerce activities. To meet this demand, new eCommerce platforms, payment services and last mile service providers (LSPs) emerged over the past two years during the pandemic. This growth of e-commerce and last mile deliveries (LMD) also raised several challenges, including data protection, condition of physical items delivered, turnaround time for LSPs and standardised communication between merchants and end consumers.\nThe new standard will provide guidance to the e-commerce industry, including online marketplace operators and last mile delivery service providers, to standardise processes and practices to improve the overall eCommerce experience for customers, as well as raise operational efficiencies for all stakeholders across the value chain.\nMs Neo Su Yin, CEO Singapore, SingPost, said: “We have seen a fundamental shift in how retailers and customers respectively sell and shop since the onset of COVID-19, giving the e-commerce industry a big boost. While the world today settles in the new normal, one thing for sure is that the purchasing habits have shifted for good and e-commerce will continue to be a significant part of our lives and businesses.\n“Along with it, we have also seen some challenges associated with this growth, and it is heartening to see the industry coming together to develop this standard, which will elevate the experience for customers and merchants alike,” added Ms Neo.\nMr. Venkat Shankar, Head of Logistics at Lazada Singapore, said: “Shipping and delivery play a crucial role in e-commerce, and can make or break the online shopping experience. Every little step taken to improve the buyer’s experience, from providing timely updates, to shortening delivery time, to offering more delivery options suited to both buyer and seller, adds up to the experience. Lazada is a trusted e-commerce platform and has served millions of customers in Singapore over the past 10 years and we are constantly working to set new benchmarks for buyer experience. We are glad to be part of the Working Group to provide insights to improve the standards of logistics in Singapore.”\nMs Choy Sauw Kook, Director-General (Quality & Excellence), EnterpriseSG, said: “TR 105 is part of a series of standards developed by SSC to further optimise operational efficiency and increase the service delivery in the logistics industry. We encourage the relevant industry stakeholders to adopt this new standard to standardise processes and practices and improve the operations and customer service for last mile deliveries. We would like to thank the Working Group for contributing their resources and expertise to develop this standard.”\nSource link"]
[370,"Health Insurance Costs","https://www.barrons.com/articles/health-insurance-costs-open-enrollment-51666909940",0,"Exxon\nMobil, the biggest U.S. energy company, reported the highest profits in its 152-year history on Friday.\nThe oil and gas giant said adjusted third-quarter earnings were $18.7 billion, or $4.45 per share, on revenue of $112 billion. Analysts were expecting adjusted earnings per share of $3.86 and revenue of $105 billion, according to FactSet data. It was the second consecutive quarter of bumper profits for the firm, which has benefited from increases in energy prices this year."]
[371,"Lottery.hk","https://lottery.hk/en/",0,"Powerball offers jackpots that regularly reach nine figures and it holds the record for the highest lottery prize ever paid out: an incredible US$1.6 billion (HK$12.5 billion) in January 2016. To play, you just have to select five numbers between 1 and 69 and one Powerball between 1 and 26. Match all of them to win the jackpot."]
[372,"Vopak Singapore looks to expand ammonia storage capabilities","https://www.fuelsandlubes.com/vopak-singapore-looks-to-expand-ammonia-storage-capabilities/",0,"Transportation & Logistics\nVopak Singapore looks to expand ammonia storage capabilities\nOctober 26, 2022\nPhoto courtesy of Vopak\nVopak Singapore, a joint venture between Royal Vopak (69.5%) and the Port of Singapore Authority Corporation (30.5%), is looking at expanding its ammonia storage infrastructure with full import and export capabilities for low carbon power generation and bunker fuels at its Banyan terminal, in response to growing demand for sustainable energy.\nWith a storage capacity of close to 1.5 million cubic meters (cbm), Vopak Banyan terminal is an integrated oil, chemical and gas hybrid storage terminal. The terminal is strategically located on Jurong Island, and has extensive experience in safely handling ammonia, a product for which extra safety precautions are needed. Currently, it owns and operates a refrigerated ammonia tank with a capacity of 10,000 cbm which is supporting petrochemical activities in Singapore.\nThe expansion, subject to final investment decision, will add new storage capacity for ammonia to primarily support the power and maritime sectors. Vopak Singapore has recently completed the conceptual design of the planned expansion and has commenced the quantitative risk assessment study.\n“In line with Singapore’s ambition on net-zero carbon emissions, Vopak can leverage on our proven expertise of safely storing ammonia in Banyan. We have the right expertise and are at the right location to facilitate new supply chains for low carbon ammonia. We do see a strong potential in Singapore that supports the momentum of developing ammonia ready infrastructure ahead of other locations,” said Rob Boudestijn, managing director of Vopak Terminals Singapore.\nVopak’s ammonia storage locations worldwide\nIn addition to Singapore, Vopak has ammonia storage in Caojing, China; Al-Jubail, Saudi Arabia, Kertih, Malaysia, and two locations in the U.S. (Texas and Louisiana). Together with its partners, Vopak is developing an import terminal (ACE terminal) for green ammonia as a hydrogen carrier in the port of Rotterdam, The Netherlands, and is preparing for ammonia storage at its gas terminal in Flushing, the Netherlands.\nPotential markets for low carbon ammonia\nAmmonia is considered as one of the carbon neutral fuels that can facilitate decarbonisation of the maritime sector and one of the most efficient ways to store and transport hydrogen. Depending on technology implementation, ammonia can also be considered for power generation.\nVopak investments\nEarlier in 2022, Vopak announced that it will accelerate its portfolio investments towards new energies and sustainable feedstocks by allocating EUR1 billion (USD996.7 million) in growth capital to these activities by 2030. Vopak’s focus is on infrastructure solutions for low-carbon and renewable hydrogen, ammonia, CO2, long duration energy storage and sustainable feedstocks. At the same time, Vopak will grow its base in industrial and gas terminals by allocating EUR1 billion (USD996.7 million) to these activities by 2030. This will further support a long-term and steady cash flow generation. Vopak will continue to invest in the growing global gas markets and expand its network of LNG and LPG terminals at strategic locations. Vopak aims to further grow and maintain its position as market leader in industrial terminals."]
[373,"IMO and WISTA International partner to amplify diversity of voices","http://www.hongkongmaritimehub.com/imo-and-wista-international-partner-to-amplify-diversity-of-voices/",0,"Despina Panayiotou Theodosiou, President of WISTA International\nLaunched by the International Maritime Organization and the Women’s International Shipping and Trading Association (WISTA International), women in maritime are encouraged to inspire, educate and engage audiences by registering as speakers on the new Maritime Speakers Bureau platform. IMO and WISTA International have both declared their intention to ensure that sector conferences and events have a diversity of thought and believe inclusive panels are the top way to achieve this. The two organizations have created a new platform, a speaker bank for the women in maritime, intending to end the tradition of all-male speaking panels, sometimes referred to as ‘manels’. The IMO and WISTA International aim to promote women’s voices in the shipping industry and increase the number of women speakers. This will show more diverse role models and eliminate the excuse that “I cannot find a female speaker”; and simplify the process of finding speakers. It is free to register and use by speakers and organizers.\nThe Maritime Speakers Bureau website is seeking positive commitment by asking people to sign one or more of its pledges: for speakers; organizers; and sponsors. By signing, they are committing to highlighting where there is a lack of diversity at events and doing what they can to improve things to ensure that maritime events have diversity and inclusion.  Despina Panayiotou Theodosiou, President of WISTA Internationa\nl\n, said:\n“WISTA is an international organisation whose mission is to attract and support women, at the management level, in the maritime, trading and logistics sectors. It is our conviction that diversity is one of the key elements for a sustainable future for our industries. Creating this platform in collaboration with the IMO is a fantastic opportunity to help the wider maritime sector attract more diverse talent in an international industry. Women in our industry will be able to show their interest in participating in panels, becoming more visible and inspiring others. At the same time, event organisers will have the tools to make their panels more inclusive, diverse and interesting.”\nKitack Lim, Secretary-General of The International Maritime Organization (IMO) added:  “For speakers, this is your opportunity to share your knowledge and experiences in your field of expertise and contribute to helping the audience benefit from diverse thoughts.\nThis important initiative will support inclusive, diverse, richer panels from this free-to-use directory of industry speakers so that audiences can benefit from a range of perspectives that come from having  diverse and inclusive viewpoints.”\nThe launch of the Maritime Speakers Bureau is another joint project under the IMO-WISTA Memorandum of Understanding (MoU) on promoting greater diversity and inclusion through enhanced cooperation activities in the maritime sector. The MoU, singed in 2020, aims to set a framework for both IMO and WISTA to promote gender diversity and inclusion as vital factors in providing a sustainable future for the shipping industry worldwide. Earlier this year, IMO and WISTA provided the results of the first, 2021, IMO-WISTA Women in Maritime survey.  More details may be found here\nhttps://www.imo.org/en/MediaCentre/PressBriefings/pages/WIM-Survey-2021-report.aspx\nShare this...\nFacebook\nTwitter\nLinkedin\nemail"]
[374,"Joyful Homestay","https://aqzog.com/homestay",0,"Homestays – Yio Chu Kang Area\nJoyful Homestay\nWe cater to your every needs if you need a place to stay around upper thomson and ang mo kio area. Such area are centrally located and make it easier for you to travel to any part of singapore.\nGet Quotation\nPlease enable JavaScript in your browser to complete this form.\nName\n*\nEmail\n*\nPhone\n*\nRequest\n*\nSubmit\nBook View Appointment\nPlease enable JavaScript in your browser to complete this form.\nName\n*\nEmail\n*\nPhone\n*\nPreferred appointment date and time to view\nDate\nTime\nComment or Message if any.\n*\nBook Appointment to View\nCall to Find Out More\nCall me"]
[375,"Evaluation of provincial carbon-neutral capacities in the Yellow River basin using DPSIR","https://www.nature.com/articles/s41598-022-23105-z",0,"The Yellow River basin spans nine provinces and autonomous regions and plays an important role in China's economic and social development and ecological security. However few studies have integrated the concept of carbon neutrality into research to evaluate the carbon-neutral development level. This paper calculates the comprehensive evaluation value of the provincial carbon-neutral capacities comprehensive evaluation index in the Yellow River basin through the driving-force-pressure-state-impact-response (DFPSIR) index system and the global entropy method based on provinces data between 2008 to 2019. The final results indicated that from 2008 to 2019, the carbon-neutral capacities of the provinces in the Yellow River basin were in a state of rapid development and had achieved a grade leap. However, seven provinces had carbon-neutral capacity levels at the Grade III standard in 2019, thereby leaving scope for substantial improvement. Through the above research, we identified the changes in the trend and driving mechanisms of the carbon-neutral capacity of the Yellow River basin and provide a theoretical reference value for a comprehensive realization of carbon neutrality in China in 2060."]
[376,"Jimmy Lai’s Fraud Case Verdict","https://hk.usconsulate.gov/n-2022102601/",0,"AddThis Sharing Buttons\nShare to Facebook\nFacebook\nShare to Twitter\nTwitter\nShare to Print\nPrint\nShare to Email\nEmail\nShare to More\nAddThis\n2\nU.S. Department of State\nJimmy Lai’s Fraud Case Verdict\nPRESS STATEMENTNED PRICE, DEPARTMENT SPOKESPERSON\nOCTOBER 26, 2022\nThe United States condemns the October 25 verdict against Hong Kong democracy advocate Jimmy Lai, founder of the Apple Daily newspaper, on spurious fraud charges.\nWe remain deeply concerned about the deterioration in protection for human rights and fundamental freedoms and the systematic dismantling of Hong Kong’s autonomy under the National Security Law (NSL). These include increased efforts to wield the NSL to suppress independent media, to silence dissenting views, and to stifle freedom of speech.\nThough Lai’s fraud trial was not on NSL grounds, local authorities nonetheless imposed the NSL’s more restrictive legal procedures for this non-NSL case. These actions undermine the PRC’s obligations under the Sino-British Joint Declaration, which is a binding international agreement, to uphold Hong Kong’s high degree of autonomy and protected rights and freedoms.\nWe urge PRC authorities to restore respect for press freedom in Hong Kong, where a once-vibrant independent media environment has all but disappeared. Efforts to stifle press freedom and restrict the free flow of information undermine Hong Kong’s democratic institutions and hurt Hong Kong’s credibility as a business and financial hub.\nBy\nU.S. Consulate General Hong Kong\n| 27 October, 2022 | Topics:\nNews"]
[377,"IMO and WISTA International partner to amplify diversity of voices","https://www.hongkongmaritimehub.com/imo-and-wista-international-partner-to-amplify-diversity-of-voices/",0,"Despina Panayiotou Theodosiou, President of WISTA International\nLaunched by the International Maritime Organization and the Women’s International Shipping and Trading Association (WISTA International), women in maritime are encouraged to inspire, educate and engage audiences by registering as speakers on the new Maritime Speakers Bureau platform. IMO and WISTA International have both declared their intention to ensure that sector conferences and events have a diversity of thought and believe inclusive panels are the top way to achieve this. The two organizations have created a new platform, a speaker bank for the women in maritime, intending to end the tradition of all-male speaking panels, sometimes referred to as ‘manels’. The IMO and WISTA International aim to promote women’s voices in the shipping industry and increase the number of women speakers. This will show more diverse role models and eliminate the excuse that “I cannot find a female speaker”; and simplify the process of finding speakers. It is free to register and use by speakers and organizers.\nThe Maritime Speakers Bureau website is seeking positive commitment by asking people to sign one or more of its pledges: for speakers; organizers; and sponsors. By signing, they are committing to highlighting where there is a lack of diversity at events and doing what they can to improve things to ensure that maritime events have diversity and inclusion.  Despina Panayiotou Theodosiou, President of WISTA Internationa\nl\n, said:\n“WISTA is an international organisation whose mission is to attract and support women, at the management level, in the maritime, trading and logistics sectors. It is our conviction that diversity is one of the key elements for a sustainable future for our industries. Creating this platform in collaboration with the IMO is a fantastic opportunity to help the wider maritime sector attract more diverse talent in an international industry. Women in our industry will be able to show their interest in participating in panels, becoming more visible and inspiring others. At the same time, event organisers will have the tools to make their panels more inclusive, diverse and interesting.”\nKitack Lim, Secretary-General of The International Maritime Organization (IMO) added:  “For speakers, this is your opportunity to share your knowledge and experiences in your field of expertise and contribute to helping the audience benefit from diverse thoughts.\nThis important initiative will support inclusive, diverse, richer panels from this free-to-use directory of industry speakers so that audiences can benefit from a range of perspectives that come from having  diverse and inclusive viewpoints.”\nThe launch of the Maritime Speakers Bureau is another joint project under the IMO-WISTA Memorandum of Understanding (MoU) on promoting greater diversity and inclusion through enhanced cooperation activities in the maritime sector. The MoU, singed in 2020, aims to set a framework for both IMO and WISTA to promote gender diversity and inclusion as vital factors in providing a sustainable future for the shipping industry worldwide. Earlier this year, IMO and WISTA provided the results of the first, 2021, IMO-WISTA Women in Maritime survey.  More details may be found here\nhttps://www.imo.org/en/MediaCentre/PressBriefings/pages/WIM-Survey-2021-report.aspx\nShare this...\nFacebook\nTwitter\nLinkedin\nemail"]
[378,"A Comprehensive Evaluation Approach for Vehicle-Infrastructure Cooperation System Using AHP and Entropy Method","https://link.springer.com/chapter/10.1007/978-981-19-5615-7_15",0,"We use cookies to make sure that our website works properly, as well as some ‘optional’ cookies to personalise content and advertising, provide social media features and analyse how people use our site. By accepting some or all optional cookies you give consent to the processing of your personal data, including transfer to third parties, some in countries outside of the European Economic Area that do not offer the same data protection standards as the country where you live. You can decide which optional cookies to accept by clicking on ‘Manage Settings’, where you can also find more information about how your personal data is processed. Further information can be found in our\nprivacy policy\n."]
[379,"Singapore to Tighten Regulations After String of High-Profile Crypto Bankruptcies","https://tokenist.com/singapore-to-tighten-regulations-after-string-of-high-profile-crypto-bankruptcies/",0,"Neither the author, Ruholamin Haqshanas, nor this website, The Tokenist, provide financial advice. Please consult our\nwebsite policy\nprior to making financial decisions.\nSingapore has\nproposed\nnew rules for retail crypto investors, including a ban on leveraged crypto trading. The move comes after several high-profile crypto-related companies operating in the country collapsed this year, resulting in millions in losses for retail users.\nSingapore to Stiffen Crypto Regulations\nThe Monetary Authority of Singapore (MAS) has put forward several new proposals in a bid to tighten up crypto regulations for retail crypto investors. In the first place, the regulator is seeking to ban retail users from debt-financed and leveraged crypto trading, including trading via credit cards.\nThe MAS noted that it will adopt a risk-focused stance when regulating crypto markets. In a consultation paper, the agency said:\nAnother suggested regulation involves crypto service providers offering incentives to retail customers, including free trading credits or tokens, and airdrops. The regulatory agency also intends to prohibit crypto companies from lending out their retail customers’ funds.\nIn crypto, leveraged trading refers to using the borrowed fund to trade cryptocurrencies. This potentially gives the trader the chance to profit bigger, but it also amplifies losses if things go sour. Crypto exchanges offer up to 100x leverage on some coins.\nNotably, the MAS issued a\nsecond consultation paper\ndated October 26 that is focused on regulating stablecoins. The paper suggests that stablecoins should be either pegged to the Singapore dollar or Group of Ten currencies, like the dollar, pound, euro, and more.\nJoin our\nTelegram group\nand never miss a breaking digital asset story.\nSingapore Ramps Up Regulatory Efforts After Recent Bankruptcies\nAfter\nChina’s crackdown\non crypto last year, Singapore became a\nhotbed for crypto\ncompanies, mainly thanks to its progressive stance toward the emerging digital asset class. The country’s crypto-friendly stance has helped it attract crypto companies, but some of the biggest names failed during the recent crypto meltdown.\nFor instance, Blockchain payment network Terra, which had set up its Southeast Asia hub in Singapore,\nfailed in May this year\n. Likewise, crypto fund Three Arrows Capital, which\nfiled for Chapter 15 bankruptcy\nin early July, was based in Singapore. Other examples include Vauld, Zipmex, and\nHodlnaut\n.\nArguably, the unprecedented fall of some high-profile crypto businesses has forced Singaporean authorities to consider imposing restrictions on the use of leverage and credit facilities. The country has also announced more regulations\naimed at stablecoins\n.\nFinance is changing.\nLearn how, with Five Minute Finance.\nA weekly newsletter that covers the big trends in FinTech and Decentralized Finance.\nTry it out (for free)\nAwesome\nYou’ve subscribed.\nYou’re well on your way to being in the know.\nDo you support the MAS’ decision to ban retail traders from using leverage? Let us know in the comments below."]
[380,"Prediction and evaluation of high-risk patients with primary biliary cholangitis receiving ursodeoxycholic acid therapy: an early criterion","https://link.springer.com/article/10.1007/s12072-022-10431-7",0,"Stratified therapy is an important strategy in the clinical management of PBC patients. Several agents, such as obeticholic acid (OCA), fibrates, and budesonide proved to be effective for patients with insufficient UDCA response [\n19\n]. At present, there is also a trend to develop earlier intervention paradigms for PBC patients [\n3\n]. The clinical trial (NCT04076527) is currently ongoing to assess if OCA can improve clinical outcome in newly diagnosed PBC patients. Besides, a phase-3 clinical trial (NCT02823353) also enrolled new-diagnosed PBC patients combining fenofibrate with UDCA. In this study, we designed an earlier and excellent criterion, called Xi’an criterion, which is based on liver test using qualitative criteria after 1-month UDCA treatment, to discriminate patients who have a high risk of disease progression.\nNotably, up to 40% of PBC patients will have a suboptimal biochemical response to UDCA, as assessed by binary response criteria and/or prognostic models [\n20\n]. The biochemical response to UDCA treatment strongly predicts long-term outcome. The responders defined by Paris-I criteria had a 10 year transplant-free survival rate of 90%, compared to 51% for non-responders [\n12\n]. Consequently, early identification of this subgroup patients is essential for guiding clinical practice. In this study, we determine a new definition of the biochemical response by focusing on biochemical parameters as early as possible and incorporating liver-related death, liver transplantation, and any clinical decompensated events of liver cirrhosis in the endpoints. These multiple end-point criteria are likely to better reflect the various patterns of PBC progression and be more specific to the disease course [\n11\n]. Notably, Xi’an criterion is simple qualitative criteria, like Barcelona, Paris, and Rotterdam criteria, which is much easier for clinicians to guiding clinical practice and making early prognostic judgment.\nThe disease progression of PBC patients varies greatly. Our data has shown the 29/71 (41%) patients with adverse outcome had an end-point within 2 years after initial diagnosis, and 82% patients in training cohort and 91% patients in validation cohort can be accurately categorized as non-responders by Xi’an criterion, which is much higher than Barcelona, Paris-I, Paris-II, Rotterdam, Rochester-II and Ehime. In a recent study by Zhang et al. [\n21\n], 47% patients with adverse outcomes had an end-point within 5 years, compared to 78% in our study. However, the proportion of late-stage patients in our study (28%; 149/527) is approximately 2 times higher than Zhang’s study (15%; 11/72). Even in early-stage, 36% (4/11) patients with adverse outcomes had an end-point within 5 years [\n11\n]. For these rapidly progressing patients, especially those who progressed within 2 years, Xi’an criterion is more effective in identifying high-risk patients than other criteria analyzed in this study. Early use of second-line agents for these high-risk patients may improve biochemical test and prolong survival without adverse outcome. Besides, Xi’an criterion had the highest c-index, specificity, PPV, and PLR both in training and validation cohort. In addition, the AUROC curve of Xi’an criterion is much higher than other published criteria. These results showed that Xi’an criterion provides an effective and reliable platform in predicting long-term outcomes.\nIn 2017, the EASL Clinical Practice Guidelines proposed various criteria as tools to select patients for second-line therapies and for a better design of clinical trials in PBC [\n6\n]. Multiple clinical trials were conducted to determine the safety and efficacy of other drugs such as OCA, bezafibrate, and elafibranor, in patients with incomplete response to UDCA [\n22\n,\n23\n,\n24\n]. Most clinical trials defined incomplete response in patients who were treated with UDCA at least for 12 months [\n25\n,\n26\n]. Our study showed that the level of biochemical parameters used in these criteria fluctuated slightly from 1 to 12 months, and Xi’an criterion showed excellent predictive effectiveness. However, whether it is reasonable for the Xi’an criterion to define the biochemical response, apply it to the response definition of clinical research, and the guidance of PBC management and choice of second-line treatment, further research is needed.\nZhang et al. proposed that previously published criteria, including Paris, Barcelona, Toronto, and Ehime, applied at 3 and 6 months significantly discriminated high-risk patients [\n21\n]. This study shows that earlier biochemical indicators can also be used to determine the prognosis of patients. Consistent with the results of Zhang et al., biochemical parameters at 3 and 6 months in our cohort are also relevant markers in predicting poor prognosis patients. In particular, our study found that the indicators at 1 month after UDCA treatment can also effectively predict the prognosis of patients. Since Paris-I criteria is considered the best for predicting prognosis for late PBC [\n12\n], while Paris-II criteria has a better performance for early PBC [\n11\n]. We assessed the discriminatory capabilities of the Xi’an criterion at different stages, and responders defined by Xi’an criterion have a higher adverse outcome-free survival in both early- and late-stage patients in training cohort. And in validation cohort, Xi’an criterion had a good discrimination in early-stage patients, while there was no statistical difference in late-stage patients (\np\n= 0.063). There were 34 late-stage patients in validation cohort, and sample size may not be large enough to pick up a statistically significant difference.\nHowever, this study had some limitations. Firstly, it was a single-center, retrospective study. Further validation in multicenter studies with a larger cohort of patients is warranted in future. Secondly, the mean follow-up period was 5 years and relatively short. Noting the mean period of developing adverse outcome which is 3.6 years, we submit that an average of 5 years of follow-up time is sufficient to forecast the prognosis of PBC patients.\nIn summary, we have designed and validated a new early criterion for distinguishing high-risk PBC patients in a Chinese population for the first time. Our data indicated that PBC patients with ALP ≤ 2.5 × ULN, AST ≤ 2 × ULN, and TBIL ≤ 1 × ULN (Xi’an criterion) after 1 month UDCA treatment were likely to have better prognosis. For rapidly progressive patients, the Xi’an criterion is highly reliable and has an overall excellent predictive capacity than other published criteria. In addition, Xi’an criterion provides significant prognostic information in both early- and late-stage PBC and provides an additional comprehensive platform in the clinical evaluation of PBC patients. Most importantly, it can be readily applied in the rapid identification of PBC patients who require additional therapeutic approaches."]
[381,"Hong Kong Might Enable Crypto Retail Trading","https://www.wibestbroker.com/hong-kong-might-enable-crypto-retail-trading/",0,"Hong Kong has lost its reputation as a fintech hub. Hence, the government has proposed allowing ordinary investors to trade cryptos and exchange-traded funds.\nAfter the city, which had previously considered restricting bitcoin trade to professional investors, drew strong criticism for planned legislation for digital assets that would have impeded innovation, several start-ups have gone to other markets, such as Singapore and Dubai.\nHong Kong one Step Closer to Digitalization\nFinancial Secretary Paul Chan announced in a keynote speech at the Hong Kong Fintech Week conference that authorities will begin a consultation process on providing ordinary investors with sufficient access to virtual assets. To demonstrate our resolve to explore fintech with the international virtual asset community, they want to clarify their policy stance to the global market.\nIn addition, the government will investigate the legality of so-called smart contracts, which rely on pre-programmed data to execute transactions and automatically value token ownership. Insiders in the industry anticipated that these steps would pave the way for real estate security token sales (STOs). STOs are tokens on the blockchain that reflect ownership stakes or grant investors the right to income or dividends from physical assets.\nAndy Meehan, head of APAC at US cryptocurrency exchange Gemini, said a recent announcement could align Hong Kong’s rules with Singapore’s. He asserts that business participants want to see uniformity in the global regulatory framework since, absent that, unscrupulous actors would have the chance to exploit loopholes in jurisdictions with less rigorous standards.\nThe central bank of Singapore has limited the promotion of cryptocurrency services in public areas and allowed individual investors to deal in cryptocurrencies. However, the public has been discouraged from doing so. It is also suggesting fresh actions. The most recent move to authorize retail bitcoin sales in Hong Kong would further set Hong Kong apart from mainland China, where the government prohibited cryptocurrency trade completely."]
[382,"Project Engineer in Singapore","https://www.glassdoor.sg/Salaries/singapore-project-engineer-salary-SRCH_IL.0,9_IM1123_KO10,26.htm",0,"The average salary for Project Engineer is $3,600 per month in the Singapore Area. The average additional cash compensation for a Project Engineer in the Singapore Area is $5,000, with a range from $2,220 - $13,300. Salaries estimates are based on 1182 salaries submitted anonymously to Glassdoor by Project Engineer employees in the Singapore Area."]
[383,"Hong Kong's successes propelled by motherland's unwavering support","https://english.cctv.com/2022/06/27/ARTIehLud8eChXBrlsznlbE2220627.shtml",0,"Font size:\nA+\nA-\nA series of vital steps taken by the central authorities have enabled Hong Kong to achieve a major transition from chaos to order, and usher in a new chapter of good governance.\nHONG KONG, June 26 (Xinhua) -- With the solid support of the motherland, Hong Kong has defused risks, weathered challenges and maintained prosperity and stability over the past 25 years, demonstrating that the \"one country, two systems\" principle has stood the test of practice and time.\nSince its return to the motherland in 1997, Hong Kong has progressed and prospered alongside the rest of the country, with Hong Kong compatriots and people in the mainland standing in solidarity and advancing together.\nHELPING HK TO TACKLE CHALLENGES\nRecalling the turmoil of 2019, Kenneth Fok Kai-kong, a member of the Legislative Council of the Hong Kong Special Administrative Region (HKSAR), said that he could not imagine what Hong Kong would be like without the help of the country.\nA series of vital steps taken by the central authorities have enabled Hong Kong to achieve a major transition from chaos to order, and usher in a new chapter of good governance.\nThese measures included the enactment of the national security law in Hong Kong, the improvement of Hong Kong's electoral system, and the implementation of the \"patriots administering Hong Kong\" principle.\nThe enforcement of the national security law in Hong Kong has brought stability back to society, and the improved electoral system has enabled those who truly care about Hong Kong to contribute to its development, Fok said.\nFor example, since the implementation of the national security law in Hong Kong, funds raised through initial public offerings in Hong Kong have exceeded 650 billion Hong Kong dollars (82.81 billion U.S. dollars), an increase of over 30 percent compared with the same period before the law was enforced. The average daily turnover of Hong Kong stocks has jumped almost 60 percent from the 12-month period preceding the law's enforcement, reaching 150 billion Hong Kong dollars (19.11 billion U.S. dollars).\nIn the past 25 years, Hong Kong has faced many challenges, including the Asian financial crisis, the SARS epidemic, the international financial crisis and the COVID-19 pandemic. Whenever Hong Kong encounters difficulties, the motherland stands ready to offer its utmost support.\nDeeming the country's support as Hong Kong's greatest strength in solving various problems, the incoming sixth-term chief executive of the HKSAR John Lee said that Hong Kong could not have overcome challenges and achieved progress without the backing of the motherland.\nBACKING HK TO BOOST DEVELOPMENT\nA growing number of young people from Hong Kong are turning to the mainland for entrepreneurial prospects, as the development of the Guangdong-Hong Kong-Macao Greater Bay Area has brought about new opportunities.\nMark Mak Hin-yu is among such young Hong Kong entrepreneurs. He is the co-founder of a Hong Kong-headquartered company that specializes in developing robotic products. They have transferred part of their operations, including hardware assembly and technical testing, to the mainland.\nOne of the most open regions that boast the strongest economic vitality in China, the Greater Bay Area plays a critical role in driving the country's economic development with its distinctive geographical advantages and strengths in innovation and cooperation.\nThe Chinese enterprises in Hong Kong have taken the lead in participating in joint construction of the Belt and Road, spurring the flow of production factors including talent, capital, goods, technology, information in Hong Kong, improving its industrial structure and boosting its economic prosperity, said Yim Kong, managing director of China Merchants Port Holdings Company Limited.\nWith the support of the motherland, Hong Kong has consolidated its status as an international financial center over the past 25 years. Among all listed firms in Hong Kong, more than half are from the mainland, contributing about 80 percent of market capitalization. Hong Kong has become the world's largest offshore renminbi (RMB) business center, handling more than 70 percent of global offshore RMB payments.\nHong Kong has maintained stability and prosperity, HKSAR Chief Executive Carrie Lam said, adding that it has strengthened its status as an international financial, shipping and trade center and seen vigorous development in innovation and technology, as well as in culture and arts.\n\"The practice of the 'one country, two systems' principle in Hong Kong over the past 25 years has proved successful,\" she said.\nENCOURAGING HK TO EMBRACE OPPORTUNITIES\nExpressing her gratitude to the central government, a Hong Kong girl made a handwritten thank-you note in Chinese.\nShe expressed her feeling in a simple way with the words -- \"Thanks to the motherland for developing vaccines to protect us. My whole family has been vaccinated and has received COVID-19 prevention kits in time.\"\nDuring the fifth wave of COVID-19 infections in Hong Kong earlier this year, the central government extended speedy support for Hong Kong's fight against the virus. It helped build temporary hospitals in the shortest possible time, dispatched teams of medical experts, offered a large quantity of anti-epidemic supplies, and ensured the supply of daily necessities.\nOver the past few years, a series of policies have been introduced to make life more convenient for Hong Kong people living and working in the mainland. Since September 2018, eligible people from Hong Kong have been able to apply for residence permits, which grant them access to the rights to work, social security and housing provident fund, as well as public services including education, healthcare, cultural and sports services.\nNotably, the country's 14th Five-Year Plan (2021-2025) supports Hong Kong in developing itself into an international center for innovation and technology, a center in the Asia-Pacific region for international legal and dispute resolution services, a regional center for intellectual property trade, and a center for cultural and art exchanges with other countries.\nThe incoming HKSAR chief executive Lee said that Hong Kong, while forging ahead, should give full play to its own advantages, enhance its international competitiveness, and better integrate into the country's overall development."]
[384,"Fund Prices and Performance","https://www.principal.com.hk/products/mutual-funds/fund-prices-and-performance",0,"This material is intended for general reference only. This material does not constitute an offer or solicitation or invitation or advice or recommendation to enter into any transactions.  Investment involves risk. There is no assurance on investment returns.  You should consider your own risk tolerance level and financial circumstances before making any investment choices. If you are in doubt as to whether a certain fund or product mentioned in this material is suitable for you, you should seek independent professional advice.\nIssuer of this material\nPrincipal Global Investors Funds, CCB Principal Selected Growth Mixed Asset Fund, CCB Principal Dual Income Bond Fund Issuer: Principal Investment & Retirement Services Limited\nPrincipal Life Style Fund, Principal Prosperity SeriesIssuer: Principal Asset Management Company (Asia) Limited\nThis material has not been reviewed by the Securities and Futures Commission."]
[385,"CCSU Result 2022","https://ccsuhelp.com/ccsu-result/",0,"Share With Friends\nCCSU Result 2022 – CCSU Result 2022 – The university has released the CCSU Result for various courses for which exams were conducted in the recent year 2021. CCS University UG or PG Courses Result for all these programmes like – BA, BSc, BCom, B.A.LL.B. B.Ed, M.Sc, MA, M.Com, B.P.Ed is currently available on the university website and direct link also provided below.\nAnnual,Semester and college wise examination result for the session 2021-22. Here, CCSU students can explore the updated results for the most recent examination conducted by the university.\nYou May Also Read:\nCCSU Admit Card 2022\nCCSU Marksheet\n2022\nCCSU Passing Marks 2022\nCCSU Percentage Calculator 2022\nCCSU Result 2022 Updates\nCCS University results\nhave been\npublished\ncourse, semester / year, and college wise. Results for remaining courses and colleges for which exam was conducted in November / December were also announced by the university for a few courses whose link is given below. Students, therefore, are advised to regularly visit this page for all the\nCCSU result updates.\nType of Result\nChaudhary Charan Singh University, Meerut\nSession\n2021-22\nCourse\nUG and PG course BA, BSc, BCom, B.Ed, M.Sc, MA, M.Com, B.P.Ed\nStatus of CCSU Result 2022\nReleased and Updated\nOfficial website\nccsuniversity.ac.in\nList of CCSU Results\n#\nDeclared Results List 2022\nDownload Link\n1\nOdd / Even Semester Result 2020 & 2021\nClick Here\n2\nRegular / Private / Professional Course Result 2020 & 2021\nClick Here\nHow to Check CCSU Results 2022\nFirstly, Student have to click on the link of CCSU Result (Available Above)\nEnter the Course and select from the list of the course.\nEnter Semester / Year and select from the list.\nEnter Roll Number / Enrollment Number.\nFill Captcha Code Carefully\nClick on Submit Button\nYou can now see the complete Result of your program on your computer or mobile screen\nIt is noted that the result shown on the screen of your selected course will be of digital format which is not treated as a final result. You can get a printout of your Result as a reference or proof for your further studies until the original or provisional mark sheet not provided by the university.\nThings To Verify with CCSU Result 2022\nAfter the declaration of CCSU Result, many of the students are making a mistake by checking their results in hurry. It is to advise all students that they should double-check every information printed on CCSU Result like the name of candidate, father name, mother name, obtained marks, maximum marks, passing month & year, date of updation of the result, and remarks (if applicable).\nIt is the duty of all students to verify the details on CCSU online results so that they can contact the concerned authority of CCSU for any errors and mistakes in the result as fast as possible before getting the provisional marksheet and certificate.\nThings To Do After Declaration of CCSU Result\nIf the candidates have received the complete update of their result then now it’s time to take the printout of CCSU Result that will be a necessary reference for you during your next year studies and provisional document for your job application and further studies.\nCandidate has to no worry about their provisional documents like marksheet and certificate because it will be sent to your college by the university and you can collect it from your college.\nFAQs – IGNOU Result 2022\nQues –\nWhen is CCS University Releasing Result?\nAns –\nApproximately 60 days after the end of exams.\nQues –\nIs CCSU Online Result Equivalent to Final Marksheet?\nAns –\nNo. It is just for information or provisional purpose only.\nQues –\nI am failed, What will be my next step?\nAns –\nIf any of the students get failed in one or more subjects in the recent declaration of result then he / she must apply for the back paper examinations. Candidates have to submit the exam forms for the back paper examination and pay the requisite fees for it.\nShare With Friends"]
[386,"CLT Exam Result 2022 ಡೌನ್ಲೋಡ್ Score Card @clt.karnataka.gov.in","https://jkenvis.org/clt-exam-result/",0,"To appear in the Computer Literacy Test, which is conducted by the Karnataka State Electronics Development Corporation Limited an employee firstly needs to apply online and do slot booking for Examination. If you are one of those who enrolled and appeared in the Computer Literacy Test which was held on September 25, 2022 and looking for a result then you must know that as soon as the\nCLT Exam Result\nwill be released on the official website, we will update the latest details regarding the same and update a direct link below."]
[387,"Hong Kongers who clapped in court jailed on sedition charges","https://www.chron.com/news/article/Hong-Kongers-who-clapped-in-court-found-guilty-of-17537673.php",0,"Hong Kong is undergoing a political crackdown following widespread anti-government protests in 2019 and the imposition of a sweeping National Security Law in 2020, with many prominent democracy activists arrested and jailed.\nRead More\nIn addition to the National Security Law, a growing number of dissidents have been charged with sedition under a colonial-era law.\nInstead of being charged with contempt of court, Pang and Chiu were accused of uttering seditious words. Pang reportedly told the judge “You have lost your conscience” and Chiu reportedly accused the magistrate of not complying with the law and deciding the case arbitrarily.\nMagistrate Cheng Lim-chi convicted the two for attempting to make others feel hate and contempt toward the administration of justice, saying their comments were “definitely not a slip of tongue.”\nPang was also found guilty on an additional charge of acting with seditious intention for YouTube videos he published between 2020 and this year. In the videos he criticized how judges handled other cases, the court heard.\nHe was sentenced to one year in prison for his two convictions, while Chiu was ordered to serve a three-month jail term.\nSedition is punishable by up to two years in jail for a first offense and three years for a subsequent offense.\nMost Popular\nThis $7.9 million Houston mid-century mansion has an underwater tunnel\nWorld Series Game 3: Three things fans need to know before gametime\nRain in Philadelphia forecast could change status for World Series Game 3\nRighty Lance McCullers inks left arm into an ode to Houston\nAstros-Phillies live updates: World Series Game 3 postponed due to rain\nWhy trick-or-treaters descend on River Oaks each year\nHouston Astros closer Ryan Pressly discusses origin of walk-out song\nFor decades, Hong Kong and nearby Macao were the only places in China allowed to commemorate the Chinese army's violent suppression of student protesters demanding greater democracy in Beijing’s Tiananmen Square on June 4, 1989. Hundreds, if not thousands, were killed.\nThis past June, authorities banned the annual commemoration for a third consecutive year in what was seen as a move to snuff out political dissent and a sign that Hong Kong is losing its freedoms as Beijing tightens its grip over the semi-autonomous city.\nThe World Justice Project announced on Wednesday that Hong Kong has fallen three places to 22nd in the world in its latest Rule of Law Index.\nA Hong Kong government spokesman on Wednesday said the city's ranking was still better than some Western countries, which he said have “unreasonably” criticized the rule of law in Hong Kong. He said the ranking change could stem from a lack of understanding of the city."]
[388,"GovWallet – Reimagining Government Disbursements","https://www.developer.tech.gov.sg/products/categories/platform/govwallet/overview.html",0,"Yee Sheng Jie, Quality Engineer\nSheng Jie lives through his motto 'Work hard, Play hard'. He is always ready to resolve defects and kill bugs to ensure the best quality of the product. He is also interested in language translation and improving his mother tongue language by writing Chinese novel during his free time."]
[389,"New Ventures Legal Team (NVLT) Seminar","https://www.law.cuhk.edu.hk/app/events/new-ventures-legal-team-nvlt-seminar-how-do-vcs-evaluate-startups-2/",0,"Entrepreneurs need to know how the venture capital funds (VCs) work and how investors make an investment decision. Knowing how to pitch and negotiate with VCs is an essential skill of each successful entrepreneur. In this talk, Dr. Lo will share some real investment cases regarding how VCs evaluate startups.\nAbout the Speaker:\nDr. Wai Shun Lo\nis currently General Partner of DL Capitals (點亮資本), an angel investment fund focusing on disruptive and exponential technologies. He is also Adjunct faculty of The Chinese University of Hong Kong (MSc/Entrepreneurship/ IT Management, EMBA/Innovation, OneMBA/Entrepreneurship), and Visiting Professor of PKU (School of Innovation and Entrepreneurship).\nHis expertise and current interests include Intellectual Property Commercialization, Business Models Innovation and Technology Transfer.\nHis previous experience includes positions with Bell Labs, Cable & Wireless Innovation, Hong Kong Telecom, and S Venture, an early stage investment company. He had served as Board of Directors for two listed companies in Hong Kong, as panel of assessors of SERAP (Small Entrepreneurs Research Assistance Program), and as Director of the Young Entrepreneurs Development Council.\nDr. Lo was a Senior Researcher at Harvard Business School’s (HBS) Asia-Pacific Research Center. He had conducted many consulting projects for institutions and PE funds such as HK Government (regulatory policy), IFC of World Bank (Investment strategy in China), Intellectual Ventures (Invention Network) and had advised many startups in the past.\nHe holds BSc and Mphil from CUHK, a Ph.D. from Brown University, and has executive management training from INSEAD.\nRegister\nhere\nby 5pm, 25 October 2022 to attend the seminar."]
