Nutanix Cloud Platform Enhances Critical Workload Support with AOS 6 Software

Nutanix announced new features in the Nutanix Cloud platform, including the release of AOS version 6 software, to help businesses build modern, software-defined data centers and accelerate their hybrid multicloud deployments.

With these new features, businesses will benefit from an integrated virtual network, improved disaster recovery, and zero-trust security that would otherwise require additional hardware, software, and specialist skills. More importantly, due to the integrated nature of the Nutanix Cloud platform, all functionality is managed through a single interface, which significantly reduces operational overhead.

“Our customers are looking for cloud solutions that can adapt to their needs, with an emphasis on simplicity, flexibility and the freedom to choose the right technology for each situation,” said Rajiv Mirani, CTO at Nutanix. “The Nutanix Cloud platform continues to break down common silos within IT teams with the goal of simplifying operations so customers can focus on business needs. With these new features, we focused on solving the common challenges many businesses face in hybrid multicloud environments, including security, disaster recovery, and virtual networks.

Simplified virtual private cloud on hybrid multicloud

Nutanix AOS 6 can now deliver Flow Networking, a network virtualization offering on the AHV hypervisor that allows customers to simplify their networking through a single software-defined glass management panel. Businesses and service providers can now easily create virtual private clouds (VPCs) to provide their users with cloud-like agility with minimal reliance on hardware switches and routers.

Flow Networking also offers VPN features that allow customers to connect and extend their virtual networks to any public and private cloud infrastructure. The ability to provide cloud connectivity on demand, without the need for dedicated physical appliances and other complex configurations, further reduces costs and simplifies operations for customers.

Extended access for enterprise-grade business continuity and disaster recovery

Customers who adopt the Nutanix Cloud platform with AOS 6 gain access to new business continuity and disaster recovery (BCDR) capabilities that were previously only available in specialized solutions. AOS 6 enables the public cloud to operate as a secondary site, native metro clustering support for the integrated AHV hypervisor enabling automatic failover in the event of a disaster, as well as end-to-end encryption capabilities for traffic disaster recovery.

In addition, a new DR dashboard provides a complete view of the configuration and status of customer disaster recovery at primary and secondary sites. These capabilities allow organizations to eliminate specialized disaster recovery hardware and software, reduce licensing costs, improve recovery time, simplify operations, and potentially eliminate secondary hot standby sites. expensive. It enables midsize businesses that may not have the budget or the skills to implement robust disaster recovery capabilities to better protect their businesses from disasters.

Automated zero-trust security policies

More organizations are looking to take a zero-trust approach to security, but developing policies that are both effective and efficient can be a significant hurdle, especially for environments that span public and private clouds. The upcoming features of the Nutanix Cloud platform, as part of the Flow Security Central SaaS platform, eliminate this common challenge by automatically creating Flow microsegmentation policies through a machine learning-based scheduling engine that analyzes network traffic for an organization and recommends security policies to protect machine workloads from potential attacks.

Additionally, the Nutanix Cloud platform will integrate with Qualys Inc.’s vulnerability management detection and response (VMDR) solution to enable customers to streamline security patching efforts with vulnerability detection capabilities. virtual machine centric threats and vulnerability risk visualization. The enhanced protection in Nutanix Files will help detect and prevent against over 4,000 known ransomware attack signatures with the ability to dynamically deliver new signatures.

Finally, Nutanix AOS, AHV and Files products are now approved for placement on the Department of Defense Information Network (APL) Approved Product List after successfully passing rigorous cybersecurity and interoperability testing.

“AOS 6, along with the virtual networking and security innovations in Nutanix cloud platforms, provide an out-of-the-box end-to-end platform to run any application, including the most mission critical, on-premises and in the public cloud, ”said Eric Sheppard, Research Vice President, IDC Infrastructure Platforms and Technologies Group. “The new features meet many demands from corporate customers looking to increase efficiency and reliability in clouds, to meet their current and future needs. “

Enterprise-grade virtual networking and disaster recovery capabilities are currently available to customers; security enhancements are currently under development.

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Keeping the learner at the heart of the education system | New times

There seems to be a proposal to revise the curriculum of the different levels of general education in Rwanda which would lead to an increase in the number of subjects and hours of instruction.

According to this proposal, the number of subjects at level A would increase from six to nine compulsory subjects per learner and per combination and at secondary level below 16.

