Ichl 2011

Loveland City Council; Thompson School Board – Loveland Reporter-Herald

Election letters

Letters concerning applicants for a position will be limited to 200 words.

Barb Kruse really cares about children

As we head into the November election, it becomes clear that we will be making choices that will shape our education system for many years to come.

In the face of parents’ anger over vaccines and masks, do we want to return to the partisan bickering provoked by the Tea Party candidates who had a negative impact on our Board of Education and our school system many years ago, or do we want to continue the leadership that pulled off a successful bond issue, built several new schools, solidified the curriculum, and appointed two excellent and effective superintendents?

As a current member of the Board of Education, Barb Kruse is an integral part of this leadership. She brings 29 years of teaching and program development to the Thompson School District, has taught at the University of Northern Colorado, served as President of the Colorado Chapter of the International Reading Association, and holds a Masters in Teaching from reading in elementary school. Barb has not only volunteered for the TSD School Board, but has also contributed to the Backpacks for Kids program and many other Thompson Education Foundation projects. Your vote for Barb Kruse will continue to provide leadership that truly cares about all of our children and grandchildren who attend Loveland schools.

Keven and Ann Aggers

Land of love

Loveland needs a visionary like Pat McFall

I, Chauncey Taylor, vote Pat McFall for Ward I. I grew up and lived in Loveland for 61 years. I had the pleasure of serving on city council during the years when Cecil Gutierrez was mayor while I represented Ward I.

Pat, a retired Marine, has served our country well. Pat was a member of the Planning Commission for seven years and was its chair for three years. Pat is for growth that is planned and will take infrastructure into account while being careful with taxpayer dollars. Pat believes in and is open and above the board about any incentives given by the city. He takes the time to engage with our citizens to understand what concerns our community. Pat is someone who says what he’s going to do and then does it. He is the kind of visionary our city needs.

Help restore the humility, integrity and balance our city needs by electing Pat McFall to Ward I City Council.

Chauncey Taylor

Land of love

Elect a council that will represent all residents

Does the city council help the people who elected them? Did their actions reduce taxes? Have they reduced congestion on our roads? With the current majority, businesses come in and get grants and developers get waivers while forming metropolitan areas that hurt their owners. Is this the Loveland we want?

An excellent letter to the editor-in-chief during the last election took us on a tour of the wasteland of the city. This is where you will see the advertisements for applicants supported by Realtors and Developers. Yes, it’s Overcash and the rest of the candidates who scoff at laws specifying a non-partisan city council with their clearly well-funded cynical efforts to eliminate all representation of Loveland residents and call it “unity.” Conservatives and Republicans are important to Loveland, but not the individuals who claim to represent their views while hurting us all.

Loveland is a big, well-run city, and the owners have rights, so there will be growth. Let’s elect a mayor and city council and task them with representing all residents of Loveland while ensuring that development pays them their fair share, improves our lives and does not raise taxes. Elect Marsh, Molloy, Street, Luithly and Wyrick.

Pierre Raymond

Land of love

Don’t let the ideology of hate rule our schools

Much press is given to the conflict at school council meetings, even here at TSD, and the educational institution blames the parents. But the root of the problem lies in the sweeping changes advocated by public school administrators. Parents don’t want their children to be taught controversial versions of the story that are too grievance-oriented and unrealistically expecting equal outcomes for students with different goals, talents, and efforts.

America has a history of hope and success based on opportunities that surpass those of virtually any country in the world and in history. Many groups have been rejected including Latinos, Jews, Catholics, Poles, Hungarians, Blacks and who knows how many more, but our country has seen millions of people rise above and succeed. with perseverance and effort despite these unfavorable circumstances. This is why our country is still a beacon of hope for most countries of the world, and we cannot let the ideology of hate rule our schools.

This election votes for hope, not “more of the same” that has been so damaging to our children of late.

Chris Kelly

Land of love

It’s time to make a change; vote Overcash

I wanted to respond to a recent letter to the editor regarding Don Overcash, which has my full support. The writer of the letter said the reason people should vote for Mayor Marsh is because Don Overcash is a member of city council and a special election to fill his seat would cost money if he won. Really, is that a reason to keep Mayor Marsh? I do not think so. His mediocre and short-sighted policies will cost us more.

Also, was Overcash a disruption that fractured city council at the expense of the city? Let’s remember who voted against helping businesses in a second lockdown by the county health department: Mayor Marsh and Councilor Samson. Also, let’s not forget that Mayor Marsh served a lawsuit on a council member during a meeting. Mayor Marsh was the main force in the consulting division, and we also lost the interest of many developers and companies who could have come to Loveland.

It should also be remembered that Overcash was twice elected deputy mayor. Loveland residents like me have had enough of Mayor Marsh, and the time for a change is now. Vote for Overcash to bring Loveland back to his place.