[390,"Dontavius Braswell's Big Play Ability Fits South Carolina's Vision","https://www.si.com/college/southcarolina/recruiting/commit-dontavius-braswells-big-play-ability-fits-south-carolinas-vision",0,"South Carolina's\nrecruiting strategy has made their offensive vision\nclear: they want high-caliber athletes that can make a big play at any time. Their current roster doesn't have many players that can break a long one, but that is about to change.\nRunning back commit Dontavius Braswell has spent his high school career tearing up the Georgia high school scene, becoming a feature back for Washington County High. Braswell's tape is littered with long runs and highlight plays, making him a clear fit for the Gamecocks.\nCurrent Gamecocks running back MarShawn Lloyd\nis creating national noise\n, and the two share many traits. The coaching staff believes they found another under-the-radar stud, but what exactly is Braswell bringing?\nImpressive Change Of Direction\nBraswell routinely saw high-level defensive fronts that could get penetration up front. Defenders often found their way into the backfield, but Braswell finds ways to escape.\nHis ability to flip his hips and drive off his back foot to create force is impressive; he generates two steps of separation simply by reversing the field. Braswell can get to top speed quickly, ruining angles for would-be tacklers.\nSEC defenses will find the backfield, and it's the runner's job to create as much yardage as possible. Backs have to make quick decisions, so Braswell's ability to improvise will serve him well.\nTop-End Speed\nMost college running backs come in close to 225 lbs., but Braswell weighs 200 lbs. He won't be able to break tackles consistently, but\nBraswell's top-end speed translates\nto the next level.\nOnce Braswell hits the second level, he's tough to bring down; his ability to change direction, combined with his long speed, is too much for defensive backs. South Carolina doesn't have a back they can rely on to outrun defenders, which would be highly additive to their offense.\nHis strides eat up turf quickly, and his movements appear graceful. Braswell generates much power by sticking his foot in the ground and utilizing his lower body to get himself to another level.\nSound Eye Discipline\nBacks can win with traits in high school, overpowering opponents with raw athleticism. However, they often struggle when they reach college because they haven't played the running back position.\nBraswell is not one of those prospects. His high school runs various wide-zone concepts and the standard inside-zone looks. He can get his eyes from the front-side gap back across the line of scrimmage, an incredibly rare trait.\nDefenses force you to make quick decisions, meaning running backs have to trust what they see. Braswell is mentally prepared to make those split-second decisions and does so consistently.\nYou Might Also Like:\nSouth Carolina Picked To Finish Last In The SEC\nLady Gamecocks Earn Multiple Preseason Honors\nDetails Released For Garnet & Black Madness\nJoin the community:\nFollow Evan Crowell on Twitter:\n@EvanVCrowell\nFollow Andrew Lyon on Twitter:\n@ALyon_SC\nY\nou can follow us for future coverage by clicking \"Follow\" on the top right-hand corner of the page. Also, be sure to like us on Facebook\n@GamecocksDigest\n& follow us on Twitter at\n@GamecocksDigest\n."]
[391,"Notice","https://www.ogcio.gov.hk/en/our_work/business/tender_eoi_rfp/open_tender_notice.html",0,"Open tender notice\nClosing Date\nTender Reference\nSubject\n12:00 noon on13 December 2022 (Hong Kong Time)\nGCIO8554/580\nTender for the Supply of Security Software Subscription Licences to the Electronic Mail System of the Office of the Government Chief Information Officer\n12:00 noon on23 November 2022 (Hong Kong Time)\nGCIO8566/4/14\nTender for the Supply of Network Security Virtualisation Software and Provision of Related Services to the Office of the Government Chief Information Officer\n12:00 noon on22 November 2022 (Hong Kong Time)\nGCIO8566/4/13\nTender for the Supply of System Management Software and Provision of Related Services to the Office of the Government Chief Information Officer\n12:00 noon on4 November 2022 (Hong Kong Time)\nGCIO90526305\nTender for the Provision of Wi-Fi Services for Government Bureaux and Departments"]
[392,"Open Innovation Platform (OIP) – TRAILBLAZING Solutions to Solve Business Problems","https://www.developer.tech.gov.sg/guidelines/procurement/open-innovation-platform",0,"OIP is a crowd-sourcing platform for business challenges that matches Problem Owners to Problem Solvers. It was launched by the\nInfocomm Media Development Authority (IMDA)\nand aims to provide Singapore-based companies with access to multi-disciplinary talent, expertise, and technology to accelerate their digitalisation efforts. Through OIP, innovation can be catalysed by developing a vibrant network of Problem Owners and Problem Solvers in Singapore. This platform is supported by a structured innovation process from ideation to commercialisation, as well as a physical innovation facility that can support rapid prototyping and other innovation activities."]
[393,"Singapore expands Global Innovation Alliance","https://vir.com.vn/singapore-expands-global-innovation-alliance-97495.html",0,"Edwin Chow, EnterpriseSG’s assistant CEO (Innovation and Enterprise) said, “Having a strong network of global partners is key to helping Singaporean companies connect to overseas innovation centres, drive the exchange of knowledge and ideas, and enable collaborations. The latest inclusion of Abu Dhabi and Seoul as GIA nodes expands our GIA network and will help more innovative\nSingaporean\nstartups and SMEs scale beyond our shores.”"]
[394,"Design Services In Hong Kong","https://growthhackers.hk/design-services/",0,"If you need to create a custom design for your product, service, or company, we can help.\nWe have been working with startups and established companies to create unique brand identities that stand out from the crowd.\nGet more customers and profits by creating a unique brand identity that attracts more clients.\nContact us today if you are seeking\ndesign services in Hong Kong.\nNeed Design Help? We offer a bunch of design services like\nlogo creation, social media marketing\n– and more!\nWhat Are Design Services?\nContents\n[\nshow\n]\n1\nWhat Are Design Services?\n2\nWhat Types Of Design Services Are There?\n3\nHow Do You Choose A Design Service?\n4\nThe Benefits Of Using A Design Service\n5\nHow To Find The Right Design Service For You\n6\nWrapping Up\n6.1\nWe Offer Several Design Services:\nProfessional design services include all parts of planning, developing, and implementing successful communication solutions for businesses and organizations. Brand development, identity design, print material, online design, advertising, packaging, and other services may be provided.\nA good design project begins with an in-depth grasp of the client’s business goals. The next stage is to devise a strategic approach to achieving those goals through innovative solutions. Once the strategy is in place, the designer uses visual communication to bring the concept to life.\nDesigners must be problem solvers with the ability to think outside the box in order to generate new solutions that catch the attention of the target audience. In order to effectively work with clients and colleagues, they must also be outstanding communicators, both vocally and in writing.\nProfessional design works well in tandem with your\nSEO efforts.\nIf you’re also in the\neCommerce\nspace then a solid\ndesign\nwill reinforce trust and enhance brand identity.\nWhat Types Of Design Services Are There?\nBusinesses can choose from a variety of design services. Branding is the most prevalent sort of design service. The process of developing a name, symbol, or design that represents a firm or product is known as branding. Graphic design, web design, and interior design are some more sorts of design services. Each design business has its own set of skills and approaches for creating a distinct look for a company or product.\nHow Do You Choose A Design Service?\nWhen you’re ready to take your company to the next level, it’s time to think about hiring a design firm. But how do you pick the best one?\nWhen choosing a design service, there are a few factors to consider. First, think about your budget and how much money you can actually afford to spend. It’s critical to strike a balance between price and quality; remember, you get what you pay for!\nNext, check the company’s previous work to see whether their style matches your vision for your brand. It’s also critical to ensure that they have prior experience with the type of design work you require, whether it’s logo design, site design, or something else different.\nThe Benefits Of Using A Design Service\nThere are numerous advantages to employing a design agency for your company. A smart design can help your brand stand out from the crowd and become more memorable to prospective buyers.\nA professionally designed logo, website, or marketing materials can also help your company appear more professional and trustworthy.\nIn the long term, design services can help you save time and money. DIY design can be time-consuming and may not yield the desired results. Working with a professional designer from the beginning can help you avoid costly errors and achieve the high-quality outcomes you require.\nHow To Find The Right Design Service For You\nWhen it comes to picking the best design service for you, there are a few factors to consider. First, examine your budget and how much money you have to spend on design services. Next, consider your brand and the image you want to project.\nFinally, check several design services and portfolios to determine if their style matches your idea. You’ll be well on your way to selecting the best design service for your needs if you follow these steps.\nWrapping Up\nIn conclusion, when searching for a design service, it is essential to take into consideration your requirements, your financial constraints, and the capacity of the organization to achieve your specified dates. You will be able to locate the design service that best meets your needs if you make the effort to do some preliminary investigation.\nWe Offer Several Design Services:\nVideo Creation\nLogo Creation\nSocial Media Design"]
[395,"U.S. Lawmakers Lash Out at Wall Street 'Whitewashing' in Hong Kong","https://realmoney.thestreet.com/investing/global-equity/u-s-lawmakers-lash-out-at-wall-street-whitewashing-in-hong-kong-16106834",0,"Questions are mounting as to why Wall Street's best and brightest will be gathering in Hong Kong next week to participate in a finance summit alongside Hong Kong's leader, who has been sanctioned by the U.S. government. The\nactive sanctions\nput him in the company of U.S.-identified terrorists and the leadership in places such as Iran, Myanmar, Syria and Venezuela.\nTwo U.S. lawmakers have now added their voices to the criticism of the whitewashing that the top brass at companies such as Apollo Global Management (\nAPO\n) , Blackstone (\nBX\n) , the Carlyle Group (\nCG\n) , KKR (\nKKR\n) and J.P. Morgan Chase (\nJPM\n) are enabling by attending the event.\nSenator Jeff Merkley and Representative Jim McGovern\nissued a statement\nasking the heads of U.S. companies such as BlackRock (\nBLK\n) , Citigroup (\nC\n) , Goldman Sachs (\nGS\n) and Morgan Stanley (\nMS\n) to \"reconsider\" their participation in the Global Financial Leaders' Investment Summit, which runs November 1-3.\n\"Their presence only serves to legitimize the swift dismantling of Hong Kong's autonomy, free press, and the rule of law by Hong Kong authorities acting along with the Chinese Communist Party,\" the U.S. lawmakers say.\nSeparately, the Hong Kong Democracy Council published a report\nBusiness Not As Usual: International Companies in the New Authoritarian Hong Kong\n. The Washington, D.C.-based group's Web site was promptly blocked in Hong Kong, where I get an error message \"This site can't be reached,\" telling me \"Check if there is a typo in\nwww.hkdc.us\n.\"\nI checked. There isn't a typo. You can only access the site from another country or a VPN, just like banned sites in mainland China. But Hong Kong in theory supposedly still has freedom of speech, assembly, political dissent... only, obviously, in theory.\nThe report says it is \"unacceptable corporate behavior\" to participate in the Hong Kong summit, since attendance supports the Hong Kong government \"in whitewashing its human-rights atrocities.\"\nYou can find a link to that report\nhere\n, supplemented by the International Corporate Bad Actors Database, which you can find\nhere\n. The report cites 42 instances of corporate misconduct in Hong Kong, and outlines unacceptable company behavior in enabling police violence, amplifying propaganda, acting against dissents, aiding authoritarian governance, and endorsing the Hong Kong regime.\nMcGovern also\ntook to Twitter\n(which is banned in mainland China but for the time being visible in Hong Kong) to call on \"big-bank leaders\" from Goldman, BlackRock, Citi and Morgan Stanley \"to cancel their visit to Hong Kong, where they plan to meet with the same people who have been dismantling freedom and democracy in Hong Kong.\" He said \"billionaire corporations need to be called out.\"\nMerkley and McGovern lead the U.S. Congressional-Executive Commission on China. The attendance of the Wall Street execs \"has the effect of whitewashing the human-rights violations of the Hong Kong government,\" while giving \"political cover\" to Hong Kong Chief Executive John Lee Ka-chiu.\n\"Business as usual in Hong Kong is the wrong choice for these companies,\" Merkley and McGovern warn. They promise the matter will be \"a pertinent congressional concern\" if the Wall Street leaders aid and abet human-rights abuses in Hong Kong and the Chinese government's efforts to \"export an illiberal model of international order.\" So they hint Congress will take a closer look \"if expanded investments in authoritarian governments undermine U.S. national interests and accelerate efforts to crush Hong Kong's autonomy and the freedoms of its residents.\"\nLee is due to give the keynote address at the conference, put on by Hong Kong's central-bank equivalent, the Hong Kong Monetary Authority, to show it's \"business as usual\" in Hong Kong. The city, desperate to re-establish its place as a global financial center, removed compulsory Covid-19 hotel quarantine partly to enable the event.\nLee, a former police officer and secret-security chief in Hong Kong, was\nsanctioned\nin August 2020 by the U.S. Treasury Department for his participation in efforts to undermine Hong Kong's autonomy, and restrict the civic freedoms of Hong Kongers.\nApollo co-president Jim Zelter, BlackRock President Rob Kapito, Blackstone President and COO Jonathan Gray, Carlyle co-founder William Conway Jr., Citigroup CEO Jane Fraser, Goldman Sachs Chairman and CEO David Solomon, J.P. Morgan Chase President and COO Daniel Pinto, co-CEO at KKR Joseph Bae, Morgan Stanley Chairman and CEO James Gorman, and the State Street Global Advisors President and CEO Cyrus Taraporevala will all be headline acts up on stage for events at the summit.\nThe two U.S. congressman also note that Lee has \"refused to fully cooperate with U.S. sanctions on Russian assets in Hong Kong.\" We have this month had an oligarch's megayacht in town, the 465-foot vessel\nNord\n. Lee refused to seize it, although it is owned by sanctioned oligarch Alexey Mordashov, because there is \"no legal basis\" to do so.\nLee insists no \"unilateral\" sanctions will be recognized by Hong Kong, and says the city should abide only by United Nations sanctions. Lee\nhas called\nthe \"so-called\" sanctions against him \"barbaric,\" adding \"So we will just laugh off the so-called sanctions.\"\nOther people on the U.S. sanctions list of \"Specially Designed Nationals and Blocked Persons\" include Ayman al-Zawahiri, the al-Qaeda leader killed in August in a drone strike in Afghanistan. There's also Abd Al Aziz Awda, the chief ideologist behind the terrorist group Palestinian Islamic Jihad. Russian President Vladimir Putin is also sanctioned alongside numerous oligarch supporters, and the two largest Russian banks.\nKim Jong-un, the North Korean leader, makes the list alongside officials connected with its nuclear program and state-owned entities, including airplanes owned by the North Korean government.\nLee was Hong Kong Secretary for Security at the time he was sanctioned, alongside then-Chief Executive Carrie Lam, Hong Kong's chief of police and eight others. Lee was sanctioned for \"coercing, arresting, detaining, or imprisoning individuals under the authority of the National Security Law, as well as being involved in its development, adoption, or implementation.\"\nThat much-hated National Security Law, imposed directly by the Beijing government on Hong Kong with no input at all from Hong Kongers, is very much still in effect. In fact, Lee as the city's leader is now even more responsible for ensuring it is enforced.\nBecause the street protests in Hong Kong have ceased, those of you living overseas may think life is back to normal in Hong Kong. But it is not. All political dissent is eliminated now in Hong Kong, which faces a Kafka-esque rule by \"patriot's only,\" meaning officials who are hand-picked by Beijing. Those officials still insist that the city is free and fair.\nBut it is anything but. Even trying to get elected to the government is considered seditious or a national-security risk if you plan on blocking the administration's plans. Numerous opposition politicians are on trial for organizing an ad-hoc primary. So getting elected, if you are the opposition, is illegal.\nThis week, activist Chow Hang-tung has been barred by the magistrate hearing her national-security case from using the phrase \"Tiananmen Square massacre\" in her trial. She was the vice-chair of the group that organized the vigils remembering the Tiananmen Square massacre in 1989, and is charged with not complying with a request from the secret-security police for information in relation to that role.\nMagistrate Peter Law sided with prosecutor Ivan Cheung when Cheung objected to her use of the phrase. Cheung suggested she refer only to the \"June 4 incident,\" and the magistrate agreed she should not be allowed to say \"Tiananmen massacre,\" and should use \"proper terminology in neutral form.\" The prosecution also objected to her making any mention of any \"killing\" on that day.\nChow, who said she wasn't sure what she could then say happened that day, is charged with failing to provide information after the national-security police demanded it. She was issued a notice in August 2021 to hand over information about her work with the vigil group as a \"foreign agent,\" representing a foreign force.\nBut Chow is not allowed to know which foreign power she was supposedly representing. The prosecution has said disclosing this information would \"harm public interest,\" and is concealing that information.\nIt makes it sound as though Chow was working with the CIA, Mossad, Russian FSB or some other shadowy spy service. But the prosecution has refused to confirm that they claim she was serving as a foreign agent for the Japan branch of the Federation for a Democratic China, a Canadian group that champions democracy in China. The federation was set up, like Chow's Hong Kong Alliance in Support of Patriotic Democratic Movements of China, after the Chinese army opened fire on pro-democracy demonstrators in Tiananmen Square in 1989.\nFar from being a foreign spy, then, it appears Chow was simply cooperating with an overseas organization working toward the same end as her group, pushing the cause of democracy in China, and remembering June 4. When the prosecution opposed a bail application by Chow, it submitted a screenshot of the Federation for a Democratic China's Web site in support of the move to deny her bail. Despite that apparent mistake, the magistrate told the prosecution that it did not have to answer questions about the identity of the organization. During the trial, it has emerged that Chow's group allegedly received HK$20,000 (US$2,548) from \"Organisation 4,\" thought to be that Japanese group.\nChow says she has \"great difficulty\" presenting her case, since the court and prosecution are \"playing hide and seek,\" refusing to allow her to describe the purpose of her now-disbanded group in Hong Kong, refusing to allow her to describe what the group in Japan does, and refusing to confirm what \"foreign force\" she was supposedly representing.\nYou have to sympathize with her. The Hong Kong puppet government, police force and prosecutors have alleged in multiple cases that pro-democracy advocates were agents of \"foreign forces,\" but have never stipulated what the foreign forces are. Like Chow, prosecutors have made it sound like they've been working as spies, but the organization can be an innocuous one that's simply based overseas, or as in Chow's case one serving a similar purpose that is legal but contrary to Beijing's wishes.\nThe police arrested 10,279 people during the pro-democracy protests in Hong Kong in 2019. They have prosecuted 2,893 of them, including 517 minors under the age of 18. They have often held others without bail and for extended periods.\nThe U.S. government issued a\nbusiness advisory\nin July 2021 cautioning companies doing business in Hong Kong to heed sanctions, as well as a new law in mainland China promising to punish companies that do enforce sanctions. \"A failure to comply with U.S. sanctions can result in civil and criminal penalties under U.S. law,\" the U.S. Departments of State, the Treasury, Commerce and Homeland Security warned.\nIt noted that U.S. individuals and entities are prohibited in engaging in certain transactions with blocked \"persons,\" unless they get a license expressly to do so. The U.S. Treasury's Office of Foreign Assets Control, which would grant that license, \"strongly encourages organizations subject to U.S. jurisdiction, as well as foreign entities, including foreign financial institutions,\" if they do business with U.S. companies or individuals, to use a \"risk-based approach to sanctions compliance\" with an official sanctions program.\nThe ongoing crackdown in Hong Kong continues, often in ridiculous fashion. On Thursday, two people\nwere convicted\nof sedition and jailed for clapping in court, and criticizing a judge during a previous hearing involving a leader of the Tiananmen Square massacre memorial event. One had reportedly accused the judge of deciding the case according to a political agenda, while pastor Rev. Garry Pang Moon-yuen reportedly told the judge \"You have lost your conscience.\" Both were charged with sedition, rather than contempt of court, with Pang imprisoned for one year."]
[396,"Betting On Flexibility, China's Nio Will Only Rent Cars In New EU Markets","https://www.carandbike.com/news/betting-on-flexibility-china-s-nio-will-only-rent-cars-in-new-eu-markets-3203276",0,"Chinese electric vehicle maker Nio will only lease its cars when it launches in four European markets this year, its CEO told Reuters on Friday, betting that flexibility will be a key selling point as drivers switch to the new technology.\nUsers will be able to lease a car with a 75 gigawatt hour battery for 1,199-1,295 euros ($1,171-$1,264) a month depending on the length of the subscription, which can be as short as a month.\nThe plan is the latest unconventional move by the company, which already allows customers to rent rather than buy the battery - the most expensive part of an electric vehicle (EV).\nRather than charging their cars at home, Nio owners can also drive them to a battery swapping station to have a new powerpack installed in minutes to save time.\nNow, as it prepares to launch in Germany, the Netherlands, Sweden and Denmark, Nio plans to operate its businesses there on a corporate leasing and subscription model, offering all three models available in China - the ET7, ET5 and EL7, with the latter renamed in Europe from its Chinese name of ES7 because of a branding dispute with Volkswagen's Audi.\n\"We will not be selling cars,\" CEO William Li said in an interview at the company's new 'Nio House' showroom in central Berlin, the first of nine new members club-style venues to open for Nio fans in Europe this year.\n\"Flexibility is the new premium.\"\nNio has sold just under 250,000 vehicles in China and Norway since starting production in 2018. Prices range from around 50,000-70,000 euros ($49,000-$69,000), depending on the car's range and whether customers buy or rent the battery.\nIt has so far operated on a make-to-order basis, creating bespoke products for customers and keeping inventory low.\nNio will stick to direct sales in existing markets in part due to less attractive taxation on subscription models in Norway and restrictions around licence plates in China, Li said.\nBATTERY SWAP\nNio is facing competition in China from a growing number of EV startups from Xpeng to Hozon and Leapmotor as well as larger manufacturers like China's BYD and Tesla.\nIn Europe, it will be chasing after Tesla and Volkswagen for the top spot on EV sales.\nThe plan is to install at least 120 battery swapping stations in Europe by the end of next year, Li said, adding it was not so much a matter of the financial investment but of the time and bureaucracy required to get it done.\nThe company opened its first plant to manufacture swapping stations in Hungary last month, and would consider producing batteries in the region once it reaches battery sales in Europe equivalent to around 10 gigawatt hours, Li said.\n\"The advantage of our business separating the car from the battery is that we may reach economies of scale for the batteries faster than the cars,\" Li said. \"When we reach 10 gigawatt hours, we will consider localising production.\"\nIn China, where that target has already been met, a team of around 700 people is working on in-house battery production, enabling the company to take control of its battery supply.\nIn the meantime, Nio is seeking further partners beyond its current supplier, CATL, Li said, adding it aimed to have new partnerships secured next year.\n\"In the long-run we believe any top company in the automotive industry will soon have in-house battery production,\" Li said.\nNio’s revenue grew 22% in the second quarter from a year ago while its net loss more than quadrupled to the equivalent of $410 million.\nIt delivered just under 32,000 vehicles in September, up 29.3% year on year. Supply chain troubles in China due to COVID-19 lockdowns in August eased faster than expected, Li said."]
[397,"Tips For SMEs To Find, Win, Keep Clients In Competitive Singapore","https://mediaonemarketing.com.sg/sme-to-find-win-keep-singapore-clients/",0,"Singapore\nis a competitive marketplace that prides itself on offering world-class services and products at competitive prices. If you’re looking to grow your business and find a new market, you might wonder how to succeed in Singapore.\nWhile it’s always good to aim for the big city, you might not make it there alive if you don’t know how to position your business for maximum effectiveness. So, in this article, we’ll give you some tips on how to operate your business profitably in Singapore.\nThere’s no question that technology is advancing rapidly, and having an online presence is becoming an essential element of any business.\nWhether a one-person band or a multinational corporation, you must effectively adjust your approach to engage with customers across different platforms.\nHere, we’ll highlight the fundamental changes businesses should make to ensure their strategy is up-to-date and effective. We’ll also give top tips on improving their customer experience (and boosting their sales, too!).\nFrom Face-To-Face To Online Customer Engagement\nYou might be used to having face-to-face customer engagement if you’ve ever been to a retail store. But today, customers increasingly use digital channels to find, research, and compare products and engage with businesses and customers worldwide.\nIn some industries, such as retail or financial services, it’s essential that customers feel valued and heard. But in others, such as\nB2B\ninformation technology or hospitality, you might not need to be as engaging as face-to-face because customers can find the information they need online.\nThis trend is driven by various factors, including the rise of the sharing economy, online marketplaces, and even email.\nWhat does this mean for business? Customers can (and often do) engage with brands online instead of in person, particularly if they want to research products or find similar brands or deals.\nThis presents unique challenges for businesses — how can you ensure that your brand is represented accurately online and that your employees are interacting with customers correctly?\nCustomer Engagement Through Social Media\nWhile email still plays a significant role in customer engagement (and sometimes, it’s the only form of contact available), social media is becoming an essential aspect of marketing and customer communication.\nMost consumers globally use social media to research products and compare prices. It’s the #1 source for consumers, and many of them use social media to learn about special offers or discounts!\nNot only is\nsocial media\nopening up new communication channels for businesses, but it’s also creating new ways for customers to engage with brands.\nThe most prominent and successful businesses in the world today use social media to engage with customers effectively. From Airbnb and Tesla, who have over a million and a half and 500,000 followers, respectively, to Nespresso and L’Oréal, who have over 100 million and 60 million followers, respectively, to Uber and Xiaomi, who have over 60 million and 49.3 million followers, respectively, these businesses understand the power of social media. They use it to communicate with customers, discover new concepts and trends, and encourage and empower entrepreneurial thinking.\nCustomer Engagement Through Blogs And Websites\nEven before the rise of the internet and social media, businesses (particularly larger ones with multiple locations) regularly engage with customers through company websites.\nHowever, the internet and social media have changed all that – it’s now easy to have a\nblog or website\nto tell customers everything they need to know about your business without ever leaving the comfort of their homes.\nThis is why content is becoming so important – not only does it provide customers with helpful information, it encourages them to trust you more and become regular customers.\nFor example, if you run a retail store and want to encourage customers to come in and browse your products, having a blog post explaining different garments types and why certain items are more popular than others will surely help.\nFurther, if you own a clothing brand and want to share the popular trends or the celebrities wearing your clothing, a blog post can help with these.\nMobile-First Customer Experience\nEven if you don’t own a business, you’ll probably have heard of the importance of mobile-friendliness in web design. After all, global consumers use their smartphones to navigate the internet, and most of these customers have a mobile-only user experience.\nThis is vital because it means customers can easily access your website or app even when they don’t have a stable internet connection. It also means that customers can easily access your business’s details, including address, phone number, and website or app URL, even when they don’t have a stable internet connection.\nIf you’re serious about engaging with customers, developing a mobile-friendly website is a must. Not only will it make your site accessible to all the smartphones and tablets used by your customers, but it’ll also increase your Google rankings and drive more traffic to your site. This, in turn, can lead to more sales.\nFurthermore, global consumers use their phones to research products or deals online. So making sure you’re listed on multiple platforms, including mobile, will help prove your credibility as a brand and encourage more people to trust you.\nMarketing On A Budget\nAs we’ve established, developing a mobile-friendly site is vital for customer engagement. But how can you get the most out of your limited budget if you’re limited on funds?\nOne way is to use tools that will help you target specific groups of people based on what they’re interested in. For example, if you’re marketing a luxury goods brand, you might want to consider using tools that will allow you to target female customers between the ages of 18 and 24. On the other hand, if you’re marketing a tech brand, you might want to consider using tools that will allow you to target male customers between 45 and 54 who are interested in self-improvement and lifestyle.\nThese are just some demographics that may be more or less interested in your brand. So by identifying these groups of people and tailoring your marketing to fit their needs, you can improve your return on investment and gain more confidence in your marketing strategy.\nExpand Into New Markets\nWhen deciding to set up shop in Singapore, you might be tempted to immediately look towards the city-state’s thriving economy and attempt to replicate what you’re doing back home. However, this can quickly lead to losing out on a potentially huge market. Singapore is a very competitive place, and although there are a lot of opportunities, you need to know how to play the game if you want to succeed.\nInstead of looking for your closest equivalent, find out what other industries are booming in Singapore and see if what you’re offering is desired or needed. If you’re able to satisfy the need, then great! If not, you might need to consider relocating to another country that’s more your style.\nAvoid The Huge Banks And Stay In The Safe Hands Of Local Firms\nAlthough the city-state of Singapore is well-known for being a financial powerhouse, this doesn’t mean that all big banks are necessarily your friends. If you want to do business in Singapore, it’s important to remember that not all big banks are created equal, and it’s not always wise to put your trust in a stranger. It’s important to remember that even trusted banks can turn malicious if they feel threatened by your business. A good rule of thumb is to look for small local banks that can provide you with the security and stability you need for successful operations.\nHire The Right People\nEven if you’re an experienced business owner who’s operated in multiple countries and cities, you might be tempted to come to Singapore with overconfidence, often believing that you will pull off the same kind of aggressive growth that you’ve experienced elsewhere. While this might be true to an extent, Singapore is a very different beast, and you could find that you lack the proper personnel needed to expand your business there effectively.\nIf you want to find qualified employees who can help you operate in Singapore, look for active businesses in the region. You can also ask other businesses in your network for referrals, as they might know of someone who’d be perfect for the job.\nRegister With The GOZ\nFor any business looking to expand into the region, it’s important to remember that Singapore is very bureaucratic, so doing business there can sometimes feel like a hassle. It’s not uncommon for entrepreneurs who want to start a business in Singapore to waste time simply navigating the government’s regulations and permits.\nOne thing that can help you avoid unnecessary delays and find your way around the bureaucracy is to register with the government. Many firms in Singapore that do business with the public have to register, and since you’ll be operating within the city-state, it’s in your best interest to do the same. Registering your business gives you access to a whole world of government support, from finding an office space to obtaining visas and working permits.\nConsider Relocating To Another Country\nIt’s important to note that Singapore is not your only option for finding a new home for your business. Some other cities and countries might be a better fit in terms of offering a more welcoming business environment. If you want to find a place ideal for growing your business, then it might be wise to consider moving there. Many large companies have branches and offices in places like Malaysia and Indonesia, so if you can get there and operate without hassle, then it’s a place you might want to look into.\nIn conclusion, the business world is continually changing with the rise of the sharing economy, the gig economy, and online marketplaces. It’s essential to remain vigilant to engage effectively with customers across different platforms."]
[398,"Top 8 Engineering College In Singapore","https://jobsandjapa.com/top-8-engineering-college-in-singapore/",0,"This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the ..."]
[399,"How Google Approaches Supplier Diversity","https://hbr.org/2022/10/how-google-approaches-supplier-diversity",0,"For decades, major companies have aspired to help close the wealth gap in the United States by intentionally buying goods and services from\ndiverse suppliers\n— businesses that are at least 51% owned and operated by individuals or groups of individuals who are part of a traditionally underrepresented or underserved group (e.g., racial or ethnic minorities, women, LGBTQ, veterans, and people with disabilities). But a\ncore challenge\nhas chronically impeded these efforts: purchasing corporations cannot find enough qualified diverse-owned businesses with sufficient scale and capabilities needed to meet their requirements. Without adequate scale and capabilities, the diverse suppliers cannot be awarded new business, and without being awarded new business, they cannot gain scale or learn new capabilities."]
[400,"A business perspective: Diversity in university admissions is a compelling interest","https://www.scotusblog.com/2022/10/a-business-perspective-diversity-in-university-admissions-is-a-compelling-interest/",1,"SYMPOSIUM\nA business perspective: Diversity in university admissions is a compelling interest\nBy\nMichael R. Dreeben, Natalie Camastra, and Kelly Kambourelis\non Oct 27, 2022\nat 12:10 pm\nShare\nThis article is part of a\nsymposium\non the upcoming arguments in\nStudents for Fair Admissions v. University of North Carolina\nand\nStudents for Fair Admissions v. President & Fellows of Harvard College\n. A preview of the case is\nhere\n.\nMichael R. Dreeben is a partner and Natalie Camastra and Kelly Kambourelis are associates at O’Melveny & Myers LLP. They were counsel on an\namicus brief\nsupporting UNC and Harvard.\nThe business case for diversity in university admissions is compelling: Diverse workforces — including those with racial and ethnic diversity — perform better, serve their customers and clients more effectively, and enjoy increased profits. And American businesses have a significant interest in how universities consider and admit applicants. They rely on the nation’s leading educational institutions to educate and train their future leaders and employees. That is why nearly 70 major American business enterprises joined an\namicus brief\nin\nStudents for Fair Admissions v. President and Fellows of Harvard College\nand\nStudents for Fair Admissions v. University of North Carolina\nto endorse their longstanding view that diversity in university admissions, and in particular the consideration of racial and ethnic diversity in admissions, remains a compelling constitutional interest.\nEmpirical research and experience demonstrate that racial and ethnic diversity in the workforce is a major contributor to business success. The business amici brief explains that diversity improves decision-making by increasing creativity, communication, and accuracy within teams. And experience in a diverse university environment prepares students to interact with and serve racially diverse client and customer bases and to work with people of all backgrounds. The result is a business community more aligned with the public, more profitable, and more innovative. Study after study confirms that diversity in the workforce contributes to the bottom line. For example, one meta-analysis found that racial diversity in the workforce is associated with increased sales revenue, more customers, greater market share, and greater relative profits. By contrast, other studies have linked racially and ethnically homogenous workforces to poorer business outcomes. Reflecting those performance benefits, 97% of top global enterprises report diversity, equity, and inclusion initiatives that are designed, in part, to foster workplace environments that support diverse backgrounds, experiences, and perspectives.\nAmerican businesses cannot foster diverse workforces on their own. They depend on universities to recruit, admit, and train highly qualified, racially and ethnically diverse students to become future employees and business leaders prepared to meet the needs of the modern economy and workforce. Numerous studies confirm that cross-racial interactions and engagement in universities contribute to essential job-related skills. These include critical thinking, problem-solving, and the ability to work cooperatively — all skills that are highly valued in today’s economy. All students benefit from exposure to classmates of different racial and ethnic backgrounds.\nThe American business community has spoken in a single voice in supporting diversity in university admissions. Since Justice Lewis Powell’s pathmarking 1978 opinion in\nRegents of the University of California v. Bakke\n, the business community has consistently filed amicus briefs urging the Supreme Court to reaffirm the importance of student-body diversity in university admissions. And the court has relied on those briefs — most notably in its 2003 decision in\nGrutter v. Bollinger\nendorsing Powell’s framework. The business community’s interest in diversity has only grown stronger as the diversity of the U.S. population and consumer base continues to grow.\nThe court’s decision in these cases thus will have profound significance for the business community. If the court were to halt consideration of race and ethnicity in university admissions as part of a holistic review, it would upend practices that have helped businesses meet their diversity interests for generations. And such a reversal of settled law could have repercussions beyond university admissions. Private businesses are currently allowed to consider race in employment decisions in limited circumstances based on the court’s interpretation of Title VII of the Civil Rights Act. Although Title VII prohibits employers from “discriminat[ing] against any individual because of his race, color, religion, sex, or national origin,” the court determined in\nUnited Steelworkers v. Weber\nthat Title VII does not prohibit all race-conscious action. Under\nWeber\n, private businesses may in certain defined circumstances adopt affirmative-action plans “designed to break down old patterns of racial segregation and hierarchy.”\nAt issue in\nHarvard College\nis a similar statutory provision. Title VI provides that no one “shall, on the ground of race, color, or national origin” be subjected to discrimination or be denied benefits under federally funded programming. The court has aligned its interpretation of Title VI with its interpretation of the Constitution. But some view this statutory language as barring\nany\nconsideration of race, even if justified or beneficial, in contrast to the equal protection clause, which permits race-conscious decision-making if it passes strict scrutiny — that is, serves a compelling interest and is narrowly tailored. A holding that Title VI prohibits any consideration of race in university admissions could fuel challenges to\nWeber\n-based plans under Title VII.\nIf the court were to overrule\nGrutter\nand extend its reasoning to Title VI and Title VII, those holdings would reverberate throughout the business community. A decision barring all race-conscious action could set back efforts to ensure racially diverse workforces. And a broad decision by the court banning\nany\nreliance on race-conscious decision-making could raise questions about even race-neutral measures adopted to promote racial diversity. To avoid creating such uncertainty, the court would do well to heed the business community’s consistent view that race-conscious, holistic admissions programs in colleges and universities continue to serve a compelling interest."]
[401,"3 warning signs of depression","https://osler-health.com/mental-health/mental-health-awareness-3-warning-signs-of-depression",0,"At Osler Health, we have a keen\nawareness\nof how difficult it can be to seek help for depression. Therefore, we aim to offer a safe and supportive environment where our patients can feel comfortable sharing their experiences with our\nfamily physicians.\nOsler Health provides comprehensive\nmental health\nservices at our\nprivate\nclinics in\nSingapore\n. Our team of\ndoctors\noffer\nindividualised care and\ntreatment\nplans\nfor\nour patients to manage their\ndepression\nsymptoms."]
[402,"Diversity by diktat: An obscure 1977 OMB memo forms the basis for today’s affirmative-action programs","https://www.scotusblog.com/2022/10/diversity-by-diktat-an-obscure-1977-omb-memo-forms-the-basis-for-todays-affirmative-action-programs/",0,"This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may affect your browsing experience."]
[403,"Empowering our Team Members Through a Culture of Diversity","https://thefeed.blog/2022/10/26/empowering-our-team-members-through-a-culture-of-diversity/",0,"The\ndeclaration\nis a recognition of “the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice, and peace in the world.” The 30 articles outlined in the declaration establish that, globally, we must value every human being, regardless of their nationality, color, religion, ethnicity, physical ability, sexual orientation, gender, county of origin, language, or other cultural characteristics."]
[404,"Hong Kong exchange launches new international carbon marketplace","https://www.marketscreener.com/quote/stock/HONG-KONG-EXCHANGES-AND-C-1412659/news/Hong-Kong-exchange-launches-new-international-carbon-marketplace-42115153/",0,"HONG KONG, Oct 28 (Reuters) - Hong Kong Exchanges andClearing Limited (HKEX) launched a new internationalcarbon marketplace on Friday that seeks to connect capital withclimate-related products and opportunities globally.\nWorldwide efforts to combat climate change have spawnedvoluntary carbon markets, which allow emitters to offset theircarbon by purchasing so-called credits, which are issued byprojects targeted at removing or cutting emissions.\nHKEX had said in July that it was setting up the Hong KongInternational Carbon Market Council, with global and Chinesebanks, among others, as inaugural members but did not say whenit planned to launch a market.\nHKEX said the marketplace, Core Climate, would facilitate\"effective and transparent trading\" of carbon credits andinstruments to support the global transition to net zero.\nThe marketplace participants will be able to source, hold,trade, settle and retire voluntary carbon credits through theplatform, the bourse added.(Reporting by the Hong Kong newsroom; Editing by ChristianSchmollinger and Rashmi Aich)"]
[405,"‘Burdens’ and ‘handicaps’ in Singapore’s language policy: on the limits of language management","https://link.springer.com/article/10.1007/s10993-009-9159-2",0,"Singapore’s language policy has no place for either the various dialects of Chinese (the exception is Mandarin), or Singlish (a colloquial variety of English). These have been the targets of government campaigns that aim, as far as possible, to ensure that Singaporeans stop using them. However, it is interesting to observe that government officials themselves have been known to use these ostensibly denigrated varieties, as has happened in the course of political campaigns, public health messages or other public events. This paper therefore addresses the question of why the Singapore government would engage in the very same linguistic practices that it attempts to proscribe. In addressing this question, the paper argues that it is important to appreciate that the dialects and Singlish are sociolinguistically distinct. Unlike the dialects, Singlish is not as extensive a social language. This distinction is not usually appreciated in official discourses, which employ essentially the same metadiscursive regimes towards both Singlish and the dialects. As a consequence, the government is unable to sufficiently recognize the different practical challenges posed by the dialects and Singlish. The paper closes by suggesting that the problems encountered by the government in dealing with the dialects and Singlish can provide useful insights into the limits of language management, which refers to the explicit attempts by relevant authorities to control the language choices available to a targeted group of speakers."]