This proposal is of great concern and has serious educational implications which must be considered very carefully before being implemented.

The review should, in the first place, be based on a thorough evaluation of the existing curriculum which is itself the result of an overhaul carried out by professional and experienced educators from Rwanda and around the world.

Let us first consider the number of teaching periods suggested in the proposed changes. The proposal of 52 periods per week and 1365 hours of teaching per year at all levels of general education from primary onwards implies that there are 10.4 periods per day assuming a school week of five days, or 8.67 periods per day if school time is six days. one week. The question then arises: how will the learners fit into these daily periods?

Such a number of periods is well beyond the limit of internationally accepted standards based on the UNESCO recommendation of 900 periods per year, which is much less. The implementation as proposed would place a heavy burden on learners with dire consequences.

In any case, a change of this nature is only pedagogically justifiable if it is supposed to lead to a fundamental transformation in line with national aspirations and the individual development of learners.

Let us also look at the proposal to increase the A-level subjects from six to nine compulsory subjects. A little background will help.

The choice to introduce level A combinations of 3 or 4 main subjects and a general examination was no accident. This was the philosophy adopted to give Rwandan students more in-depth subject coverage in order to meet the entry requirements of the best universities in the world, especially in Commonwealth countries and other countries that require only 3 core subjects.

Entrepreneurship as a core major and a language elective subject for all combinations were added later to make a total of six subjects for all combinations at level A.

The assumption was that the coverage of the 3 official languages ​​in primary and lower secondary was sufficient on the basis of the content of the program already developed.

This situation has not changed.

The program implemented since 2015 is Rwandan in nature but compared to the best practices of different countries and reputable educational institutions.

It and the programs based on it are, in fact, a hybrid benchmark of programs and programs in the region and beyond, in particular some of the Commonwealth and Southeast Asian countries, and of the Diploma of the international baccalaureate.

The Rwandan curriculum today is by no means inferior as the learning curricula or subject content are up to par and this can be verified by comparison with the curricula and content of other systems such as Cambridge and the International Baccalaureate.

Programs are reviewed periodically around the world, but there must be compelling reasons for this and a specific goal to be achieved.

Most countries and institutions that identify the need to reform and revise the curriculum for any level of education do so for substantial justifiable reasons, such as restructuring the entire education system.

If there is no restructuring that dictates the change, the main objective of the exam is normally to rationalize the gaps or overloads of content or the pedagogical approach that hamper the teaching and learning processes. , and assess whether the learning outcomes required by the individual needs of the learners, society and the labor market have been achieved

The other objective is to check whether the learners are able to demonstrate the skills, knowledge and competences described in the existing curriculum and to be able to adapt them to the needs of the society and to the national aspirations.

The individual subjects to be developed and the teaching hours or periods to be covered per week or per year must be appropriate and adapted to the needs of the learner and to national aspirations.

Education policy makers must therefore be careful about why the curriculum should be revised and why the number of subjects and hours of instruction at all levels should be increased.

Rather, they should do more to support program implementation which is not happening at the desired pace and intensity.

As it stands, some policies to strengthen the implementation of the current program are not fully in place.

For example, key elements such as the Curriculum and Assessment Policy, the Language Policy and the Policy on Learning and Teaching Materials have never been submitted for approval since 2016, although they are be cited in the education strategic plan as part of policy documents.

The implementation also involves the monitoring and evaluation of learning processes and the in-service training of teachers in the pedagogical approach of competency-based learning to strengthen the learner-centered approach.

According to education experts, the increase in the number of subjects and hours of instruction per day creates an overload for learners and constitutes a real danger for balanced social and intellectual development.

Such overload is often associated with learner stress which results in a negative attitude towards learning and a decrease in overall performance.

Conversely, there are proven advantages to having a reasonable number of subjects. This allows the learner to acquire a deeper knowledge of the subject and to develop a richer understanding and higher order thinking ability.

It facilitates more active learning which in turn increases learning motivation which includes developmental inquiry and research skills

If students do not have enough time to explore new concepts in a meaningful way and the curriculum is not flexible, this leads to poorer learner achievement outcomes.

Experts also argue that if subject content is transferred to learners ‘personal time as homework or homework, it ultimately has a potentially negative impact on students’ mental and physical health.

Too many learning hours or too many homework subjects is also a common challenge when it comes to tackling program overload.