Christian Jorgensen

Land of love

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COVID has wreaked havoc on children’s learning and grades, US family survey finds

Last spring, after teaching their children at home for most of the 2020-21 school year, Rob and Melissa Seger sent their oldest daughter back to school in March.

By this time, Rob Seger, who is a cancer survivor with epilepsy, was completely immune. Students, educators and other school employees wore masks at school. Personal and building hygiene was stepped up, so the couple felt a lot was being done to minimize the risk of exposure to COVID-19 at school.

Yet they chose to keep their twin daughters, then in kindergarten, at home for the rest of the school year. The girls had been educated remotely, and everything was going well, so there didn’t seem to be any reason to change their routine with only a few months left in the school year, said Melissa Seger.

Although that didn’t seem to be the case at the time, and because most students in Utah attended school in person almost every day last year (with an apprenticeship remotely one or two days a week, depending on school district or charter school), the Segers’ decision to keep their kindergarten children learning at home – despite choosing to attend in person – was over typical of what parents have done nationally.

How has the pandemic affected children’s learning?

The latest U.S. Family Survey, released Tuesday in Washington, says more than half of those polled whose children did not attend school in person chose not to return to class when given the opportunity. . This was the case for more than 6 in 10 Democrats as well as just under half of Republicans, according to the survey.

The American Family Survey, conducted jointly by Deseret News and BYU’s Center for the Study of Elections and Democracy, is now in its seventh year. This is a nationally representative annual study that examines how families experience, manage or cope with current events. YouGov, a global public opinion and data company, conducted the survey of 3,000 adults from June 25 to July 8, just before the COVID-19 delta variant became mainstream and before the start of the year school in progress. The survey’s margin of error is plus or minus 2 percentage points.

For the Segers, it was about “sticking to what works rather than changing it again, because what we learn can be different from what they learn in school, and that could be overwhelming. ”Said Melissa Seger.

Vivian Seger, 6, does her homework at her home in southern Jordan on Thursday, October 7, 2021.

Spenser Heaps, Deseret News

Parents surveyed said their children’s grades and learning had suffered in the aftermath of the pandemic, with nearly 20% of parents revealing their children’s grades were deteriorating and nearly a third reporting a drop in performance. learning.

“Just chaos”

Since the start of the pandemic, Charlie and Kimi Bradley’s children have moved from in-person to distance learning as the number of COVID-19 cases rises and falls, and public health advice evolves .

There were also times when the public school system in Wake County, North Carolina, where the Bradleys’ three daughters attended school, observed hybrid schedules – a mix of in-school and virtual learning.

The Bradleys had the added challenge of juggling their daughters’ school schedules with work responsibilities, he the CEO of a foundation and she a nurse.

“It was just chaos. It was just total chaos and I think a lot of people felt that way. I mean, we just never knew “when schools would switch to another time or format and the family would have to find a way to accommodate,” he said.

Distance learning was difficult for all of their children, ages 12, 10 and 8. Their younger and older daughters are very social and have failed to interact with their classmates and teachers in person.

Their 10-year-old has a learning disability and after a few hours of screen time, “she just passed away,” Charlie Bradley said.

“I think they’ve all definitely taken a step back in their learning over the past year and a half,” he said.

“Virtual learning just wasn’t right for my kids. “

Their eldest daughter is now enrolled in a charter school, which has been more nimble in adjusting her school schedule compared to the Wake County public school system, which is one of the largest in the United States. It has 194 schools and serves some 162,000 learners in Raleigh and surrounding communities.

Meanwhile, the Bradleys’ younger daughters have returned to public school.

Melissa Seger is helping her daughter Gwendolyn, 6, with her homework at their house in southern Jordan on Thursday, October 7, 2021.

The Segers considered sending their eldest daughter back to school this fall, but decided not to do so after Salt Lake County Council rejected a health ordinance calling for masks to be worn inside elementary schools . The ordinance targeted primary schools because children under 12 are not yet eligible for COVID-19 vaccines.

With the increase in the delta variant, the Segers were concerned that their children would be exposed to the virus at school and take it home, which their daughter understood.

“She says, ‘I’m okay with home schooling, but please I don’t want to do virtual again,” “said Melissa Seger.

“She really struggled with it. For some reason she was fine at first and then over time it got really hard for her to learn. So this year, we decided to keep them at home.

Parents who responded to the American Family Survey expressed similar challenges. Almost a third of parents said their children’s learning had suffered and 19% said their grades were worse.

The “COVID-19 slide”

National organizations that have looked at the so-called ‘COVID-19 slide’ in learning report that math skills have been particularly affected. Students were “likely to show much lower learning gains, coming back with less than 50% of learning gains and in some years almost a full year behind what we see under conditions. normal ”, according to Northwest Assessment Association, a non-profit testing organization,

Students returned to school in 2020 “with about 70% of learning gains in reading compared to a typical school year”, according to the association.