[406,"Hong Kong makes biggest ever meth seizure, worth over RM600 mil","https://www.thevibes.com/articles/world/75625/hong-kong-makes-biggest-ever-meth-seizure-worth-over-rm600-mil",0,"HONG KONG –\nHong Kong has made its biggest ever seizure of methamphetamine after uncovering a shipment arriving from Mexico worth more than HK$1 billion (RM601 million), authorities said today.\nCustoms officials found a record-breaking 1.8 tonnes of liquid meth hidden in cartons of coconut water en route for Australia.\nThe shipment, which officials said likely involved a massive international drug trafficking ring, comes as the Chinese finance hub sees a rise in drug busts involving meth.\n“We believe the liquid meth, of high purity, came from South America. It was packaged there and shipped via a convoluted route to Hong Kong, to be sent to Australia,” said Lee Ka-ming, head of the drug investigation bureau at Hong Kong customs.\nNo arrests have yet been made.\nHong Kong has so far this year uncovered more than double the meth seized in the whole of last year, with almost three tonnes confiscated by authorities.\nThe latest bust came days after law enforcement seized meth worth US$5.9 million (RM27.8 million) hidden in electrical transformers, which was also headed for Australia.\nHong Kong authorities were alerted via intelligence exchanges with overseas law enforcement to the possibility of large liquid meth shipments arriving in the city, customs official Fong Heung-wing told reporters.\n“Coconut water (shipments) from Mexico are extremely rare... the last time was in 2016 and weighed just 6kg,” Fong said, adding that the size of the shipment also made it suspicious.\nThe contraband, worth a total of around HK$1.1 billion, was found among other goods in a cargo container and identified using X-rays last Sunday.\nAn online search for the shipment’s alleged recipient, an Australian company, came up empty, officials said.\nThe previous largest meth bust in Hong Kong came in April when officials found 700kg of the drug hidden in industrial equipment from Mexico. – AFP, October 29, 2022"]
[407,"Air Pollution: Real-time Air Quality Index","https://aqicn.org/city/singapore/central/",0,"Usage Notice\n: All the Air Quality data are unvalidated at the time of publication, and due to quality assurance these data may be amended, without notice, at any time. The World Air Quality Index project has exercised all reasonable skill and care in compiling the contents of this information and under no circumstances will the World Air Quality Index project team or its agents be liable in contract, tort or otherwise for any loss, injury or damage arising directly or indirectly from the supply of this data."]
[408,"Mr. Wong Mondays – Our Hong Kong Tradition","https://studyabroadblog.drexel.edu/2022/10/27/mr-wong-mondays-our-hong-kong-tradition/",0,"One week after arriving in Hong Kong, on a Monday night, I found myself sitting around two old tables, surrounded by unfamiliar faces; a laundry basket filled with drinks was placed next to me, and a steaming hot platter of dumplings was placed in front of me.  At that moment and for the following four hours, I was at Mr. Wong’s.\nHong Kong COVID policies for our arrival\nThe past week of settling into Hong Kong was filled to the brim with trials and tribulations: from navigating the country’s strict COVID policies (which included quarantining in a hotel for three days, then self-monitoring with rapid tests and avoiding dine-in areas for the following four), to unlocking my debit card after it was flagged for fraud at a local ATM, to handling jet lag and a 12-hour time difference from my friends and family in Philadelphia.  After one week, my roommate Julie and I were looking forward to being able to eat out and meet new people, as our quarantine period had conflicted with many of the international welcome events at Hong Kong University.  We were lucky enough to join a group of incoming students in a guided tour of the Central region, during which our tour guide gave me another exchange student’s number.  He said that she and a few others were getting dinner together, and that we would likely be welcome to join.  Obviously, my FOMO and my desire to make friends made me text her right away!\nA few hours of navigating the Hong Kong subway later, Julie and I found ourselves in an alley in the region of Mong Kok, a 30-minute ride from our apartment.  All of the restaurant signs were in Chinese (and we do not read Chinese). After pacing up and down the street for a minute or two, Google Maps lead us to a narrow, brightly lit business; giant red characters adorned the sign, and sliding glass doors gave way to a modest dining area, in which about ten international students were squished around two small tables.  This was Mr. Wong’s, the infamous restaurant where for just HK $88 (about US $11), you received all-you-can-eat and all-you-can-drink.  After we met the others and sat, huge platters were placed in front of us, containing heaps of dumplings and spring rolls, mounds of steamed broccoli with nuts, hearty chicken and beef dishes, pounds of noodles, and fried fish in a pineapple sauce.  It was an amazing first meal out after having to eat in our rooms for the past week, and an almost reassuring breath of fresh air after a stressful start to the abroad experience.   The energetic Mr. Wong himself came up to us right away and immediately started chatting with us.  He might be the most jovial restaurant owners I’ve ever encountered; you could tell how excited he was to joke with us, ask us about our home countries, and serve us.  We spent the next four hours there until the restaurant closed at 10pm and we continued outside on the sidewalk.  With how friendly and open the environment and company were, it was hard to imagine that we had only just met everyone that night.  We waved to Mr. Wong as he closed up shop, got in his car, and drove off into the night, vowing we would return.\nAnd return we did; dubbing it “Mr. Wong Mondays,” an even larger group of us found our way back the following week, and the week after that.  Word had spread fast; there were so many of us that Mr. Wong now puts together about 10 tables out back, forming an L shape in the small alley behind the restaurant!  Just like the first time, he gave us all more than we could eat and drink, teased us and asked about our backgrounds, and made the night memorable.  This personalized and unique dining experience, complete with cheap but delicious food and a spirited host, is definitely a Hong Kong specialty.  I would recommend any international exchange student dine here in their first few weeks; it’s a great way to meet new people and eat your heart out.  It’s certainly become a tradition of ours to frequent Mr. Wong’s, and I’m excited to return in the following weeks.\nLike this:\nLike\nLoading...\nCategory:\nSummer 2022\nTag:\nfood\n,\nHong Kong\n,\nhong kong university\n,\nstudy abroad\n,\nStudy Abroad Fall 2022\n,\ntravel\nPost navigation\nPrevious:\nPrevious post:\nIrish Parents Weekend\nNext:\nNext post:\nProgress Report on Learning Mandarin\nShare this:\nTwitter\nFacebook\nPublished by\nChristina Ludwig\nView all posts by Christina Ludwig"]
[409,"nature","https://www.campaignfornature.org/news/2022/10/31/how-elizabeth-mrema-is-striving-to-affect-a-paris-moment-for-nature",0,"Reuters\nOctober 25, 2022There is a lot resting on the diminutive shoulders of Elizabeth Maruma Mrema. The Tanzanian lawyer, chief executive of the Convention on Biological Diversity, will be leading efforts to strike an historic agreement to protect nature at the COP15 biodiversity summit in Montreal in December.\nAs if that is not enough, she is also co-chair of the Taskforce on Nature-related Financial Disclosures (TNFD), with a goal of creating a framework for companies and investors to report on their nature-related risks: both the impact they have on nature, and their dependencies on nature to conduct their businesses.\nHaving only been appointed in 2021, she and her co-chair, former Refinitiv founder David Craig, are proceeding at warp speed, aiming to produce a workable version of the TNFD by September next year.\nThe timetable has been pushed to come just months after what is hoped to be a “Paris moment” for nature at COP15, a reference to the 2015 Paris climate agreement, with 196 countries signing off the Convention on Biological Diversity’s post-2020 global biodiversity framework (GBF).\nRead More"]
[410,"Capgemini obtains the Global EDGEplus Certification,","https://www.globenewswire.com/news-release/2022/10/26/2541493/0/en/Capgemini-obtains-the-Global-EDGEplus-Certification-demonstrating-its-outstanding-commitment-towards-diversity-and-inclusion.html",0,"Paris,\nOctobe\nr\n26\n2022\n–\nCapgemini\nannounced today that it has\nobtain\ned\nthe EDGE Assess and\nEDGEplus\ncertifi\ncation\ns\nat a\ngl\nobal level\n, showcasing a strong\ncommitment\ntowards gender and\nintersectional\n1\nequity\nwith all its dimensions - such as\nrace and ethnicity, gender\nidentity, sexual orientation, age, nationality, and working with a disability\n."]
[411,"Discovering the foods of Paris","https://www.latimes.com/food/newsletter/2022-10-29/paris-little-africa-vermeer-tomato-soup-protest-godzilla-pastrami-tasting-notes",0,"Since then,\nas Vasquez reports\n, the vendors have struggled to regroup. “The case is a classic battle of negotiation over public space in urban Los Angeles. Despite the city’s embrace of immigrant cuisines and the efforts from nonprofits, organizers, petitions and legislation to legalize street vending, this is a repeated pattern reminiscent of so many chapters in L.A.’s history: The Lincoln Heights Avenue 26 night market, the Leimert Park Village Vendors and the South Central Farm closure all come to mind,” Vasquez writes."]
[412,"APPLY FOR FULLY FUNDED HONG KONG PHD FELLOWSHIP (Deadline : 01/12/2022)","https://unitednationscareers.com/apply-for-fully-funded-hong-kong-phd-fellowship-deadline-01-12-2022/",0,"This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the ..."]
[413,"Singapore commissions its Digital Intelligence Service","https://www.shephardmedia.com/news/digital-battlespace/singapore-commissions-its-digital-intelligence-service/",0,"Singapore has inaugurated its Digital Intelligence Service (DIS). It is the fourth service in the Singapore Armed Forces (SAF) and arguably the first in the region dedicated to digital, electronic and information warfare.\nThe DIS will consolidate some existing C4I and intelligence capabilities into a single entity and tackle threats that previously did not fall under any service.\nIt will have four commands: the Joint Intelligence Command (JIC), SAF C4 Command/Cybersecurity Task Force, Digital Defence Command (DDC) and DIS Training Command. Plus, there is a Digital Ops Tech Center that creates and builds rapid software capabilities to meet operational requirements."]
[414,"LANG 3070 - English Communication for Humanities and Social Science Studies II","https://libguides.hkust.edu.hk/lang3070/techniques",0,"This classic method allows you to search backwards.\nNow modern tools also allow you to search forwards! You can learn more about Citation chaining in the\nCitation Chaining Guide\n& by watching the videos below"]
[415,"HyperX Armada 27 QHD 165 Hz Gaming Monitor Review: Balanced Performance, Premium Image","https://www.tomshardware.com/reviews/hyperx-armada-27-review/2",0,"Monoprice has a 32\" monitor with similar specs for $250, and it's perfectly fine! I took it through all the tests and it's great for me. Probably not the most spectacular HDR but who cares. Not sure why I'd go with anything else until 4k gaming monitors come down in price, and I'll surely be checking out the Monoprice...\nRead More\nReply"]
[416,"eLearning","https://www.jnu.ac.in/sllcs/elearning",0,"A warm welcome to the modified and updated website of the Centre for East Asian Studies. The East Asian region has been at the forefront of several path-breaking changes since 1970s beginning with the redefining the development architecture with its State-led development model besides emerging as a major region in the global politics and a key hub of the sophisticated technologies. The Centre is one of the thirteen Centres of the School of International Studies, Jawaharlal Nehru University, New Delhi that provides a holistic understanding of the region.\nInitially, established as a Centre for Chinese and Japanese Studies, it subsequently grew to include Korean Studies as well. At present there are eight faculty members in the Centre. Several distinguished faculty who have now retired include the late Prof. Gargi Dutt, Prof. P.A.N. Murthy, Prof. G.P. Deshpande, Dr. Nranarayan Das, Prof. R.R. Krishnan and Prof. K.V. Kesavan. Besides, Dr. Madhu Bhalla served at the Centre in Chinese Studies Programme during 1994-2006. In addition, Ms. Kamlesh Jain and Dr. M. M. Kunju served the Centre as the Documentation Officers in Chinese and Japanese Studies respectively.\nThe academic curriculum covers both modern and contemporary facets of East Asia as each scholar specializes in an area of his/her interest in the region. The integrated course involves two semesters of classes at the M. Phil programme and a dissertation for the M. Phil and a thesis for Ph. D programme respectively. The central objective is to impart an interdisciplinary knowledge and understanding of history, foreign policy, government and politics, society and culture and political economy of the respective areas. Students can explore new and emerging themes such as East Asian regionalism, the evolving East Asian Community, the rise of China, resurgence of Japan and the prospects for reunification of the Korean peninsula. Additionally, the Centre lays great emphasis on the building of language skills. The background of scholars includes mostly from the social science disciplines; History, Political Science, Economics, Sociology, International Relations and language.\nSeveral students of the centre have been recipients of prestigious research fellowships awarded by Japan Foundation, Mombusho (Ministry of Education, Government of Japan), Saburo Okita Memorial Fellowship, Nippon Foundation, Korea Foundation, Nehru Memorial Fellowship, and Fellowship from the Chinese and Taiwanese Governments. Besides, students from Japan receive fellowship from the Indian Council of Cultural Relations."]
[417,"Chinese language industrial distant sensing satellite tv for pc agency to double measurement of constellation","https://www.gnflearning.com/chinese-language-industrial-distant-sensing-satellite-tv-for-pc-agency-to-double-measurement-of-constellation/",0,"HELSINKI — Chinese language industrial agency Changguang Satellite tv for pc Know-how says it’s going to broaden its under-construction Jilin-1 constellation from 138 to 300 satellites.\nChangguang Satellite tv for pc, a satellite tv for pc producer and operator primarily based in Changchun, Jilin Province in northeast China, initially deliberate for its Jilin-1 constellation to include 138 satellites in orbit by 2025 to supply 10-minute revisit instances.\nThe 138 satellites will now represent a primary section, to be accomplished by 2023, in response to Changguang Satellite tv for pc official Jia Hongguang, China Information Service\nreported\nOct. 27. The second section will then see the constellation to be expanded to 300 satellites by 2025.\nThe information was reported alongside an\nannouncement\nthat 5 new satellites—Jilin-1 Gaofen 03D08 and Gaofen 03D51-54—had left the manufacturing unit and begun a journey to the Jiuquan Satellite tv for pc Launch Heart within the Gobi Desert.\nChangguang Satellite tv for pc was based in December 2014 as an distant sensing offshoot from the state-owned Changchun Institute of Optics, Advantageous Mechanics and Physics (CIOMP) below the Chinese language Academy of Sciences (CAS).\nThe agency\nsecured\n$375 million in funding for its Jilin-1 undertaking in November 2020 and already has by far the most important Chinese language industrial constellation in orbit. It is without doubt one of the most outstanding and well-funded of the industrial area corporations to have emerged in China since a 2014 coverage choice to open up the sector to personal capital.\nJilin-1 satellites typically ship panchromatic imagery with a decision of between 0.50 and 0.75-meters. Different satellites within the constellation have video, multispectral, multipurpose, infrared and different capabilities. Information merchandise are being commercialized by HEAD Aerospace, headquartered in Beijing.\nA brand new batch of 16 Jilin-1 satellites had been\nlaunched\nAug. 10, which means the agency now has 70 satellites in orbit. 10 of the brand new satellites had been Jilin-1\nGaofen 03D\noptical satellites designed to ship 75-centimeter decision from an altitude round 535 kilometers.\nThe six others had been Jilin-1 Hongwai 1 (“infrared 1”) satellites with infrared imaging payloads, whereas additionally geared up with GNSS occultation devices developed by\nYunyao Aerospace\n, a Chinese language industrial satellite tv for pc climate information agency.\nChangguang Satellite tv for pc acknowledged in Might that the Jilin-1 constellation can revisit any spot on Earth 17 to twenty instances a day, following a\nlaunch of eight satellites\nMight 4. The agency says it gives distant sensing information and product providers to be used in sectors together with agriculture, forestry, oceans, environmental safety, city development, and scientific experiments.\nThe growth of the Jilin-1 constellation follows considerations raised by China over the usage of U.S. industrial satellite tv for pc constellations within the Ukraine battle, together with communications through SpaceX’s Starlink satellites but in addition imagery from corporations corresponding to Maxar.\nThe Individuals’s Liberation Military Each day, the official newspaper of China’s army forces and mouthpiece of the China Navy Fee, ran a\ncommentary (\nChinese language\n), printed April 11, noting that corporations corresponding to Maxar and Black Sky offered satellite tv for pc imagery of Russian troop actions to Ukraine following Russia’s invasion in February.\nThe commentary claims the U.S. has lately been “selling the development of so-called ‘area resilience’, making an attempt to blur the boundary between army and civilian spheres,” bringing industrial entities and most of the people into the area arms race with a view to strengthen its dominant place in area. It additionally framed the U.S. signing of greater than 100 area situational consciousness agreements as an try to create a “area NATO” alliance.\nOn the similar time, considerations over China’s progress have been famous by the US. Gen. David Thompson, U.S. vice chief of area operations, stated the U.S. House Pressure is more likely to see continued funding will increase to counter China’s speedy advances in its area program,\nSpaceNews\nreported Oct. 25.\n“They’re constructing and fielding area capabilities at an unimaginable tempo,” stated Thompson. In simply 5 years, China has deployed greater than 260 imaging satellites and about 50 navigation satellites, he added. “Their area capabilities are nonetheless not fairly nearly as good as ours, however they’re actually, actually good. And so we have now to imagine that they’re a peer competitor in that regard.”\nIn the meantime, a Russian official talking at a United Nations assembly on outer area safety Oct. 26\nwarned\nthat industrial methods as “quasi-civilian infrastructure might turn out to be a legit goal for retaliation,” over developments in Ukraine."]
[418,"Arts Election Lays Bare Hong Kong Censorship Fears","https://www.barrons.com/news/arts-election-lays-bare-hong-kong-censorship-fears-01666923608",0,"Visitors take in the Chinese artist Wang Guangyi's \"Art and Politics\" at the M+ art museum in Hong Kong\nPeter PARKS\nText size\nThree years after his failed first attempt, Chinese painter Zhao Zhijun got what he wanted: an elected role to influence Hong Kong's arts industry at a time when free expression is being stifled by Beijing.\n\"I don't think art should be mixed up with politics,\" said Zhao, a native of the autonomous Inner Mongolia region of China who settled in Hong Kong and retains close ties with Beijing's tightly controlled artistic establishment.\nMost arts organisations in Hong Kong rely on government subsidies, and the Arts Development Council is the gatekeeper for more than HK$100 million ($12.7 million) of annual funding.\nThe council's latest reshuffle offered a glimpse of how Beijing's new political order has upended the city's art scene, and how local artists are struggling to overcome censorship and find room to manoeuvre.\nAs a semi-official organisation, most of the council's 27 members are appointed by the government. Only 10 seats are chosen by the industry -- which in recent years favoured artists outspoken about democracy and human rights.\nChinese artist Zhang Xiaogang's 'Big Family No.17-1998' is displayed at Hong Kong's M+ art museum\nPeter PARKS\nThe 2019 race coincided with Hong Kong's huge and often violent democracy protests and Zhao -- viewed as an outsider because of his background and the language barrier -- lost in a landslide.\nBeijing has since imposed a far-reaching political crackdown, instituting a mainland-style orthodoxy that stresses patriotism and national security.\nThis week's council election took place under new rules that restricted the voter base and required all candidates to secure backing from a committee of Beijing loyalists.\n\"In 2019, the pressures of politics left me discouraged ... (This time) the atmosphere is very calm,\" Zhao told AFP after his victory.\nHong Kong officials have said they want the city to become a global arts hub, something critics worry censorship concerns will prevent\nISAAC LAWRENCE\nHong Kong officials say they want the city to become a world-class international arts hub, but critics wonder if local artists can survive, let alone thrive, in the current climate.\nLast year, the council cut short a three-year grant to non-profit film distributor Ying E Chi after it released a documentary on a violent university campus standoff between protesters and police.\nThe distributor had been receiving around $90,000 a year in grant money, which was sorely needed to finance screenings of independent films, according to Ying E Chi's artistic director Vincent Chui.\n\"In a letter, (the Council) said our documentary 'caused great public concern and had a negative effect on society', so they cut us off,\" Chui told AFP.\n\"That is a very subjective assessment. How can I work with that? What are their rules and how am I supposed to follow them?\"\nWeeks later, three pro-democracy artists resigned from their elected council seats, one saying he feared for his safety.\nM+ museum visitors stand in front of a series of portrait paintings by Chinese artist Geng Jianyi titled \"The Second State\"\nPeter PARKS\nFew opposing voices remained by the time new election rules for the council were introduced in May, changes authorities said would ensure \"national security elements\" were addressed.\nCouncil member Kwong Wai-lap told AFP the government had rushed through the changes without public consultation, adding there was an implicit threat that elections could be scrapped entirely.\n\"If we voted down the 'improved' mechanism, it was very likely that 100 percent of the members would be appointed. If we accepted, at least some of the seats will be democratically chosen,\" he said.\nCreative freedom was a core issue in the election three years ago, with 11 of the 19 candidates listing it on their platforms.\nNone of the 15 candidates did that this year. Instead, two-thirds mentioned how Hong Kong should better integrate into China's regional development blueprint.\nThe election ended with only 857 ballots cast among 6,993 total voters who work as artists or in the art industry -- a 12.3 percent turnout that was the lowest since 2001, and roughly a quarter of the 2019 number.\nCouncil chief executive Winsome Chow blamed the turnout on the shortened preparation time due to the rules changes and said fewer people had to vote because only five of the 10 seats were contested.\n\"I don't think this year's election is less competitive... Whether (voters) choose to come or not, that I cannot control,\" she told AFP.\nAsked about censorship fears, Chow said artists should \"trust our peers and our system\".\n\"We provide funding to people in the industry to create, exhibit and pursue their artistic goals. We are not paying them to do other things,\" she said.\nWinton Au, a psychology professor who was elected on Monday to represent theatre workers, said he believed there was still space to operate within the system.\n\"I hope we can avoid self-censorship ... We all want creative freedom, to say what we want to say.\""]
[419,"Barcelona OUT of the Champions League! Blaugrana eliminated without kicking a ball as Inter beat Plzen","https://www.goal.com/en-us/news/barcelona-out-champions-league-blaugrana-eliminated-inter-beat-plzen/blt76319c92ef547682",0,"Barcelona\nUEFA Champions League\nBarcelona vs Bayern München\nBayern München\nInternazionale vs Viktoria Plzeň\nInternazionale\nViktoria Plzeň\nBarcelona have been eliminated from the Champions League after Inter beat Viktoria Plzen to ensure they join Bayern Munich in the round of 16.\nBarca stuck in third place after Inter win\nCatalans drop into Europa League\nUpset financially devastating for Barca\nWHAT HAPPENED?\nAn\nEdin Dzeko double and goals from Henrikh Mkhitaryan\nand Romelu Lukaku saw Inter beat the Czech team 4-0 in the early kick-off on Wednesday, giving them 10 points from five matches, while Barca sit six points behind them in third place before their meeting with Group C leaders Bayern.\nTHE BIGGER PICTURE:\nThe relegation to the Europa League is a devastating financial blow to the Camp Nou side. Barca were forced to sell off assets over the course of the summer to fund their spending spree in the window, bringing in the likes of Robert Lewandowski, Raphinha and Jules Kounde in big-money deals. But without Champions League windfall, the club's expected earnings for this year will plummet and that may cause serious problems for Xavi's team.\nIN THREE PHOTOS:\nGetty\nGetty\nGetty\nDID YOU KNOW?\nHeading into Wednesday's match against Bayern, Barca had lost nine of their 12 Champions League clashes with the German giants. The only team to have lost more against a single opponent is Bayern, who have lost 10 times to Real Madrid.\nTHE VERDICT:\nScary times at Camp Nou!\nThe result will be brutal for Barca\nOne famous spectator sees the bright side\nMaybe Barca should make light of the upset\nWHAT NEXT FOR BARCELONA?\nAfter the midweek disappointment, Barca will turn their attention back to La Liga as they welcome Valencia to Camp Nou on Saturday.\nWho will win the UEFA Champions League this season?\nManchester City\nParis Saint-Germain\nLiverpool\nOther team\n51255\nVotes\nThanks for voting.\nResults will be shared soon.\nWho will win the UEFA Champions League this season?\n33%\nManchester City\n17%\nParis Saint-Germain\n10%\nLiverpool\n40%\nOther team\n51255\nVotes\nPlay the only 2022/23 game with the UEFA Champions League on FIFA 23!\nBUY FIFA 23 NOW\nEditors' Picks\nFootball stars go all out for Halloween 🎃\nRanked: Rashford's top 10 Man Utd goals 👌\nAgent confirms Pogba out of World Cup 😢\nHave your say on GOAL to enter our prize draw!\nArsenal make it 13 wins in a row while Spurs score eight 🤯"]
[420,"in Singapore","https://mindgrowth.net/do-you-want-to-be-a-private-tuition-teacher-in-singapore/",1,"Are you thinking of a career shift and becoming a private tuition teacher in Singapore? Or maybe you want to supplement your income by becoming a part-time private tutor? You need to choose where you apply, and you’re making the right choice if you choose to apply for tuition assignments with agency in Singapore. Whether you’re a well-experienced teacher or a first-time tutor and a rookie in the tutoring industry, when you apply with\nFamilyTutor\n, you’re assured of getting home tuition or online tuition sessions or assignments regularly.\nWhy apply with FamilyTutor?\nWe fully understand the stiff competition for\nprivate tutors in Singapore\n. You might be thinking that there may be other tutors who may be better qualified and experienced, or there may not be enough tuition jobs available because of the numerous tutoring services and tutors doing business in Singapore.\nOr perhaps you fear that you may not get the right rates you truly deserve because the tuition agencies may get a higher percentage.\nIn the case of private tuition teacher in Singapore, our tuition agency is a top Singapore name for private or online tutors who are looking for superior tutoring jobs because of how we curate and match. Because of this, our tutors are well compensated within their expected hourly rate. Aside from this, we make sure that tutors are matched to jobs that fit their schedule, enjoy tutoring their students because many of their tuition jobs are long-term, and are assured that we are always there to support them as a mediator should they encounter difficulties with students. In short, we take care of our tutors.\nHighest level of tutor satisfaction\nAside from being a top tuition job provider, this\nfamilytutor.sg\nhas the highest level of tutor satisfaction, making us the number one tuition provider in Singapore. We understand and acknowledge that a private home tutor is very important to every student’s education. This is why we go to great lengths to ensure that we give perfect matches between tutors and students. We understand that students should feel comfortable with the tutors and tutors should also be matched with a family of similar values for the private home tuition to be successful for all parties concerned.\nWhile our agency focuses on fulfilling the student’s needs, it also puts equal emphasis on taking good care of our tutors.\nOur high level of satisfaction is all over our customer testimonials and social media platforms. This high level of service is greatly recognised by credible media outlets such as The Smart Local Singapore and The Straits Times. We are also a recipient of the 2020 Corporate Live Wire Singapore Prestige Award. All our full-time and part-time tutors are graduates or undergraduates from the National University of Singapore, Nanyang Technological University Singapore, Singapore Institute of Technology, Singapore Management University, Singapore University of Technology and Design, and Singapore University of Social Sciences, to name a few.\nFamilyTutor\ncovers all 28 housing districts in Singapore. Our tutors can reach you wherever your home is located. Through the years, we have served, and are still serving, more than 10,000 plus satisfied tutors by ensuring that they get the tuition jobs and rates they deserve. We offer tuition jobs for more than 200 subjects at all levels, so our tutors are well served.\nApply for tuition jobs now!\nIt is so easy to\napply for our tuition jobs\nand assignments.\nFirstly, you only need to fill in the Official Tutor Registration Form so you can provide vital contact and personal information about yourself.\nSecond, you need to join our VIP Tuition Job Telegram Channel. If you don’t have it yet, you can simply download the Telegram message app.\nThe preceding important steps will then include:\nReading the pinned message on the channel (This is important to keep you updated on assignments).\nReceiving tuition jobs on the channel.\nApplying for these jobs through our official website.\nOur agents contacting you.\nStarting the teaching lessons using the provided schedule.\nIt’s that easy!\nFamilyTutor Agency\nThis reliable agency is a well-established and top favourite home tuition agency in Singapore. To ensure your children’s educational growth and grade improvement, we match a suitable tutor for the student while building up rapport and a good relationship with the student’s family. Contact\nFamilyTutor\ntoday.\nRead also : more information about\nibomma"]
[421,"Study - Singapore Training Institutes in India","https://www.freshersworld.com/study-singapore-training-institutes/4343020087",0,"FreshersWorld.com (A TeamLease Company) is the No.1 Jobsite for Freshers in India with over 1.5+ Crore resumes and 60K+ recruiters hiring through us. Apply to Top MNC Jobs / Government jobs by registering now! What’s more? Get daily job alert, placement paper and GK updates every day on your email. FreshersWorld.com (A TeamLease Company) the only website for applying to Govt Jobs and top MNC Jobs all over India. Register Now to benefit from our unlimited fresher focused services!"]
[422,"Salesforce Training in Singapore","https://intellipaat.com/salesforce-training-singapore/",0,"Singapore is known for its booming technology market which is why it has become the nerve-center for tech firms from around the world. Since sales plays a significant role in generating revenue for any business enterprise, smart technologies like Salesforce CRM are widely used by them creating a huge pool of job opportunities for fresh graduates as well as experienced professionals. By joining a best Salesforce training in Singapore, you can increase your chances of getting hired."]
[423,"TAL Education Group Announces Unaudited Financial Results for the Second Fiscal Quarter Ended August 31, 2022","https://www.prnewswire.com/news-releases/tal-education-group-announces-unaudited-financial-results-for-the-second-fiscal-quarter-ended-august-31-2022-301662141.html",0,"BEIJING\n,\nOct. 28, 2022\n/PRNewswire/ -- TAL Education Group (NYSE:\nTAL\n) (\"TAL\" or the \"Company\"), a smart learning solutions provider in\nChina\n, today announced its unaudited financial results for the second quarter of fiscal year 2023 ended\nAugust 31, 2022\n."]
[424,"Technical and Vocational Education Training, TVET, institutions in Kilifi County; Contacts, Fees, How to join and Requirements","https://educationnewshub.co.ke/technical-and-vocational-education-training-tvet-institutions-in-kilifi-county-contacts-fees-how-to-join-and-requirements/",0,"To get a place at a TVET institution, one has to apply via the Kenya Universities and Colleges Central Placement Service (KUCCPS). The available programmes, institutions, minimum entry requirements and the application procedure are always available on the KUCCPS\nStudent’s Portal\naccessible through the Placement Service website\nwww.kuccps.ac.ke\n. KUCCPS sets an application window within which the prospective students can submit their applications. The Entry requirement for all Diploma Courses is a C- and above; D (plain) and above for Certificate while other course categories are open."]
[425,"All Technical Vocational Education and Training Institutions (TVET) in Kenya","https://educationnewshub.co.ke/all-technical-vocational-education-and-training-institutions-tvet-in-kenya/",0,"Approved TVET  Institutions\nNearest Town/Centre\nCounty\nUniversities\n1\nCo-operative University of Kenya\nKaren\nNairobi\n2\nDedan Kimathi University of Technology\nNyeri\nNyeri\n3\nMeru University of Science and Technology\nMeru\nMeru\n4\nTechnical University of Kenya\nNairobi CBD\nNairobi\n5\nTechnical University of Mombasa\nTudor\nMombasa\n6\nMurang’a University of Technology\nMurang’a\nMurang’a\nPolytechnics\n7\nEldoret National Polytechnic\nEldoret\nUasin Gishu\n8\nKabete National Polytechnic\nKabete\nKiambu\n9\nKenya Coast National Polytechnic\nKaloleni\nMombasa\n10\nKisii National Polytechnic\nKisii\nKisii\n11\nKisumu National Polytechnic\nKisumu\nKisumu\n12\nKitale National Polytechnic\nKitale\nTrans Nzoia\n13\nMeru National Polytechnic\nMeru\nMeru\n14\nNorth Eastern Province National Polytechnic (NEP)\nGarissa\nGarissa\n15\nNyeri National Polytechnic\nNyeri\nNyeri\n16\nSigalagala National Polytechnic\nSigalagala\nKakamega\n17\nKenya Technical Trainers College\nGigiri\nNairobi\nTechnical Institutes\n18\nAhmed Shahame Mwidani Technical Training Institute\nChangamwe\nMombasa\n19\nAldai Technical Training Institute\nKobujoi\nNandi\n20\nBahati Institute of Business and Administration Studies\nNakuru\nNakuru\n21\nBaringo Technical College\nKabarnet\nBaringo\n22\nBondo Technical Training Institute\nBondo\nSiaya\n23\nBumbe Technical Training Institute\nBwiri\nBusia\n24\nBunyala Technical and Vocational College\nPort Victoria\nBusia\n25\nBureti Technical Training Institute\nSotik\nBomet\n26\nBushiangala Technical Training Institute\nKakamega\nKakamega\n27\nButere Technical and Vocational College\nButere\nKakamega\n28\nChuka Technical and Vocational College\nChuka\nTharaka Nithi\n29\nDavid M. Wambuli Technical and Vocational College\nWote\nMakueni\n30\nEkerubo Gietai Technical Training Institute\nNyamira\nNyamira\n31\nEmining Technical Training Institute\nMogotio\nBaringo\n32\nEmsos Technical and Vocational College\nMosoriot\nNandi\n33\nEndebess Technical Training Institute\nEndebess\nTrans Nzoia\n34\nGatanga Technical and Vocational College\nGatanga\nMurang’a\n35\nGitwebe Technical Training Institute\nMagwagwa\nNyamira\n36\nGodoma Technical Training Institute\nMatano Manne/Vitengeni\nKilifi\n37\nJeremiah Nyaga Technical Training Institute\nKiritiri\nEmbu\n38\nKaiboi Technical Training Institute\nMosoriot\nNandi\n39\nKajiado West Technical and Vocational College\nNgong\nKajiado\n40\nKapcherop Technical and Vocational College\nKapcherop\nElgeyo Marakwet\n41\nKaren Technical Training Institute for the Deaf\nKaren\nNairobi\n42\nKarumo Technical Training Institute\nKianjai\nMeru\n43\nKasarani Technical and Vocational College\nKasarani\nNairobi\n44\nKatine Technical Training Institute\nTala\nMachakos\n45\nKeroka Technical Training Institute\nKeroka\nKisii\n46\nKiirua Technical Training Institute\nKiirua Market\nMeru\n47\nKipkabus Technical and Vocational College\nKipkabus\nUasin Gishu\n48\nKipipiri Technical and Vocational College\nMawingo Town\nNyandarua\n49\nKipsinende Technical and Vocational College\nFort-Ternan\nKericho\n50\nKisiwa Technical Training Institute\nKabuchai\nBungoma\n51\nKonoin Technical Training Institute\nMogogosiek\nBomet\n52\nKoshin Technical Training Institute\nEldoret\nUasin Gishu\n53\nLaikipia East Technical and Vocational College\nMarina Center\nLaikipia\n54\nLaikipia North Technical and Vocational College\nMowuarak Market Center\nLaikipia\n55\nLaisamis Technical and Vocational College\nLaisamis\nMarsabit\n56\nMaasai Mara Technical and Vocational College\nNarok\nNarok\n57\nMachakos Technical Training Institute for the Blind\nMachakos\nMachakos\n58\nMasai Technical Training Institute\nKajiado\nKajiado\n59\nMasinga Technical and Vocational College\nMasinga\nMachakos\n60\nMathenge Technical Training Institute\nOthaya\nNyeri\n61\nMathioya Technical and Vocational College\nKiria-ini\nMurang’a\n62\nMathira Technical and Vocational College\nMathira\nNyeri\n63\nMatili Technical Training Institute\nKimilili\nBungoma\n64\nMawego Technical Training Institute\nOyugis\nHoma-Bay\n65\nMichuki Technical Training Institute\nKangema\nMurang’a\n66\nMitunguu Technical Training Institute\nMitunguu\nMeru\n67\nMoiben Technical and Vocational College\nMoiben\nUasin Gishu\n68\nMukiria Technical Training Institute\nNkubu\nMeru\n69\nMukurwe-ini  Technical Training Institute\nGikondi\nNyeri\n70\nMumias West Technical and Vocational College\nMumias\nKakamega\n71\nMuraga Technical Training Institute\nChuka\nTharaka Nithi\n72\nMusakasa Technical Training Institute\nBungoma\nBungoma\n73\nNachu Technical and Vocational College\nKikuyu\nKiambu\n74\nNairobi Technical Training Institute\nNgara\nNairobi\n75\nNaivasaha Technical and Vocational College\nNaivasha\nNakuru\n76\nNarok West Technical Training Institute\nNarok\nNarok\n77\nNdia Technical and Vocational College\nSagana\nKirinyaga\n78\nNkabune Technical Training Institute\nMeru\nMeru\n79\nNuu Technical and Vocational College\nMutitu\nKitui\n80\nOkame Technical and Vocational College\nBusia\nBusia\n81\nOl’lessos Technical Training Institute\nKapsabet\nNandi\n82\nPC Kinyanjui Technical Training Institute\nRiruta Satellite\nNairobi\n83\nRift Valley Technical Training Institute\nEldoret\nUasin Gishu\n84\nRunyenjes Technical and Vocational College\nRunyenjes\nEmbu\n85\nSabatia Technical and Vocational College\nSabatia\nVihiga\n86\nShamberere Technical Training Institute\nSouth Kabras\nKakamega\n87\nSiala Technical Training Institute\nRongo\nMigori\n88\nSot Technical Training Institute\nMerigi\nBomet\n89\nSotik Technical Training Institute\nSotik\nBomet\n90\nSt. Josephs Technical Institute for the Deaf-Nyangoma\nNyang’oma Kogelo\nSiaya\n91\nTaveta Technical and Vocational College\nTaveta\nTaita Taveta\n92\nTharaka Technical and Vocational College\nMarimanti\nTharaka Nithi\n93\nThika Technical Training Institute\nThika\nKiambu\n94\nTseikuru Technical Training Institute\nTseikuru\nKitui\n95\nUgenya Technical and Vocational College\nSega\nSiaya\n96\nWeru Technical and Vocational College\nMalindi\nKilifi\n97\nWote Technical Training Institute\nWote\nMakueni\n98\nZiwa Technical Training Institute\nEldoret\nUasin Gishu\nInstitutes of Technology\n99\nCoast Institue of Technology\nVoi\nTaita Taveta\n100\nFriends College Kaimosi\nKaimosi\nVihiga\n101\nKiambu Institute of Science and Technology\nRuaka\nKiambu\n102\nNyandarua Institute of Science and Technology\nNyahururu\nNyandarua\n103\nRamogi Institute of Advanced Technology\nRiat Hills\nKisumu\n104\nRift Valley Institute of Science and Technology\nNakuru\nNakuru\n105\nSang’alo Institute of Science and Technology\nBungoma\nBungoma\n106\nSiaya Institute of Technology\nSiaya\nSiaya"]
[426,"Speech Therapists For Kids In Singapore","https://www.littlestepsasia.com/singapore/learn/special-needs/kids-speech-therapists-singapore/",0,"DINOSAUR SPEECH THERAPY: Speech Therapy For Kids At Tanglin, Singapore\nDinosaur Speech Therapy\nis team of highly experienced therapists committed to a philosophy of a child-directed, enjoyable approach. The therapists work with caregivers on individualised plans that help children become independent learners and problem-solvers. They specialise in the treatment of communication difficulties associated with children with Autism Spectrum Disorder (ASD) and also have extensive experience with children of all ages with speech delay/disorder, language delay/disorder, social skills/social communication, stuttering, dysphonia (voice disorders), among others. Unsure what help your child might need? Book a free non-obligatory consultation to understand their needs better.\nDinosaur Speech Therapy\n, 308 Tanglin Road, #01-02 Phoenix Park, Singapore 247974, +65 8028 8535 (call/WhatsApp),\nrawr@dinosaurspeechtherapy.sg\n,\nwww.dinosaurspeechtherapy.sg"]
[427,"rincipal convicted of","https://www.usatoday.com/story/news/nation/2022/10/26/former-principal-convicted-abusing-students/10607981002/",1,"ROCHESTER, N.Y. — A jury Monday determined that former New York principal\nKirk Ashton\nsexually abused 21 young boys on school grounds.\nThe number of victims in the criminal case made this one of Monroe County's worst cases of sexual abuse in recent memory, and the revelations that\nAshton's actions had gone unreported for years\nin an elementary school angered parents.\nThe jury Monday convicted Ashton of 46 counts — eleven counts of sexual abuse in the first degree, 17 counts of course of sexual conduct against a child and 18 counts of endangering the welfare of a child.\nJury deliberations began late Thursday.\nAshton, the principal at Northwood Elementary School in Hilton, New York, between 2004 and April 2021, was suspended last spring after he was accused of sexually abusing students at the school, dating back to 2014. He was accused of the abuse of boys between 8 and 12 years old. He resigned months after the suspension.\nThe\ndistrict is facing multiple lawsuits\nin state and federal court. The school district has claimed in some cases that Ashton, and not the district, should be responsible for any liability.\n'You lose a lot of emotions':\nFormer Boy Scouts push for new Ohio law as they seek relief for child sex abuse\nMore than two dozen former students, all boys, testified at Ashton's trial this month in Monroe County Court. Some of them detailed how Ashton touched their private parts under their clothing on numerous occasions while in his office at the school. Often, he had the children sit on his lap during meetings in his office, the victims testified during the trial.\n\"\nKirk Ashton\ntargeted those who needed extra support and instead of providing a safe environment, he groomed these children,\" District Attorney Sandra Doorley said in a statement. \"These victims showed incredible resiliency that we hope will benefit them in their continued journey of recovery.\"\nWhat led to arrest of Kirk Ashton\nAshton's arrest, which shocked district parents, teachers and others in the school, came about after\nBivona Child Advocacy Center\ntook its curriculum into the school, telling children about sexual abuse.\nA short time later, police were alerted that Ashton may have molested a boy. Within days, that investigation grew from allegations of one abused student to criminal charges alleging Ashton had molested nine students on school grounds. In all, he was accused of sexually abusing 26 children in a 9-year-span at the school. The oldest victim is now in his 20s.\nAshton is scheduled to be sentenced Nov. 23 by state Supreme Court Justice Alex Renzi.\nAshton \"hand selected just boys, but after what we saw the last three weeks they were not just boys – they were brave boys who came into court and testified to their principal’s predatory behavior,\" Assistant District Attorney Sara Vanstrydonck said in a statement Monday. \"I am in awe of the victims who had the strength and courage to face their abuser in court and are ultimately responsible for today’s conviction.\"\n\"Justice is a key step in the healing process for the victims, their families and the whole community,\" Bivona CEO Daniele Lyman-Torres said in a statement, noting that there is much more work to be done to ensure this does not continue to happen. \"We all have the responsibility to keep children safe from abuse.\""]
[428,"Still part of suit vs. PGA Tour out of 'principle'","https://www.espn.com/golf/story/_/id/34890856/bryson-dechambeau-part-suit-vs-pga-tour-principle",0,"Oct 27, 2022\nMark Schlabach\nESPN Senior Writer\nClose\nSenior college football writer\nAuthor of seven books on college football\nGraduate of the University of Georgia\nFollow on Twitter\nFacebook\nTwitter\nFacebook Messenger\nPinterest\nEmail\nprint\nMIAMI --\nBryson DeChambeau\ntold ESPN on Thursday that he remains a plaintiff in LIV Golf's federal antitrust lawsuit against the PGA Tour because the PGA Tour won't pay him a $1.75 million bonus it owes him as part of its Player Impact Program.\nDeChambeau, speaking to ESPN before playing in the LIV Golf Team Championship Pro-Am at Trump National Doral Golf Club, said the PGA Tour paid him only half of the $3.5 million bonus he earned by finishing fifth in the inaugural PIP standings in 2021.\n\"It's not about the money; it's about the principle,\" DeChambeau said. \"It's the way you deal with situations.\"\nEditor's Picks\nMickelson: LIV Golf 'force that's not going away'\n5d\nAssociated Press\nMcIlroy: PGA-LIV feud getting 'out of control'\n6d\nReuters\nPGA Tour files federal suit vs. LIV's Saudi backers\n11d\nMark Schlabach\n2 Related\nDeChambeau said he received his first payment of $1.75 million on Feb. 15. He said there were two requirements for receiving the second payment: Play in a regular PGA Tour event he hadn't competed in during the previous four seasons and make an appearance at a charity event.\nDeChambeau said he fulfilled the first requirement by playing in the Valero Texas Open in early April. DeChambeau said he tried to fulfill the second one by appearing at a charity event for First Tee in Dallas next month. DeChambeau says he was told by the PGA Tour that the appearance wouldn't fulfill the requirement because he is no longer a PGA Tour member in good standing.\n\"They said because you're not in good standing, we're not allowing you to do something to help out junior golf and junior golfers,\" DeChambeau said. \"To me, that's childish. It just shows where they stand emotionally. I respect and understand it, but when you've completed something and provided entertainment for them last year, that's the reason I'm in the lawsuit.\"\nThe PGA Tour didn't immediately respond to ESPN's request for comment Thursday.\nDeChambeau, whose eight PGA Tour victories include the 2020 U.S. Open, joined LIV Golf on June 10. He reportedly received a guaranteed contract worth more than $125 million.\nDeChambeau, 29, was among the 11 LIV Golf players who sued the PGA Tour in federal court in California on Aug. 3, alleging the tour was using its monopoly power to quash competition and that it had discouraged TV networks, vendors and other companies from working with LIV Golf. The PGA Tour filed a countersuit, in which it accused LIV Golf of interfering with its contracts with players.\nLIV Golf joined its players as a plaintiff in the lawsuit on Aug. 28. Since then, eight players, including six-time major champion\nPhil Mickelson\n, have removed themselves from the case. DeChambeau,\nMatt Jones\nand\nPeter Uihlein\nremain as plaintiffs.\n\"It's really been frustrating over the last six years that I've had to deal with [the PGA Tour],\" DeChambeau said. \"It's consistently frustration after frustration of them not handling things correctly.\"\nTwo-time Masters champion\nBubba Watson\n, who also joined LIV Golf but isn't playing this season because of a knee injury, told ESPN on Thursday that he didn't receive the second half of his PIP bonus from the PGA Tour, either. Watson finished 10th in the 2021 PIP standings and was due to receive a $3 million bonus.\n\"I have not received all of my money for something that I won two years ago,\" Watson said.\nLike DeChambeau, Watson said he didn't fulfill the second requirement by appearing at a charity event.\n\"They canceled on me a few times,\" Watson said. \"I was supposed to do some things. They canceled the event, supposed to do another thing, they canceled the event. I guess if you look at it on paper, yes, I didn't fulfill my duty, but I tried to.\"\nWhen Watson was asked how much he would miss the $1.5 million he says he's still owed, he said, \"I'm good. I've been very blessed in my life. I'll be able to eat.\"\nMIckelson finished second in the PIP standings and was supposed to collect $6 million. Two other LIV golfers,\nDustin Johnson\nand\nBrooks Koepka\n, also finished in the top 10 and were entitled to $3 million each. It's unclear whether Mickelson, Johnson and Koepka collected all of their bonuses.\nThe PGA Tour introduced the PIP program to reward players who generated the most positive interest in the PGA Tour during the previous year. The players were graded on a variety of metrics, including social media and TV exposure.\nThe PGA Tour awarded $40 million to the top finishers in the PIP standings;\nTiger Woods\nfinished first and won $8 million. The PGA Tour increased the PIP pool to $50 million for 2022."]