Therefore, they argue, learners may need to spend more time studying outside of school hours in addition to regular extracurricular activities that might interfere with time to socialize and be with friends, time to play, time to exercise, and time to sleep.

The opinions expressed in this article are those of the writer.

[email protected]

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Newly restructured CCSC aims to promote student life in a safe and ambitious way


SEPTEMBER 20, 2021

Aiming to allay student fears of the pandemic, the Columbia College Student Council is developing a series of new proposals designed to improve college and campus life. While some ideas are pending administrative approval, CCSC hopes to improve its outlook on student life, which is inseparable from pandemic concerns this year.

At the second meeting of the academic year on September 19, the SBCC passed an internal reform to encourage members to accomplish even more project-based initiatives. With COVID-19 positivity rates making each week as unpredictable as the next – for example, causing a sudden return to the Zoom screen after an inaugural general meeting in person – representatives are formulating plans for the semester around this uncertainty.

“COVID is going to inform everything we are working on this semester and possibly this year,” said President Rads Mehta, CC ’22. “It’s not necessarily something that is parallel or separate. It really is part of everything.”

As the liaison between the Columbia College student body and administrators, CCSC strives to advocate for student concerns. One issue that many students have reported to SBCC is their confusion over how to take classes if they are quarantined, either because they have been found or have tested positive for COVID-19.

The confusion arises from the University’s policies for a return to face-to-face teaching. Columbia has a policy in place that “faculty members cannot decide to teach remotely if they have concerns about campus safety,” so many faculty have not implemented blended learning or classroom recordings on Zoom.

All members of the Columbia community who test positive for COVID-19 must self-isolate for at least ten days, regardless of their vaccination status. Undergraduates have isolated themselves in community dormitories of special interest and, according to CCSC, due to fears of overcrowding, Columbia has started temporarily housing students at the Beacon Hotel.

Students were asked to “work with their instructors to develop a plan to receive instructions” if they were to miss classes or classes due to COVID-19-related absences, including quarantine and isolation .

In a meeting with Dean of Academic Affairs Lisa Hollibaugh, Mehta learned that the University claims it is currently unable to offer a solution beyond this basis on a case-by-case basis due to the autonomy granted. to teachers in class.

“It was a little disappointing, just because we want to be able to reassure students that if you miss your course you won’t actually run out of material,” she said.

As a potential solution, CCSC is proposing a university-wide expansion of note-taking facilities, which are supported by disability services. Currently, Disabilities Services pays one student per class requested to provide anonymous grades, but CCSC hopes to nominate one student per class for as many classes as possible, in combination with classes that already have a designated grade-taker.

As of September 13, 116 affiliates have tested positive for COVID-19 either through symptomatic testing from campus medical services, asymptomatic testing at Lerner Hall, or outside testing sites. Although it remained at a “yellow” or low risk level, the University imposed a limit of 10 people at indoor gatherings and restricted access to the residence in recognition of the recently increased transmission of COVID-19 among students on campus.

The goal for CCSC and administrators, according to Vice President of Policy Krishna Menon, CC ’22, is to reach the “green” risk level with the fewest restrictions over the next two weeks. They are feeling the pressure to enjoy outdoor student life before the weather turns cold and cases of COVID-19 have an even greater potential to increase. The University was at “yellow” risk level since the start of the academic year.

“There is a lot of planning that depends on whether we are green by October,” Menon said. “I think it’s a reassurance that the numbers won’t skyrocket, we won’t see yellow, and we won’t go orange.”

Unlike the yellow level, the green level allows for a return to indoor meals and no capacity limits for academic, administrative, social and extracurricular gatherings. Achieving that level of security would not only bring the campus closer to pre-pandemic conditions, but would also help Mehta achieve her goal of imparting Columbia’s traditions and institutional knowledge to the elderly.

“There are a lot of people who run clubs who have never had the club experience in person,” Mehta said. “A lot of clubs lost a ton of members last year. A lot of clubs didn’t recruit members last year. And for me this fall semester is the last time for us to reorganize our clubs before. to lose the seniors, who are the only people who know what the culture of the club was like. “

Elsa Chung, CC ’23, vice president for campus life, said the CCSC had to cancel events, such as a singer-songwriter showcase called Fall Fest, due to the yellow status of the ‘university. In keeping with the restrictions on outdoor gatherings, she hopes instead to organize a “Lit Hum” night on October 7 from 5 to 8 p.m. for students who have taken literature and humanities classes virtually last year. The sections would meet in person, in three phases to reduce clutter, to solidify relationships between classmates.