Meanwhile, the consulting firm McKinsey & Co. predicted greater learning losses for black, Hispanic and low-income students. Access to technology is an important factor as well as access to a quiet space to participate in distance learning with minimal distractions, access to high-speed internet and parental academic supervision.

Lydia Seger, 10, does her homework at her home in southern Jordan on Thursday, October 7, 2021.

Spenser Heaps, Deseret News
Vivian Seger, 6, does her homework at her home in southern Jordan on Thursday, October 7, 2021.

Spenser Heaps, Deseret News
Melissa Seger does her homework with her daughters, twins Vivian and Gwendolyn, 6, and Lydia, 10, at their home in southern Jordan on Thursday, October 7, 2021.

Spenser Heaps, Deseret News
6-year-old Gwendolyn Seger does her homework with her mother, Melissa, and sisters at their home in southern Jordan on Thursday, October 7, 2021.

Spenser Heaps, Deseret News
Writing utensils of all types and colors lie in a trash can at the Seger House in southern Jordan on Thursday, October 7, 2021.

Spenser Heaps, Deseret News

The Seger’s oldest daughter, Lydia, now in fifth grade, has fallen behind in math, but the family has found a math program “that works really well and gets her up to grade level,” her mother reports.

“I think she was a bit late, which is unfortunate as she was a bit early before the pandemic,” said Melissa Seger.

The full extent of the learning loss associated with the pandemic is not yet understood. Many school systems experienced a drop in enrollment during the 2020-21 school year, which was attributed to parents choosing to teach their children at home, switching to virtual learning, or not enrolling. kindergarten children in school.

Even in child-rich Utah, public school enrollment declined for the first time since 2000, which was a worrying trend, especially among younger learners.

“There is a lot of data at different stages of a child’s academic progress where they need to meet certain benchmarks at a certain age or they are falling behind academically,” Rich Nye, Granite School District superintendent, “which has an impact, literally, for the rest of their lives.

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City Musician’s Innovation Helps Hindustani Classical Online Learning | Pune News

Pune: A new-age or Swarlipi notation system for learning Hindustani classical music online has been developed by Praneet Marathe, a city musician and harmonium teacher at Gandharva Mahavidyalaya.
The institution in Pune, in collaboration with Marathe, will launch a book on this new concept for students learning music online.
Marathe’s new system eliminates the need for custom keyboards. Students can type and document compositions using it even while their guru is singing or playing an instrument online or even offline.
“Many teachers, who don’t have any material already printed, spend hours writing composition notes, taking photos and sharing them with their students. Special fonts and software are needed to digitize the notations, ”said Marathe.
He felt the need to have a system that makes it easier to write, check and follow up on swarlipi. “In the traditional Paluskar system, for an instrumental musical composition, a multiline system is used where the first row contains swaras, the second row contains matras and the third row contains taal indicators. The new system has everything on one line. It uses certain symbols from Paluskar lipi and introduces new symbols available on keyboards to facilitate typing on digital devices, ”said Marathe.

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Volvo partners with BOS for STEM investment – The Southwest Times

William Paine / SWT
Volvo Trucks and the Pulaski County Supervisory Board have teamed up to present this giveaway to Pulaski County Middle School for use in their STEM and Tech Lab. Seen here (left to right) Pulaski County Superintendent of Schools Dr Kevin Siers, Volvo Trucks Vice President and General Manager Franky Marchand, PCMS President Rebecah Smith, PCMS STEM Instructor Heather Arnold , Pulaski County School Board Chairman Tim Hurst and County Administrator Jonathan Doux.

By DAVID GRAVELY
[email protected]

Tuesday, October 5th was a good day for students in Pulaski County who one day aspire to land a job that requires a solid base of experience in science, technology, engineering and math (STEM) fields. , because it was announced that a significant contribution had been received.

Volvo Trucks has partnered with the Pulaski County Board of Supervisors to deliver a $ 24,000 gift to Pulaski County Middle School to purchase new teaching equipment and technology for to further equip the STEM and technological laboratory within the recently built school.

“Investing in the development of a STEM lab at the new Pulaski County Middle School is more than a corporate commitment, it’s an investment in students, new technologies and career paths right here in the world. Pulaski County ”, Franky Marchand, vice president and said the general manager of the Volvo Trucks plant in New River Valley. “Our desire is to boost the creativity of today’s students in a STEM Lab environment within the College. We believe that engaging in scientific discovery with increased technological knowledge will bring benefits in the lives of students and in their future careers. We are excited to get involved with the county in this STEM and tech lab project. “

Pulaski County Public Schools offer qualifying high school students, through STEM Academy, several career paths. These include engineering and technology, production, therapeutic services, construction, law, public safety, and corrections and security.

Student learning and achievement is enhanced through the integration of core academics, a STEM-focused curriculum, applied technologies, and increased participation in leadership events of student professional and technical organizations .

The overall goals of Pulaski County STEM Academy are to provide students with enriched 21st century STEM technology skills and the knowledge necessary for success in post-secondary education and the world of work.