[429,"React JS Certification Training Course in Singapore","https://www.edureka.co/reactjs-redux-certification-training-singapore",0,"React (or React.JS) is a front-end Javascript language that allows you to create UI components for your web site. It is a library that allows you to create dynamic, interactive single-page applications or full-scale web apps. React Native allows you to create native mobile apps for the iPhone and Android phones. React Native is still React. This means that the syntax and workflow of building applications are the same as React. However, the generated components are not the same. React generates web components. React Native allows the components to interact with native APIs on a phone. React is a good choice if you are interested in web development. If you want to build mobile applications, it is best to learn React first and become familiar with the technology before you try React Native."]
[430,"education","https://theexchange.africa/countries/eac-technical-skills-vocational-education-training/",1,"University education is considered the axle for propelling economic growth and uplifting countries, and this is no different for vocational education and training in East Africa which helps narrow the lack of skilled workforce gaps.\nBut the reality on the ground paints a negative picture, according to a World Bank report in 2017 that further reveals that the enrollment rates for higher education in sub-Saharan Africa are by far the lowest in the world at 6 per cent.\nTechnical and Vocational Education and Training (TVETS) could offer a solution that could help address this problem that pervades vocational education and training in East Africa. Ironically, some countries like Kenya have hundreds of thousands of unemployed graduates.\nThe report also suggests that Nigeria, South Africa and Ethiopia have the highest number of universities, standing at 150,136 and 134, respectively, although Uganda tops the ladder in the East African region with 46 universities followed by Kenya at 39 while Tanzania has 33. For vocational education and training in East Africa, there are even fewer well-funded centres to provide the required services. This is a challenge affecting higher education in sub-Saharan Africa, generally.\nDespite these high numbers of universities which should translate into economic growth’ based on the number of graduates churned out, experts argue that 90 per cent of the graduates do not meet job market skills.\nMost companies in the East African region have to retrain graduates on the on-the-job incurring extra cost.\nAlex Awiti, Vice Provost and Interim Dean, the Graduate School of Media and Communication, Aga Khan University, believes that Kenya needs to re-evaluate its university education curriculum to propel its economy through skills required in today’s job market.\n“The contradiction of unemployed graduates and a lack of skilled workforce is a problem that Kenya is facing as a result of poor training at the university level and that’s why as a country we continue to produce half-baked graduates who have no industry skills that can scale up our productivity level,” he posits.\nHe added, “Today, most of our students are not enrolling in areas like engineering and science; these areas face shortages of human resources and capacity within science, technology, engineering, and mathematics as well as agriculture and health. We should focus on these areas to ensure that we have well-competent graduates.”\nRead Also:\nCan Higher Education in Africa achieve the UN’s Sustainable Development Goals?\nThis is why East African states must adopt technical skills to lower the high degree of unemployment in the region. Vocational education and training in East Africa could help address this challenge and could be a solution for higher education in sub-Saharan Africa.\nAccording to Dr. Kevit Desai, Kenya’s Principal Secretary in the State Department of Technical and Vocational Training (TVET), Ministry of Education.\n“Education and training for productive employment is important for economic growth and development. Technical and Vocational Education and Training (TVET) is an aspect of the educational process which is viewed as a tool for productivity enhancement towards achieving economic growth. TVET focuses on practical applications of skills learned and are intended to prepare trainees to become effective professionals in a specific vocation. It also equips trainees with a broad range of knowledge, skills, and attitudes indispensable for meaningful work and life participation.”\nBy embracing TVETS, unemployed graduates could reduce since TVETS offer skills that help with job creation reducing unemployment.\nIn order for the East African region and the African continent at large to aspire to join the ranks of developed countries, the need to reduce the lack of skilled workforce becomes even more necessary which could provide solutions to higher education in sub-Saharan Africa.\nDr. Awiti advises, “East Africa needs a skilled labour force to construct and maintain roads, buildings, railways, and bridges. Training individuals to be technically skilled mechanics, engineers, shoemakers, and garment makers increases a country’s competitiveness globally. Individuals who acquire TVET training in jewellery-making, auto and refrigerator repairs, electronic repairs and other skills often set up their own businesses and enroll new entrants for training.”\nThis would definitely help reduce cases of unemployed graduates since there would be more opportunities directly or indirectly created through skills attained in TVETS.\nAccording to the World Bank, skilled workers enhance the quality and efficiency of product development, production, and maintenance and supervise and train workers with lesser skills. As a matter of fact, countries with well-established TVET systems tend to enjoy lower youth unemployment.\nThis is because the orientation of TVET coupled with the acquisition of employability skills allows it to address issues such as skills mismatch that has impeded smooth school-to-work transitions for many young people. Lower youth unemployment is key to improving lives and building stronger communities necessary for growth.\nThere is no doubt that Kenya, Tanzania and Rwanda are leading their East African counterparts in promoting technical skills training in their respective countries.\nRead Also:\nTanzanian government move to enable smooth access to education\nIn 2016 Ethiopian Minister of State for Science and Higher Education, Dr. Abdiwasa Abdilahi officiated at the Eastern Africa Skills for Transformation and Regional Integration Project (\nEASTRIP\n) launch.\nThe project saw three East African countries, namely Ethiopia, Kenya and Tanzania, participate in the project. The project supports the development of highly specialized Technical and Vocational Education and Training programmes as well as industry-recognized short-term certificate-level training. It will target regional priority sectors in transport, energy, manufacturing and ICT. With its adoption, unemployed graduates will find skills they can use to create employment themselves.\nAs a classic case for higher education in sub-Saharan Africa, the World Bank financed EASTRIP with an International Development Association loan of US$210 million and a grant of US$83 million.\nUS$8 million of the grant will go to the Inter-University Council for East Africa (IUCEA) to facilitate and coordinate the project and implement regional initiatives that would promote the mobility of students and faculty within and beyond the region and to establish a community of practice of TVET in the region.\nDr. Abdilahi said, “When you look at countries like China, Singapore, South Korea, and Taiwan they have invested heavily and successfully adopted policies for promoting technical training, which have resulted in the emergence of a highly skilled workforce. These countries successfully used technical and vocational training to upskill their economies, which made their workers more productive and their respective economies more innovative. It, therefore, becomes increasingly clear that skills development policies such as TVETs play a critical role in national development.”\nIn these countries, there are few unemployed graduates since there are means and ways of creating employment reducing the lack of skilled workforce.\nScaling up TVET\nDr. Desai is urging East African states to link TVET sector to the informal sector. East African growing unemployment has forced large numbers of youth to pursue employment in the informal sector, mostly through self-employment or entrepreneurship. It is not surprising that the region has over 80 per cent of workers in the informal sector, either engaged in agriculture or in urban informal economic activities such as selling, where low and unpredictable earnings, poor working conditions, and low productivity are pervasive. In Kenya and Rwanda for instance, three out of four workers are employed in the informal sector.\nHe added, “The high rates of informality are largely due partly to the upsurge in labour supply compared to the limited pace of job demand in Africa’s formal sector. The informal sector in East Africa has the potential for employment; there is always the debate about formalizing informal activities due to their unregulated nature. Bringing informal sector activities under a regulatory environment, among others, increases fiscal revenues to the state and facilitates access to formal financial services which is necessary for business upscaling to enhance job creation, and consequently growth.”\nDr. Desai revealed that the challenge is how TVET training can produce graduates with skills that can respond to the needs of a highly competitive and dynamic global market and industry.\n“As a country, we have proposed linking formal education to industry needs and demands. In the same way, employment concerns should lead to strengthened links between TVET skills and industry demands in the economy. This requires strong collaboration between TVET institutions, the private sector and industry stakeholders in organizing skills training programs and standards, as well as in developing curricula so that training courses in TVET institutions are tailored towards the needs of the industry,” says Dr. Desai.\nDr. Abdilahi is of the opinion that TVET institutions should also keep abreast with labour market analysis and skills forecasts to ensure their training is forward-looking. This will help address the lack of skilled workforce in the region.\n“TVET in the region needs to be redesigned to make it attractive to the youth and for people to understand its implications for national development. Therefore, making the paradigm shift in TVET means developing the mindset that TVET prepares young people to become job creators. This becomes a collective responsibility of the state, parents, industry and productive sectors, and learners or students themselves.\nDr. Desai shares his sentiment that utilizing Africa’s growing youth population comes with developing their technical and vocational skills to respond to the different industry needs. Most fundamental to this is about changing the mindset of the TVET sector. If the sector is to meet the increasing demands of the global labour market, it needs to undergo a major transformation by becoming more efficient and collaborative.\nRead:\nPoor infrastructure, lack of government support hurting Kenya’s Technical Institutes\nTags:\nEast Africa\nEastern Africa Skills for Transformation and Regional Integration Project (EASTRIP)\nTechnical and Vocational Education and Training\nunemployment\nVocational education and training\nWorld Bank"]
[431,"Trader Sênior in Singapore","https://www.glassdoor.sg/Salaries/singapore-senior-trader-salary-SRCH_IL.0,9_IM1123_KO10,23.htm",0,"The average salary for Trader Sênior is $200,000 per year in the Singapore Area. The average additional cash compensation for a Trader Sênior in the Singapore Area is $65,000, with a range from $8,001 - $780,000. Salaries estimates are based on 21 salaries submitted anonymously to Glassdoor by Trader Sênior employees in the Singapore Area."]
[432,"The Pareto Principle: Reduce Your Workload with the 80/20 Rule","https://openup.com/blog/pareto-principle/",0,"As its name would suggest, the Pareto method can be traced back to Italian sociologist and economist\nVilfredo Pareto\n. In 1906, he discovered that\n20% of the Italian population owned 80% of the land\n. Pareto then went on to research the income levels in European and South American countries, developing the\nsocial pyramid\nwith poor people at the base and rich people at the top. Since then, the Pareto Principle has mainly been applied to economics."]
[433,"Organisation","https://www.edb.gov.hk/en/about-edb/info/organisation/index.html",0,"Organisation\nSecretary for Education\nDr CHOI Yuk-lin, JP\nTel: 2810 2657sedoffice@edb.gov.hk\nView More about this department\nToggle\nUnder Secretary for Education\nSZE Chun-fai, Jeff, JP\nTel: 2810 3802sedoffice@edb.gov.hk\nToggle\nPolitical Assistant to SED\nMs SIU Ka-yi\nTel: 2810 3781sedoffice@edb.gov.hk\nPermanent Secretary for Education\nMs Michelle LI, JP\nTel: 3509 8518psedoffice@edb.gov.hk\nToggle\nDeputy Secretary (Ed) 1 Further and Higher Education Branch\nLEE Chung-sin, Esmond, JP\nTel: 3509 8511dsed1@edb.gov.hk\nView More about this department\nDeputy Secretary (Ed) 2 Planning, Infrastructure and School Places Allocation Branch\nMs Wendy LEUNG\nTel: 3509 8512dsed2@edb.gov.hk\nView More about this department\nDeputy Secretary (Ed) 3 School Development and Administration Branch\nTO Wing-hang, Edward, JP\nTel: 3509 8513dsed3@edb.gov.hk\nView More about this department\nDeputy Secretary (Ed) 4 Professional Development and Special Education Branch\nMs CHAN Mo-ngan, Teresa\nTel: 3509 8514dsed4@edb.gov.hk\nView More about this department\nDeputy Secretary (Ed) 5 Curriculum and Quality Assurance Branch\n-\nTel: 3509 8515dsed5@edb.gov.hk(Doubling up by NG Ka-shing, Joe and Ms AU Wan-sze, Wendy w.e.f. 27.10.2022)\nView More about this department\nDeputy Secretary (Ed) 6 Corporate Services Branch\nMs HO Lai-sheung, Cora, JP\nTel: 3509 8516dsed6@edb.gov.hk\nView More about this department"]
[434,"Kong Armor Deck Rescue Painters Transform West Chester, Ohio Deck with Extreme Weathering!","https://kongarmor.com/kong-armor-deckrescuepainters-westchesterohio/",0,"After that, we teamed up with\nSimpson Strong tie\n, a deck brace manufacturer and brought in over 20 braces to add to the wobbly rail system. Additionally we used two large 90 degree corner Braces with very thick gauge to cover the gap in the shrinking band board on both corners of the deck. These were heavy duty braces that covered the gap plus re-fortified the connection and corners of the deck."]
[435,"2023 school calendar (2023 term dates for primary and secondary schools)","https://educationnewshub.co.ke/2023-school-calendar-2023-term-dates-for-primary-and-secondary-schools/",0,"Thank-you for availing the school calendar. Hope it will not be changed since changes have negatively affected so many sectors of the economy including parents, religious programs which happen during school holidays among others. We now want to catch up.\nThanks"]
[436,"Best Grade 7 & 8 Junior Secondary Schools Per County (Machakos)","https://educationnewshub.co.ke/best-grade-7-8-junior-secondary-schools-per-county-machakos/",1,"WhatsApp\nTwitter\nFacebook\nGoogle+\nLinkedin\nTelegram\nBest Grade 7 & 8 Junior Secondary Schools Per County (Machakos)\nHere is a list of all the best Private schools approved to offer junior secondary school education in the County:\nName of School\nCounty\nSub County\nschool type\nCategory\nNumber of classes\nClass Capacity\nTotal Capacity\nGOODRICH SCHOOLS\nMACHAKOS\nMavoko\nPRIMARY\nDAY SCHOOL\nMIXED\n20\n30\n260\nVIRAJ INTERNATIONAL ACADEMY\nMACHAKOS\nATHI-RIVER\nSECONDARY\nBOTH DAY A\nMIXED\n96\n40\n4400\nMutungoni academy\nMACHAKOS\nAthi river\nSECONDARY\nBOTH DAY A\nMIXED\n3\n60\n180\nBridgan girls high\nMACHAKOS\nAthi river\nSECONDARY\nBOARDING\nGIRLS\n3\n135\n600\nKoma ranch high school\nMACHAKOS\nMatungulu\nSECONDARY\nBOTH DAY A\nBOYS\n2\n80\n360\nNorthGate School Komahill\nMACHAKOS\nMatungulu\nSECONDARY\nBOTH DAY A\nMIXED\n12\n40\n300\nAIC MATHEINI\nMACHAKOS\nMATUNGULU\nPRIMARY\nBOTH DAY A\nMIXED\n2\n35\n70\nA. B. C KATHIANI ACADEMY\nMACHAKOS\nKATHIANI\nPRIMARY\nBOTH DAY A\nMIXED\n3\n40\n120\nTUMAINI INTERNATIONAL GIRLS HIGH SCHOOL-\nMACHAKOS\nMWALA\nSECONDARY\nBOARDING\nGIRLS\n9\n40\n500\nPREMESE JUNIOR SECONDARY SCHOOL\nMACHAKOS\nMachakos\nPRIMARY\nBOTH DAY A\nMIXED\n3\n45\n135\nKangundo Junior Academy\nMACHAKOS\nMatungulu\nPRIMARY\nBOTH DAY A\nMIXED\n6\n40\n240\nMasii mwangaza school\nMACHAKOS\nMwala\nSECONDARY\nBOARDING\nGIRLS\n6\n40\n300\nST CLARENCE EDUCATIONAL CENTRE\nMACHAKOS\nMATUNGULU\nPRIMARY\nBOTH DAY A\nMIXED\n11\n40\n440\nST CATHERINE GIRL’S HIGH SCHOOL – MACHAK\nMACHAKOS\nKATHIANI\nSECONDARY\nBOARDING\nGIRLS\n2\n30\n60\nJONAZARIA ACADEMY\nMACHAKOS\nKATHIANI\nPRIMARY\nBOTH DAY A\nBOYS\n2\n30\n60\nKATHAAYONI ACADEMH\nMACHAKOS\nMACHAKOS\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n150\n320\nJEWEL HOUSE SCHOOL\nMACHAKOS\nATHI RIVER\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n80\nSOFIA ACADEMY\nMACHAKOS\nYATTA\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n35\n340\nST.STEVENS SCHOOLS\nMACHAKOS\nATHIRIVER\nSECONDARY\nBOTH DAY A\nMIXED\n8\n50\n400\nST.STEVENS  SECONDARY SCHOOL\nMACHAKOS\nATHIRIVER\nSECONDARY\nBOARDING\nMIXED\n7\n50\n350\nUPWAYS ACADEMY\nMACHAKOS\nMATUNGULU\nPRIMARY\nDAY SCHOOL\nMIXED\n13\n35\n455\nEARLYBIRD JUNIOR HIGH SCHOOL\nMACHAKOS\nMACHAKOS\nPRIMARY\nBOTH DAY A\nMIXED\n20\n30\n600\nEdustep Kyua Academy\nMACHAKOS\nYATTA\nPRIMARY\nBOTH DAY A\nMIXED\n3\n45\n135\nGOODRICH INTERNATIONAL SCHOOLS\nMACHAKOS\nMAVOKO\nPRIMARY\nDAY SCHOOL\nMIXED\n20\n30\n251\nKitengela International school KISC\nMACHAKOS\nAthiriver\nPRIMARY\nDAY SCHOOL\nMIXED\n37\n35\n900\nMachakos Academy Girls High School\nMACHAKOS\nMachakos\nSECONDARY\nBOTH DAY A\nMIXED\n6\n40\n240\nkonza technocity girls school\nMACHAKOS\nKalama\nSECONDARY\nBOARDING\nGIRLS\n17\n40\n400\nPremese Greenhill Junior Secondary School\nMACHAKOS\nMachakos\nPRIMARY\nBOTH DAY A\nMIXED\n5\n40\n200\nKanaani Fountain Academy\nMACHAKOS\nYatta\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n30\n320\nST. Joseph The Artisan Acadamy\nMACHAKOS\nMavoko\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n60\n300\nSilver oak educational complex\nMACHAKOS\nAthi River\nPRIMARY\nDAY SCHOOL\nMIXED\n13\n35\n170\nSCHOOL OF Angels MIXED BOARDING-Sofia\nMACHAKOS\nYATTA\nSECONDARY\nBOARDING\nMIXED\n2\n45\n180\nKING DAVID SCHOOL\nMACHAKOS\nMAVOKO\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n150\n700\nSYOKIMAU BLESSED ASSURANCE ACADEMY\nMACHAKOS\nATHI RIVER\nSECONDARY\nBOTH DAY A\nMIXED\n2\n35\n70\nALIM JUNIOUR AND SENIOR SCHOOL\nMACHAKOS\nMACHAKOS\nSECONDARY\nBOARDING\nBOYS\n4\n40\n400\nMalia Education Centre mua\nMACHAKOS\nAthi river\nPRIMARY\nBOTH DAY A\nMIXED\n13\n40\n400\nST BAKHITA SCHOOL ATHRIVER\nMACHAKOS\nATHI RIVER\nPRIMARY\nDAY SCHOOL\nMIXED\n7\n40\n450\nLeaders Academy\nMACHAKOS\nAthi river\nPRIMARY\nBOTH DAY A\nMIXED\n6\n35\n210\nEASTPARK ACADEMY\nMACHAKOS\nATHIRIVER\nPRIMARY\nBOTH DAY A\nMIXED\n16\n30\n500\nFIRST BAPTIST ACADEMY\nMACHAKOS\nATHIRIVER\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n35\n310\nSt Francis of Assisi Academy\nMACHAKOS\nAthi River\nPRIMARY\nDAY SCHOOL\nMIXED\n17\n30\n440\nMount Carmel academy\nMACHAKOS\nMasinga\nPRIMARY\nBOTH DAY A\nMIXED\n3\n50\n150\nSt Francis of Assisi academy\nMACHAKOS\nAthi River\nPRIMARY\nDAY SCHOOL\nMIXED\n15\n10\n350\nStar Sheikh Academy\nMACHAKOS\nAthi River\nPRIMARY\nBOTH DAY A\nMIXED\n26\n35\n350\nStàr sheikh academy\nMACHAKOS\nAthiriver\nSECONDARY\nBOTH DAY A\nGIRLS\n3\n40\n240\nCaring Hearts High school\nMACHAKOS\nMatungulu\nSECONDARY\nBOARDING\nGIRLS\n14\n40\n248\nST.VALENTINE GIRLS HIGH SCHOOL\nMACHAKOS\nMACHAKOS\nSECONDARY\nBOTH DAY A\nGIRLS\n12\n40\n480\nMother Theresa Fantoni Primary School\nMACHAKOS\nAthiriver\nPRIMARY\nDAY SCHOOL\nMIXED\n19\n40\n760\nValley view school Athi River\nMACHAKOS\nMavoko\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n30\n200\nMustard seed Educational Center-koma\nMACHAKOS\nMatungulu\nPRIMARY\nBOTH DAY A\nMIXED\n5\n40\n120\nRoyal Blossom Educational Centre\nMACHAKOS\nAthi River\nPRIMARY\nDAY SCHOOL\nMIXED\n14\n30\n500\nDARE EDUCATIONAL CENTRE\nMACHAKOS\nMATUNGULU\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n30\n250\nJay academy-kikawa\nMACHAKOS\nMasinga\nPRIMARY\nBOTH DAY A\nMIXED\n9\n40\n360\nTALA SATELLITE SECONDARY SCHOOL\nMACHAKOS\nMATUNGULU\nSECONDARY\nBOTH DAY A\nMIXED\n1\n50\n210\nMASII MWANGAZA SCHOOL\nMACHAKOS\nMWALA\nSECONDARY\nBOARDING\nGIRLS\n6\n40\n300\nTOTAL\n592\n2465\n21664\nRELATED ARTICLES\nMORE FROM AUTHOR\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Nyandarua County\nEducation News Portal\nAll schools to employ ICT teachers- Education Ministry orders\nEducation News Portal\nEducation Ministry Releases Free Education Funds to schools ahead of opening for first term, CS Magoha says fees reduced\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Turkana County\nEducation News Portal\nKCB foundation form 1 scholarships 2022 (Shortlisted KCPE 2021 candidates, interview dates and venues)\nEducation News Portal\nList of registered BOM teachers per county; Kericho county list\nEducation News Portal\nList of BOM teachers registered by the Ministry of education per county\nEducation News Portal\nEducation ministry orders schools to have leaner teaching and non-teaching staffs: Gives recruitment regulations, numbers and salaries\nEducation News Portal\n2021 form one selection results announced (See how to get the results and other details)\nEducation News Portal\nFormer school principals and senior teachers recruited to Ministry of Education\nEducation News Portal\nReprieve for visually impaired students as Education Ministry receives 300 multi-functional Orbit Readers\nEducation News Portal\nEducation Ministry advertises the 2020 Form one Elimu Scholarships for 2019 KCPE candidates; Get the full details here\nEducation News Portal\nEducation Ministry clarifies on 2021 form one admission letters downloads (Simplified downloading procedure)\nEducation News Portal\nReopening of schools- Kuppet supports President Kenyatta’s move to postpone schools’ reopening\nEducation News Portal\nEDU AFYA – THE COMPREHENSIVE MEDICAL INSURANCE COVER FOR PUBLIC SECONDARY SCHOOLS\nEducation News Portal\nCS Magoha sends strong message to parents\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Kericho County\nEducation News Portal\nEducation Ministry puts schools on notice over postal boxes\nEducation News Portal\nSchools reopen amid calls to revise academic calendar\nEducation News Portal\nLearners get free face masks in a bid to curb spread of Covid 19 in schools\nLEAVE A REPLY\nCancel reply\nPlease enter your comment!\nPlease enter your name here\nYou have entered an incorrect email address!\nPlease enter your email address here\nSave my name, email, and website in this browser for the next time I comment."]
[437,"Best Grade 7 & 8 Junior Secondary Schools Per County (Kirinyaga)","https://educationnewshub.co.ke/best-grade-7-8-junior-secondary-schools-per-county-kirinyaga/",1,"WhatsApp\nTwitter\nFacebook\nGoogle+\nLinkedin\nTelegram\nBest Grade 7 & 8 Junior Secondary Schools Per County (Kirinyaga)\nHere is a list of all the best Private schools approved to offer junior secondary school education in the County:\nName of School\nCounty\nSub County\nschool type\nCategory\nNumber of classes\nClass Capacity\nTotal Capacity\nKianguenyi Upperhill\nKIRINYAGA\nKirinyaga East\nPRIMARY\nBOTH DAY A\nMIXED\n12\n35\n450\nFreds grammar school\nKIRINYAGA\nKirinyaga west\nPRIMARY\nBOTH DAY A\nMIXED\n14\n40\n370\nPrincess Academy Sagana\nKIRINYAGA\nKirinyaga West\nPRIMARY\nBOTH DAY A\nMIXED\n13\n28\n500\nMwea Brethren school\nKIRINYAGA\nMwea East\nPRIMARY\nBOTH DAY A\nMIXED\n14\n35\n355\nSUMMIT  ACADEMY–KAGUMO\nKIRINYAGA\nCENTRAL\nPRIMARY\nBOTH DAY A\nMIXED\n12\n40\n480\nPRECIOUS TREASURES  SCHOOLS\nKIRINYAGA\nMWEA EAST\nPRIMARY\nBOTH DAY A\nMIXED\n11\n30\n400\nKERUGOYA MUNICIPALITY PRIMARY SCHOOL\nKIRINYAGA\nKIRINYAGA CENTRAL\nPRIMARY\nBOTH DAY A\nMIXED\n10\n40\n400\nKIRINYAGA HIGH SCHOOL\nKIRINYAGA\nKIRINYAGA WEST\nSECONDARY\nBOARDING\nMIXED\n12\n40\n135\nMwai Elite Academy\nKIRINYAGA\nKirinyaga Central\nPRIMARY\nDAY SCHOOL\nMIXED\n5\n50\n300\nTHIBA GLORY\nKIRINYAGA\nMwea weat\nPRIMARY\nDAY SCHOOL\nMIXED\n15\n40\n450\nSt. James Achievers School\nKIRINYAGA\nMwea East\nPRIMARY\nBOTH DAY A\nMIXED\n1\n40\n600\nHighcrest Preparatory\nKIRINYAGA\nKirinyaga West\nPRIMARY\nBOARDING\nMIXED\n11\n30\n0\nNew Era Complex School\nKIRINYAGA\nMwea West\nPRIMARY\nBOTH DAY A\nMIXED\n18\n40\n410\nWamugi  academy\nKIRINYAGA\nKirinyaga central\nPRIMARY\nBOTH DAY A\nMIXED\n14\n30\n285\nFACING MT KENYA GIRLS’ JUNIOR (DAY & BOAR\nKIRINYAGA\nKIRINYAGA CENTRAL\nSECONDARY\nBOTH DAY A\nGIRLS\n3\n48\n144\nMT KENYA BOYS’ JUNIOR (DAY & BOARDING ) S\nKIRINYAGA\nKIRINYAGA CENTRAL\nSECONDARY\nBOTH DAY A\nBOYS\n2\n48\n96\nMaster Education Centre\nKIRINYAGA\nKirinyaga Central\nPRIMARY\nBOTH DAY A\nMIXED\n12\n30\n400\nEFFORT BOYS SENIOR SCHOOL\nKIRINYAGA\nKIRINYAGA CENTRAL\nSECONDARY\nBOTH DAY A\nMIXED\n10\n40\n400\nRIDGEMOUNT SCHOOL\nKIRINYAGA\nKIRINYAGA WEST\nPRIMARY\nBOTH DAY A\nMIXED\n14\n30\n420\nKIANJAGI FOUNTAIN ACADEMY\nKIRINYAGA\nKIRINYAGA CENTRAL\nPRIMARY\nBOTH DAY A\nMIXED\n13\n48\n420\nMIRACLE ACADEMY KAMUGUNDA\nKIRINYAGA\nKIRINYAGA EAST\nPRIMARY\nBOTH DAY A\nMIXED\n12\n12\n370\nKAGUMO BARAKA ACADEMY\nKIRINYAGA\nKIRINYAGA CENTRAL\nPRIMARY\nBOTH DAY A\nMIXED\n16\n35\n290\nDAYBERT ACADEMY\nKIRINYAGA\nKIRINYAGA WEST\nPRIMARY\nBOTH DAY A\nMIXED\n11\n35\n380\nEFFORT JUNIOR\nKIRINYAGA\nKirinyaga Central\nPRIMARY\nBOTH DAY A\nMIXED\n24\n30\n720\nThe Emmanuel School At Rukenya\nKIRINYAGA\nKirinyaga East\nPRIMARY\nBOARDING\nBOYS\n6\n270\n270\nMutithi Junior\nKIRINYAGA\nMwea west\nPRIMARY\nBOTH DAY A\nMIXED\n16\n38\n505\nVALLEYROAD JUNIOR SECONDARY SCHOOL\nKIRINYAGA\nKIRINYAGA CENTRAL\nSECONDARY\nDAY SCHOOL\nMIXED\n3\n45\n500\nGOOD WALK JUNIOR ACADEMY\nKIRINYAGA\nKIRINYAGA EAST\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n80\n300\nACK ST. THOMAS ACADEMY\nKIRINYAGA\nKIRINYAGA CENTRAL\nPRIMARY\nDAY SCHOOL\nMIXED\n10\n40\n400\nFOUNTAIN SCHOOL MWEA\nKIRINYAGA\nMWEA EAST\nPRIMARY\nBOTH DAY A\nMIXED\n24\n35\n400\nThumaita Goodwish Academy\nKIRINYAGA\nKirinyaga East\nPRIMARY\nBOTH DAY A\nMIXED\n15\n15\n250\nSupreme Victory Wave Academy\nKIRINYAGA\nKirinyaga Central\nPRIMARY\nBOTH DAY A\nMIXED\n17\n40\n500\nJUFRED JUNIOR SECONDARY SCHOOL.\nKIRINYAGA\nKIRINYAGA CENTRAL.\nSECONDARY\nBOTH DAY A\nMIXED\n3\n40\n120\nCHESTHERNEL SCHOOLS\nKIRINYAGA\nKIRINYAGA EAST\nSECONDARY\nBOTH DAY A\nMIXED\n4\n50\n200\nKagumo st luke central JSS\nKIRINYAGA\nKirinyaga central\nPRIMARY\nDAY SCHOOL\nMIXED\n1\n40\n40\nKERUGOYA GOOD SHEPHERD’S JUNIOR SECON\nKIRINYAGA\nKIRINYAGA CENTRAL\nPRIMARY\nBOTH DAY A\nMIXED\n21\n45\n945\nGlory Vision Academy\nKIRINYAGA\nKirinyaga west\nPRIMARY\nDAY SCHOOL\nMIXED\n8\n40\n320\nGathuthuma all saints junior secondary\nKIRINYAGA\nKirinyaga cental\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n35\n105\nAllsaints kianyaga academy\nKIRINYAGA\nKIRINYAGA East\nPRIMARY\nBOTH DAY A\nMIXED\n16\n30\n480\nGREEN VINEYARD SCHOOL\nKIRINYAGA\nKIRINYAGA EAST\nSECONDARY\nBOTH DAY A\nMIXED\n1\n40\n40\nKerugoya spring board high school\nKIRINYAGA\nKirinyaga central\nSECONDARY\nBOARDING\nBOYS\n8\n50\n400\nSpringboard senior school\nKIRINYAGA\nKirinyaga central\nSECONDARY\nBOARDING\nGIRLS\n8\n50\n400\n445\n1857\n14950\nRELATED ARTICLES\nMORE FROM AUTHOR\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Nyandarua County\nEducation News Portal\nAll schools to employ ICT teachers- Education Ministry orders\nEducation News Portal\nEducation Ministry Releases Free Education Funds to schools ahead of opening for first term, CS Magoha says fees reduced\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Turkana County\nEducation News Portal\nKCB foundation form 1 scholarships 2022 (Shortlisted KCPE 2021 candidates, interview dates and venues)\nEducation News Portal\nList of registered BOM teachers per county; Kericho county list\nEducation News Portal\nList of BOM teachers registered by the Ministry of education per county\nEducation News Portal\nEducation ministry orders schools to have leaner teaching and non-teaching staffs: Gives recruitment regulations, numbers and salaries\nEducation News Portal\n2021 form one selection results announced (See how to get the results and other details)\nEducation News Portal\nFormer school principals and senior teachers recruited to Ministry of Education\nEducation News Portal\nReprieve for visually impaired students as Education Ministry receives 300 multi-functional Orbit Readers\nEducation News Portal\nEducation Ministry clarifies on 2021 form one admission letters downloads (Simplified downloading procedure)\nEducation News Portal\nEducation Ministry advertises the 2020 Form one Elimu Scholarships for 2019 KCPE candidates; Get the full details here\nEducation News Portal\nReopening of schools- Kuppet supports President Kenyatta’s move to postpone schools’ reopening\nEducation News Portal\nEDU AFYA – THE COMPREHENSIVE MEDICAL INSURANCE COVER FOR PUBLIC SECONDARY SCHOOLS\nEducation News Portal\nCS Magoha sends strong message to parents\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Kericho County\nEducation News Portal\nEducation Ministry puts schools on notice over postal boxes\nEducation News Portal\nSchools reopen amid calls to revise academic calendar\nEducation News Portal\nLearners get free face masks in a bid to curb spread of Covid 19 in schools\nLEAVE A REPLY\nCancel reply\nPlease enter your comment!\nPlease enter your name here\nYou have entered an incorrect email address!\nPlease enter your email address here\nSave my name, email, and website in this browser for the next time I comment."]
[438,"Hong Kong's economy continues shrinking due to weak external demand","https://www.marketing-interactive.com/hk-economy-shrink-due-to-weak-external-demand",0,"Facebook\nTwitter\nLinkedIn\nWhatsApp\nWeChat\nTelegram\nEmail\nHong Kong’s economy has shrunk by 4.5% in the third quarter compared with a year ago, due to weak external demand and disruptions to cross-boundary land cargo operations, according to the Census and Statistics Department (C&SD).\nAccording to the advance estimates released on 31 October by the department, real g\nross domestic product\n(GDP) fell by 4.5% in the third quarter of 2022 from a year earlier, after decreasing by 1.3% in the previous quarter. On a seasonally adjusted quarter-to-quarter basis, real GDP fell by 2.6%, having increased by 1.0% in the preceding quarter.\nFurthermore, gross domestic fixed capital formation has decreased by 14.3% in real terms in the third quarter of 2022 from a year earlier, larger than the decline of 2.1% in the second quarter.\nOver the same period, total exports of goods measured in national accounts terms recorded a decline of 15.5% in real terms from a year earlier, deteriorating from the 8.4% decrease in the second quarter. Imports of goods measured in national accounts terms fell by 16.0% in real terms in the third quarter of 2022, after the decrease of 5.9% in the second quarter.\n“Looking ahead, the markedly deteriorating external environment will continue to pose immense pressure on Hong Kong's export performance in the remainder of the year,” said the spokesperson. The spokesperson also added that elevated inflation and aggressive monetary policy tightening in major advanced economies will dampen global demand further.\n“Heightened geopolitical tensions and the development of the pandemic will also add downside risks. Nonetheless, the recent relaxation of the quarantine and testing arrangements for inbound visitors should help exports of services,” the spokesperson said.\nDomestically, while the generally stable epidemic situation, improved labour market conditions and the Consumption Voucher Scheme will continue to support consumption demand, tightened financial conditions and the consequential weak asset prices will increasingly offset the positive effects, according to the spokesperson.\nRelated articles:\nHong Kong drops from most resilient Asia economy\nEase of transaction a necessity in Hong Kong's emerging e-sports economy"]
[439,"Best Grade 7 & 8 Junior Secondary Schools Per County (Nakuru)","https://educationnewshub.co.ke/best-grade-7-8-junior-secondary-schools-per-county-nakuru/",1,"WhatsApp\nTwitter\nFacebook\nGoogle+\nLinkedin\nTelegram\nBest Grade 7 & 8 Junior Secondary Schools Per County (Nakuru)\nHere is a list of all the best Private schools approved to offer junior secondary school education in the County:\nName of School\nCounty\nSub County\nschool type\nCategory\nNumber of classes\nClass Capacity\nTotal Capacity\nCRATERVIEW NGATA ACADEMY\nNAKURU\nRONGAI\nPRIMARY\nBOTH DAY A\nMIXED\n3\n30\n90\nST. FRANCIS MOTO HOPE ACADEMY\nNAKURU\nKURESOI NORTH\nPRIMARY\nBOTH DAY A\nMIXED\n16\n35\n500\nNAIVASHA MIXED HIGH SCHOOL\nNAKURU\nNAIVASHA\nSECONDARY\nBOARDING\nMIXED\n13\n60\n700\nACACIA GRASSLAND ACADEMY\nNAKURU\nRONGAI\nPRIMARY\nBOTH DAY A\nMIXED\n18\n40\n720\nCrest Academy\nNAKURU\nMolo\nPRIMARY\nBOTH DAY A\nMIXED\n5\n50\n2000\nOur Lady of Lourdes primary school\nNAKURU\nNjoro\nPRIMARY\nBOTH DAY A\nMIXED\n14\n40\n400\nThompson Falls\nNAKURU\nNAIVASHA\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n120\nLIGHT OF HOPE SCHOOL\nNAKURU\nNAIVASHA\nPRIMARY\nBOTH DAY A\nGIRLS\n10\n30\n130\nEAGLE MOUNT ACADEMY\nNAKURU\nNAKURU EAST\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n50\n150\nChildren In Freedom School\nNAKURU\nBahati\nSECONDARY\nBOTH DAY A\nMIXED\n15\n45\n700\nIntegrity Academy\nNAKURU\nNaivasha\nPRIMARY\nBOTH DAY A\nMIXED\n27\n30\n260\nPetals Education center Mang’u\nNAKURU\nRONGAI\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n40\n375\nNjoro precious girls school\nNAKURU\nRongai\nSECONDARY\nBOARDING\nGIRLS\n16\n50\n800\nNjoro precious primary boarding\nNAKURU\nRongai\nPRIMARY\nBOTH DAY A\nMIXED\n8\n50\n400\nPCEA JITEGEMEA HIGH SCHOOL\nNAKURU\nNakuru West\nSECONDARY\nBOTH DAY A\nMIXED\n4\n45\n400\nBridgewater Girls’ High School\nNAKURU\nRongai\nSECONDARY\nBOARDING\nGIRLS\n14\n40\n560\nCAMP BRETHREN CHRISTIAN SCHOOL\nNAKURU\nGILGIL\nPRIMARY\nBOTH DAY A\nMIXED\n18\n30\n540\nTHE BETTY MAVITY ROBERTS EDUCATION CEN\nNAKURU\nNAKURU NORTH\nSECONDARY\nBOTH DAY A\nMIXED\n10\n50\n500\nZURI SCHOOL\nNAKURU\nNAIVASHA\nPRIMARY\nDAY SCHOOL\nMIXED\n8\n40\n200\nHIGH PEAK JUNIOR ACADEMY\nNAKURU\nNAIVASHA\nSECONDARY\nBOTH DAY A\nMIXED\n12\n40\n480\nPAMHILL JUNIOR SECONDARY\nNAKURU\nRONGAI\nSECONDARY\nBOTH DAY A\nMIXED\n2\n35\n140\nJACK ELIMU CENTRE/VEROVIAN ACADEMY\nNAKURU\nRONGAI\nPRIMARY\nBOTH DAY A\nMIXED\n3\n40\n160\nBlescohouse schools Junior secondary school\nNAKURU\nNauru North\nSECONDARY\nBOTH DAY A\nMIXED\n8\n45\n400\nAGAPE SCHOOL\nNAKURU\nNAKURU EAST\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n35\n105\nLIZAR SCHOOL NAIVASHA\nNAKURU\nNAIVASHA\nSECONDARY\nBOTH DAY A\nMIXED\n15\n35\n525\nBrightstars menengai school\nNAKURU\nRongai\nSECONDARY\nDAY SCHOOL\nMIXED\n12\n40\n416\nBonanza Academy\nNAKURU\nNaivasha\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n40\n247\nGreat Rift School\nNAKURU\nRongai\nSECONDARY\nDAY SCHOOL\nMIXED\n15\n40\n1000\nCANAANLAND PRIMARY SCHOOL\nNAKURU\nMOLO\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n40\n440\nGLORIUS FRIENDS ACADEMY\nNAKURU\nNakuru North\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n35\n400\nTrinity Mission Schools\nNAKURU\nGilgil\nSECONDARY\nBOARDING\nMIXED\n23\n40\n600\nTOTAL\n343\n1260\n14458\nRELATED ARTICLES\nMORE FROM AUTHOR\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Nyandarua County\nEducation News Portal\nAll schools to employ ICT teachers- Education Ministry orders\nEducation News Portal\nEducation Ministry Releases Free Education Funds to schools ahead of opening for first term, CS Magoha says fees reduced\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Turkana County\nEducation News Portal\nKCB foundation form 1 scholarships 2022 (Shortlisted KCPE 2021 candidates, interview dates and venues)\nEducation News Portal\nList of registered BOM teachers per county; Kericho county list\nEducation News Portal\nList of BOM teachers registered by the Ministry of education per county\nEducation News Portal\nEducation ministry orders schools to have leaner teaching and non-teaching staffs: Gives recruitment regulations, numbers and salaries\nEducation News Portal\n2021 form one selection results announced (See how to get the results and other details)\nEducation News Portal\nFormer school principals and senior teachers recruited to Ministry of Education\nEducation News Portal\nReprieve for visually impaired students as Education Ministry receives 300 multi-functional Orbit Readers\nEducation News Portal\nEducation Ministry advertises the 2020 Form one Elimu Scholarships for 2019 KCPE candidates; Get the full details here\nEducation News Portal\nEducation Ministry clarifies on 2021 form one admission letters downloads (Simplified downloading procedure)\nEducation News Portal\nReopening of schools- Kuppet supports President Kenyatta’s move to postpone schools’ reopening\nEducation News Portal\nEDU AFYA – THE COMPREHENSIVE MEDICAL INSURANCE COVER FOR PUBLIC SECONDARY SCHOOLS\nEducation News Portal\nCS Magoha sends strong message to parents\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Kericho County\nEducation News Portal\nEducation Ministry puts schools on notice over postal boxes\nEducation News Portal\nSchools reopen amid calls to revise academic calendar\nEducation News Portal\nLearners get free face masks in a bid to curb spread of Covid 19 in schools\nLEAVE A REPLY\nCancel reply\nPlease enter your comment!\nPlease enter your name here\nYou have entered an incorrect email address!\nPlease enter your email address here\nSave my name, email, and website in this browser for the next time I comment."]
[440,"Best Grade 7 & 8 Junior Secondary Schools Per County (Kilifi)","https://educationnewshub.co.ke/best-grade-7-8-junior-secondary-schools-per-county-kilifi/",1,"WhatsApp\nTwitter\nFacebook\nGoogle+\nLinkedin\nTelegram\nBest Grade 7 & 8 Junior Secondary Schools Per County (Kilifi)\nHere is a list of all the best Private schools approved to offer junior secondary school education in the County:\nName of School\nCounty\nSub County\nschool type\nCategory\nNumber of classes\nClass Capacity\nTotal Capacity\nMnarani Preparatory School -1\nKILIFI\nKilifi – North\nPRIMARY\nDAY SCHOOL\nMIXED\n13\n35\n450\nBright Future School Mtwapa\nKILIFI\nKilifi South\nPRIMARY\nDAY SCHOOL\nMIXED\n7\n45\n400\nMARIAKANI BAPTIST JUNIOR ACADEMY\nKILIFI\nKALOLENI\nPRIMARY\nBOTH DAY A\nMIXED\n16\n35\n580\nOCEAN OF WONDERS\nKILIFI\nKILIFI NORTH\nPRIMARY\nDAY SCHOOL\nMIXED\n12\n40\n438\nMsabaha Victory secondary\nKILIFI\nMalindi\nSECONDARY\nBOTH DAY A\nMIXED\n6\n45\n320\nKINSEY CITY SCHOOL\nKILIFI\nKILIFI SOUTH\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n35\n70\nKilifi Junior School and Daycare Centre\nKILIFI\nKilifi North\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n25\n150\nGALILEE PRIMARY SCHOOL\nKILIFI\nKILIFI NORTH\nPRIMARY\nBOTH DAY A\nMIXED\n12\n45\n509\nANGAZA JUNIOR KIBOKONI\nKILIFI\nMALINDI\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n40\n440\nMARIAKANI JUNIOR ACADEMY\nKILIFI\nKALOLENI\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n35\n70\nAIC MALINDI SCHOOL\nKILIFI\nMALINDI\nPRIMARY\nDAY SCHOOL\nMIXED\n19\n40\n1200\nThomas Aquinas high school\nKILIFI\nMagarini\nSECONDARY\nBOARDING\nGIRLS\n6\n50\n132\nMnarani Preparatory School\nKILIFI\nKilifi – North\nPRIMARY\nDAY SCHOOL\nMIXED\n13\n35\n450\nSAINT THREE P. ACADEMY\nKILIFI\nMALINDI\nPRIMARY\nDAY SCHOOL\nMIXED\n4\n45\n180\nCHONYI BRIGHT STAR ACADEMY\nKILIFI\nCHONYI\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n35\n380\nFURAHA JUNIOR SCHOOL\nKILIFI\nKILIFI SOUTH\nPRIMARY\nBOTH DAY A\nMIXED\n3\n45\n135\nKINGSWAY JUNIOR SCHOOL MALINDI\nKILIFI\nMALINDI\nPRIMARY\nBOTH DAY A\nMIXED\n3\n25\n75\nMalindi Saints School\nKILIFI\nMalindi\nPRIMARY\nDAY SCHOOL\nMIXED\n14\n30\n420\nMARIAKANI CENTRE OF EXCELLENCE\nKILIFI\nKALOLENI\nPRIMARY\nDAY SCHOOL\nMIXED\n10\n30\n170\nSALAGATE HIGH SCHOOL\nKILIFI\nMALINDI\nSECONDARY\nBOTH DAY A\nMIXED\n3\n45\n500\nMAHENZO MISSION EDUCATIONAL CENTRE SEC\nKILIFI\nMALINDI\nPRIMARY\nBOTH DAY A\nMIXED\n4\n40\n160\nBurhani Junior Secondary School\nKILIFI\nMalindi\nSECONDARY\nDAY SCHOOL\nMIXED\n13\n30\n330\nALLEGRA KIDS ACADEMY\nKILIFI\nMALINDI\nPRIMARY\nBOTH DAY A\nMIXED\n3\n45\n215\nMalindi Brightways Secondary School\nKILIFI\nMalindi\nSECONDARY\nDAY SCHOOL\nMIXED\n8\n40\n400\nMsabaha victory secondary school\nKILIFI\nMalindi\nSECONDARY\nBOTH DAY A\nMIXED\n3\n40\n320\nTWINKLE STARS ACADEMY\nKILIFI\nKALOLENI\nPRIMARY\nBOTH DAY A\nMIXED\n4\n35\n140\nSILVERSANDS ACADEMY\nKILIFI\nMALINDI\nSECONDARY\nDAY SCHOOL\nMIXED\n7\n25\n175\nVipingo Muslim Secondary School\nKILIFI\nKilifi South\nSECONDARY\nBOARDING\nBOYS\n7\n40\n288\nBambino Academy\nKILIFI\nKilifi south\nPRIMARY\nDAY SCHOOL\nMIXED\n10\n45\n450\nKilifi south Star Academy\nKILIFI\nKilifi south\nPRIMARY\nBOTH DAY A\nMIXED\n6\n45\n270\nLakestar schools\nKILIFI\nKilifi-south\nPRIMARY\nDAY SCHOOL\nMIXED\n1\n40\n40\nSOLACE EDUCATION CENTRE\nKILIFI\nKALOLENI\nPRIMARY\nDAY SCHOOL\nMIXED\n11\n40\n350\nTAHDHIB MUSLIM ACADEMY\nKILIFI\nMALINDI\nSECONDARY\nDAY SCHOOL\nMIXED\n2\n40\n320\nMATENDO JUNIOR SCHOOL\nKILIFI\nMAGARINI\nPRIMARY\nBOTH DAY A\nMIXED\n2\n40\n80\nThe Imara School Mtwapa\nKILIFI\nKilifi South\nPRIMARY\nDAY SCHOOL\nMIXED\n18\n35\n500\nSt. Johns the Baptist High School – Gede\nKILIFI\nMalindi\nSECONDARY\nDAY SCHOOL\nMIXED\n10\n45\n450\nWatamu Kingsway Schools\nKILIFI\nMalindi\nPRIMARY\nDAY SCHOOL\nMIXED\n10\n45\n450\nRASUL AL AMIN PREPARATORY SCHOOL\nKILIFI\nKALOLENI\nPRIMARY\nBOTH DAY A\nMIXED\n5\n45\n90\nMUDZINI SCHOOL\nKILIFI\nKILIFI SOUTH\nSECONDARY\nBOTH DAY A\nMIXED\n20\n40\n1000\nJOHN WILGUESS ACADEMY\nKILIFI\nRABAI\nPRIMARY\nDAY SCHOOL\nMIXED\n4\n20\n235\nSt.Joseph House of Hope Secondary School\nKILIFI\nKilifi South\nPRIMARY\nDAY SCHOOL\nMIXED\n4\n45\n180\nGLORIOUS VICTORY ACADEMY\nKILIFI\nKILIFI SOUTH\nPRIMARY\nDAY SCHOOL\nMIXED\n21\n40\n840\nMALINDI LITTLE ANGELS JUNIOR SCHOOL\nKILIFI\nMALINDI\nPRIMARY\nDAY SCHOOL\nMIXED\n3\n30\n90\nMALINDI PROGRESSIVE ACADEMY\nKILIFI\nMALINDI\nPRIMARY\nBOTH DAY A\nMIXED\n2\n45\n90\nHavilah Academy Mtwapa\nKILIFI\nKilifi South\nPRIMARY\nDAY SCHOOL\nMIXED\n2\n40\n120\nTOTAL\n349\n1735\n14652\nRELATED ARTICLES\nMORE FROM AUTHOR\nEducation News Portal\nGrade 7 School Choices – List of schools selected to host Junior High School in Kericho County\nEducation News Portal\nTeachers to undergo mandatory covid-19 tests: Latest education news\nEducation News Portal\nNHIF Cover For Secondary School Students, Edu- Afya (Full details)\nEducation News Portal\nKnec says KCSE 2021-2022 results to be released on Saturday April 23, 2022- Full updates\nEducation News Portal\nEducation Ministry advertises the 2020 Form one Elimu Scholarships for 2019 KCPE candidates; Get the full details here\nEducation News Portal\nSh149 Million Allocated For Classrooms Construction In Kirinyaga\nEducation News Portal\nSchool Heads and Principals on the spot over fees expenditure as Ministry sends auditors.\nEducation News Portal\nPRESIDENTIAL SECONDARY SCHOOLS BURSARY (PSSB) FOR KCPE CANDIDATES\nEducation News Portal\nBOM teachers to receive Sh60,000 each as salary arrears- Education Ministry\nEducation News Portal\n2021 form one admission letter and joining instructions (See how to easily get yours)\nEducation News Portal\nReopening of schools: Full statement by CS Magoha on state of education in the country\nEducation News Portal\nMinistry of education official school term dates for 2020 to 2023\nEducation News Portal\nForm ones report to Shimo La Tewa High School\nEducation News Portal\nBest Grade 7 & 8 Junior Secondary Schools Per County (Embu)\nEducation News Portal\n2021 TTC intake for Diploma in Primary Teacher Education (DPTE) and Diploma in Early Childhood Development Teacher Education (CECTE)\nEducation News Portal\nMINISTRY OF EDUCATION OFFICIAL CONTACTS\nEducation News Portal\nHow to know 2021 form one admission results and download 2021 Extra County School admission letters, online: Education News\nEducation News Portal\nList of BOM teachers to be paid by the Ministry of Education; Kakamega county\nEducation News Portal\nHome schooling KICD June, 2020, radio and TV lessons full programme/ Timetable\nEducation News Portal\nJoy for schools as government disburses Sh17.47 Billion\nLEAVE A REPLY\nCancel reply\nPlease enter your comment!\nPlease enter your name here\nYou have entered an incorrect email address!\nPlease enter your email address here\nSave my name, email, and website in this browser for the next time I comment."]
[441,"30 E-MOBILITY BLAZES IN LAST FEW YEARS – BUT GOVT CLUELESS HOW MANY DEVICES IMPORTED TO HONG KONG","https://transitjam.com/2022/10/31/30-e-mobility-blazes-in-last-few-years-but-govt-clueless-how-many-devices-imported-to-hong-kong/",0,"On the Roads\n30 E-MOBILITY BLAZES IN LAST FEW YEARS – BUT GOVT CLUELESS HOW MANY DEVICES IMPORTED TO HONG KONG\nBy\nJames Ockenden\non\nOctober 31, 2022\n•\n(\nLeave a comment\n)\nAn electric monowheel span out of control on a bus earlier this month, once again raising product safety concerns\nAt least 30 fires have been caused by e-mobility devices since 2020, the government has revealed – but officials also admit they don’t know how many such devices have been imported into Hong Kong.\nLawmaker Stanley Li, for New Territories South East, asked the government about incidents involving e-mobility batteries, how many devices had been imported to Hong Kong and whether the government had plans to regulate such devices from a product safety point of view.\nHong Kong’s Secretary for Transport and Logistics, Lam Sai-hung, answered that e-mobility devices such as e-scooters, e-monowheels and e-bikes were not counted when imported and, as such, the government had no figures on the number of devices in use.\nBut Lam revealed there were 11 fires in 2020, 10 in 2021 and nine in 2022 to date.\nA young boy was killed in 2020\nwhen an e-scooter short-circuit started a fire in Sha Tin, while the last few years have seen many other reports of\n“made in China” hoverboards\nand devices bursting into flames.\nAccording to users at several e-mobility trials held in 2020 and 2021, many devices in Hong Kong have been purchased from Taobao or other online platforms in the mainland. One user of a fake Tern e-bike said he had the e-bike delivered from Shenzhen “no questions asked” for HK$5,000, around a tenth of the price of a genuine safety-tested CE-marked Tern e-cargo bike.\nIn London, fire safety concerns have seen all e-mobility devices banned from the London Underground and even major supermarket chains. In November 2021, a dramatic fire at Parsons Green tube station led to an urgent review by Transport for London, with a transport ban announced just a month later. London’s firefighters said they’d attended more than 50 e-scooter and e-bike fires in 2021, double the number in 2020.\nTransport Department maintains its stance that e-mobility devices are “motor vehicles” and refuses to license or regulate them, despite mounting product safety concerns.\nThe government says it will await the results of its six-month e-mobility trial at Hong Kong Science Park before making a commitment to regulations. But the trial has reportedly drawn a paltry number of users willing to be restricted to a stretch of cycle track – under the rules of the trial, riding the machine to or from that short section of track would be illegal.\nShare\nClick to share on Facebook (Opens in new window)\nClick to share on LinkedIn (Opens in new window)\nClick to share on Telegram (Opens in new window)\nClick to share on Twitter (Opens in new window)\nClick to share on WhatsApp (Opens in new window)\nClick to email a link to a friend (Opens in new window)\nCategories:\nOn the Roads\n,\nPolicy\n,\nTransit\nTagged as:\ne-bike\n,\ne-mobility\n,\ne-scooter\n,\nfire\n,\nfire safety\nPost navigation\nPOLICE CONDEMN CEMENT TRUCK DRIVER AFTER CRASH KILLS MAN ON BICYCLE\nLeave a Reply\nCancel reply"]
[442,"EHang, HAECO explore partnership in advanced air mobility","https://seekingalpha.com/news/3897730-ehang-haeco-explore-partnership-in-advanced-air-mobility",0,"EHang Holdings (\nNASDAQ:\nEH\n) has\nsigned a MOU\nregarding the potential partnership with Hong Kong Aircraft Engineering Co., a subsidiary of Swire Group and a world leading aircraft engineering and maintenance company.\nThe two parties plan to cooperate in multiple areas such\nas manufacturing and assembly, continued airworthiness, digital platforms, aircraft maintenance, and talent training.\nThe focus is to co-develop systems and solutions that cater to the needs of continued airworthiness and after-sales maintenance services in preparation for the commercial operation of EH216-S, EHang’s passenger-grade autonomous aerial vehicle.\n\"This partnership is a critical step EHang has taken for its strategic goal of becoming an urban air mobility platform operator, and it will also drive the emerging global UAM industry to explore more comprehensive, efficient, and sustainable operating service mechanism and ecosystem.” said Xin Fang, COO of EHang."]
[443,"The Hong Kong Institute of Surveyors Building Surveyors Conference 2022   Sustainability in Built Asset and Countryside Conservation Balancing conservation and economic development","https://pitchengine.com.au/news/media-outreach-english/28341-the-hong-kong-institute-of-surveyors-building-surveyors-conference-2022-sustainability-in-built-asset-and-countryside-conservation-balancing-conservation-and-economic-development",0,"Established in 1984, The Hong Kong Institute of Surveyors (HKIS) is the only surveying professional body incorporated by ordinance in Hong Kong. As of 14 October 2022, the number of members reached 10,780, of which 7,616 were corporate members, 62 were associate members and 3,102 were probationers and students.HKIS work includes setting standards for professional services and performance, establishing codes of ethics, determining requirements for admission as professional surveyors, and encouraging members to upgrade skills through continuing professional development. The Institute has an important consultative role in government policy making and on issues affecting the profession. We have advised the government on issues such as building safety and unauthorized building works, problems of property management, town planning and development strategies, construction quality and housing problems. We have also issued guidance notes on floor area measurement, real estates valuation and land boundary survey, etc. Please visit our official website:\nhttp://www.hkis.org.hk\nFacebook Page:\nhttps://www.facebook.com/hkisofficial"]
[444,"Museveni Rallies Women Judges on Free Education for All","https://chimpreports.com/museveni-rallies-women-judges-on-free-education-for-all/",1,"U.S. Lawmakers Demand Sanctions Against Those Helping M23 Rebels\nUnited States lawmakers have asked Washington to take action against supporters of the M23 rebels in eastern Democratic Republic of Congo. “Considering the grave threat to regional security and confirmed human rights abuses, we believe the United States must continue to hold those supporting such ho\nChimpReports"]
[445,"Lionel Messi scores two sublime goals for Paris Saint-Germain as Kylian Mbappe, Neymar and Argentine all star in Champions League","https://talksport.com/football/1228686/lionel-messi-goal-psg-neymar-kylian-mbappe-champions-league/",0,"Lionel Messi looks back to his sublime best as he scored two brilliant goals in an emphatic 7-2 victory on Tuesday night.\nThe\nParis Saint-Germain\nsuperstar has been in dazzling form this season and has already matched his tally from the 2021/22 campaign.\nGetty\n3\nMessi now has 11 goals and 10 assists for PSG this season\nAdvertisement\nHe got the scoring under way in their Champions League group stage match with Maccabi Haifa in spectacular fashion.\nWith plenty of space in the box,\nMessi\nhit the ball with the outside of his left foot, around the defender, and beyond the goalkeeper to claim his third UCL goal of the season.\nAdvertisement\nThe superstar PSG trio were all firing and all got on the scoresheet in the first half.\nKylian Mbappe hit a pinpoint curling shot into the top corner before Messi set up Neymar to make it a comfortable 3-0.\nGetty\n3\nMbappe also got on the scoresheet as the entire front three were firing\nGetty\n3\nThe visiting fans were certainly making themselves heard\nAdvertisement\nMost read in Football\ngoodbye\nNeville quits at Salford chief executive with ex-Man United teammate to succeed him\nRELIEF\nArsenal and England in Saka injury boost as potential return date for star revealed\nLOYAL\nOzil still speaks to Saka but wouldn't do what Aubameyang has done, says agent\nfunny\nEven Marsch's wife was confused by Anfield celebration, as Leeds boss jokes with fans\nblanked\nRichards laughs at Neville over Ronaldo snub and Keane jokes he’s delighted\nverdict\nSouness still believes Martinez will get found out and points to Pogba opinion\nAdvertisement\nIt is, of course, a game PSG were expected to easily win against the Israeli minnows.\nMaccabi did get a goal back late in the second half, though, when Abdoulaye Seck headed in from a dangerous free-kick.\nMessi then went on to restore PSG’s three-goal advantage, his 11th of the campaign, with another classy strike.\nThe 35-year-old cut inside a Maccabi defender and curled the ball into the corner of the net from outside the box.\nAdvertisement\nThat goal means Messi has already matched his total for the entire 2021/22 campaign.\nHaving claimed two assists as well, he is also the first player in Europe’s top five leagues to reach double-digit figures in goals (11) and assists (12) in all competitions this season.\nIn the second half, Seck added his second for Maccabi before the French club then ran away with it.\nAdvertisement\nMbappe got his brace with another fine effort, before Sean Goldberg scored an own goal and Carlos Soler rounded off the scoring."]
[446,"HPSSSB Hamirpur Recruitment 2022 apply online 1500+ vacancy Notification at","https://shivajobs.in/jobs/hpsssb-hamirpur-recruitment/",0,"Some recruitment notifications by HPSSSB Hamirpur or  Himachal Pradesh Staff Selection Commission-Hamirpur Distt hp govt releases along with exam date schedule, but the HPSSSB Hamirpur Recruitment 2022 exam date schedule notice release as soon as the application process completes  Himachal Pradesh Staff Selection Commission-Hamirpur Distt hp govt announces exam date calendar for upcoming exams just like Clerk JE & other 2022, please check HPSSSB Hamirpur hpsssb.hp.gov.in along with our\nfree job alert porta\nl."]
[447,"Paris-Saint-Germain-Maccabi Haifa: fireworks of goals for the Parisian club","https://loickempf.com/paris-saint-germain-maccabi-haifa-fireworks-of-goals-for-the-parisian-club/",0,"In this trip, Galtier’s team regained confidence after a month and a half of less convincing play, with the biggest card since the 7-1 in Lille on August 21. The four-man defense and the diamond-shaped midfield, arranged for the third time in a row, worked well.\nRenato Sanchez\nat the bottom point found some juice after his injuries and Neymar, at the top of the diamond to liven up the game, shone with all his brilliance."]
[448,"Hong Kong SAR","https://www.salaryexpert.com/salary/job/marine-pilot/hong-kong-sar",0,"The average marine pilot gross salary in Hong Kong SAR is HK$671,963 or an equivalent hourly rate of HK$323. In addition, they earn an average bonus of HK$27,147. Salary estimates based on\nsalary survey\ndata collected directly from employers and anonymous employees in Hong Kong SAR. An entry level marine pilot (1-3 years of experience) earns an average salary of HK$472,803. On the other end, a senior level marine pilot (8+ years of experience) earns an average salary of HK$837,185."]
[449,"Updated NDCs “Insufficient” to Meet Paris Goals","https://www.esginvestor.net/live/updated-ndcs-insufficient-to-meet-paris-goals/",0,"The current commitments of parties to the Paris Agreement will increase greenhouse gas (GHG) emissions by 10.6% by 2030, compared to 2010 levels, said a new\nreport\nfrom UN Climate Change. This is an improvement over\nlast year’s assessment\n, which found countries were on a path to increase emissions by 13.7% by 2030. But the combined climate pledges of the 193 countries, as reflected in nationally determined contributions submitted prior to COP27 next month, could still put the world on track for around 2.5oC of warming by the end of the century. The new analysis shows that emissions will no longer increase after 2030, but “are still not demonstrating the rapid downward trend science says is necessary this decade”. The UN’s Intergovernmental Panel on Climate Change’s most recent reports, using 2019 as a baseline, indicate that GHG emissions need to be cut by 43% by 2030. Simon Stiell, Executive Secretary of UN Climate Change, said: “To keep this goal alive, national governments need to strengthen their climate action plans now and implement them in the next eight years.”"]
[450,"Dermatologist","https://www.salaryexpert.com/salary/job/dermatologist/hong-kong-sar",0,"The average dermatologist gross salary in Hong Kong SAR is HK$2,080,110 or an equivalent hourly rate of HK$1,000. In addition, they earn an average bonus of HK$125,639. Salary estimates based on\nsalary survey\ndata collected directly from employers and anonymous employees in Hong Kong SAR. An entry level dermatologist (1-3 years of experience) earns an average salary of HK$1,387,126. On the other end, a senior level dermatologist (8+ years of experience) earns an average salary of HK$2,778,501."]
[451,"Marketing Consultant","https://www.salaryexpert.com/salary/job/marketing-consultant/hong-kong-sar",0,"Manages day-to-day product or service marketing activities for new and existing products or services. Develops and implements internal and external marketing materials, programs, and processes, such as flyers, brochures, promotions, direct mail, merchandising, and advertising to help achieve sales force business goals through effective marketing materials and programs. Supports product or service development through collaboration with leaders in Sales, Marketing,\n...\nCredit Policy, and/or Product or Service Development to determine launch strategies for new products or services and program rollouts. Partners with key business supporters to execute product or service and program positioning and ensures it is integrated throughout internal and external communications and training materials.\nRead More"]
[452,"Connect With Professors","https://www.bookishelf.com/student-teacher-relationship-why-college-students-should-connect-with-professors/",1,"The debate on the importance of teacher student relationships has been ongoing for over a decade. Generally, college students spend close to 1000 hours annually around their professors. If used well, this time is enough to foster meaningful relationship between student and teacher that can last a lifetime.\nAlthough it may seem intimidating to reach out to your professors, most instructors appreciate it when students take the initiative. In addition, recent studies have shed more light on how student-professor connections can be beneficial. Here is a summarized look at why this relationship with teacher is essential for student.\nImproved Academic Performance\nOne of the most notable benefits of seeking good relationship with teacher is that student can influence his academic success. According to recent research, students who connect with their instructors report improved academic performance. Furthermore, students who build rapport with their teachers are more likely to attend class. Remember, class attendance is also connected to improved learning as a learner gets to interact directly with course material.\nStudent who have good relationship with teacher tends to get better grades and they are more likely to graduate knowing their professors care about their work. On their own, relationships with professors will not guarantee improved academic performance. However, you will still engage the professor in meaningful and appealing interactions relating to the course material.\nHowever, research has shown that student-professor connections improve performance by enhancing learning and attendance and minimizing disruptive behavior. When a student has a positive relationship with teacher, it becomes easier to schedule meetings. Asking for private tutoring also becomes less intimidating, and you benefit from helpful feedback. A student who needs additional support can order a\nterm paper for sale\nonline.\nBeneficial Mentorship\nMentors can provide college students with professional advice and guidance while offering support with personal issues. Students can benefit from mentors who listen to their needs and are flexible. Several mentors are even better as they all offer unique experiences and skills. By now, you have likely heard about the importance of professional networking for any meaningful career. Finding a great mentor boosts your networking and can offer additional perks like career advice and support.\nRemember that professors and other faculty members want students to succeed. This success goes well beyond the intellectual content taught in class. Professors come with a wealth of industry knowledge and experience. They can offer unique insights and guide you as you start your professional journey. Students can learn from the professors’ mistakes while getting help with career-related decision-making.\nGreat Letters of Recommendation\nAnother fantastic benefit of a good relationship with teacher and staying connected to your professors is that student can secure great letters of recommendation. Graduates entering the job market know they ought to leverage every advantage to help them stand out. Competition for jobs is often cutthroat, and having an expert who can vouch for you can boost your prospects. Besides, letters of recommendation provide a personalized touch to your applications, placing your skills, character, and experience in context.\nEmployers often prefer to see at least one reference letter to offer more insight into an applicant. However, having three or four letters is even better. While references can vary between industries, you want your letters to be from professionals with positive working relationships. What’s more, as a recent college graduate, you should provide recommendation letters from your career counselors and professors.\nWhile an average recommendation letter informs employers and colleges about your credentials, excellent references serve a greater purpose. They tell the hiring managers about your unique attributes and abilities. A fantastic reference from your professor can open outstanding doors for your career. The instructors can create great recommendation letters only if they personally know the student. The sooner you engage the professor, the more content they will have for your reference.\nProfessional and Personal Development\nAnother benefit of connecting with your professors is that they can help you develop your professional and interpersonal skills. These individuals have served and thrived in your preferred field for many years. As a result, they have a wealth of knowledge and experience from which students can tap for professional and personal growth. As well, students can learn transferable skills like effective communication and public speaking.\nIt is in the best interest of the student to have a positive relationship with the teacher. Connecting with your professors brings numerous opportunities for learning and growth. As a\ncollege student\n, you can ask questions and get speedy feedback. You also get to network for potential jobs and could secure excellent references for future applications. Keep your interactions with the academicians professional and prepare before the meetings. Communicate about gatherings early and carry specific questions or inquiries when meeting your professors.\nLike this:\nLike\nLoading..."]
[453,"General Dentist","https://www.salaryexpert.com/salary/job/general-dentist/hong-kong-sar",0,"The average general dentist gross salary in Hong Kong SAR is HK$1,080,320 or an equivalent hourly rate of HK$519. In addition, they earn an average bonus of HK$34,138. Salary estimates based on\nsalary survey\ndata collected directly from employers and anonymous employees in Hong Kong SAR. An entry level general dentist (1-3 years of experience) earns an average salary of HK$743,581. On the other end, a senior level general dentist (8+ years of experience) earns an average salary of HK$1,355,878."]
[454,"BEVs and FCEVs Can Meet Paris Agreement Goals","https://www.powerelectronicsnews.com/bevs-and-fcevs-can-meet-paris-agreement-goals/",0,"This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may affect your browsing experience."]
[455,"University Professor","https://www.salaryexpert.com/salary/job/university-professor/hong-kong-sar",1,"The average university professor gross salary in Hong Kong SAR is HK$652,190 or an equivalent hourly rate of HK$314. In addition, they earn an average bonus of HK$22,370. Salary estimates based on\nsalary survey\ndata collected directly from employers and anonymous employees in Hong Kong SAR. An entry level university professor (1-3 years of experience) earns an average salary of HK$458,891. On the other end, a senior level university professor (8+ years of experience) earns an average salary of HK$812,550."]
[456,"China pursues an independent foreign policy of peace","https://www.khaleejtimes.com/opinion/china-pursues-an-independent-foreign-policy-of-peace",0,"Home\n/\nOpinion\nChina pursues an independent foreign policy of peace\nChina stands firmly against all forms of hegemonism and power politics, the Cold War mentality, interference in other countries’ internal affairs, and double standards\nReuters\nBy Xi Jingping\nPublished:\nWed 26 Oct 2022, 10:31 PM\nToday, our world, our times, and history are changing in ways like never before. The historical trends of peace, development, cooperation, and mutual benefit are unstoppable. The will of the people and the general trends of our day will eventually lead to a bright future for humanity. And yet, the hegemonic, high-handed, and bullying acts of using strength to intimidate the weak, taking from others by force and subterfuge, and playing zero-sum games are exerting grave harm. The deficit in peace, development, security, and governance is growing. All of this is posing unprecedented challenges for human society. The world has once again reached a crossroads in history, and its future course will be decided by all the world’s peoples.\nFor its part, China has always been committed to its foreign policy goals of upholding world peace and promoting common development, and it is dedicated to promoting a human community with a shared future.\nAdvertisement\nChina remains firm in pursuing an independent foreign policy of peace. It has always decided its position and policy on issues based on their own merits, and it has strived to uphold the basic norms governing international relations and safeguard international fairness and justice.\nWe respect the sovereignty and territorial integrity of all countries. It stays true to the principle of equality of all countries big or small, strong or weak, and rich or poor, and it respects the development paths and social systems independently chosen by all the world’s peoples. China stands firmly against all forms of hegemonism and power politics, the Cold War mentality, interference in other countries’ internal affairs, and double standards.\nChina pursues a defensive national defence policy, and its development strengthens the world’s forces for peace. No matter what stage of development it reaches, China will never seek hegemony or engage in expansionism.\nWe adhere to the Five Principles of Peaceful Coexistence in pursuing friendship and cooperation with other countries. It is committed to promoting a new type of international relations, deepening and expanding global partnerships based on equality, openness, and cooperation, and broadening the convergence of interests with other countries. China works to enhance coordination and positive interaction with other major countries to build major-country relations featuring peaceful coexistence, overall stability, and balanced development. Acting on the principles of amity, sincerity, mutual benefit, and inclusiveness and the policy of forging friendships and partnerships with its neighbours, China strives to enhance friendly ties, mutual trust, and converging interests with its neighbouring countries. Guided by the principles of sincerity, real results, affinity, and good faith and with a commitment to the greater good and shared interests, China endeavours to strengthen solidarity and cooperation with other developing countries and safeguard the common interests of the developing world.\nChina is committed to its fundamental national policy of opening to the outside world and pursues a mutually beneficial strategy of opening up. It strives to create new opportunities for the world with its own development and to contribute its share to building an open global economy that delivers greater benefits to all peoples.\nAdvertisement\n- Xi Jingping is the President of China. This is an excerpt from his report to 20th National Congress of the Communist Party of China\nOpinion\nAsia"]
[457,"Friendly Events In","https://www.littlestepsasia.com/hong-kong/events/seasonal-events-guides/family-friendly-events-by-month/",0,"This November, lululemon is bringing back the Be Well Experience to The Grounds on the mornings (9am-12pm) of Saturday and Sunday (12th and 13th). Each ticket includes access to your private pod (which accommodates 2 people) where you can expect a one-of-a-kind outdoor well-being experience, and enjoy fun-filled yoga and fitness classes led by lululemon Hong Kong Ambassadors and  fitness instructors, inspirational talks, and much more! After accounting for administration fees, all ticket proceeds will be donated to Hong Kong-based charity the YAMA Foundation, which supports the city's most vulnerable communities and facilitates their access to yoga, arts, and meditation services. Grab your tickets\nhere\n! This event is suitable for ages 12 and above."]
[458,"What are the selection criteria for independent board members","https://boardappointments.com/2022/10/28/what-are-the-selection-criteria-for-independent-board-member/",0,"Gaining an independent board seat is a highly competitive process. To stand out in that process, you must understand the selection criteria for independent board members. I have worked with hundreds of organizations to recruit new board members as a recruiter. I can share with you the five core and several supplementary selection criteria for independent board members.\nThe 5 Core selection criteria for independent board members\nThere are five core selection criteria that you must be able to address when putting yourself in the running for most independent director positions. The specific details will vary and be tailored to an organization’s needs at the time. However, five elements are the most valued and in demand by boards.\n#1 Prior Board or Governance Experience\nBoards seek assurance that new independent directors will not risk the board’s reputation or the organization’s future. They also seek confidence that the candidate can do the job. These risks can be reduced by appointing someone who can demonstrate past performance and successes, preferable in a board role.\nSo, if you have board experience, tell them. Make it clear that you fully understand the role of an independent director and the responsibilities, plus how boards and governance work. Demonstrate this by highlighting board achievements and successes attained during previous or current tenures. This includes any voluntary or not-for-profit board and governance experience you have gained.\nIf you don’t have board or governance experience\n, take inspiration from the fact that everyone has to start their board career somewhere. However, you need to address this criterion differently. Are you able to engineer some governance or board-level experience? The key here is board-level, strategic organizational or top-level industry experience. That includes serving on internal, external, industry or community committees. Internal or external roles reporting to boards also show that you are competent at working with and understanding boards. Strategic or macroscopic executive experience can translate to board-level experience.\n#2 Executive Skill & Experience\nThe key here is to look at the big picture by asking yourself what you have to offer a board. Which of your executive skills and experiences are valuable at the board level? What skills do you have that are transferable to a board role? These are the questions you should be able to answer clearly and effectively.\nThis sounds like a tough task. But an easy way to do this is to consider “how your skills and experience can mitigate risk at board-level?”  Ask yourself, “what negative situations (risks) could happen to the organization if they did not have your skills or experience on the board?”.  On the flip side, ask yourself, “what positive things can result from your skills and experience?”.  This is also an opportunity for you to advocate your executive skills and experience that they may have overlooked or not even considered.\nIT specialist skill is one of those examples.\n#3 Networks & Connections\nMost boards consider a candidate’s networks and connections as valuable assets. The right connections can open doors, build strategic partnerships and generate financial opportunities.\nDelve into your networks and analyze your connections, personal and professional. Also, consider their 2nd level connections, the individuals, organisations and industries they are connected to. Determine which could be of value within a board context.\nYou should never underestimate the value of your connections. They may offer more to an organization than you first thought. It just takes some time and research. Once established, incorporate your networks and connections as a unique selling point (USP) component. Make time to regularly chip away at\nbuilding and managing your connections.\n#4 Passion\nDon’t underestimate this one. Passion is the key to being an effective independent director; boards and chairs know this. Potential board candidates must have and be able to demonstrate authentic passion for the organization.\nYou need to be passionate about the following:\nWhat the organization does\nWhat does the organization stand for\nHow they conduct themselves\nYou also need to be passionate about\nserving as an independent director\n. Independent board roles require commitment as they are often stressful, time-consuming and poorly remunerated.\nBoard members with no passion for the organization or the role can cause rifts within the board. The consequences can be detrimental to you, the board and the organization. The kind of passion required here can not be manufactured, so you must be true to yourself.\n#5 Fit\nCultural fit is difficult to define or quantitate, but chairs, at least, see it as critical selection criteria for independent board members. Every organization has its own culture, and every board will have its own sub-culture. In most scenarios, a board member should suit the organization’s culture to represent the stakeholders.\nThe board is also weary about disrupting its own sub-culture or ecosystem. For the organization and the stakeholders, that may be a good or a bad thing. At the end of the day, the chair will not want to appoint a potential disrupter.\nI recommend you research the organisation’s and the board’s culture before applying for any board role with them. You may need to reach out to industry partners, past & current employees and past board members. From there, you should be able to assess your compatibility and, if favorable, articulate it.\nSupplementary selection criteria for independent board members\nThere are many supplementary selection criteria that organizations may stipulate when recruiting a new independent board member, or you can use them to separate yourself from your competitors. These requirements will vary by organization; and the current issues, risks or goals they face.\nThese supplementary criteria include:\nDiversity\nA diverse board can make more effective decisions\nby reducing the risk of ‘groupthink’. Board members pay more attention to managing and controlling risks and better understand all the organization’s stakeholders. Diverse backgrounds, experience and networks in the boardroom are now expected from industries, regulatory bodies, partner organizations, employees, shareholders and customers. Diversity is more than just gender. There are 6 strands of diversity to consider – gender, race, religion, age, sexuality & disability.\nGovernance Qualifications\nNot all board roles require candidates to have Governance Qualifications. However, if you are serious about becoming an independent director, I highly recommend you consider completing a Governance certification. I. Not only will it make you a more attractive and qualified candidate, but your studies will also make you a more diligent director.\nSoft Skills\nSoft skills are character traits and interpersonal skills\nthat define how a person interacts in the workplace. Many use the term “soft skills” to describe a person’s emotional intelligence quotient (EQ). Soft skills include emotional skills, interpersonal skills, communication skills, listening skills, problem-solving skills, strategic thinking, leadership skills, critical thinking, collaboration skills, adaptability\nIndustry-specific Knowledge\nSome boards operate in highly regulated industries. They face specific complexities and constantly changing regulatory demands. Specialists’ knowledge is required to ensure the board can balance the organization’s needs against what is required for regulatory compliance. These industries include health care, pharmaceutical, banking & finance, insurance, energy, construction and telecommunications.\nIn Summary\nWhen it comes to the selection criteria for an independent board member, like any role, it will vary by organization and their needs at the time. However, there are five core selection criteria that organizations and chairs look for in board candidates\nGovernance Experience\n: Someone who has done the job successfully before.\nSkills\n: Someone who has the skills required by, and will add value to, the board\nConnections\n: Someone who knows the sector and whose connections bring additional value to the organization.\nPassion\n: Someone who wants to see the organization grow because they are passionate about what they do.\nCulture\n: Someone who will fit into the culture of the board and the organization.\nBy understanding what the gatekeepers and chairs are looking for, you can address them formally (in your board pitch and board cover letters) and informally (when developing your board network or taking the direct approach to gaining a board appointment). It will make you a more compelling candidate in the highly competitive board appointment process."]