“One of the great things about being an educator in Pulaski County is the support we get from our local industries. Each year, our industry and community partners find ways to support student learning in creative ways. Today we are celebrating one of those partnerships with a donation to our PCMS Robotics Lab, ”said Megan Atkinson, CTE Director, Pulaski County Public Schools. “We plan to purchase robotics kits so that every Tech Ed student has the chance to work on a robotic system suitable for development. As they progress through Grades 6 through 7 and 8, they will be challenged with a new experience that develops critical thinking, creative thinking, and problem solving. We are very grateful to our community partners and their dedication to the future workforce in Pulaski County.

Pulaski County STEM Academy, which is located on the Pulaski County High School campus, allows students in Grades 9 to 12 to explore career paths while incorporating Virginia work preparation skills for the Commonwealth.

“Volvo’s generosity and partnership with the Supervisory Board will help accelerate the availability of the latest teaching technologies in science, technology, engineering and math for our middle-aged students who can to be at the critical crossroads of interests in pursuing a future in STEM, ”said Jonathan D. Sweet, County Administrator. “Having a well-equipped state-of-the-art lab within our college dramatically improves experiential learning opportunities for our students and provides a foundation of understanding, appreciation and enjoyment for STEM subjects that will give a head. to our students in Pulaski County – start preparing for the 21st century jobs of tomorrow. We are grateful that Volvo is willing to help us make such a significant investment in the education of our children and further demonstrate their sincere commitment to our community.

Dr. Kevin Siers, Superintendent of Public Schools in Pulaski County, was also grateful for the contribution to the educational experience of Pulaski County students.

“Pulaski County Public Schools greatly appreciate the financial assistance and incredible support given to our technology education program by Volvo and our local government over the past few years,” said Dr. Siers. “The funds donated this week will be used to provide each technology student with the equipment needed to develop skills in robotics. This contribution creates an incredible opportunity for our students to move forward as leaders in our region and our teachers are excited about the future of our program.

Pulaski County is currently home to the only Volvo Truck plant in North America and nine international industries in Sweden, Brazil, Mexico, Australia, Great Britain, Germany, Canada, Colombia and Poland. Other international business partnerships are also sought. In 2018, a group from Pulaski including members of the Pulaski County Economic Development Team traveled to Turkey to build relationships there.

Volvo Trucks North America’s operations and products are guided by the company’s three core values: quality, safety and environmental friendliness. Volvo VNR, VNL, VNX, VHD and VAH trucks are assembled at the New River Valley plant in Dublin, Virginia. The New River Valley plant is certified to ISO50001 energy standards. Both factories are certified according to ISO14001 environmental and ISO9001 quality standards. The Volvo Group is one of the world’s leading manufacturers of trucks, buses, construction equipment, and marine and industrial engines and employs approximately 110,000 people, has production facilities in 19 countries and sells its products over more of 190 markets.

Written by: Editor October 11, 2021.

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2022 Machine Learning Developer Summit

Advancing the machine learning ecosystem, Analytics India Magazine brings you the fourth edition of the Machine Learning Developer Summit (MLDS22). Focused on innovation in machine learning, this two-day conference is a ticket to direct networking with renowned ML industry visionaries who will discuss the software architecture of ML systems, producing and deploying the latest ML frameworks and solutions for business use cases.

OR: Radisson Blu Hotel, Bangalore, India

WHEN: From Wednesday to Thursday January 19 to 20, 2022

Cutting-edge practices in various industries will be discussed through cutting-edge presentations, which will provide attendees with valuable take-away items, including applications in their respective industries and companies. With over 1000 attendees, over 200 organizations and over 30 industry leaders as speakers, MLDS22 is the gold standard for India’s data science and machine learning ecosystem to expose themselves to tools , ML frameworks and platforms, evaluate new projects, hardware and software. challenges of building complex ML systems, languages, software and standards.

Previously, MLDS was sponsored by Genpact, Intuit, and the Association of Data Scientists, among others, and the conference had speakers from industry giants like Microsoft, Google, Oracle, Amazon, Walmart Labs, Flipkart, AWS, Freshworks, Capgemini, Intel, NVIDIA, IBM, Netflix, Cisco, Cognizant, Ericsson, SAP, L&T, Siemens, Verizon, ZS, EY, TCS, Bosch, Renault Nissan, Aditya Birla Group, PhonePe, BigBasket, Voot and Paytm, among others, over the past three years.

Besides the guest lectures, two main attractions are:

Call for Papers

MLDS-2022 welcomes submissions that showcase research that advances artificial intelligence, broadly defined. The scope of the conference includes all subfields of AI and Machine Learning. AIM and MLDS22 expressly encourage work that transcends technical fields or develops AI techniques in the context of important application areas, such as healthcare, sustainability, transportation, and commerce.

Submissions are open for 2022, and more details can be found here.

40 Awards for Data Scientists Under 40

40Under40 is an attempt to recognize leading data scientists in India who have successfully transformed data into meaningful information. The award recognizes young Indian data scientists and leaders who support the growth of analytics in their organizations, have deep industry and analytics expertise, and work creatively on the information gap for clients by tackling their most complex challenges.

Nominations are open for 2022, and more details, including the list of winners from previous years, can be found. here.

Applications can be sent by this form.

Registration and tickets

The offline conference brings together 200 participants. Tickets will be provided on a first come, first served basis.

Book your pass here to reserve your place now.

The conference, as a secondary option, can also be attended virtually. Register now here.

The schedule and list of speakers for this year’s Machine Learning Developers Summit will be announced shortly. To verify this space for relevant announcements.

Attend India’s # 1 Conference Exclusively For The Machine Learning Practitioner Ecosystem By Attending The 2022 Machine Learning Developer Summit. We look forward to having you with us for the event. Hurry up and reserve your place now!

Anushka Pandit

Anushka is currently working as an editor for the editorial team of Analytics India Magazine. She holds a B Tech in Computer Science and a Masters in Media and Communication Studies. Anushka enjoys reading, writing and reciting poetry, clicking and exploring nature. Reach her at [email protected]

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Coming together for better learning

By E Revathi, Venkatanarayana Motkuri

The Telangana State Council for Higher Education (TSCHE) has taken the necessary steps to implement the National Education Policy-2020, starting with the cluster system in higher education institutions (HEIs) of the ‘State. To begin with, nine autonomous university colleges in Hyderabad formed a cluster.

The cluster approach as a strategy enhances the ‘student learning experience’, a central aspect of NEP, by expanding the choice of courses with the pooling of resources, both physical and pedagogical (human) participating institutions. This leads to an optimal use of existing resources without incurring a financial burden.

Hyderabad News

click here for more information on Hyderabad

Borrowed from industry

In India, the Kothari Commission recommended the cluster approach for school and college education. The National Knowledge Commission also recommended this for higher education. As a result, the UGC brought up the idea in the 12th plan and RUSA (Rashtriya Uchchatar Shiksha Abhiyan) also had an implementation plan and guidelines. Some states have taken initiatives in accordance with the UGC proposal in 2009 and then following the RUSA guidelines.

The concept of grouping was borrowed from industry. In the case of industrial clusters, the main and ancillary industries are located in geographic proximity, reducing transportation and transaction costs as well as the benefits of knowledge and technology sharing. The “cluster” as adopted in education is the grouping of colleges in closer geographic locations for academic and pedagogical, economic and administrative purposes. It is beneficial in the context of resource scarcity, especially in developing countries, where under / overuse of resources can be avoided and where participating higher education institutions reap positive externalities. This is made possible by the pooling and sharing of resources: human (teachers); learning materials (libraries and books, online learning sources, etc.); physics (laboratories, auditoriums, playground); and financial (if applicable).

NEP context
As NEP-2020 plans to develop large multidisciplinary and autonomous higher education institutions, this can be achieved by consolidating colleges into a single functional entity, making it a large autonomous and multidisciplinary institution (more holistic grouping). Second, to improve the choice and learning experience for students, there is a need to expand their choice of courses and learning facilities. There is a need to expand the courses offered in each HEI and introduce a choice-based credit system (CBCS).

NEP also plans to offer compulsory vocational training or skills development courses. As a result, colleges need to expand the availability of learning materials – libraries and books as well as physical resources – labs, etc. In addition, facilities and student support programs are essential according to the vision.

To offer a wider choice of courses, colleges need to have a diverse faculty. It also requires providing all learning materials, facilities and student support programs. It may be financially unsustainable for colleges to have all of these arrangements. Even if a college offers diverse courses, the problem of underutilization is significant.

The cluster approach offers the advantage of optimization. Each college individually does not need to have all of the faculty required for all of the courses they offer. They can share the faculty services and resources of their partner colleges by networking and forming a cluster. Hiring faculty at cluster level and setting up facilities can be done by pooling finances and sharing costs.

Cluster models

Holistic group: Within this framework, a group of colleges functions as a single unit while maintaining the dual identity (i.e. group and college identity) of partner or constituent colleges. Each institution functions as an autonomous entity ideally fulfilling the objective criterion of autonomy. Here, all the constituent colleges are disaffiliated from the university. Certain governance principles such as equal status, collective decision-making, autonomy and responsibility, independence and interdependence must be followed by all constituent colleges or partners.
The cluster governance system is organized with three preponderant bodies at cluster level: Board of Directors, Executive Body and Academic Committee as well as that of the Finance Committee. The representation of constituent or partner colleges in these bodies is based on the principle of parity.

Mid-range cluster: This model is similar to that of the holistic cluster but differs in that the colleges do not have full autonomy, i.e. they are not disaffiliated from the university. All constituent colleges / cluster partners retain their affiliation with the university and carry a dual identity.