[459,"Helping Your Child Deal with Bullying","https://homeschoolacademy.com/blog/helping-your-child-deal-with-bullying/",1,"It’s every parent’s worst nightmare. Their child comes home in tears or, maybe even worse, unwilling to talk about something that is obviously bothering them. Bullying manifests itself in many ways, and each child deals with it in a different way. Some are noticeably affected, others bury it deep down inside. Some are willing to discuss the situation or at least allow their emotions to surface, others remain quiet–unwilling or unable to share their pain, instead allowing it to eat away at them until it can no longer be contained.\nAs a parent, there’s nothing quite as difficult as witnessing your child in such pain (either emotional, physical, or both) and feeling helpless about the situation. But you’re not helpless, and neither is your child. In fact, there are certain things you can do to help your child deal with bullying at school.\nWhat Is Bullying?\nTo help your child deal with bullying, you first have to\nunderstand exactly what bullying is\n. Most kids, at some point in their lives, are teased or picked on to some extent. But it’s not truly bullying until it turns into intentional tormenting through physical, verbal, or psychological ways. Bullying can involve name-calling, threatening, mocking, insulting, and, of course, hitting, shoving, or kicking. Many times, bullies attempt to take things from their targets, using the bullying as the means to that end.\nBut bullying can also come in less visible, subtler forms–through intentional shunning or exclusion, by spreading false rumors, and through cyberbullying, which involves bullies using social media or texts to taunt or humiliate their targets. This isn’t our parents’ bullying, where some neighborhood or schoolyard delinquent grabbed an unsuspecting victim and bent their arm backward until he or she yelled, “UNCLE!” Sure, incidents like these still occur, but today’s bullying is far more nuanced and, arguably, dangerous.\nBullying By the Numbers\nWe’re seemingly near the end of a\nglobal pandemic\n, but bullying is one that never seems to go away. According to statistics provided by\nStopBullying.gov\n:\nAbout 20% of students ages 12 to 18 experienced bullying nationwide.\nStudents ages 12 to 18 who reported being bullied said those who bullied them:\nHad the ability to influence other students’ perception of them (56%)\nHad more social influence (50%)\nWere physically stronger or larger (40%)\nHad more money (31%)\nThe following percentages of students ages 12 to 18 had experienced bullying in various places at school:\nHallway or stairwell (43.4%)\nClassroom (42.1%)\nCafeteria (26.8%)\nOutside on school grounds (21.9%)\nOnline or text (15.3%)\nBathroom or locker room (12.1%)\nSomewhere else in the school building (2.1%)\nApproximately 46% of students ages 12 to 18 bullied during the school year notified an adult at school about the bullying.\nAmong students ages 12 to 18 who reported being bullied at school during the school year, 15% were bullied online or by text.\nStudents ages 12 to 18 experienced various types of bullying, including:\nBeing the subject of rumors or lies (13.4%)\nBeing made fun of, called names, or insulted (13%)\nPushed, shoved, tripped, or spit on (5.3%)\nLeaving out/exclusion (5.2%)\nThreatened with harm (3.9%)\nOthers tried to make them do things they did not want to do (1.9%)\nProperty destroyed on purpose (1.4%)\nThe numbers don’t lie. Bullying is a real issue affecting millions of children around the world. So, how do you know if your child has been bullied? Here are seven signs:\nUnexplained cuts, bruises, or scrapes\nLost toys, school supplies, clothing, lunch, or money\nFear of riding the school bus or being left alone\nChange in typical behavior or personality\nPhysical complaints or ailments like headaches and stomachaches that result in frequent visits to the school nurse\nChanges in eating habits\nSudden and significant drop in grades\nWhat can you do if you notice these signs?\nHow Parents Can Help Their Kids Deal with Bullying\nGetting your bullied child through this difficult time requires work. There’s no magic wand to wave that eliminates the bully and restores peace and order. It’s complicated and there are many factors to consider–making one wrong move might make the bullying situation exponentially worse for your child, and that’s certainly something we’d all like to avoid.\nTake it seriously.\nYou don’t necessarily want to overreact to the situation (parents seeking vigilante justice against someone else’s child is not the solution, as tempting as that instinctual reaction might seem)–but you don’t want to brush it aside as if it’s not a big deal. It’s obviously a very big deal to your child. Bullying not only hurts physically, but it damages a child’s sense of comfort and safety and takes a major toll on their self-esteem. Research indicates that persistent bullying can lead to or worsen feelings of isolation, rejection, exclusion, and despair, as well as depression and anxiety, which can contribute to suicidal behavior. As a parent, listen to your child and offer comfort. That’s what they need first and foremost.\nReassure your child.\nTargets of bullies often experience a wide range of emotions. They may think it’s their fault, they might feel embarrassed, they may be worried about repercussions. At this moment, it’s critical to ensure your child that this is not their fault and that nothing they did caused this unfortunate situation. Take the time to explain that it’s the bully who has the issues and problems, not your child–he or she did nothing wrong, or certainly nothing to warrant the abuse they’re experiencing at the hands of a bully.\nIntervene.\nAgain, this does not involve the parents seeking revenge against the bully...or even the bully’s parents. While not intended to be a blanket statement, bullies are often bullies for a reason (or several reasons)–and that tends to trickle down from their own parents in some way, shape, or form. It could be lack of attention, it could be child abuse (mental, verbal, physical, or a combination), it could be that one or both parents is a bully him/herself, or it could be that the bully was simply dealt a rotten hand and takes out his or her frustrations on others.\nRegardless, as a parent, you need to do something. If the bullying is occurring at school or on school grounds (the bus counts as school grounds), notify the school immediately. Many schools have bullying “hotlines” or website forms that allow parents and students to make the school aware of the incident(s)–most schools take bullying very seriously and will act quickly. The process generally involves an investigation into the allegation, so having some tangible evidence of the bullying is very helpful. That could be in the form of texts, social media posts, photos, videos, eyewitnesses, and even surveillance footage from the school property or buses. The school should be able to take things from there and rectify the situation–without repercussions or retaliation–thanks to anti-bullying programs and laws.\nPreach non-violence.\nYour child is hurting–it’s natural for a parent to react by telling their child to fight back physically. An eye for an eye, right? That may sound ideal in theory. In reality? Not so much. Because all that will do is lead to more abuse, more violence, and more fighting...which is probably what the bully wants anyway. In that scenario, the bully wins and your child loses in more than one way–not only is your child still receiving the abuse, but he or she will also get in trouble for fighting.\nWhen bullies know they have the upper hand and are getting a reaction from their target, it’s like fuel that keeps their engines running. The best way to beat back bullies? Ignore them. It’s easier said than done–after all, human emotions are involved, and sometimes physical retaliation is the impulsive action that creeps into our heads. But if your child knows in the back of their mind that showing bullies their insults and hostility aren’t affecting them whatsoever, that’s when the bully shows signs of defeat.\nProvide sound advice.\nAs parents, it’s our job to guide our kids with words of wisdom and advice that they hopefully use to navigate the right path. When it comes to bullying, there are several tips we can offer our kids. Keep in mind, they may not all work, but they’re worth discussing and trying. In many instances, avoidance can be effective. Talk to your child about where and when the bullying is most often occuring–there may be ways to avoid the situation completely.\nIf the bullying is happening on the school bus, see if your child can change seats–or, maybe it’s best if they just don’t ride the bus at all. If it’s taking place in the hallways or at lunch, perhaps you can suggest they take a different route or sit somewhere else. Or have them make sure they’re with a friend at all times so there’s less of a chance to be ambushed alone. These are undoubtedly inconveniences to your child, ones that they shouldn’t have to accept. But given the situation, it’s the lesser of two evils.\nYou can also teach your child how to remain calm and not show emotion in the event of an encounter with the bully. Bullies feed off of their victims’ fear and tears, so have your child take some deep breaths, maybe count to 10, and then walk away. Sometimes an unexpected reaction can throw off a bully too–like laughing at the insult before turning and leaving; making a sarcastic quip in response; or even just smiling. These responses can leave a bully at a loss for words (which is the idea!) or just cause confusion. And, with reactions such as these, it shows the bully that you’re not really fazed by their actions. That’s usually when they give up and move onto the next target. Which brings us to...\nEncourage your child to stand up for others.\nOnce your child feels confident and courageous enough to stand up to his or her bully, you should encourage them to do the same for other victims who may be experiencing the same struggles. Again, this doesn’t mean resorting to physicality–simply standing by a friend (literally) in a show of unity sends the bully the message that it’s not going to be so easy this time around. Plus, it’s part of being a good friend and doing the right thing.\nConsider homeschooling.\nDoing so does not mean you’re running from the situation. Sometimes bullying can get so out of hand that families have no other options but to remove their child from a toxic and dangerous situation. The bottom line is, parents need to do what’s best for their children. That often necessitates a change of scenery. Many bullied schoolchildren reach the point where they no longer care about their education–because school equals misery to them. School means torment and abuse, anger and sadness. They begin to associate only negative emotions and feelings with school. And this harms children in so many ways. Their education suffers, their personalities change, and their futures suddenly don’t seem as bright. These are things parents want to avoid at all costs, and homeschooling can certainly be a life-changer.\nHomeschooling removes bullied students from a precarious situation and offers children time to heal. Taking your child out of the environment in which he or she suffered every day will be a huge sigh of relief. Waking up each morning knowing that they won’t have to face whatever they had been dealing with can instantly eliminate stress for the entire family. Plus, it gives your child time to emotionally recover from the trauma they’ve endured at the hands of their bully. This time is important, as it allows your child to reset their minds from both an emotional and academic standpoint.\nMore and more families have\nturned to homeschooling\nin recent years for a variety of reasons–but bullying is often near the top of the list. This means you’re not alone and your child is not alone. There are so many benefits to homeschooling, besides not having to deal with bullies anymore. Flexibility, personalization of your child’s education, socialization (yes,\nhomeschooled kids\ndo\nsocialize\nquite actively, through\nco-ops\n, homeschool groups,\ncommunity service\n, and extracurricular activities!). If you’re thinking of giving homeschooling a try, check out this\nadditional resource\nfrom Bridgeway on getting started!\nRebuild their confidence and make school fun again.\nHomeschooling can certainly expedite this process. By giving your child the right environment for them to succeed, they’ll work their way back into a school mindset, enjoy learning once again, experience academic success, and rebuild their confidence and curiosity to learn.\nBridgeway Academy is here to help. To learn more about how we can provide the education experience you’re seeking for your child, call us at 1-800-863-1474 to speak with a homeschool expert."]
[460,"Best British Schools in Singapore","https://whichschooladvisor.com/singapore/best-schools/43/best-british-schools-in-singapore",1,"The Best British Schools in Singapore ranks all schools in our database that meet these criteria:\nLocation:\nSingapore\nPrice point:\nAll\nPhase:\nAll\nCurricula Group:\nBritish\nThe ranking lists schools in order of their Parent Score, that is how well the score meets the expectations of this key stakeholder group represented numerically. We discuss why below. Schools not on this list, that you think should be and are missing, are likely to be as yet unrated. To be rated, a school simply needs a sufficient number of parent surveys to be undertaken. If you are a parent at one of these schools, please\ntake the survey!\nWhichSchoolAdvisor.com currently has 87 schools in its database. These are all independent, private, international schools offering a total of 37 curricula. All schools, we believe, aspire to offer the highest levels of care and performance for their students. Not all, however, are equally successful at doing so.\nIn this ranking, the Best British Schools in Singapore, we, currently, have 13 schools competing for top spot. The total number of possible schools that could be on this list if all schools had a sufficient number of parent surveys, and all these schools had a rating of above 3.0, is 47.\nAgain, if your child currently attends a school in Singapore, then please do review it, by taking the survey\nhere\n. Your input will help 1000s of parents that follow you!\nHow we compile this list\nWhen a parent completes a survey, his or her feedback is incorporated into the database and the ranking updated each Sunday. Tune in on Sunday 6th of November just after midnight to see the changes to the Best British Schools in Singapore next week!\nThe WSA Parent Rating is based on the following questions in the survey:\nWould you recommend your school to another parent?\nHow much of a sense of belonging does your child feel at his or her school?\nTo what extent do you think that children enjoy going to your child’s school?\nHow much do you agree to the statement: I think the fees I pay represent good value for money given the quality of the school offering.\nHave you thought about moving your child from his current school?\nRate your satisfaction with the level of academic performance at your child’s school\nHow confident are you in your ability to make sure your child’s school meets your child’s learning needs?\nRate your satisfaction with the level of feedback you receive from your child’s school\nHow concerned are you about bullying at this school?\nHow much has this school improved your child’s confidence?\nThe WSA algorithm\nWe do not disclose the weighting we use, but in order to give schools, and parents, the power to impact their score, we skew results to those most recently received. A school looking to turnaround a score can therefore make improvements, and then ask its parents to retake the survey.\nIf parents appreciate the changes made, it will make a difference to a school’s position on the Best British Schools in Singapore list quite quickly.\nMoreover, if a school has yet to send out a survey to its parents, then we would urge it to do so as soon as possible. The probability is it will make a significant difference to its score. Schools that asks their parents to take the survey, do better. Parents that are motivated to take a survey independently are often driven by high passions, which may not always be positive!\nWhy we do a Best School rating?\nIn choosing schools, parents have always used word of mouth, and the Parent survey captures this quantitatively.\nLooking at the ‘Best British Schools in Singapore’ should only be one way you short list schools, however. It is a fun and informative way to order schools, and by being based on Parent Rating, is a way to get a good overview quickly.\nWhy use the Parent Rating for Best British Schools in Singapore?\nIn addition to capturing word of mouth recommendations numerically, we use the Parent Rating for the Best British Schools in Singapore, because unlike other measures it is not country, or even area specific as government regulations can be. The parent rating cuts across both curricula, and territory, to be a measure that we can apply equally anywhere and everywhere. Parents all want the best for their child, and will be equally critical, in whatever state they are in, for whatever curricula school their child attends.\nUsing a rank in this way also means that each school is measured quite independently through the lens of its own parent body. In order to do well, a school ‘simply’ has to understand and then meet the expectations of its parents.\nIssues with ranking this way\nThis way of ranking is both a weakness and a strength. It is a strength because not only can it be universally applied, but it is a true way to measure a school based on the stakeholders that matter the most, its parents.\nIt is a weakness in the sense that the top school on the list, will not necessarily be the best school for you and your child. It is also NOT a comment on specifics: price point, curricula, location, but an holistic view of schools that fall within a set of criteria.\nExpectations will also clearly be different between the parents of different schools. For example, a parent paying premium fees would have very different expectations when it comes to the scope of facilities offered than a parent paying fees associated with the value segment. A high score for a school is not about meeting a universal set of criteria, but about it delivering on its unique promise to its unique parent body.\nOne size in this context does not fit all and for this reason amongst others WhichSchoolAdvisor.com always encourages parents to look beyond simple rankings and ratings, and determine the best school for your child.\nWhichSchoolAdvisor.com has undertaken multiple Best ofs, allowing us to be quite specific and therefore do some of the homework for you in your shortlisting. We do have Best ofs for curricula and for some price points for example.\nTo go further in your analysis of the Best School for you, then you need to look at additional resources.\nIt is not easy to dig too much deeper however in Singapore, given the scarcity of high-quality, independently verified and objective information. Private schools in Singapore, unlike other countries such as the UK or UAE, are not inspected by government entities and therefore are not rated. As such there is no simple way to easily compare schools using ‘objective’ criteria. If you dig you will find the likes of the BSO, for example, which does provide independent reports of a select few British schools in the country. Without blowing our own trumpet, that leaves WhichSchoolAdvisor.com and its reviews, which are independent, objective, and written without fear or favour, as your best means to understand a school and your school choices."]
[461,"student loan","https://www.usatoday.com/story/news/education/2022/10/25/biden-student-loan-forgiveness-lawsuit/10598165002/",1,"Nebraska, Iowa, Kansas and South Carolina also stated that they typically tax student loan debt relief, but because they can’t do so through 2025, they would miss out on taxing debt relief under Biden's plan. That loss in revenue, they argue, is because of\nthe American Rescue Plan\n, which prevents student loan debt discharges from being included in a taxpayer’s federal adjusted gross income through 2025. These four states use taxpayers’ federal adjusted gross income as a baseline to determine their state level taxes."]
[462,"You asked us about Biden's student debt relief plan. We found the answers","https://www.kosu.org/education/education/2022-10-28/you-asked-us-about-bidens-student-debt-relief-plan-we-found-the-answers",1,"When Biden's student loan relief application officially went live early last week, we asked readers what questions they were still struggling with. There's been\nsome confusion\nover what loans – and which borrowers – qualify. And it makes sense borrowers want to get this right – the plan has the potential to impact the debt of over 40 million Americans and completely wipe out the balances of about 20 million.\nSome questions were easier than others, but NPR's education desk answered a few of the most frequently submitted topics posed by readers.\nHow do I apply for student loan relief?\nThe application itself is straightforward. The U.S. Department of Education has\nset up a website dedicated solely\nto this one-time relief. Applicants simply need to go there, and fill out the form. It will ask for your name, date of birth, social security number, phone and email. You will not need to create an account or upload any additional documents.\nThere is one box that borrowers have to check to certify, under penalty of perjury, that they meet the program's income requirements: $125,000 for individuals or $250,000 for couples. If you met those requirements in\neither\n2020 or 2021 you qualify for the relief\nI filled out the application – what happens next?\nAfter submitting, borrowers will receive an email confirmation from the Education Department essentially saying, \"Hey, we got it. It's time to wait.\"\nSenior administration officials\nsay the Education Department will then verify your eligibility using loan and income information it already has on file. It sounds vague because it is! The department has revealed very few details on this process, but it has said that it plans to flag any discrepancies. Borrowers who get flagged may need to submit additional documentation to verify their incomes.\nBut if you don't get flagged, the department says you probably won't hear from them until your application has been approved.\nThere is no official timeline for when borrowers will hear whether or not they've been approved, but Education Secretary Miguel Cardona\ntold NPR\nin September, he hopes to process as many of the applications as possible before the federal student loan payment pause ends on Jan. 1.\nThere are lawsuits challenging the plan. Is it possible one of them could stop the Education Department from actually canceling these debts?\nIt is possible. Here is what the landscape looks like as of Friday morning:\nThe administration got two legal wins late last week. One case, filed by a taxpayer group in Wisconsin, was\nrejected by\nthe Supreme Court. The other, which legal experts told NPR was probably the strongest case against debt relief,\nwas dismissed\nby a federal judge in Missouri. However, that decision was immediately appealed, and within 24 hours, a U.S. appeals court had ordered the debt relief be temporarily put on hold. It's unclear how long it will take for that case, or any others that may arise, to resolve itself.\nLegal experts who spoke to NPR have different takes on what would happen if courts block the program after borrowers have already seen their debt reduced. Most agreed, however, that it would be highly unlikely for the administration to reinstate the debt.\nWhat if I paid off a portion of my loans during the pandemic payment pause? Can I get that money back?\nThe guidance here from the Education Department has been confusing. At first the department suggested that borrowers should ask their servicers for a refund first and then apply for debt forgiveness. Now\nthe guidance says\nthat borrowers whose loans are less than the relief they're entitled to – either $10,000 or $20,000 – only have to submit the one\napplication\nand the department says they will handle the rest of it. These borrowers can expect an automatic refund for payments made during the pause up to their entitled relief amount.\nThe Education Department gave an example in its guidance:\nLet's say you're eligible for $10,000 in debt relief. If you currently owe $9,500, that amount of relief will be applied to your loan(s). If you paid $1,000 during the payment pause, you'll be automatically refunded $500—the remaining amount of your $10,000 of debt relief.\nCan I choose which loans are reduced first? What if I want a loan with a higher interest rate to be prioritized?\nThe department says\nit will apply relief\nto any defaulted loans first and then it will target loans with the highest interest rate first.\nOfficials say they are trying to prioritize the loans that are causing the most harm to borrowers.\nWhat if I am waiting for Public Service Loan Forgiveness, or PSLF? Should I just wait for that relief?\nThe short answer is don't wait. Apply for the relief even if you're still working toward PSLF.\nAnd, while we're on the topic, there's an important deadline coming up for PSLF. Last year, the administration opened up a waiver for borrowers working in public service jobs to apply to PSLF under\nnew, more flexible\nregulations. This week the Education Department\nmade some of those changes permanent\n, but says borrowers should still apply for the waiver. It expires on Monday, and it's unlikely it will be renewed. So if you have any possibility of qualifying for PSLF, apply\nhere\n.\nAre Federal Family Education Loans, or FFEL, eligible for relief under Biden's plan?\nFFEL loans held by private lenders are\nexcluded under this loan relief plan\n. Not sure if your FFEL loans qualify? A good litmus test is: Did you have to keep making payments over the pandemic pause? Did your interest keep accruing? If the answer to either of these is yes, that's because your loans are still held by one of these private lenders and don't qualify. If your payments were paused during the pandemic, you should be eligible. Only borrowers with loans managed by the Education Department were eligible for the pause.\nCopyright 2022 NPR. To see more, visit https://www.npr.org."]
[463,"Student Loan Forgiveness Checks Are (Almost) Here!","https://www.theroot.com/student-loan-forgiveness-checks-are-almost-here-1849716501",1,"Photo\n:\nJose Luis Pelaez Inc\n(\nGetty Images\n)\nThe Biden administration announced on Thursday that they expect student loan forgiveness “\nchecks”\nto start hitting qualified borrowers’ student loan\naccounts in the next couple of weeks.\nWatch\nCC\nOff\nEnglish\nInside the Death of Rapper PnB Rock\n00:56\nNow playing\nTop Class Season 3 Is Our Black TV Pick of the Week\nFriday 6:35PM\n01:04\nNow playing\nHere's An Easy Way To Preserve Your Afro\nFriday 6:27PM\nThe\nadministration is facing a legal challenge\nwhich has put the payments temporarily on pause, but they say they’re confident that they can move forward with the progra\nm.\nRelated Stories\nUline Is Funding Election Deniers. Why Aren't More People Worried About This?\nWatch Now\nInside the Death of Rapper PnB Rock\nCompany Stock Prices Rise When Blacks Are In the CEO Seat, Study Says\n“We’re going to win that case. I think in the next two weeks you’re going to see those checks going out,” Biden\ntold Nexstar’s Washington Correspondent Reshad Hudson\n.\nAdvertisement\nThe\napplications for student loan debt relief opened up on October 19th\n. The process is relatively short, and doesn’t require any documents. You just need to provide your name, social security number, date of birth, email, and phone number.\nApplications were set to close next December, but it’s unclear if any court-based delays could impact the application window.\nG/O Media may get a commission\n88% off\nExtra Price Drop! Microsoft Office Professional 2021 Lifetime License\nLowest Price Ever!\nThis one-time purchase gives you quick access to all the desktop apps that’ll bring you up to speed with the team, regardless of your operating system.\nGet Microsoft Office (Windows) for\n$40\nat StackSocial\nAdvertisement\nIn August,\nthe White House announced its decision\nto\nforgive up\nto $10,000 in federal student loan relief for non-pell grant recipients and $20,000 in student loan relief for pell-grant recipients making under $125,000 individually or $250,000 as a household.\nThe move was met with support from progressives, although many questioned whether it would be enough to tackle the 1.6 trillion dollars of federal student loan debt owed by borrowers.\nAdvertisement\nBlack Americans and Black women, in particular, shoulder a disproportionate share of the student loan debt burden.\nOn average Black women\ncarry $38,000 in federal student loan debt\n, which is more than any other group, according to the Education Trust.\nAdvertisement\nSo no matter what happens in court, the average Black woman is still likely to carry a significant student debt burden.\nIf Black News matters to you, then we belong in your inbox\nSign Me Up\nBy subscribing you agree to our\nTerms of Use\nand\nPrivacy Policy\n.\nStill, some relief is likely better than nothing. And as the Biden administration continues to battle it out against conservative states, all eyes will surely be fixated on the results."]
[464,"Singapore Women in Science Singapore Women in Science","https://www.singaporewomeninscience.org/2018-2019/2022/10/31/october-2022-sgwis-talk-by-prof-timothy-clark-developing-equity-in-higher-education",1,"Singapore Women in Science (SgWIS) had its Oktoberfest on 26th of the month, where Prof Timothy Clark, Provost, Singapore Management University (SMU) spoke about “Developing Equity in Higher Education”.\nPrior to taking on the Provost role at SMU, he was the Pro-Vice-Chancellor (Social Sciences & Health) at Durham University, UK where he was also Executive Lead for Computer and Information Services (CIS) and Estates and Building. He brings with him over 17 years of experience in various leadership roles at Durham University.\nHe shared his observations that in higher education there are many common issues faced by universities across the world. These include sexual harassment, mental health (both among students and staff), student debt, gender identity and fluidity and the under representation of women in leadership roles. As we are all aware, sexual harassment at universities has been one of the major issues brought to the fore in Singapore and has forced university leadership to take corrective action and preventative policy development. Mental health remains a topic which has not been talked about enough and is getting much needed attention, while the under representation of women in leadership roles is now a major recognized concern in most fields, including education.\nSince taking on the role as Provost at SMU, Prof Timothy has been instrumental in championing the cause of gender equity and for the same set up a gender equity taskforce in 2021 at the university. The purpose of this initiative was to obtain a comprehensive picture of gender equity in Singapore and the best practices from universities around the world in addressing this and understanding how policies are being shaped at various educational institutions for the same. Via focus groups and interviews, a report was prepared and presented in May 2022.\nThe significant drop in the number of women in senior positions (only 18% of full Professors are women) compared to the number of female students who enrol for PhD programs (40%) is not a surprising find and similar trends have been reported from universities in UK and Europe. Gender neutral operations are desired but unconscious and implicit bias remains. The stress felt by female academics as they desire to track towards tenure is significant and issues such as support for young parents especially mothers is evidently felt.\nBased on these findings, Prof Timothy Clark shared an action plan which is shaping up at SMU. Growing the female faculty representation as a proportion of total faculty strength, through targeted advertising and a gender balanced recruitment panel; training to understand implicit bias as a first to remove it; mentorship and training programs and a conscientious development of panels with gender balance within are some of the points he shared with the audience. International Women’s Day is also to become a significant event in SMU’s calendar.\nOne of his early remarks during the talk was ‘Higher education leadership has to anticipate issues’. This statement lingered and unraveled itself over the course of his talk and set the tone, once again, for the need of diversity and inclusivity of many voices in leadership to churn out the best possible outcomes for students.\nWe eagerly look forward to further engagements with him and are definitely excited to see the combined efforts including all the universities and educational institutions on the island in reaching equity in higher education."]
[465,"Hong Kong Intends to Become a Crypto Hub, Could That Trigger Next Bull Run?","https://cryptopotato.com/hong-kong-intends-to-become-a-crypto-hub-could-that-trigger-next-bull-run/",0,"China’s autonomous special administrative region – Hong Kong – reportedly aims to legalize cryptocurrency retail trading and emerge as a digital asset hub.\nAccording to the Co-Founder of BitMEX – Arthur Hayes – the state’s vision and crypto adoption could propel a new bull market.\nWhat Is on the Agenda?\nA recent\ncoverage\nby Bloomberg informed that Hong Kong’s authorities could enforce a friendly regulatory framework on cryptocurrencies in March 2023. Specifically, regulators could enable crypto retail trading and allow listings of leading digital assets. The details remain unknown since they will be the subject of public consultation beforehand.\nThe Hong Kong government is also expected to announce intentions to become a global crypto hub during a fintech conference that starts next week.\nHong Kong’s positive view on cryptocurrencies significantly contrasts with China’s position. The world’s most populous country\nimposed\na total ban on all digital asset operations last year, causing multiple companies to move abroad.\nADVERTISEMENT\nAnother country in the South East Asian region that changed its stance toward the crypto sector is Singapore. The city-state was among the leading blockchain centers prior to\nthe Terra collapse\n. After the crash, though, it imposed strict regulations to limit similar cases.\nThe country’s financial regulator\nproposed\nearlier this week that retail investors should be unable to borrow funds for buying or trading digital currencies.\nHong Kong’s Position Could Change the Trends\nHong Kong has gradually turned its focus toward the digital asset industry in the past several months. A recent study\ndetermined\nit is the most crypto-ready nation in 2022, surpassing the USA and Switzerland. The friendly taxation rules, the number of crypto ATMs, and the interest displayed by the local population were the factors granting Hong Kong the first position.\nDespite its small size, China’s administrative region seems to have a huge impact on the entire industry. The American entrepreneur and Co-Founder of BitMEX – Anthony Hayes –\nthinks\nthe next bull run will occur once China and Hong Kong “love crypto” again:\nSPECIAL OFFER (Sponsored)\nBinance Free $100 (Exclusive):\nUse this link\nto register and receive $100 free and 10% off fees on Binance Futures first month\n(\nterms\n).\nPrimeXBT Special Offer:\nUse this link\nto register & enter POTATO50 code to receive up to $7,000 on your deposits.\nYou Might Also Like:\nHong Kong Regulator Allows HashKey Capital to Manage a 100% Crypto Portfolio\nArthur Hayes Says Bull Market Will Be Back When China and Hong Kong 'Love Crypto'\nHong Kong Investors Lost $50M From Crypto Scams in 2022 (Report)\nTags:\nChina\nHong Kong\nRegulations\nSingapore"]
[466,"Public Relations Wing, Hong Kong Police Force","https://tel.directory.gov.hk/0235000066_ENG.html",0,"Remarks:\n1.For those calling from places outside Hong Kong, please dial the area code \"852\" before the telephone number (not applicable to overseas offices).2.Click the name of officer/enquiry for further information.3.All data on this website are provided and updated by respective bureaux / departments and related organisations."]
[467,"U.S. Education Department warns those with student loans to be alert for debt forgiveness scams","https://edsource.org/updates/u-s-education-department-warns-those-with-student-loans-to-be-alert-for-debt-forgiveness-scams",1,"As President Joe Biden moves ahead with his student-loan forgiveness program, the U.S. Department of Education issued\na public service announcement\nThursday warning borrowers to be aware of scammers “with promises to help you obtain student loan forgiveness, reduce your student loan debt, consolidate your student loans, or eliminate your student loans completely.”"]
[468,"Student Loans in China: Efficiency, Equity, and Social Justice (Emerging Perspectives on Education in China)","https://www.amazon.com/Student-Loans-China-Efficiency-Perspectives/dp/0739145509",1,"In 1989, China started charging tuition on a very small scale at a number of universities as a result of the global trend of cost-recovery policies, thus ending the free higher education era in China. It was not until 1997 that all higher education institutions in China started charging tuition and fees. Both the expansion of higher education and the wide gap between income and tuition and fees have created an increasingly high proportion of students who are academically qualified but cannot afford to go to college. To address the problem of the increasing number of financially needy students, in 1999, China launched the pilot Government-subsidized Student Loan Program (GSSLP) in eight cities. This program was extended to full-time students at all of the 1,942 public higher education institutions in 2000, and has been undergoing revisions ever since, including major ones in 2004 and 2007. As of 2009, the number of financially needy students in China reached 5.27 million, accounting for 23.06 percent of the total enrollment of 22.85 million at higher education institutions in China. Behind those statistics are young people who suffer in many ways. This book provides multiple perspectives, namely, global, comparative, empirical, practical and philosophical ones, on the GSSLP, the largest financial aid program in current China. It not only provides information on financial aid policies, especially the GSSLP, in China, but also offers a comparative perspective by examining student loan programs in the United States and Australia, which are more mature and better developed. Using original dataset, the empirical and practical perspectives examine the effect of the GSSLP on students' behavior, and look into the different aspects of the GSSLP, including students' perceptions of and attitudes toward the program, as well as its implementation. In addition to these technical aspects of the GSSLP, this book also examines the larger concepts of equality and social justice from a philosophical perspective, and argues"]
[469,"Financial Aid for Students with Disabilities","https://www.onlineschools.org/financial-aid/disabilities/",1,"Welcome to our financial aid and scholarship guide for students with disabilities, one of the few comprehensive and simple-to-use directories of its kind. Below is a listing of numerous scholarship options for students with disabilities that range from national financial aid opportunities to local opportunities within the United States and Canada. Each scholarship profile indicates whether online programs at accredited colleges or universities are eligible for the award.\nFor All Types of Disabilities\nAmerican Association of Health and Disability Scholarships\nDisability Awareness Scholarship\nFoundation for Science and Disability Scholarship\nIncight Scholarship\nJoe Cleres Memorial Scholarship\nGoogle Lime Scholarship\nNHLBI Individual Pre-Doctoral Fellowships\nThrough The Looking Glass Scholarship\nHearing Loss/Deafness\nAmerican Speech Language Hearing Foundation Scholarships for Students with Disability\nAG Bell Financial Aid and Scholarship Program\nGraduate Fellowship Fund at Gallaudet University\nSertoma International Hard of Hearing and Deaf Scholarship\nVisual Impairments\nACB Scholarship\nAFB Scholarships\nArthur E. and Helen Copeland Scholarship\nCCLVI Scholarships\nChristine H. Eide Memorial Scholarship\nCRS Scholarship\nFerrell Scholarship\nFred Sheigert Scholarship Program\nGuild Scholar Award\nLighthouse Scholarships\nMary P. Oenslager Scholastic Achievement\nNFB Scholarships\nPhysical/Mobility Impairments\n1800Wheelchair\n180 Medical Scholarship\nAmeriGlide Achiever Scholarship\nClaude S. Weiler Scholarship for Amputee College Students\nThe Elaine Chapin Fund MS Scholarship\nThe Independence Foundation Scholarship\nLittle People of America Scholarship\nNational Chair Scholars Scholarship\nNational MS Society Scholarship Program\nHealth Impairments\nMatthew Debono Memorial Scholarship Fund\nAimee Melissa Davis Memorial Scholarship\nBerri Mitchell Scholarship Fund\nBrighter Tomorrow Grant\nCFCareForward Scholarship\nCancer Survivors Fund Scholarship\nCVS Pharmacy Charitable Trust\nCystic Fibrosis Foundation Scholarship\nDiabetes Scholars Foundation\nElizabeth Nash Foundation Scholarship\nEric Delson Memorial Scholarship\nEric Marder Scholarship Program of IDF\nFactor Support Network Scholarships\nHemophilia Federation of America Educational Scholarship\nInheritance of Hope Legacy Scholarship\nJackie Spellman Scholarship Foundation\nJoe A. Bierens Scholarship\nNational Collegiate Cancer Foundation Scholarships\nNational Hemophilia Foundation Kevin Child Scholarship\nPAF Scholarship for Survivors\nThe Salvatore E. Quinci Foundation Scholarship\nSuperSibs Scholarship Program\nSoozie Courter Hemophilia Scholarship Program\nUCB Family Epilepsy Scholarship Program\nUlman Cancer Fund for Young Adults\nVisine Students With Vision Scholarship\nLearning Disabilities and Mental Health\nHydrocephalus Association\nKatie MacDonald Memorial Scholarships\nMarion Huber Learning Through Listening Awards\nNCLD Anne Ford and Allegra Ford Scholarship\nOrganization for Autism Research Scholarships\nP. Buckley Moss Society Anne & Matt Harbison Scholarship\nRalph G. Norman Scholarship\nRiSE Scholarship Foundation, Inc\nRoy Cooper Scholarships\nShire ADHD Scholarship Program\nSmart Kids with Learning Disabilities Youth Achievement Award\nLilly Reintegration Scholarship"]
[470,"Art Basel confirms rise of Paris in art world","https://spiegel-news.com/art-basel-confirms-rise-of-paris-in-art-world/",0,"This website uses cookies to improve your experience while you navigate through the website. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may have an effect on your browsing experience."]
[471,"Inside Art Basel’s bustling new Parisian fair - Artforum International","https://www.artforum.com/diary/inside-art-basel-s-bustling-new-parisian-fair-89539",0,"In addition to a new CEO (Art Basel veteran Noah Horowitz, who, we learned after the end of Paris+,\nwill succeed\noutgoing global director Marc Spiegler), the fair also gets a trio of new Paris directors, including general manager Virginie Aubert, deputy director Maxime Hourdequin, and main director Clément Delépine, a curator who cut his teeth at New York’s Swiss Institute before spending the better part of the last decade building from scratch Paris Internationale, a spunky, peripatetic fair that uses its nomadic status to constantly plumb new wells of energy around the capital. As someone who, with his cofounder Silvia Ammon, pulled off a functioning art fair in a car park, a\nhôtel particulier\n, and a supermarket, Delépine was uniquely suited to the challenge of staging a full-fledged Art Basel with just nine months and a one-off venue, the Grand Palais Éphémère."]
[472,"Gollings knows the pressure of Hong Kong","https://www.fijivillage.com/news/Gollings-knows-the-pressure-of-Hong-Kong-4frx85/",0,"Fiji Airways Men’s National 7s coach Ben Gollings believes there is a huge amount of pressure on them when they will participate in the Hong Kong 7s this weekend.\nGollings says there is a huge expectation for them as they are the defending champions and have won five consecutive tournaments.\nHe says Hong Kong 7s is a pinnacle event but none more so than for Fiji where there is a huge amount of support.\nHe adds that there is also an expectation that they will keep their record alive and make it six in a row.\nFiji’s first match is against Japan at 8.37pm Friday, then they will meet Spain at 4.15pm Saturday in their second match and play USA at 8pm Saturday in their final pool game.\nThe cup quarter-finals will start at 3.25pm Sunday, the cup semifinals will begin at 7.45pm Sunday and the final will start at 11pm Sunday."]