Reasoned cluster: This is case and context specific. Clustering occurs for a particular component or purpose. For example, to achieve the specific objective of improving student choice and the learning experience, it is necessary to expand the choice of courses for students, which implies expanding the courses offered in each HEI. . Therefore, clustering is necessary to pool and share resources by optimizing their use without any additional financial burden for an individual institution. This model also requires a governance and monitoring mechanism at the cluster level.

Guiding principles

The vision and goals of higher education in terms of access, equity and quality should be the guiding principles for the implementation of the cluster strategy. The sharing of human, economic, financial and educational resources guarantees affordability, and collective governance structures guarantee accountability. The driving force must be the shared vision with broader goals encompassing the benefits to students, the transmission of quality education and the development of education. Colleges must voluntarily form a group based on the principles of independence and interdependence. It must allow and facilitate the sharing of resources and development opportunities for institutions, teachers and students.

TSCHE formed committees and drafted guidelines for the implementation of the cluster system as well as for infrastructure and resource sharing. With the deployment of the pilot project, contributions at the field level would help to understand the problems and challenges related to the implementation of this strategy and, therefore, to resolve them to go further.

(E Revathi is professor and director, Center for Economic and Social
Studies [CESS], Hyderabad. Venkatanarayana Motkuri is associated
Professor, Education Research Unit, CESS)

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Current and future size of the university online learning market

E-learning is a structured course or learning experience delivered electronically; which may also include performance support content. There are many different elements that can make up an online learning program, such as live or pre-recorded course content, videos, quizzes, simulations, games, activities, and other interactive elements. Asynchronous online learning is self-paced; learners take the course on their own, usually on a laptop.“

The updated Academic Online Learning Market report gives an accurate value chain assessment analysis for the review period 2021 to 2027. The research includes a comprehensive assessment of the administration of leading companies in the market and their adopted income-generating business strategies. by them to conduct sustainable business. The Service industry The report further identifies the market gaps, stability, growth drivers, restraining factors and opportunities for the anticipated period.

Get a sample report with the latest analysis of industry trends: www.a2zmarketresearch.com/sample?reportId=563272

Key companies in this report include:

Chalkboard, MPS Limited, Berlitz, Vipkid, Pearson, Desire2Learn, EF Education First, Instructure

The global academic online learning market is expected to register a notable expansion of the Good% during the review period due to the higher market value in 2019. The market research provides a measure of product effectiveness, a real-time academic online learning market scenario, as well as a personalized facility. The study further offers market analysis, strategies and planning, R&D landscape, target audience management, market potential, due diligence and competitive landscape.

Market segmentation

Segment by type

Online, Mixed

Segment by application

K-12, Higher education

Scope of the report

An in-depth analysis of statistics on current and emerging trends provides clarity on the dynamics of the academic online learning market. The report includes Porter’s five forces to analyze the importance of various characteristics such as understanding of suppliers and customers, risks posed by various agents, competitive strength, and promising emerging businessmen to understand a resource. precious. Further, the report covers E-Learning Academic research data of various companies, benefit, gross margin, strategic decisions of the global market, and more through tables, charts, and infographics.

The Academic E-Learning report highlights an overall assessment of the revenue generated by different segments in different regions for the forecast period, 2021 to 2027. To leverage business owners, gain an in-depth understanding of the current dynamics, The Academic E-Learning Learning research strives to find data on aspects including, but not limited to, demand and supply, distribution channel, and technology upgrades. Primarily, determining strict government policies and regulations and government initiatives promoting the growth of the academic online learning market provides knowledge of what lies ahead for business owners in the years to come.

Request for Custom Report: www.a2zmarketresearch.com/enquiry?reportId=563272

Geographic analysis

The global academic online learning market is spread across North America, Europe, Asia-Pacific, Middle East and Africa as well as the rest of the world.

COVID-19 impact assessment

The COVID-19 pandemic has emerged in containment across regions, line limitations and the breakdown of transport organizations. In addition, the financial vulnerability of the university e-learning market is much higher than past flare-ups such as the extreme intense respiratory state (SARS), avian flu, swine flu, avian flu and Ebola, infertible. the growing number of infected individuals and the vulnerability to the end of the crisis. With the rapid increase in cases, the global online academic refreshment market is influenced from several points of view.

Accessibility of the workforce is obviously disrupting the global academic e-learning beverage market inventory network as lockdown and the spread of infection cause individuals to stay indoors . The presentation of academic makers E-Learning and the transport of products are associated. If the assembly movement is stopped, the transport as well as the warehouse network also stop. Stacking and dumping of items i.e. raw materials and results (fasteners), which requires a ton of labor, is also heavily affected due to the pandemic. From the entrance of the assembly plant to the warehouse or distribution center to end customers, i.e. application companies, the entire Academic E-Learning inventory network is seriously compromised because of the episode.