[473,"Punitive time-off policies may result in the first national railroad strike in 30 years","https://www.americamagazine.org/politics-society/2022/10/26/railroad-strike-attendance-policies-244021",0,"Despite President Biden’s efforts, the country may yet face the first national freight railroad strike in more than three decades. The biggest issue separating labor and management is not pay, health care or retirement benefits. It is the right of employees to take a day off without losing their jobs.\n“It’s the primary outstanding issue, one we won’t budge on—the request that they stop firing people who get sick,”\nsaid Dennis Pierce\n, president of the Brotherhood of Locomotive Engineers and Trainmen.\nAdvertisement\nTweet this\nFreight rail carriers and a dozen unions representing 115,000 workers have been bargaining for several years for a new contract. The president brought about an agreement that helped avoid a strike last month, but only half of the 12 unions representing freight rail workers have approved it. The third largest union, the BMWE,\nvoted to reject the tentative agreement\non Oct. 10, followed by the Brotherhood of Railroad Signalmen,\nwho voted it down\non Oct. 26. The remaining four won’t wrap up voting until mid-November.\nAttendance policy at America’s freight railroads is one of the most punitive in any American industry. In 2020, Union Pacific instituted a point-based attendance policy that punishes employees for taking any time off. BNSF Railway, controlled by billionaire investor Warren Buffett, adopted a similar system earlier this year. As\nThe New York Times\ndescribes it, workers start off with a limited number of points. If they take a day off for nearly any reason, including illness and family emergencies, they lose points, and when the points run out, they face suspensions and eventual termination.\nAdvertisement\nThe result is that workers are on call nearly all the time. Missing work due to a sick child or a doctor’s appointment could mean losing your job. “It allows no time off without penalty. It doesn’t allow for time with families, to make appointments for our health and safety,”\nKari Cecil, a conductor for BNSF,\nsaid during an online worker forum sponsored by the A.F.L.-C.I.O.\nIn September,\nThe Washington Post\nreported on the case of Aaron Hiles, a locomotive engineer for BNSF. Mr. Hiles admitted to his wife that he was not feeling well and made an appointment to see a doctor. But BNSF called him into work at the last minute, forcing him to cancel his visit. A few weeks later, he suffered a fatal heart attack while working in an engineer’s booth.\nTweet this\nAdvertisement\nEmployed in a 24/7 industry, rail workers have always faced challenging schedules, but the pressure has gotten noticeably worse in the past few years. One of the main drivers has been rail carriers’ policy of boosting profits, already at\nrecord levels\n, by slashing their workforces. Since 2016, the largest freight railroads have shrunk their\nworkforces by 25 percent,\nforcing the remaining employees to work even longer hours and more unpredictable schedules to keep the trains moving.\nThe tentative agreement now up for a vote makes some positive changes to attendance policy, but for many workers, they are still not enough. “Railroaders do not feel valued,”\nsaid BMWE president\nTony Cardwell, after his members voted it down. “They resent the fact that management holds no regard for their quality of life, illustrated by their stubborn reluctance to provide a higher quantity of paid time off, especially for sickness.”\nThe freight carriers may be the worst offenders when it comes to overwork, but rail workers are not the only ones fighting for more free time. Forced overtime is a crucial issue in upcoming contract negotiations between UPS and the Teamsters Union. A Teamster leader in Maine\ncomplained\nto a reporter that his UPS members often work six days a week and put in 15 to 20 hours of overtime. In some areas, UPS drivers have\nrefused\nto work Saturdays, leading to disciplinary action.\nAdvertisement\nControl over schedules has been an issue in many of the new union organizing campaigns that have sprung up in the previous year. One of the\nAmazon Labor Union’s\ntop priorities for its first contract is eliminating mandatory overtime. And last-minute shift scheduling was one of the issues that drove workers at\nColectivo Coffee\n—a small Midwestern coffee chain—to organize last year.\nFor many workers, collective bargaining is their sole recourse to getting paid leave because the United States is the only developed nation that does not mandate paid time off on a national level. President Biden promised\n12 weeks of paid family and medical leave\nas part of his Build Back Better agenda, but it failed to make it into his signature Inflation Reduction Act. Currently,\njust 11 states\n, plus the District of Columbia, offer paid family leave.\nPost-pandemic work-from-home policies have given some white-collar professionals a degree of flexibility in balancing home and work life responsibilities, but this has not been an option for many blue-collar and service workers in the United States. While\n79 percent of workers\nwith at least a bachelor’s degree have access to paid leave, that is true of only 64 percent of those with a high school degree but no college education. Just one in four workers without a high-school degree has any paid time off at all.\nThe United States is already one of the most\noverworked nations\nin the world. Compared with Great Britain, Americans put in\nnearly 300 more work hours per year\n, and more than 400 hours more than workers in Germany. Americans lag the rest of the industrial world not only in paid sick time but also in\nvacation time\n.\nTweet this\nThe lack of time off is not only bad for employee morale and health. It is bad for families and society as a whole, something the U.S. Conference of Catholic Bishops noted in their groundbreaking 1986 pastoral letter “\nEconomic Justice for All\n.”\n“Without leisure,” the bishops wrote, ”there is too little time for nurturing marriages, for developing parent-child relationships, and for fulfilling commitments to other important groups: the extended family, the community of friends, the parish, the neighborhood, schools, and political organizations.”\nPope Paul VI made a similar point in “\nGaudium et Spes\n”: “Though they should apply their time and energy to their employment with a due sense of responsibility, all workers should also enjoy sufficient rest and leisure to cultivate their family, cultural, social and religious life” (No. 67).\nOverwork may mean higher profits on Wall Street, but the long-term damage it inflicts on families and society is incalculable. Every hour at work is one less hour spent with family, volunteering in the community or praying at church.\nConfronting the problem requires policy change. While paid leave legislation has stalled out in Congress, there have been some victories on the local level. The most recent success came in Maryland. Last spring, Catholic organizations, including the\nCatholic Labor Network\n,\nCatholic Charities Baltimore\nand the\nMaryland Catholic Conference\n, worked with labor unions, family advocates and other faith groups to help pass the\nTime to Care Act\n, an effort that could serve as a model for building broader faith-labor-family coalitions in other states.\nThe reality for millions of Americans is that finding time to take care of a family or get involved in any kind of activity outside of work is a luxury that they cannot afford. Rebuilding a social contract that respects and values workers requires more than just raising wages; it also means ensuring that everyone has the time to be a spouse, parent, friend, community member and citizen.\n“In the creation narrative, God worked six days to create the world and rested on the seventh,”\nwrote the U.S. bishops in “Economic Justice for All.\n” “We must take that image seriously and learn how to harmonize action and rest, work and leisure, so that both contribute to building up the person as well as the family and community.”"]
[474,"Nation's modernization both challenging and significant","http://www.china.org.cn/opinion/2022-10/28/content_78490845.htm",0,"In the report delivered to the 20th National Congress of the Communist Party of China, General Secretary Xi Jinping emphasized that China's modernization is \"a task of unparalleled difficulty and complexity\", as it entails the modernization of a population that is larger than the combined population of all developed countries. Its difficulty and complexity can be seen from at least two perspectives.\nFirst, from a historical perspective, modernization is a developed social form characterized by industrialization, urbanization and profound changes in the economy, society, politics and culture.\nSo far, the current trend of modernization of human society has been going on for over 200 years. In the second half of the 18th century, when the United Kingdom started its industrialization, it had an estimated population of 8 million people. In the 20th century, when the United States led global modernization, its population grew from 100 million in 1910 to more than 300 million in 2007.\nChina must complete its modernization process with a population of over 1.4 billion, which would be the most remarkable modernization in the history of human development.\nSecond, from a realistic perspective, China is the world's most populous country and the largest developing country.\nAccording to population data this year, China's population accounts for about 18 percent of the total global population. The nation's population is 4.26 times that of the U.S., 3.16 times that of the European Union, 9.75 times that of Russia, and 11.21 times that of Japan. China's population is over 1.5 times the total population of the countries and regions that have completed modernization.\nThe modernization of a country with such a huge population will completely rewrite the landscape of global modernization. By that time, the center of global modernization will no longer be Europe and North America, but China or modern Asia and modern East Asia with China as the mainstay. It is an inevitable outcome of major changes underway in the global landscape.\nThe modernization of its huge population is significant for both China and the world.\nIn terms of the implications for China, its modernization seeks common prosperity and thus is a process that will benefit all of the people. It took only decades for the Chinese people, under the leadership of the CPC and through their own unremitting efforts, to complete the nation's industrialization process — a process that took developed countries over 200 years.\nThe nation has managed to lift nearly 100 million rural residents out of extreme poverty over the past decade with a campaign that brought an end to regional and overall poverty. With the overall living standards of urban and rural residents being lifted to a higher level, China has succeeded in building a moderately prosperous society in all respects, laying a solid foundation for the realization of its modernization.\nBeing able to move toward modernization in a developing country with such a huge population fully demonstrates the strength of the socialist system with Chinese characteristics. This strength has been transformed into the efficiency of national governance, which in turn has been transformed into a huge development achievement in the process of national modernization.\nTherefore, the modernization of a huge population and common prosperity will offer not only the best example of the strength in China's system, but also the best example for a new form of human civilization created by the Chinese path to modernization.\nIn terms of its significance for the world, the modernization of a country or region with a small population will not be as significant as the modernization of a country with a large population. The modernization of the U.K., Germany and the U.S. has exerted important influences and played high exemplary roles in the world.\nAs a developing country with a huge population, China started as a poor country. Through arduous exploration and hard work, the nation has followed a path of modernization that is different from that of the developed countries in the West.\nSince the founding of the People's Republic of China, the nation's successful practice in continuously improving public wellbeing, and its modernization drive toward common prosperity, have demonstrated that the modernization of Western capitalist countries is not the only modernization path. In doing so, China has blazed a new path for developing countries to move toward modernization, and provided new options for nations wishing to accelerate their development and maintain their independence and autonomy. Therefore, the contribution of Chinese modernization to human modernization is brand new at the institutional level.\nIt should be pointed out that, with its huge population, China's modernization will be an arduous and complex process. As General Secretary Xi pointed out, \"Our modernization is both the most difficult and the greatest.\"\nTherefore, it is important to maintain a sober mind going forward and adopt a problem-oriented approach focusing on the goals already established. The successful convening of the 20th CPC National Congress marks the beginning of the next stage of China's journey as it strives to become a modern socialist country in all respects.\nAs long as we uphold the leadership of the CPC and the socialist system with Chinese characteristics and make steady progress toward the established goals in accordance with strategic plans, the blueprint for the Chinese path to modernization and common prosperity for over 1.4 billion people will surely become a reality.\nThe author is a professor at Renmin University of China and head of the China Association of Social Security.\nFollow China.org.cn on\nTwitter\nand\nFacebook\nto join the conversation.\nChinaNews App Download"]
[475,"New Journey Towards Chinese Modernization","https://newslinesamoa.com/new-journey-towards-chinese-modernization/",0,"Last Saturday, the 20th National Congress of the Communist Party of China has successfully concluded. The seven-day meeting is convened at a critical time as China embarks on a new journey to build itself into a modern socialist country in all respects, with new central leadership elected for its new journey. As the first five-yearly national congress after CPC’s centenary in 2021, the meeting illustrated the achievements of the country and Party in the last decade and unveiled the blueprint for a modernized China in the next five years and beyond.\nIn the report to the Congress, Chinese President Xi Jinping has hailed the great transformation in the last decade as the milestone of the Party and nation, during which time three “historic feats” has been achieved: the CPC embraced its centenary, ushered in a new era of socialism with Chinese characteristics, and eradicated absolute poverty and finished building a moderately prosperous society in all respects, thus completing the first centenary goal.\nWithin this milestone decade, China has achieved the high-growth economic miracle and strive to high-quality development. China’s contribution to global economic growth averaged over 30 percent from 2013 to 2021, making it the biggest contributor. Its GDP has come to account for 18.5 percent of the world economy, up 7.2 percentage points over the past 10 years. The world’s second largest economy has become a major trading partner for over 140 countries and regions, leading the world in total volume of trade in goods.\nWithin this milestone decade, China upholds its people-centered philosophy of development and has built the largest education, social security, and health care systems around the globe. According to statistics, Chinese people’s sense of security has reached 98.6%, with an increase of 11% in ten years. China has become one of the safest countries in the world and the people are more satisfied, happier and more secured.\nWithin this milestone decade, China undertakes its responsibility to build a community with a shared future for humanity. The Belt and Road Initiative has become a well-received international public good and an important platform for cooperation, while the Global Development Initiative(GDI) and the Global Security Initiative have brought new impetus to the world peace and development. China is firm in safeguarding the international system with the United Nations(UN) at its core, the international order underpinned by international law, and the basic norms governing international relations based on the purposes and principles of the UN Charter.\nThe next five years and beyond will witness the new journey of advancing rejuvenation of Chinese nation on all fronts through a Chinese path to modernization, which is the modernization of a huge population, of common prosperity for all, of material and cultural-ethical advancement, of harmony between humanity and nature and of peaceful development, offering humanity “a new choice” for achieving modernization.\nPursuit of common prosperity for all is highlighted in China’s journey of modernization. After persistent hard work in the recent decade, China has lifted about 100 million poor rural residents out of poverty. The Congress has reemphasized the importance of advancing rural revitalization across the board and improving the social security system including elderly care, medical care and housing, so as to substantially grow the middle-income group as a share of the total population, guarantee equitable access to basic public services, and ensure modern living standards of living in rural areas by 2035.\nChinese modernization is one of material and cultural-ethical advancement, harmony between humanity and nature. China stresses the importance of advancing the “Beautiful China” initiative, accelerating the transition to a model of green development, and pursuing prudently toward its goals of reaching peak carbon emissions in 2030 and carbon neutrality in 2060, so as to achieve the great harmony between human and nature. China will continue to underscore the improvement and development of whole-process people’s democracy, and enrichment of the people’s cultural lives.\nThe modernization process of China is also part of the journey of humanity’s common progress and development. China has never achieved modernization through colonization or invasion, nor will it seek hegemony, expansion or geopolitical blocks in the future. Chinese modernization is one of peaceful development, with openness, cooperation and sharing as its core. China will be steadfast in deepening reform and opening up across the board, promoting Belt and Road Initiative and GDI with other countries, and striving to improve trade and investment liberalization and facilitation. China will always support developing countries in accelerating development, and to building a human community with a shared future.\nThis year marks the 47th anniversary of the establishment of diplomatic relations between China and Samoa. Over the past 47 years, we have achieved profound mutual trust, expanded practical cooperation, and promoted people-to-people exchanges, with supports to each other on the international platforms. In the new journey, China is ready to expand bilateral cooperation on the basis of equality and mutual benefit, focus on deepening cooperation in various aspects, and give priority to cooperation in agriculture and fishery,digital economy and tourism. Our two countries will strive to build an architecture of practical cooperation that has rich substance and delivers tangible benefit to the real needs of both peoples. China is willing to join hands with Samoa to seek greater happiness for the two countries and peoples, and jointly promote the building of a community with a shared future for mankind.\nBy H.E. Chao Xiaoliang, Chinese Ambassador to Samoa\nHaving reached a new historical starting point, the 20th CPC National Congress will embark a new journey of achieving the rejuvenation of the Chinese nation. At the same time, it will also bring new opportunities for the development of the world. Let’s see what will happen to China in one minute, what can China bring to the world?\nShare this:\nTwitter\nFacebook\nRelated posts:\nMP La’auli Instructed Not To Resign\nTautua Samoa Rejects Party Coalition Moves\nElections History A Welcome Relief For Savaii Candidates\n‘Faifeau’ Election Call To Vote Out Govt. Saddens Popular MP"]
[476,"Art in Paris: digital and","https://sarasomers.com/2022/10/26/art-in-paris-digital-and-natural/",1,"The first of these art and technology shows,\nCarrières des Lumières,\nstarted in les Baux-de-Province. There the art is projected onto the walls of caves. It is part of a much larger organization called Cultural Spaces. Bruno Monnier, the president of Cultural Spaces, wanted to bring the idea to Paris. He found an unused foundry from the 19th century called Chemin-Vert located in the 11th arrondissement. It was created in 1835 to meet the needs of the Navy and railways for high-quality castings. It closed in 1929 due to the International crisis. Monnier has taken the space, left it intact, and cleaned it up while fitting it for all the projectors. It opened in 2018 with a show of Klimpt’s famous paintings. It is hard to describe the show if you haven’t seen one. My photos are static but the images are constantly moving like a giant slide show. Music is chosen specifically for certain periods in an artist’s life. The result is captivating. It’s not a stretch to call it a completely immersive experience. Children often run around chasing the images on the floor and become part of the fun of the show."]
[477,"Distribution of cheques among STEM schools for enabling of STEM FABLAB","https://pakobserver.net/distribution-of-cheques-among-stem-schools-for-enabling-of-stem-fablab/",1,"In Pursuance of the Government’s vision of establishing a knowledge based economy, the Pakistan Science Foundation-PSF under the Ministry of Science and Technology has recently launched a PSDP” Launching of STEM in Pakistan, Phase-I”, an umbrella project which shall be simultaneously executed throughout the country with the support of Federal and Provincial stakeholders/education departments.\nOne of the targets of the project is to give impetus to Pakistan’s preparation for developing a workforce for the fifth Industrial Revolution.\nIn this regard, A cheque distribution ceremony was held under the headship of the Mr. Agha Hassan Baloch, Federal Minister for Science and Technology in the Committee room of MoST. At the occasion, Secretary MoST, Mr. Ghulam Muhammad Memon, Chairman PSF, Prof. Dr. Shahid Mahmood Baig and other Top Officials of MoST and PSF were present. HE Mr. Agha Hassan Baloch distributed the cheques of Rs. 1 Million on the account of enabling the labs among the Principals of Schools.\nUnder the STEM project, 50 STEM Labs will be established in 50 higher Secondary Schools/cadet colleges and 8 labs in different universities/institutions with a total cost of Rupees 993.784 Million. High tech equipment including 3D Printers, Vinyl Cutters, Design Computers, STEM Kits etc. will be installed in these labs upon which the students will learn new techniques which are compulsory for the 5th Industrial Revolution.\nIt is worth to mention here that the project approved from PSDP is focused to enhance the educational skills of teachers as well as students throughout the Pakistan.\nAt the occasion, the Federal Minister, Mr. Agha Hassan Baloch emphasized on Hands on Activities and development of Entrepreneurship Skills in Students. Furthermore, he said that STEM Education is a paradigm shift from traditional education to hands-on learning of core scientific concepts. STEM encourages youth to experiment, make mistakes and learn from their own experiences rather than relying on what the textbook says. It has basic areas of critical thinking, logical analysis, inquiry and project-based learning which boost the curiosity among students as it motivates and inspires students to excel in applied STEM fields.\nHe further emphasized that this program will reinforce Pakistan’s preparation for availing the forthcoming global opportunities in terms of creation of new jobs and prospects of entrepreneurship in the emerging technologies and scientific frontiers.\nThe Federal Minister directed to complete the project in time and initiate the process of Training Teachers on STEM as soon as possible."]
[478,"Stem cell-derived organoids mimic human parathyroid tissue","https://phys.org/news/2022-10-stem-cell-derived-organoids-mimic-human.html",0,"Immunofluorescence characterization of parathyroid organoids (scale bar: 100/25 um for top/bottom). Credit:\nStem Cell Reports\n/Noltes et al.\nPatient-derived parathyroid organoids (PTOs) could pave the way for future physiology studies and drug-screening applications, as shown in a study published on October 27 in the journal\nStem Cell Reports\n.\n\"We are the first group in the world that was able to isolate parathyroid stem cells and maintain these cells in our lab as organoids for an extended period of time,\" says co-senior study author Schelto Kruijff of the University Medical Center Groningen. \"Our research introduces the PTO as a new model for research on parathyroid diseases.\"\nParathyroid diseases are characterized by alterations in the excretion of parathyroid hormone, leading to abnormal blood calcium concentrations. The development of parathyroid-targeted treatments and imaging tracers could benefit from in vitro models. Organoids are 3D structures that closely recapitulate\ntissue architecture\nand cellular composition and are developed from stem cells. These models have proven very useful for studying tumor behavior and assessing drug responses and have provided a platform for long-term in vitro experimentation.\n\"We have shown that the parathyroid gland contains stem cells that are able to produce organoids. These organoids mimic the patient condition, are able to produce hormone, express specific markers, and show comparable reactions to drugs,\" says Kruijff.\nIn this study, Kruijff and co-senior study author Rob Coppes of the University Medical Center Groningen set out to establish a patient-derived PTO model representing human parathyroid tissue. The researchers obtained human benign hyperplastic parathyroid tissue from patients undergoing parathyroid surgery. They isolated parathyroid\nstem cells\nfrom the tissue and examined their potential to expand and form PTOs.\nThe PTOs resembled the original tissue on both gene and protein expression levels and functionality. Additional results demonstrated increased and decreased\nhormone secretion\nin response to changes in calcium concentration and parathyroid hormone-lowering drugs. Moreover, the researchers found specific parathyroid-targeted tracer uptake in the PTOs. Taken together, the results demonstrate that these organoids could model human parathyroid functionality.\nOne study limitation was the absence of the original microenvironment, including\nblood vessels\nand fluctuating concentrations of extracellular signals. Nonetheless, the functional testing and tracer experiment showed that the PTOs are a highly suitable model that resembles functional parathyroid tissue.\nIn future studies, the researchers are planning to transplant these organoids in rats with hypoparathyroidism to study their function in a living animal model. \"These organoids can be used to test future parathyroid-targeted drugs and imaging tracers. When using organoids, less animal testing needs to be performed,\" Kruijff says. \"Also, this technique could be used to try to culture healthy\nparathyroid\ngland organoids in order to treat patients with hypoparathyroidism.\"\nMore information:\nSchelto Kruijff, Patient-derived parathyroid organoids as tracer and drug-screening application model,\nStem Cell Reports\n(2022).\nDOI: 10.1016/j.stemcr.2022.09.015\n.\nwww.cell.com/stem-cell-reports ... 2213-6711(22)00464-7\nJournal information:\nStem Cell Reports\nProvided by\nCell Press\nCitation\n:\t\t\t\t\t\t\t\t\t\t\t\t\tStem cell-derived organoids mimic human parathyroid tissue (2022, October 27)\t\t\t\t\t\t\t\t\t\t\t\t\tretrieved 1 November 2022\t\t\t\t\t\t\t\t\t\t\t\t\tfrom https://phys.org/news/2022-10-stem-cell-derived-organoids-mimic-human.html\nThis document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no\t\t\t\t\t\t\t\t\t\t\t part may be reproduced without the written permission. The content is provided for information purposes only."]
[479,"What language","https://blog.lingoda.com/en/singapore-languages/",1,"Singapore is an incredibly multicultural country, which is reflected in its national languages. There are four recognized languages in Singapore: English, Malay, Mandarin and Tamil. These languages reflect the main ethnic groups in the South-East Asian nation, but there are many other languages spoken here too, including\nSinglish\n. Around\n75% of people\nin Singapore are\nbilingual\n, far more than in the UK or the US. Let’s learn more about what the language is in Singapore.\nEnglish\nSinglish\nMalay\nMandarin\nTamil\nSingapore Sign Language\nLearn languages at your pace\nChoose your plan\nEnglish\nIf there is one language you can use almost everywhere in Singapore, it’s\nEnglish\n. Singapore uses English as a lingua franca for its multicultural citizens so that Malay speakers can communicate with Tamil speakers and so on. English is also the primary language of\nbusiness\nand government in Singapore and, according to the\n2020 census\n, it is now the most-spoken language at home in Singapore. English is also used as a language of communication in schools, though students also study in one of the three other recognized languages.\nSinglish\nPeople in Singapore tend to speak British English rather than\nAmerican English\n, but they do have their own\ncreole language\n, often called Singlish (Singaporean English). Singlish contains elements of many other languages spoken in Singapore, including Tamil, Malay and Mandarin, as well as other Chinese languages. Since 2000, the\ngovernment of Singapore\nhas been trying – and mainly failing! – to eradicate Singlish, as they consider it incorrect. However, it’s generally better to speak Standard English rather than Singlish in business contexts.\nHere are some Singlish terms you might hear wandering the vibrant streets of Singapore:\nAlamak! (Ah-lah-mak)\n– an expression of shock, similar to “Oh no!” or “Oh my God!”\nChope (joh-pe)\n– to reserve a place somewhere by leaving something on it. This is often done by leaving a packet of free tissues, ubiquitous in Singapore, on a table in a hawker center (an open-air food court) or fast-food restaurant.\nTabao (da-bao)\n– if you don’t want to “chope” a table, maybe you want your food\ntabao\n, which means bagged for takeaway.\nMalay\nAnother national language of Singapore is Malay and the Malay people are recognized as the indigenous inhabitants of the country. The\nSingaporean national anthem\nis sung in Malay and is called\nMajulah Singapura\n(Onward Singapore). Just under\n10%\nof Singapore’s inhabitants speak Malay at home. Malay is also spoken in Malaysia, Brunei and Indonesia.\nLearn languages at your pace\nChoose your plan\nMandarin\nSingapore has a large ethnic Chinese population who speak a range of Chinese dialects, including Mandarin, Cantonese and Hokkien. Chinese Singaporeans make up the largest ethnic group in the country. In 1979, the Prime Minister of Singapore launched a\nSpeak Mandarin Campaign\n, encouraging the Chinese population to unite under the same primary language. It was largely successful, as fewer people now speak other Chinese languages than before. However, the\npercentage of people\nwho speak Mandarin at home in Singapore is falling.\nTamil\nThe nationally recognized Indian language of Singapore is Tamil, as many of Singapore’s Indian population came from Tamil Nadu in South India. Around\n2.5%\nof Singapore’s population speak primarily Tamil at home, with around 5% speaking it as a second language. Students in Singapore can study in Tamil, as well as in other Indian languages including Punjabi, Bengali and Gujurati.\nSingapore Sign Language\nSingapore Sign Language\nis a combination of Shanghainese Sign Language (SSL), American Sign Language (ASL) and locally developed signs. Though it’s not recognized as a national language, it is recognized by the local Deaf community.\nWhat do they speak in Singapore?\nVisitors to Singapore will be able to get by perfectly easily in English. However, if you’re visiting South East Asia’s smallest country, why not take the opportunity to practice some Malay, Mandarin or Tamil too? Better yet, fit in with the locals by learning some Singlish to use in the hawker centers.\nLearn languages at your pace\nChoose your plan\nLaura is a freelance writer and was an ESL teacher for eight years. She was born in the UK and has lived in Australia and Poland, where she writes blogs for Lingoda about everything from grammar to dating English speakers. She’s definitely better at the first one. She loves travelling and that’s the other major topic that she writes on. Laura likes pilates and cycling, but when she’s feeling lazy she can be found curled up watching Netflix. She’s currently learning Polish, and her battle with that mystifying language has given her huge empathy for anyone struggling to learn English. Find out more about her work in her\nportfolio\n."]
[480,"Student Learning Space","https://www.tech.gov.sg/products-and-services/student-learning-space/",1,"Launched in May 2018, the\nSingapore Student Learning Space\n(SLS) – developed by Ministry of Education and GovTech - is a student-centric learning platform that enhances existing teaching and learning in schools.\nWith a curated library of educational resources, the SLS empowers students to learn flexibly at their own pace, according to their needs and interests. Students are encouraged to take greater ownership of their assignments, work closely with their peers, and be self-directed, responsible learners.\nThe SLS is primarily for students, but has an array of benefits for teachers as well. Educators can use the collaborative features on the SLS as a basis for their own classes, and share tips on best practices and delivery methods with each other.\nThe SLS won the 2018 IDC Smart City Asia Pacific Award in the Education category, and has been successfully deployed in all schools across Singapore to date.\n*Please note that there are also different SLS links for each school.\nRelated Content\nHow EdTech is disrupting classroom learning\nA Smart Campus to Serve Students and Staff\nBig Data reveals all\nThe Reimagination of Education Competition\nNext-level upgrades for school tech\nhttps://www.tech.gov.sg/products-and-services/student-learning-space/"]
[481,"Chinese modernisation targets opportunities","https://punchng.com/chinese-modernisation-targets-opportunities/",0,"The 20th National Congress of the Communist Party of China, summarising the great achievements over the first 10 years of the new era in China and at the same time, unveiling a blueprint for advancing the rejuvenation of the Chinese nation on all fronts through a Chinese path to modernisation, has just concluded in Beijing.  According to President Xi Jinping, “This has been a congress of holding our banner high, pooling our strength, and promoting solidarity and dedication.”\nXi, who was also re-elected as the General Secretary of the CPC’s central committee, expressed China’s commitment to promoting the building of a human community with a shared future. “We will work with peoples of all other countries to champion humanity’s shared values of peace, development, fairness, justice, democracy, and freedom to safeguard global peace and promote global development, and keep promoting the building of a human community with a shared future,” he said, noting that a prosperous China will create many more opportunities for the world.\nThrough over 40 years of relentless reform and opening up, China has created the twin miracles of fast economic growth and long-term social stability. The Chinese economy has great resilience and potential. Its strong fundamentals will not change, and it will remain on the positive trajectory over the long run.\nAs the world economy is facing a tough situation this year, with probably tougher prospects for the next, China’s economic outlook carries global significance. China’s modernisation stride will inject more certainty into the global economy.\nPowered By\n00:00/06:43\n10\nInside Lagos School Where Neglected Children Are Fed On Charity, Taught In Flooded Classrooms\nShare\nNext\nStay\nInsights from the Chinese model of modernisation are highly relevant to the global quest for alternate paths to modernisation, and China’s success story can contribute to accelerating global human development and serve as an inspiration for other countries to map out their own plans for growth and for the international community to work for a better future.\nOver the past decade, China’s Gross Domestic Product has come to account for 18.5 per cent of the world economy. It has become a major trading partner for over 140 countries, including Nigeria, and regions, leading the world in total volume of trade in goods. Since the COVID-19 pandemic broke out, China, which has managed to coordinate pandemic control and economic development, still maintains a stabiliser of the global supply and industrial chains, and is keeping driving the world economic recovery.\nUS NSS: Why China, Russia are making headway in Africa\nXi Jinping secures third term as China's leader\nEnergy crunch: China doubles down on coal spending\nChinese modernisation contains elements common to the modernisation processes of all countries, but more importantly, it features the Chinese context. It is the modernisation of a huge population, of common prosperity for all, of material and cultural-ethical advancement, of harmony between humanity and nature and of peaceful development.\nModernisation will generate a positive impact in the global context. In 2021, China announced that after eight years of strenuous work between late 2012 and late 2020, the country had lifted the final 98.99 million impoverished rural residents living under the current poverty line out of poverty, and removed all 832 impoverished counties and 128,000 villages from the poverty list. Now the country boasts the world’s biggest middle-income group — 400 million people. That means huge potential for consumption. China’s consistent efforts to improve people’s living standards mean a significantly expanded middle-income group and upgraded consumption structure, which will offer more development opportunities for global enterprises.\nFrom initiating the Asian Infrastructure Investment Bank and the New Development Bank to taking the lead in implementing the UN sustainable development agenda, China has always been sharing its development dividends with the rest of the world.\nChina will accelerate creating a new development pattern and pursue high-quality development, according to the blueprint produced by the Congress. Obviously, China’s future development direction focuses more on high-quality and sustainable development. This is good news for Nigeria and other countries throughout the world. For example, in the past few years, many Chinese companies have been involved in developing Nigeria’s digital economy in various fields, which is exactly what Nigeria needs. China’s Huawei and ZTE have been building 5G network infrastructure in Nigeria for many years. OPay, one of Chinese fastest growing fintech companies in Nigeria, is providing consumers with a wide range of services including mobile payments and transfers. In 2019, OPay raised $120 million of series B funding, including several Chinese investors like Meituan-Dianping, DragonBall, GaoRong, Source Code, Redpoint China and so on. Currently, OPay has over 18 million registered app users in Nigeria who rely on its services to send and receive money, pay bills and many more.\nEgatee, a Chinese e-commerce start-up, is determined to consolidate main actors in the retail market in Nigeria, and to provide cross-border logistics, online payment and settlement and other whole process services. They are just a few examples of cooperation between Chinese companies and Nigerian companies. Definitely, with the participation of Chinese companies, it will help Nigeria’s economy to transform and upgrade, and enhance its competitiveness.\nMaoming is China’s Consul-General in Lagos"]
[482,"New study confirms: Structural racism in STEM programs needs fixing","https://www.ehn.org/diversity-in-stem-2658516318.html",1,"Successes in inclusive STEM\nWhen it comes to successfully creating inclusive STEM programs, the most\nwell-known\nexample is the Meyerhoff Scholars Program at the University of Maryland Baltimore County (UMBC). For nearly three and a half decades, the program, largely on the watch of recently retired president Freeman Hrabowski, has pumped out more than 1,400 STEM graduates, two-thirds of whom are from populations normally underrepresented in STEM and the majority of whom are Black.\nIn an\nessay last year\nin the journal\nIssues in Science and Technology\n, published by the National Academies of Sciences, Engineering and Medicine, Hrabowski used federal data to show that UMBC is the nation’s\ntop university\nfrom which Black STEM graduates went on to earn doctorates in the natural sciences and engineering. With 146 graduates from 2010 to 2019 who worked their way to a PhD, UMBC was the only university aside from Historically Black Colleges and Universities (HBCUs), where more than 100 Black graduates went on to earn doctorates in the same time period.\nHBCUs usually provide a more supportive and affirming culture on campus despite far fewer resources than predominantly white institutions, and that seems particularly true in the sciences. North Carolina A&T, Howard, Florida A&M and Spellman each graduated more than 100 Black students who went on to earn doctorates from 2010-2019.\nUMBC launched far more Black doctorates than the next three ranked predominantly or plurality white institutions: the flagship University of Maryland College Park (88), the flagship University of Florida (86) and the globally renowned Massachusetts Institute of Technology (63).\nMany\nnews stories\non Hrabowski’s\nretirement\nnoted how Meyerhoff grads Kizzmekia Corbett and Jerome Adams respectively led the development of the Moderna coronavirus vaccine and became US Surgeon General. Alum\nKyla McMullen\nbecame the\nfirst\nAfrican American woman to earn a doctorate in computer science and engineering from the University of Michigan. In the last decade,\na few universities\n, such as the University of North Carolina, Penn State, the University of California Berkeley and U.C. San Diego have begun to\nembrace UMBC’s model, with positive results.\nThat model is not\nrocket science\n. It is merely\nholistic.\nIt avoids the trap of demanding students from underrepresented backgrounds contort themselves to conform to white-curated campus cultures that nonetheless dismiss them and pierce them with the arrows of those white faculty who are consciously or unconsciously infected with stereotypes of Black intellectual inferiority. In a\nPew survey\nthis year, a third of Black adults currently working in STEM jobs said that in their most recent STEM schooling, someone made them feel as if they could not understand the subject and didn’t belong in a class. A Black student was nearly twice as likely as the average student to be told he she or they didn’t belong in a class.\nA\n2020 study\nby researchers at the University of Illinois and the University of Utah found that Black STEM students faced a 57% increased probability of experiencing frequent racial\nmicroaggressions\nfrom instructors, teaching assistants, and advisers.\n“Students of color who were STEM majors overheard racist jokes and comments in the classroom and racial slurs while walking to class,” that study said. “STEM students of color described feeling both hyper-visible and invisible. Students of color felt excluded from groups or social activities. Even worse, students of color reported comments from faculty and staff in positions of authority who dismissed, discouraged, ignored, and even made fun of them.\n“The low percentage of Black and Latinx students in STEM majors is not about academic preparation, as some argue; rather, our study suggests that the lack of diversity can be explained by a historical, demographic, behavioral, and psychological dimension of a campus culture that is\nsystemically hostile\nto students of color.”\nUMBC and some other schools put a major portion of responsibility for student success on the\nfaculty.\nA key component of its model is peer diversity education among faculty members. Hrabowski wrote in his essay: “Educational institutions can help bridge this gap by taking stock of some of their own practices. For example, faculty should not merely act as advisors but also be champions for their underrepresented minority students—connecting them to faculty career opportunities and strongly supporting their applications. In addition, institutions should implement policies that encourage their departments to engage in broader, more equitable faculty searches.”\nSchools like UMBC also bring STEM students from underrepresented backgrounds onto campus\nsix weeks early\nbefore their first semester to help them form self-supporting communities and study groups. One example is\nNortheastern University,\nwhich for nearly a half century\nhas honed its own model to retain and graduate\nengineering students from underrepresented populations. In addition to helping students form communities, helping to them to get to know faculty ahead of the actual start of first-year classes and internal faculty diversity workshops, Northeastern gets students into internships early in their schooling and has created a more inclusive curricula to reflect the discoveries and advances by scientists of color, women, lesbian, gay, transgender, or queer."]
[483,"School-based Curriculum Development (Secondary) Section","https://tel.directory.gov.hk/0105005026_ENG.html",0,"Remarks:\n1.For those calling from places outside Hong Kong, please dial the area code \"852\" before the telephone number (not applicable to overseas offices).2.Click the name of officer/enquiry for further information.3.All data on this website are provided and updated by respective bureaux / departments and related organisations."]
[484,"Diamond City to transform into","https://www.pahomepage.com/news/diamond-city-to-transform-into-wilkes-scarre/",0,"WILKES-BARRE, LUZERNE COUNTY (WBRE/WYOU) —\nThis upcoming weekend the City of Wilkes-Barre is transforming into ‘Wilkes-Scarre’ for Halloween.\nAccording to a press release, ‘Wilkes-Scarre Weekend’ will run from Thursday, October 27 to Sunday, October 30 in downtown Wilkes-Barre bringing business and entertainment back to the area.\nThe event is supported in part by the non-profit organization Wilkes-Barre Metropolitan Development Corporation, and organizers have also secured the official sponsorship of both World Wrestling Entertainment (WWE), and Reaper’s Revenge Haunted Hayride and Scarepark.\nSPCA gives tips on keeping pets safe during Halloween\nOrganizers say they are committed to developing a long-term, city-wide event that becomes a regional tourist destination.\nWilkes-Scarre Weekend kicks off one night early, on Wednesday, October 26, in support of ‘Moving River Ministries’ Trunk or Treat from 6:00 p.m. to 8:00 p.m. at 626 South Main Street, in Wilkes-Barre.\nThis event is followed by an entire weekend of Halloween parties throughout the downtown area.\nOn Sunday, the first-ever ‘Zombie Trot till Your Rot Bar and Restaurant Crawl’ begins. This event is strictly for those 21 years of age and over. Participants will receive drink and food specials at all of the participating bars and restaurants and those who participate will be eligible for a number of cash prizes in various ‘zombie categories,’ totaling $500.\nThose who would like to be transformed into the undead can get specialized make-up at the Zombie Factory inside Heat Nightclub from 3:00 in the afternoon until 6:00 p.m. Participating ‘Trot Spots include, Vesuvio’s Wilkes-Barre, Beer Boys, Senunas Bar and Grill, Boozy-B’s, Oyster Bar and Restaurant, King of Kings Gyros and Cheesesteaks, and The Mines underground.\nRegistration can be completed\nonline\n, at Oyster Restaurant between 5:00 and 6:00 p.m., or inside the Zombie Factory at Heat Nightclub.\nA full spooky schedule of events can be found on the\nWilkes-Scarre Weekend website\n."]
[485,"Megan Fox, Paris Hilton and Kylie Jenner transform for Halloween: See the celebrity costumes","https://lovebylife.com/megan-fox-paris-hilton-and-kylie-jenner-transform-for-halloween-see-the-celebrity-costumes/",0,"Stars are familiar with putting on costumes for an on-screen role or a concert tour but for Halloween they bring even more energy.\nWhile Halloween 2020 was a bust due to the coronavirus pandemic, Halloween 2021 was met with caution as the virus still loomed — but Halloween 2022 is looking like a return to what the spooky season once was as Hollywood parties took over on Instagram.\nStars including Kylie Jenner and Vanessa Hudgens are taking on scary costumes as Frankenstein’s bride and a creepy raven. Other celebs including Paris Hilton are dressing up as childhood favorites. It couple Megan Fox and Machine Gun Kelly are dressing like another famous couple as they suited up as Pamela Anderson and rockstar Tommy Lee.\nHere are some of the Halloween costumes celebrities have brewed up this season.\nKardashian-West kids dress as music icons\nKim Kardashian showed off her kids’ costumes early Halloween weekend as her youngsters took on the looks of Aaliyah, Sade, Snoop Dogg and Eazy-E.\nEldest daughter North, 9, wore a full Tommy Hilfiger costume to resemble the late singer Aaliyah, her younger sister Chicago, 4, wore a double denim outfit and a long braid to look like singer Sade.\nThe boys dressed as West Coast legends Snoop Dogg and Easy E with Saint, 6, dressed in Snoop Dogg’s signature braids and Psalm, 3, wearing the quintessential Eazy-E Compton hat.\nMore:\nThe Kardashians, body image and social media: Why parents should stop filtering their photos\nKylie Jenner’s Bride of Frankenstein\nJenner put on her bridal best as the Bride of Frankenstein this Halloween weekend.\nJenner posted three sepia photos of herself with a black and gray updo with stitching drawn onto her jawline.\n“HAPPY HALLOWEEN,” she wrote on Instagram.\nKylie\non Instagram: “HAPPY HALLOWEEN WEEKEND”\nMegan Fox and Machine Gun Kelly as Pam and Tommy\nFox went blonde for a day and Machine Gun Kelly took on the persona of another rockstar for the spooky occasion.\nThe two dressed as the late-90s couple Pamela Anderson and Tommy Lee.\nFox wore a maroon and pink latex dress as her blonde hair hung on her shoulders and Kelly wore a simple tank top shirt with his tattoos acting as his accessory.\nReview:\nImpressive transformations aside, Hulu’s sex-tape saga ‘Pam & Tommy’ misses the mark\nJoJo Siwa as Draco Siwa\nJoJo Siwa made great use of her dazzling blonde hair as she adorned the Slytherin cloak for her Draco Malfoy Halloween costume.\nThe singer and dancer showed off her “Harry Potter” themed costume complete with the green tie and slicked back hair with a reel on Instagram. Siwa lip-synced the scene in “Harry Potter and the Sorcerer’s Stone” when Draco introduces himself to Harry Potter and Ron Weasly.\nDraco’s memoir:\n‘Harry Potter’ star Tom Felton recalls harrowing rehab escape, Emma Watson bond in new memoir\nParis Hilton’s Sailor Moon\nHilton and her husband Carter Reum dressed up as Sailor Moon and Tuxedo Mask from the manga series.\nHilton wore her hair in two ponytails as she wore a bedazzled version of the Sailor Moon costume. Reum wore a tuxedo, mask and cape to pull off his accompanying look.\n“Dressed up as my childhood icon Sailor Moon,” Hilton wrote on Instagram.\nJennifer Garner (and her dog) get ghostly\nTo the tune of Britney Spears and Madonna’s “Me Against the Music” Jennifer Garner showed off two ghost costumes. One was a ghost bride and the other a Victorian ghost.\nShe showed off her ghoulish looks in an Instagram video that also had a cameo from her dog, draped with white fabric, to match the costume reveal’s theme.\nVanessa Hudgens as a creepy raven\nHudgens flapped her wings towards the scary side of Halloween as she dressed in black feathers to look like a raven.\nHer eye makeup included black and gray feathering to further pull off the look as she attended Prince Michael Jackson’s Thriller Night Halloween party.\nShe showed off her detailed dress on Instagram as she flapped away. In the caption, she asked her followers if they could “edit me turning into a raven.”\nHailey Bieber, Vanessa Hudgens, Kylie Jenner and more stars in Halloween costumes: ‘And the festivities begin’\nOctober 26, 2022\nIn \"Celebrities\"\nJenna Bush Hager performs as Celine Dion on ‘Today,’ more daytime host Halloween costumes\nOctober 31, 2022\nIn \"Entertainment\"\nHollywood does Halloween: From a scantily-clad Kendall Jenner to the best couple and group costumes\nOctober 31, 2022\nIn \"Celebrities\""]
[486,"Megan Fox, Paris Hilton, more transform to celebrate","https://www.ash.org.au/us-news/megan-fox-paris-hilton-more-transform-to-celebrate/",0,"- Advertisement -\nStars are familiar with putting on costumes for an on-screen role or a concert tour but for Halloween they bring even more energy.\nWhile Halloween 2020 was a bust due to the coronavirus pandemic, Halloween 2021 was met with caution as the virus still loomed — but Halloween 2022 is looking like a return to what the spooky season once was as Hollywood parties take over on Instagram.\nStars including Kylie Jenner and Vanessa Hudgens are taking on scary costumes as Frankenstein’s bride and a creepy raven. Other celebs including Paris Hilton are dressing up as childhood favorites. It couple Megan Fox and Machine Gun Kelly are dressing like another famous couple as they suited up as Pamela Anderson and rockstar Tommy Lee.\nHere are some of the Halloween costumes celebrities have brewed up this season.\nKardashian-West kids dress as music icons\nKim Kardashian showed off her kids’ costumes early Halloween weekend as her youngsters took on the looks of Aaliyah, Sade, Snoop Dogg and Eazy-E.\nEldest daughter North, 9, wore a full Tommy Hilfiger costume to resemble the late singer Aaliyah, her younger sister Chicago, 4, wore a double denim outfit and a long braid to look like singer Sade.\nThe boys dressed as West Coast legends Snoop Dogg and Easy E with Saint, 6, dressed in Snoop Dogg’s signature braids and Psalm, 3, wearing the quintessential Eazy-E Compton hat.\nMore:\nThe Kardashians, body image and social media: Why parents should stop filtering their photos\nKylie Jenner’s Bride of Frankenstein\nJenner put on her bridal best as the Bride of Frankenstein this Halloween weekend.\nJenner posted three sepia photos of herself with a black and grey updo with stitching drawn onto her jawline.\n“HAPPY HALLOWEEKEND,”\nshe wrote on Instagram\n.\nKylie 🤍 on Instagram: “HAPPY HALLOWEEKEND”\nMegan Fox and Machine Gun Kelly as Pam and Tommy\nFox went blonde for a day and Machine Gun Kelly took on the persona of another rockstar for the spooky occasion.\nThe two dressed as the late-90s it couple Pamela Anderson and Tommy Lee.\nFox wore a maroon and pink latex dress as her blonde hair hung on her shoulders and Kelly wore a simple tank top shirt with his tattoos acting as his accessory.\nReview:\nImpressive transformations aside, Hulu’s sex-tape saga ‘Pam & Tommy’ misses the mark\nJoJo Siwa as Draco Siwa\nJoJo Siwa made great use of her dazzling blonde has as she adorned the Slytherin cloak for her Draco Malfoy Halloween costume.\nThe singer and dancer showed off her “Harry Potter” themed costume complete with the green tie and slicked back hair with a reel on Instagram. Siwa lip-syncedthe scene in “Harry Potter and the Sorcerer’s Stone” when Draco introduces himself to Harry Potter and Ron Weasly.\nDraco’s memoir:\n‘Harry Potter’ star Tom Felton recalls harrowing rehab escape, Emma Watson bond in new memoir\nParis Hilton’s Sailor Moon\nHilton and her husband Carter Reum dressed up as Sailor Moon and Tuxedo Mask from the manga series.\nHilton wore her hair in two ponytails as she wore a bedazzled version of the Sailor Moon costume. Reum wore a tuxedo, mask and cape to pull off his accompanying look.\n“Dressed up as my Childhood icon Sailor Moon,” Hilton\nwrote on Instagram.\nJennifer Garner (and her dog) get ghostly\nTo the tune of Britney Spears and Madonna’s “Me Against the Music” Jennifer Garner showed off two ghost costumes. One was a ghost bride and the other a Victorian ghost.\nShe showed off her ghoulish looks in an Instagram video that also had a cameo from her dog, draped with white fabric, to match the costume reveal’s theme.\nVanessa Hudgens as a creepy raven\nHudgens flapped her wings toward the scary side of Halloween as she dressed in black feathers to look like a raven.\nHer eye makeup included black and gray feathering to further pull off the look as she attended Prince Michael Jackson’s Thriller Night Halloween party.\nShe showed off her detailed\ndress on Instagram\nas she flapped away. In the caption, she asked her followers if they could “edit me turning into a raven.”"]