The research provides answers to the following key questions:

What is the projected market size of the academic online learning market by 2027?
What will the normal share of the industry as a whole be for the years to come?
What are the major components and restraints in the development of the global academic online learning market across varying geographies?
Who are the major sellers expected to dominate the market for the 2021 to 2027 evaluation period?
What are the moving and upcoming advancements expected to influence the advancement of the global Academic E-Learning market?
What are the development techniques received by the major sellers in the market to stay abreast?

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Dave’s Desk @ Ditch: a very popular show

by Dave Davis

Like many of my fellow educators here in the East End, and probably everywhere else for that matter, a return to traditional or ‘in-person’ classroom instruction last month was something to see, after nearly 18 consecutive months. virtual teaching. At least for now, we’ve put down “the screens” and settled back into a pace much more aligned with our natural instincts.

Note that we are doing this with some concern, as the latest variant of the coronavirus continues to wreak havoc, with an increase in cases now appearing among the country’s younger populations.

As a federally funded national preschool program, our particular agency has implemented many protocols that years ago would have been viewed as fear-mongering and overkill. President Biden’s recent term will require all of our employees to be vaccinated. Wearing a mask is now mandatory throughout the day for every student and staff member, daily temperature and general health checks are documented prior to entry, in addition to family members being limited to drop-off and check-in. curbside pickup.

Daily disinfection of all toys, installation of an air filtration system, and frequent hand washing are also techniques implemented for additional protection. Of course, there are all kinds of safety measures we can put in place to reduce the likelihood of transmission, but alas, nothing is foolproof when it comes to an airborne disease like this. To our satisfaction, the children have been quite receptive to the new procedures and, for the most part, adhere to them with only occasional reminders needed.

It all comes down to what a kid just wants to be a kid. It’s that simple. If that means they need to protect themselves and others by putting in place precautionary systems, so be it. When you think about how young a preschooler is, this pandemic has occupied almost half of their life so far. Thousands of hours have been spent in isolation, without the typical socio-emotional developmental markers being achieved for most three and four year olds, especially those in risk categories like this. is the case with our students.

Most parents confirmed that their daily routines had been severely altered during the pandemic, with many needing alternative sources of care to supplement hours normally spent in a preschool program. Depending on the family’s financial needs and a parent’s employment status, some people have chosen to stay home with their children as many public schools have adopted a virtual learning paradigm similar to ours. Needless to say, in a tourism-based resort economy like ours, with a limited income window, the financial stressors placed on many families only added to the challenges faced at home.

In an article recently published on the CDC website, their data validates what we in our program have witnessed: “The Covid-19 pandemic has increased stress, fear and worry for many families. Worries about illness, finances and isolation, dealing with the grief of loss, and having less outside help have made parenting more stressful. “

Obviously, it is impossible to make up for “lost time” overnight, but providing these young people with many opportunities for growth is an achievable goal that we can all support. One of the essential elements necessary for successful outcomes is to establish a fluid activity day (both structured and unstructured), which will lend itself to the dynamic that fosters engagement between peers and faculty.

Equally important is recognizing each child’s differences and how they cope with change. There are so many factors in this equation that obviously some will need extra help and some won’t, and that’s to be expected. At the heart of this transition must be a strong line of communication between parents, teachers and administrators. Careful planning among all parties involved is imperative.

One thing is for sure, due to the length of this situation, our traditional in-person model is now new to all incoming students of this age group and their respective families. Everyone is in the same boat, so to speak. Preschool has once again become a life experience shared between members of the community which, for this educator in particular, is a very appreciated spectacle.

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covid 19: only half of schools worldwide have resumed classroom learning, 34% continue in hybrid mode: report

NEW DELHI: Nineteen months after the Covid-19 pandemic forced the closure of schools around the world, only half of schools across the world have resumed teaching and learning in the classroom while around 34% of schools rely on a mixed or hybrid mode of teaching, according to the Covid-19 Global monitoring of the resumption of education.
The tracker was jointly created by Johns Hopkins University, the World Bank and UNICEF to help countries make decisions by tracking efforts to reopen and plan for the recovery of Covid-19 in more than 200 countries.
According to the data monitored, 80% of schools in the world are in ordinary session. Of these, 54% are back to teaching in person, 34% rely on blended or hybrid education while 10% continue distance education and 2% offer no education.
While the tracker noted that only 53% of countries prioritize teacher immunization, the World Bank has recommended that countries no longer wait until their populations or school staff are fully immunized before reopening schools.
“To promote resumption of education, teachers should prioritize vaccination wherever possible, while recognizing that there are ways to reopen safely without vaccination through adequate security measures,” said a report from the World Bank Education team.
“Given that schools that have reopened around the world have been able to effectively reduce transmission within schools with simple and relatively inexpensive infection control strategies such as masking, ventilation and physical distancing, and given that ” Widespread immunization coverage in most countries is not expected for many months, keeping schools closed until all staff can be immunized has little benefit in terms of reducing the risk of transmission, but potentially generates substantial costs for children, ”he said.
The World Bank has advocated for the reopening of schools and assessed the risks associated with further prolonged school closures around the world.
“In countries where there were less than 36 to 44 new Covid-19 hospitalizations per 1 lakh of inhabitants per week before the reopening, the reopening of schools did not increase Covid-19 hospitalizations, even up to six weeks later. In countries with higher hospitalization rates before school reopenings, the study results were inconclusive as to whether the reopens generated an increase in Covid-related hospitalizations.
“Another study exploited the differences in the start and end dates of summer and fall vacations across Germany and found that neither summer nor fall closures had a significant containment effect on transmission of the virus in children or a significant ripple effect in adults.
Likewise, other studies support the argument that transmission in schools generally follows trends in community transmission, rather than preceding or increasing them, ”he added.
Last year, the Covid-19 pandemic led to the global shutdown of schools in more than 188 countries, leaving 1.6 billion children – 75% of enrolled students – out of school.
“As the Covid-19 pandemic spread in and between countries in early 2020, we knew very little about the virus: how it spread, who would be affected the most, and how to treat it. To protect children and slow the transmission of the disease, most governments have responded by closing schools.
“A year later, we know a lot more about the virus and the disease and how to mitigate transmission and health authorities like the WHO are only recommending that schools be closed as a last resort,” he said. -he declares.
Citing evidence of low transmission of Covid-19 in children, the World Bank said data from population surveillance studies and contact tracing studies suggest that, compared to adults and adolescents , young children, especially those under the age of 10, are considerably less susceptible to contracting Covid-19 and much less likely to transmit the disease.
“Among children who contract Covid-19, serious illnesses and deaths are rare and most often occur in children with other underlying illnesses,” he said.

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E-learning business disrupts the status quo on how people repair, improve, and maintain great credit

ATLANTA, GA / ACCESSWIRE / October 9, 2021 / Kenney Conwell is delighted to announce the launch of MyMoneyEDU, an online financial education platform. All-digital services are designed to revolutionize the way people repair, improve, and maintain their credit scores. MyMoneyEDU will help members lower taxes, increase cash flow and increase net worth by implementing their proven wealth management strategies.

MyMoneyEDU was created to fill a gap in the minority community, namely a lack of financial education and access to financial resources. The team streamlined their processes so that anyone who fits their programs well can participate without being limited by time or geography. In addition, all MyMoneyEDU products and services are readily available in digital format.

Members who join the MyMoneyEDU platform want time and financial independence, believing that the conventional American dream of going to school, finding a job, buying a house, and investing in a 401 (k ) is no longer the only way to earn wealth. The MyMoneyEDU team has identified four main areas where they can help users become first generation millionaires.

The online program teaches how 1) Use a cash flow management strategy to increase your personal income through a side business or home business. 2) Leverage the power of personal and business credit. 3) Use the stock market as a source of leverage. The easiest approach to making money is to INVEST in the stock market, either actively or passively. 4) Use tax planning to your advantage. It is important to distinguish between tax planning and tax preparation. Planning comes before preparation, and when done right, it can help you avoid paying too much tax (i.e. tax avoidance).

In addition to the four key areas of leverage, the online courses explain how good cash flow management can help individuals develop financial discipline. Increased cash flow is easier to achieve with good credit. More investment options are created by increased cash flow. The more money you make, the more crucial it is to have a good tax strategy. MyMoneyEDU guides clients through all the elements needed to achieve their financial dreams through their comprehensive financial system.

MyMoneyEDU is proud to provide a comprehensive online education platform that helps people improve their financial situation, increase their cash flow, and increase their net worth over time. Their entire system provides the financial clarity, accountability, and the freedom and flexibility to achieve desired results.

About MyMoneyEDU and Kenny Cromwell – Kenney Conwell, founder of MyMoneyEDU, graduated from North Carolina A&T State University in May 2009, with a degree in Interdisciplinary Studies with a Certificate in Entrepreneurship. As an entrepreneur, his mission is to educate, communicate and equip people who are just starting their journey with the tools they need to be successful. He founded MyMoneyEDU with the aim of helping 1,000,000 people achieve a score of 700 credits by 2029 or earlier so they can start the ERI (Entrepreneurship, Real Estate and Investing) process.

Conwell and his team are dedicated to providing the community with the tools, resources and knowledge necessary to achieve exceptional credit and financial success.

CONTACT: For interview opportunities or to find out more about registering for MyMoneyEDU

Website: https://www.mymoeyedu.com/
E-mail: [email protected]

THE SOURCE: MyMoneyEDU

See the source version on accesswire.com:
https://www.accesswire.com/667493/E-Learning-Company-Is-Disrupting-the-Status-Quo-on-How-People-Fix-Improve-and-Maintain-Excellent-Credit

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