[487,"Preschool Teacher","https://www.salaryexpert.com/salary/job/preschool-teacher/singapore",1,"The average preschool teacher gross salary in Singapore is $39,185 or an equivalent hourly rate of $19. In addition, they earn an average bonus of $705. Salary estimates based on\nsalary survey\ndata collected directly from employers and anonymous employees in Singapore. An entry level preschool teacher (1-3 years of experience) earns an average salary of $29,932. On the other end, a senior level preschool teacher (8+ years of experience) earns an average salary of $47,060."]
[488,"Certification Training Course","https://intellipaat.com/tableau-training-singapore/",0,"Excellent course, I found Intellipaat's training team to be talented in their respective domain. My training was very good as it helped me in upgrading my skills, which proved to be a turning point in my career. Intellipaat's mentor was well-experienced and his teaching method was really great. This online course helped me to get deep understanding of the technology. Moreover, the excercise and projects provided as a part of the course made me to get hands-on experience. Besides, the online support team was very helpful and offered their assistance as and when I needed via calls and emails.\nRead More"]
[489,"ug 2023 -","https://www.randstad.com/jobs/secondary-learning-support-teacher-aug-2023-singapore_singapore_40450727/",1,"Package: Very competitive salaries offered\nSchool Overview:\nTeachanywhere is delighted to be the sole recruitment partners for Tanglin Trust School. Tanglin is a not-for-profit international day school in One-North, Singapore, offering an outstanding education for expatriate students. The school educates boys and girls aged 3-18 years across the sections: Infant, Junior, Senior and Sixth form, all based on one campus. Established in 1925 the school has grown steadily to become an 8 form entry school. It offers the English National Curriculum from Nursery and Early Years right through to iGCSE and offers a dual pathway where students can take either A-level or IBDP. The facilities are second to none within 5 hectares of a rural setting. They include four libraries, two large performance halls, science laboratories, vibrant canteens, state-of-the-art media technology suites, drama studios, and a sound-proof music suite plus two swimming pools, four gymnasia and a variety of pitches and courts for all sports.\nTanglin Trust School Singapore has a long tradition of providing British-based learning with an international perspective. The core values of Respect, Responsibility and Purpose are at the heart of everything they do across the school. The school sets high expectations whilst offering strong support, resulting in a community of lifelong learners who can contribute with confidence to our world. The co-curriculum programme is central to a student's education at Tanglin. All staff are expected to be involved with the leading and developing of co-curricular options, either in their subject or an area of interest.\nThe Role:\nThis is an exciting opportunity for a fully qualified Special Needs teacher with outstanding subject knowledge to join an exceptional Learning Support team. The ability to support students in numeracy will be an added advantage as will a qualification to assess for public examination access arrangements.\nLocation overview:\nSingapore is very safe, clean and friendly (ideal for expats), a place where everyone speaks English, and close to other countries so it's inexpensive and easy to travel elsewhere. Plenty to see and do: dine out in the very reasonable hawker centres, Little India or Chinatown, visit the temples, explore the stunning marina and malls, visit the beautiful Gardens by the Bay, the National Gallery and Singapore zoo in your downtime.\nRequirements:\nQualified teacher with a B.Ed, degree + PGCE or equivalent, with QTS\nMinimum 2 years experience\nOutstanding practitioners from either a state or independent school background\nKnowledge of UK curriculum preferred but not essential\nDedication to co-curricular activities\nAn interest in developing your own learning through academic research and reading\nExtraordinary candidates, willing to go the extra mile and use their initiative\nSalary and Benefits\nExcellent salary dependent on experience, £4,500 - £5,500 per month\nAnnual flights\nAccommodation\nTuition discounts\nComprehensive International Health Insurance\n2 year contract"]
[490,"SQL Training in Singapore","https://intellipaat.com/sql-training-singapore/",0,"It's a great learning experience with Intellipaat. I have opted for the BI Master course and the service and support from the team is great! I have finished MSSQL so far and the assignments and projects were really good and challenging. This super team helps with all the queries. The only thing left to do from our end is to learn and practice the materials provided by Intellipaat. I appreciate the effort they put to give us the best experience. I am excited for my next learning experience with Tableau.We can join any batch a number of times. The team offers flexible solutions as per our requirements. Overall, it is worth the money. I would recommend Intellipaat to anyone looking for a great career growth. Thanks team! I am happy learning.\nRead More"]
[491,"Pressure Chamber Therapy Is Effective in the Functional Improvement of Autism","https://neurosciencenews.com/pressure-chamber-asd-21737/",0,"Summary:\nPressure chamber therapy significantly improved social skills and reduced inflammation in animal models of autism.\nSource:\nTel Aviv University\nA new Tel Aviv University study succeeded in significantly improving social skills and the condition of the autistic brain through pressure chamber therapy.\nThe study was conducted on animal models of autism. In it, the researchers identified changes in the brain, including a reduction in neuroinflammation, which is known to be associated with autism.\nMoreover, a significant improvement was found in the social functioning of the animal models treated in the pressure chamber. The study’s success has many implications regarding the applicability and understanding of treating autism using pressure chamber therapy.\nThe breakthrough was made under the leadership of doctoral student Inbar Fischer, from the laboratory of Dr. Boaz Barak of Tel Aviv University’s Sagol School of Neuroscience and School of Psychological Sciences. The research was published in the\nInternational Journal of Molecular Sciences\n.\nFischer and Barak explain that hyperbaric medicine is a form of therapy in which patients are treated in special chambers where the atmospheric pressure is higher than the pressure we experience at sea level, and in addition are delivered 100% oxygen to breathe.\nHyperbaric medicine is considered safe, and is already being used to treat a long list of medical conditions, including here in Israel.\nIn recent years, scientific evidence has been accumulating that unique protocols of hyperbaric treatments improve the supply of blood and oxygen to the brain, thereby improving brain function.\nDr. Barak says that “the medical causes of autism are numerous and varied, and ultimately create the diverse autistic spectrum with which we are familiar. About 20% of autistic cases today are explained by genetic causes, that is, those involving genetic defects, but not necessarily ones that are inherited from the parents.”\n“Despite the variety of sources of autism, the entire spectrum of behavioral problems associated with it are still included under the single broad heading of ‘autism,’ and the treatments and medications offered do not necessarily correspond directly to the reason why the autism developed.”\nIn the preliminary phase of the study, a girl carrying the mutation in the SHANK3 gene, which is known to lead to autism, was treated by Prof. Shai Efrati, director of the Sagol Center for Hyperbaric Medicine at the Shamir “Assaf Harofeh” Medical Center, faculty member at the Sagol School of Neuroscience, and a partner in the study. Upon completing a series of treatments in the pressure chamber, it was evident that the girl’s social abilities and brain function had improved considerably.\nIn the next stage, and in order to comprehend the success of the treatment more deeply, the team of researchers at Dr. Barak’s laboratory sought to understand what being in a pressurized chamber does to the brain.\nTo this end, the researchers used adult animal models carrying the same genetic mutation in the SHANK3 gene as that carried by the girl who had been treated. The experiment comprised a protocol of 40 one-hour treatments in a pressure chamber, which lasted several weeks.\nDr. Barak says that they “discovered that treatment in the oxygen-enriched pressure chamber reduces inflammation in the brain and leads to an increase in the expression of substances responsible for improving blood and oxygen supply to the brain, and therefore brain function. In addition, we saw a decrease in the number of microglial cells, immune system cells that indicate inflammation, which is associated with autism.\nThe study’s success has many implications regarding the applicability and understanding of treating autism using pressure chamber therapy. Image is in the public domain\n“Beyond the neurological findings we discovered, what interested us more than anything was to see whether these improvements in the brain also led to an improvement in social behavior, which is known to be impaired in autistic individuals,” adds Dr. Barak.\n“To our surprise, the findings showed a significant improvement in the social behavior of the animal models of autism that underwent treatment in the pressure chamber compared to those in the control group, who were exposed to air at normal pressure, and without oxygen enrichment.”\n“The animal models that underwent treatment displayed increased social interest, preferring to spend more time in the company of new animals to which they were exposed in comparison to the animal models from the control group.”\nInbar Fischer concludes that “the mutation in the animal models is identical to the mutation that exists in humans. Therefore, our research is likely to have clinical implications for improving the pathological condition of autism resulting from this genetic mutation, and likely also of autism stemming from other causes.”\nSee also\nAutism\nFeatured\nNeuroscience\nOpen Neuroscience Articles\n·\nJune 14, 2022\n·\n3 min read\nHow Epilepsy and Migraine Drug Causes Birth Defects\n“Because the pressure chamber treatment is non-intrusive and has been found to be safe, our findings are encouraging and demonstrate that this treatment may improve these behavioral and neurological aspects in humans as well, in addition to offering a scientific explanation of how they occur in the brain.”\nAbout this autism research news\nAuthor:\nPress Office\nSource:\nTel Aviv University\nContact:\nPress Office – Tel Aviv University\nImage:\nThe image is in the public domain\nOriginal Research:\nOpen access.“\nHyperbaric Oxygen Therapy Alleviates Social Behavior Dysfunction and Neuroinflammation in a Mouse Model for Autism Spectrum Disorders\n” by Inbar Fischer et al.\nInternational Journal of Molecular Sciences\nAbstract\nHyperbaric Oxygen Therapy Alleviates Social Behavior Dysfunction and Neuroinflammation in a Mouse Model for Autism Spectrum Disorders\nAutism spectrum disorder (ASD) is a multifactorial neurodevelopmental disorder (NDD) characterized by impaired social communication and repetitive behavior, among other symptoms. ASD is highly heritable, with\nSHANK3\nbeing one of the high-risk genes for ASD.\nIn recent years, knowledge has been growing regarding the neuroplasticity effect induced by hyperbaric oxygen therapy (HBOT) and its potential use for ASD. Here, we characterized the effect of HBOT on a mouse model for ASD with the human genetic condition of InsG3680 mutation in the\nShank3\ngene. As compared to placebo, HBOT improved social behavior and reduced neuroinflammation in the cortex of the InsG3680\n(+/+)\nmice.\nSpecifically, HBOT induced upregulation of Insulin-like growth factor 1 (\nIgf1\n) expression levels and reduced the number of Iba1-positive cells in the mouse model for ASD compared to placebo control.\nTogether, our research suggests that HBOT has the potential to improve the clinical outcome of ASD by ameliorating some of the core pathophysiological processes responsible for the development of the disorder.\nJoin our Newsletter\nI agree to have my personal information transferred to AWeber for Neuroscience Newsletter (\nmore information\n)\nSign up to receive our recent neuroscience headlines and summaries sent to your email once a day, totally free.\nWe hate spam and only use your email to contact you about newsletters. You can cancel your subscription any time."]
[492,"Perception about agriculture must change; we punish students with it","https://3news.com/perception-about-agriculture-must-change-we-punish-students-with-it-lord-mensah/",1,"A Professor at the\nUniversity of Ghana Business School\n, Lord Mensah has said the perception about agriculture among Ghanaians must change immediately.\nHe stated that the sector is unattractive to the people especially the youth because of the perception that has been imbibed in them about agric.\nSpeaking during the 3business agribusiness dialogue on Wednesday, Prof Mensah stated that agriculture is mostly used to punish students when they go wrong.\nWhenever a student misbehaves, he or she is given a cutlass to weed and so right there the wrong perception is created, he said.\n“It’s about how we have perceived agriculture over the years and we normally punish students with it. We tell them to weed when they flout a rule in school,” Prof Mensah stated.\nFor his part, Former Managing Director of Stanbic Bank, Naa Alhassan Andani indicated that agriculture in Ghana should been seen as a serious business that has to be supported with the right infrastructural investments.\nIn his view, Ghana has the arable lands to enable its people produce most of the foods that are needed but are always imported.\nThe sector, he noted, has not seen much investments.\nDue to the low investment, he said, that the country has been living on borrowed resources by relying heavily on import to survive.\nMr Andani said “They say when the tide is low, that is when to know who is swimming naked. We have been living on borrowed time, borrowed resources, oil coming from Ukraine, wheat coming from wherever when we have arable land to do that.\nREAD ALSO:\nMiDA denies claims CH Group pulled out due to inadequate information on ECG financial status\n“Apart from banking, I have a background in agriculture... I can say that agriculture is a very serious business, it is a business that has to be supported by significant infrastructure.”\nMr Andani further observed that the agric sector of the Ghanaian economy and other parts of Africa has been exposed by global happenings.\nHe indicated that Ghanaians consume more than they produce locally. This means a lot more foreign exchange earnings are required to bring in additional food supplies to feed the people.\nWhen the exchange rate is affected, he said, it means food supply is heavily affected thereby creating difficulties for Ghanaians.\n“This event could not be happening at a better time and I hope our panellist will elevate the conversation to the level of state and to the level of global coordination.\n“Agriculture is probably one gifted industry to Ghana, to Africa, not all of Africa, Ghana, When the fundamentals are weak the exchange rate will expose you.\n“On this one in agriculture the fundamentals are that everything we consume in this country, we consume more of our agricultural product in this country than we produce. Therefore for the surplus that you consume you have to bring from outside.\n“What do you need? You need foreign exchange and when the foreign exchange is not there the fundamentals will expose you. So I think today’s Ghana and the world economy has exposed us in terms  of the way we are organized in our agricultural sector.”\nBy Laud Nartey|3news.com|Ghana"]
[493,"Another Chinese Large Cargo UAV Takes Flight","https://aviationweek.com/aerospace/advanced-air-mobility/another-chinese-large-cargo-uav-takes-flight",0,"Screen-reader optimization:\nwe run a process that learns the website’s components from top to bottom, to ensure ongoing compliance even when updating the website. In this process, we provide screen-readers with meaningful data using the ARIA set of attributes. For example, we provide accurate form labels; descriptions for actionable icons (social media icons, search icons, cart icons, etc.); validation guidance for form inputs; element roles such as buttons, menus, modal dialogues (popups), and others. Additionally, the background process scans all of the website’s images. It provides an accurate and meaningful image-object-recognition-based description as an ALT (alternate text) tag for images that are not described. It will also extract texts embedded within the image using an OCR (optical character recognition) technology. To turn on screen-reader adjustments at any time, users need only to press the Alt+1 keyboard combination. Screen-reader users also get automatic announcements to turn the Screen-reader mode on as soon as they enter the website.These adjustments are compatible with popular screen readers such as JAWS, NVDA, VoiceOver, and TalkBack."]
[494,"Management","https://www.london.ac.uk/courses/management",0,"This programme is only available to study at a\nRecognised Teaching Centre\n(Opens in new window)\nand cannot be studied independently. Before you apply for this programme with University of London, you should contact your Recognised Teaching Centre of choice for advice on application/admission requirements, including any additional requirements that the teaching centre might have.\nOnce the Recognised Teaching Centre is happy to offer you a place in principle, they will provide you with an Application Validation Code (AVC) to be used to complete your University of London application. Please remember that any Recognised Teaching Centre offer is subject to formal University of London approval. This will be in the form of you receiving an offer from your University of London application. Your Recognised Teaching Centre can contact University of London on your behalf for eligibility advice, prior to you submitting a formal online application."]
[495,"International Conference on Rural Tourism and Regional Development","https://waset.org/rural-tourism-and-regional-development-conference-in-october-2023-in-paris",0,"17. International Conference on Rural Tourism and Regional Development\nhas teamed up with the Special Journal Issue on\nRural Tourism and Regional Development\n. A number of selected high-impact full text papers will also be considered for the special journal issues. All submitted papers will have the opportunity to be considered for this Special Journal Issue. The paper selection will be carried out during the peer review process as well as at the conference presentation stage. Submitted papers must not be under consideration by any other journal or publication. The final decision for paper selection will be made based on peer review reports by the Guest Editors and the Editor-in-Chief jointly. Selected full-text papers will be published online free of charge."]
[496,"Insurance","https://www.aig.com.hk/personal/travel-insurance",0,"Stoke in Nepal\nRichard was on a trip to Nepal when he began experiencing weakness in his right limbs and slurred speech. At the local hospital, scans revealed that he had a stroke and he was admitted to the intensive care for treatment. A hospital representative called AIG to inform us of his admission and to seek coverage for medical expenses.\nAIG Travel learned that the hospital did not have a neurology facility and Richard required higher level of care. 3 days later after his condition got more stable, we arranged for him to be transferred to another hospital. He remained in the second hospital for a further one week and we were in regular contact with his doctor for recovery progress and kept his family back home in updated on his condition. After Richard was stable enough to fly home, we arranged for his return via air ambulance accompanied by a medical escort. After he safely arrived in home country, he was directly sent to a local hospital"]
[497,"Chinese university develops long-duration bionic flight vehicle","http://www.china.org.cn/china/2022-10/28/content_78489589.htm",0,"A Chinese university has developed a bionic flapping flight vehicle with a 123-minute continuous flight duration.\nThe bionic flight vehicle, developed by the Northwestern Polytechnical University, mimics the flapping wings of birds and has the potential to fly long distances.\nThe vehicle can be launched by hand and is able to glide down to the ground with high mobility, according to the university.\nIt has completed more than 3,000 flight missions in more than 20 regions across the country at a maximum altitude of 4,300 meters above sea level, said the university, adding that it is able to fly in temperatures ranging from minus 10 degrees Celsius to 40 degrees Celsius in a moderate breeze, and in both light rain and snow.\nThe researchers from the university have developed various bionic flight vehicles during the past 20 years and have secured more than 100 authorized patents for their inventions.\nFollow China.org.cn on\nTwitter\nand\nFacebook\nto join the conversation.\nChinaNews App Download"]
[498,"With painful Game 1 loss, Astros again show their biggest World Series weakness is playing at home","https://www.sportingnews.com/hk/mlb/news/game-1-loss-astros-world-series-weakness-playing-at-home/dbb5iotj2nmboqskqfvfryl4",0,"HOUSTON — The Astros lost a home game in the World Series. Again. It’s become a disturbing habit for the American League’s best team. And, folks, it’s hard to win World Series titles when you can’t win games in your home ballpark.\nThe Astros have played eight World Series games at home over the past four seasons, and they’ve only won one of those eight. It’s rather incredible, and not in a good way.\nMORE:\nAstros’ Kyle Tucker part of World Series history with huge Game 1\nHouston won the World Series in 2017, going 2-1 at home in Games 3-4-5. In the 2019 World Series, the Astros lost all four games in Houston, including Games 6-7 after winning all three games on the road against the Nationals. In 2021, the Astros lost Game 1 at home, won Game 2 and dropped Game 6, as the Braves clinched the World Series title.\nLosing Game 1 at home is rough. Losing an elimination game at home is even worse.\nThe loss on Friday night to the Phillies was brutal, on several levels. The obvious one, of course, is that the Astros now trail 1-0 in the World Series. The layers, though? That’s where the pain really sets in.\n“They just took it from us tonight,” manager Dusty Baker said.\nKyle Tucker hit two home runs in the first three innings of Game 1. Didn’t matter. Justin Verlander was perfect through the first three innings, not allowing a single runner. Didn’t matter. The Astros had a 5-0 lead through three innings. Didn’t, as you know, matter.\n“My team gave me a five-run lead and I wasn't able to hold it,” Verlander said after the game. “I feel really confident that 99 percent of the time that I’m able to hold that lead and unfortunately today I wasn’t.”\nA lot has been made of Verlander’s personal\nstruggles in the World Series\n, and they are a bit eye-catching. The future Hall of Famer has started eight World Series games; he has a 6.07 ERA and his teams — the Tigers and Astros — are 1-7 in those contests.\nThere’s that 1-7 number again.\nMORE:\nNick Castellanos’ highlight-reel catch sends Game 1 to extras\nAnother element that’s just so surprising: The Astros have been dominant at home in basically every other scenario. In the ALCS those three seasons, they’re 6-2. In the ALDS, they’re 7-0. So, 13-2 in the first two rounds, 1-7 in the title round. In those eight World Series games, they’ve been outscored 51-25. Yikes.\nIn the regular season, the Astros won 60 games at home in 2019, 51 in 2021 and 55 this year.\nAnd it’s not like they’ve just run into teams that were dominant.\nIn 2019, the Astros won 107 games and the Nationals won 93. In 2021, the Astros won 95 games and the Braves won 88.In 2022, the Astros won 106 games and the Phillies won 87.\nThe regular season win totals of the teams they dominated at home in the ALCS:\nIn 2019, the Yankees won 103 games.In 2021, the Red Sox won 92.In 2022, the Yankees won 99.\nAll three ALCS foes had higher win totals than the World Series foes. So what’s the deal? It’s certainly not because the home atmosphere is lacking. Minute Maid Park was packed on Friday, a sellout crowd that was in head-to-toe orange, that cheered each Tucker home run or routine defensive play like it was the most important play in the history of the world.\nMORE:\nHow to get a free taco after Kyle Schwarber stolen base\nIt’s just a matter of the players not executing. Because, let’s be honest, a 1-7 record is pretty awful but it’s also a pretty small sample size. It’s not that the Astros can’t win at home, it’s just that they haven’t.\n“Every day, even when it’s not a good result, we start fresh the next day,” Jose Altuve said after the game. “I think we’re really good at that, and that’s what we’re going to do.”\nIf they want to figure out a way to prevent the Phillies from winning the 2022 World Series, they’d better figure out a way to get the W in Game 2. Because heading to Philly down 2-0, well, that’s a less-than-ideal scenario."]
[499,"Online Elementary School","https://www.onlineschools.org/elementary-school/",1,"Rural elementary schools often have difficulty recruiting high-quality teachers and funding school facilities, according to a 2013 report by the\nMontana Office of Public Instruction\n. The challenges faced by low-population, remote parts of the country can be alleviated by blended or full-time online learning. Families in rural areas may also find that online education reduces the time, stress, and money required to commute to the nearest school. As Internet access continues to improve throughout these locations, more students are turning to digital lessons."]
[500,"China's Li Bingjie breaks short course... | Flashscore.com","https://www.flashscore.com/news/china-s-li-bingjie-breaks-short-course-400m-freestyle-world-record/Q71bqqa5/",0,"Li set the record in three minutes and 51.30 seconds, breaking the old world record of 3:53.92 set by Australia's double Olympic champion Titmus at the 2018 world championships in Hangzhou, China.\n\"I was surprised with my result. I have returned to the pool only for two months since I took a vacation after the FINA World Championships in Budapest, Hungary,\"\nXinhua news agency quoted Li as saying.\n\"I hope I could get faster and do my best in the upcoming Melbourne worlds,\" she said, referring to the Dec. 13-18 world championships.\nThe swimmer was part of China's gold-winning 4x200m freestyle relay team and bagged bronze in the 400m freestyle at the Tokyo Games last year.\nShe is also the reigning short course world champion in 400m and 800m freestyle events."]
[501,"Study Abroad","https://www.siecindia.com/",0,"About SIEC Education\nSIEC Education Pvt Ltd. is a premier Overseas Education, Migration Services, and Recruitment Consulting Agency, certified by AAERI, AIRC, ENZRA, ICEF, and a Gold member of British council, India. Established in 1995, our vast branch network spans across 3 continents, including 26 offices across India, and several overseas branches in Canada, Australia, Pakistan, Malaysia, Nepal, Sri Lanka, and Bangladesh.\nSIEC employs a two-tier recruitment model for student placements:SIEC Represented Institutions: We are affiliated with over 500 partner institutions around the world, representing\n100% of the Group of 8 Universities\nin Australia and globally renowned Universities and Colleges across USA, Canada, New Zealand, UK, Ireland, Germany, Malaysia, Dubai, and Singapore.\nRead more..."]
[502,"- Check the Cut off","https://testbook.com/gate/2021-cut-off",0,"The IIT Kanpur will publish the GATE 2023 qualifying cutoff. It is the minimal score required by the participating institutes for examinees to be admitted to the M.Tech, MSc, and Ph.D. programs. The cutoff is determined based on a number of variables, including the total number of seats available, the candidates' scores, the number of applicants who took the\nGATE exam\n, etc. Candidates who achieve the required cutoff marks will be qualified for GATE Counseling, after which they can enroll in the M.Tech programme at one of the many universities in India, including the IITs and NITs, and possibly land a job in a PSU. In 2021, IIT bombay released the\nGATE 2021 cut off\nalong with the results. Candidates who pass the GATE 2021 exam with the required cutoff will be eligible for CCMT 2021 counseling or COAP 2021 counseling."]
[503,"Spark Education Group wins Best Interactive Learning Experience award at EdTech Asia Summit","https://www.prnewswire.com/news-releases/spark-education-group-wins-best-interactive-learning-experience-award-at-edtech-asia-summit-301662380.html",1,"SINGAPORE\nand\nSAN MATEO, Calif.\n,\nOct. 28, 2022\n/PRNewswire/ --\nSpark Education Group\n, an innovator in global online education and the parent company of VISPARK and Allschool, won the \"Best Interactive Learning Experience\" award at the EdTech Asia Summit. The premiere EdTech conference took place at the Raffles Convention Centre in\nSingapore\n, discussing emerging trends in learning and innovation in education."]
[504,"Chinese Carved Hardwood and Marble Top Two-Tier Stand","https://www.lot-art.com/auction-lots/Chinese-Carved-Hardwood-and-Marble-Top-Two-Tier-Stand/itmgg94887-chinese_carved-26.10.22-ebth",0,"Type Side Table, Stand Materials Wood, Marble Style Chinese Please note, this is an item that may be especially difficult to move and/or transport. Unless the shipping option is selected, the winner is responsible for bringing appropriate assistance, vehicle, proper materials, and any necessary tools to pickup. Condition - some cracks, chips...\nmore\nType Side Table, StandMaterials Wood, MarbleStyle Chinese Please note, this is an item that may be especially difficult to move and/or transport. Unless the shipping option is selected, the winner is responsible for bringing appropriate assistance, vehicle, proper materials, and any necessary tools to pickup.Condition- some cracks, chips, scratches and pitting to marble top; spots of residue to wood frame at top; otherwise, with a few scattered nicks and abrasions overall.Dimensions17.0\" W x 31.5\" H x 17.0\" D"]
[505,"Omega Strikers Tier List","https://www.gamezebo.com/walkthroughs/omega-strikers-tier-list/",0,"Not sure which characters to add to your team? Our\nOmega Strikers tier list\nis here to help you. In this guide, we rank all of the strikers from the heights of S tier to the depths of C tier. We’ll split them into their performance in the different positions to make your life easier, and keep it updated alongside balance patches and when new characters are introduced. So, we recommend that you bookmark this page and check back soon. That way, you’ll always have a good idea of the meta.\nOmega Strikers is an anime-style 3v3 competitive football game that takes the insanity of Rocket League but mixes it with MOBA-style gameplay. You can battle your opponents, pull of powerful abilities, and, hopefully, score the goals that will allow you to net the top spot. It’s a lot of fun, and will appeal to a wide variety of gamers thanks to its varied influences.\nYou can grab the game right now on\nSteam\n. If you’re a fan of games like this, make sure to grab our\nGenshin Impact codes\n,\nGirls Connect codes\n, and\nMultiversus codes\n.\nOmega Strikers Tier List – Forwards\nNow, we’ll rank all of the forwards in the game from the heights of S tier to the depths of C tier.\nS Tier\nThese characters are the absolute best forwards in the game, and will give you the highest chance of walking away with a victory.\nEra\nEstelle\nJuliette\nA Tier\nA tier characters require some mastery, but are still solid and well worth checking out.\nAsher\nDrek’Ar\nJuno\nB Tier\nThese characters have niche uses but aren’t very good at this role. Worth skipping if you can.\nAtlas\nKai\nLuna\nX\nC Tier\nDon’t even bother.\nDubo\nOmega Strikers Tier List – Goalies\nNow, we’ll rank all of the goalies from S tier to C tier.\nS Tier\nTop tier goalies that will save everything you throw at them. Probably.\nAsher\nDubu\nA Tier\nSolid goalies that, with a bit of mastery, will be unstoppable.\nAtlas\nKai\nLuna\nB Tier\nThese goalies have niche uses, but are probably worth avoiding.\nEra\nEstelle\nJuno\nX\nC Tier\nThe least said about these goalies the better.\nDrek’Ar\nJuliette\nHow Did We Pick Our Omega Strikers Tier List?\nWe used a combination of the following to determine the places on this list:\nPersonal experience\nCommunity feedback\nThe general consensus from other tier lists\nIt’s worth noting that tier lists are subjective by nature, so you should take it with a pinch of salt. While this is based on our experience with Omega Strikers, yours might vary.\nBut that’s going to do it for our Omega Strikers tier list. Make sure to grab the game via the link at the top of this page, check out our related content in paragraph three, and bookmark this page to keep an eye on the meta."]
[506,"IQVIA Salaries in Paris, France Area","https://www.glassdoor.co.uk/Salary/IQVIA-Paris-Salaries-EI_IE8347.0,5_IL.6,11_IM1080.htm",1,"Read how IQVIANs are getting involved\nFuture Frontiers ensures young people from disadvantaged backgrounds can fulfil their potential at school and when transitioning to higher education, employment or training. The problem In the United Kingdom, one of the strongest indicators of how well a student will do at school, and consequently the opportunities they will receive afterwards, is the financial earning power of their parents."]
[507,"Special Needs Courses & Activities For Kids In Singapore","https://www.littlestepsasia.com/singapore/learn/special-needs/special-needs-programs/",1,"Rainbow Centre provides a safe space for people with disabilities, offering early intervention programs and community support. For kiddos that require Special Education (SPED) assistance, the facility has a host of activities that meet the developmental learning needs of every age. They work primarily with kids 7 to 18 years old, with early intervention programs (EIP) and other classes and workshops. Their hallmark\nEIP program\nis for children up to 6 years old, focusing on daily routine activities and natural environment learning. They are very hands-on in their teaching approach, and also ensure that families are engaged in the learning process so that parents are empowered in supporting their child’s learning."]
[508,"Software Engineer","https://www.salaryexpert.com/salary/job/software-engineer/france/paris",0,"The average software engineer gross salary in Paris, France is 73 343 € or an equivalent hourly rate of 35 €. This is 3% higher (+1 958 €) than the average software engineer salary in France. In addition, they earn an average bonus of 3 271 €. Salary estimates based on\nsalary survey\ndata collected directly from employers and anonymous employees in Paris, France. An entry level software engineer (1-3 years of experience) earns an average salary of 51 304 €. On the other end, a senior level software engineer (8+ years of experience) earns an average salary of 91 050 €."]
[509,"Security Guard","https://www.salaryexpert.com/salary/job/security-guard/france/paris",0,"Guards industrial or commercial property against fire, theft, vandalism, and illegal entry. Patrols buildings and grounds of industrial plant or commercial establishment, docks, or work site. Examines doors, windows, and gates to determine that they are secure. Preserves order and enforces security regulations. Warns violators of rule infractions, such as loitering, smoking, or carrying forbidden articles; and apprehends or expels\n...\nculprits. Inspects equipment and machinery to ascertain if tampering has occurred. Watches for and reports conditions that could result in injury or loss due to fire hazards, leaking pipes, spills, faulty equipment, etc. Checks personnel for proper identification and clearance. Permits authorized people to enter property. Checks incoming and outgoing packages. Observes departing personnel to guard against theft of company property.\nRead More"]
[510,"Hong kong","https://www.junk-call.com/ec/Hong%20kong",0,"JunkCall acts as your free reverse phone detective. You give JunkCall a phone number and let JunkCall go search the owner's name. It could not have been more easy to find full name of any cell phone's owner. We recommend you try entering your own phone number to see how JunkCall works. It is the best in class reverse phone detective that is available in the market today. Wondering who just called you? Look no further. Find out name, address and other personal information associated with any phone number."]
[511,"Zone 1 commission","https://www.news-journalonline.com/story/news/politics/elections/local/2022/10/26/should-two-term-incumbent-trager-get-third-daytona-commission-term/10591315002/",0,"DAYTONA BEACH — One of the three Daytona Beach City Commission races on the ballot Nov. 8 is the contest for the Zone 1 post.\nZone 1 encompasses the southern end of the city from the beachside to the west. The zone is south of Silver Beach Avenue on the beachside and south of Orange Avenue on the mainland.\nThe two candidates are incumbent\nRuth Trager and challenger Monica Paris\n.\nThe winner will be sworn in Nov. 23 and will have four years in office. Commissioners have an annual salary of $23,650.\nHere's more about Trager.\nRuth Trager\nAge:\n83\nOccupation:\nRetired business and property owner.\nPolitical experience:\nZone 1 city commissioner since November 2014. Former member of the city's Economic Development Advisory Board.\nWhat are your top three priorities?\n1. To improve our disastrous flooding situation all over our city\n2. To encourage new industries and jobs and help our existing businesses\n3. To encourage more workforce housing and lower our taxes by sound money management\nRead more about Daytona Beach city commission candidates:\nDaytona Beach City Commission races taking shape with six candidates\nHere are the essentials on the Daytona Beach Zone 3 candidates:\nDaytona Commission Zone 3 candidates discuss their priorities\nA glimpse at Volusia County Council District 2 candidates:\nIt's Fuqua vs. Reinhart in Volusia Council District 2 race\nWhy are you running?\nI am running because I am very passionate about the city I love so much, and I have not completed many goals I have been working towards, such as a better quality of life. We have almost everything here such as our ocean, our fishing, our sports complexes, our institutions of higher learning and a location just to mention a few.\nOur Daytona Beach has become very desirable as a place to live, work and play so many new residents have moved to become our new neighbors. Many new industries have also discovered our assets. Tourists are discovering the many activities available.\nWhat is a life accomplishment that illuminates the kind of city commission member you will be?\nI have always been involved with the community of Daytona Beach since high school being on many committees, in many organizations and on boards as a leader or as a member such as a president of the Halifax Historical Museum, president of Volusia Anthropological Society, president of SAMA (Second Avenue Merchant's Association) member of Daytona Beach Economic Development Advisory Board, Community Development Advisory Board, Keep Daytona Beach Beautiful Advisory Board and the Bike Week Task Force.\nI have been endorsed by Sheriff Mike Chitwood, Daytona Beach Police Benevolent Association, Daytona Beach Fire/Rescue and Volusia Building Industry Association.  I have also been recommended by the four living former mayors of Daytona Beach. I listen, study the issues and work and vote with the residents in mind always.\nWhat is something about Daytona Beach you treasure and will fight to protect, and conversely, what is something you will fight to change?\nI treasure our public access to our public beach and beach driving and treasure historical resources such as I just did for the City Island Recreation Center. I will fight to mitigate our flooding issues by getting assistance from our federal and state government officials. This flooding situation is ridiculous!\nHere's more about Paris.\nMonica Paris\nAge:\n45\nOccupation:\nSales\nPolitical experience:\nFirst run for an elected position.\nWhat are your top three priorities?\n1. Recruitment of public safety employees\n2. Improving infrastructure such as roads, protecting our water supply, flooding issues and public transportation by working with other government agencies.\n3. Stopping overdevelopment in certain areas and identifying areas in need to help with revitalization within the city of Daytona Beach.\nWhy are you running?\nFirst and foremost to serve and give back to my community. Politics is local, and we have to be the change we want to see in our city.\nI'll bring a fresh perspective to the commission and I believe the current representation that we have in Zone 1 is not reflective of the majority of the current residents and is out of touch. I will represent Zone 1 by listening to the people of Zone 1.\nWhat is a life accomplishment that illuminates the kind of city commission member you will be?\nWhen I first started out in the wholesale furniture industry it was in an entry-level position for a top furniture distributor. I loved and believed in the company and their products, I worked hard, I was decisive and most of all I listened to and addressed the customers' needs.\nI grew with the company into an executive-level position and headed up my own department in a matter of a couple of years. I will bring the same determination and energy to highlight our beautiful city and work for the residents to provide them a great quality of life because I believe in Daytona Beach.\nWhat is something about Daytona Beach you treasure and will fight to protect, and conversely, what is something you will fight to change?\nA majority of the residents that I speak to choose to live in Daytona Beach, as I do, and love the sense of community, the coastal living it provides and the small town feel. I will fight to protect that.\nWhat I will fight to change is the overdevelopment in certain areas and the underdevelopment in others. There has to be a balance, and as a commissioner I will listen to the residents and make decisions that will improve our quality of life while showcasing the best Daytona Beach has to offer to our visitors.\nYou can reach Eileen at Eileen.Zaffiro@news-jrnl.com"]
[512,"The Best Face Cream For Mature Skin of 2022: Consumer Reviews and Reports","https://www.linkreviews.com/best-face-cream-for-mature-skin/",0,"LR Score\nis a ranking system developed by our team of experts. It from\n0\nto\n10\nare automatically scored by our AI Consumer Report tool based upon the data collected. This score has no relationship or impact from any manufacturer or sales agent websites.\nLearn more"]
[513,"10 best hotel buffets in Singapore worth their price","https://sethlui.com/best-hotel-buffets-singapore/",0,"However, the focus is decidedly local as the\nGoreng-Goreng\nand\nCracker stations\ncan attest. I enjoyed the theatrics of the live pizza station as much as the delicious pizzas themselves. Hopefully, they will add more options to the 2 currently available. If you venture to the\nSeafood Corner\n, make sure it is on a day they are serving the\nSalmon Fish Head Curry\n."]