“We try to focus on both optimism and realism, so we shift our attention to events that are more focused on a specific group of students,” Chung said. “We want campus life initiatives to provide that safety net as well as a great way to COVID-aware socialization on and around campus.”

Depending on the success of the Lit Hum night, the SBCC could replicate the event for contemporary civilization classes.

Chung leads the Community, Clubs and Traditions Working Group, which is one of the five working groups that make up the SBCC. The board passed a motion on Sept. 19 to dissolve its four major – campus life, politics, communications, and finance – into task forces, which include student welfare; Identity & Diversity; Communications; and Academics, Alum and Carrière, and an ad hoc committee on financial policy. Once the representatives of the SBCC are divided into working groups, they will undertake their own projects. Student Wellbeing, for example, plans to work with the Engineering Student Council, administrators and faculty members to develop preventative rather than reactionary resources for mental health.

“For communities, clubs and traditions, COVID and COVID policies are certainly going to be hugely considered as we want to make sure we follow all guidelines and keep the community safe,” Mehta said. “But at the same time, it’s also something that we want to revamp and make as strong as possible due to the loss of community during COVID. I would say COVID informs all of our decision-making and our vision. “

Associate Editor Talia Abrahamson can be reached at [email protected] Follow Spectator on Twitter at @ColumbiaSpec.

Founded in 1877, the Columbia Daily Spectator is Columbia University’s independent undergraduate newspaper, serving thousands of readers in Morningside Heights, West Harlem and beyond. Read more on and donate here.

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Competitor Analysis Report on Virtual Reality in eLearning

The global virtual reality in e-learning market size was estimated to be USD 103.49 million in 2020 and is expected to reach USD 148.87 million in 2021, at a compound annual growth rate (CAGR) of 44.

New York, September 22, 2021 (GLOBE NEWSWIRE) – announces the publication of the report “Virtual Reality in eLearning Competitor Analysis Report – Global Forecast to 2026” – Utm_source = GNW
17% to reach 929.71 million USD by 2026.

FPNV positioning matrix:
The FPNV Positioning Matrix assesses and ranks vendors in the virtual reality market in the e-learning market based on business strategy (company growth, industry coverage, financial viability and support of channels) and product satisfaction (value for money, ease of use, product features and Customer Support) which helps companies make better decisions and better understand the competitive landscape.

Market share analysis:
The market share analysis offers the analysis of the suppliers considering their contribution to the overall market. It provides the idea of ​​its revenue generation in the overall market compared to other space providers. It provides insight into the performance of vendors in terms of revenue generation and customer base compared to others. Knowing the market share gives an idea of ​​the size and competitiveness of the suppliers for the base year. It reveals the characteristics of the market in terms of traits of accumulation, fragmentation, dominance and fusion.

Competitive scenario:
The competitive scenario provides a outlook analysis of various business growth strategies adopted by vendors. The news covered in this section delivers valuable insights at different stages while staying up to date with the business and engaging stakeholders in the economic debate. The competitive scenario represents press releases or news from companies categorized into M&A, Agreement, Collaboration and Partnership, New Product Launch and Improvement, Investment and Funding, and Reward, Recognition and Expansion. All the information gathered helps the supplier to understand the market gaps and the strengths and weaknesses of the competitors, thus providing information to improve products and services.

Company usability profiles:
The report deeply explores the recent significant developments of the leading vendors and innovation profiles in the global virtual reality market in the e-learning market, including Avantis Systems, eLearning Studios, Enlighten, Google, Immerse, LearnBrite, Lenovo, MOOC SOLUTIONS, Oculus VR, RapidValue Solutions, Sify Technologies, Skills2Learn, SQLearn, Tesseract Learning, ThingLink, VIVED, VR Education Holdings and zSpace.
Read the full report:

About Reportlinker
ReportLinker is an award winning market research solution. Reportlinker finds and organizes the latest industry data so you get all the market research you need – instantly, in one place.


CONTACT: Clare: [email protected] US: (339)-368-6001 Intl: +1 339-368-6001

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X2O Media announces updates to its immersive collaboration solution X2O OneRoom

New software version allows better integration with major learning management systems, improved user interface and virtual rooms

MONTREAL, September 22, 2021 / PRNewswire / – X2O Media announces the latest version of its award-winning X2O platform, which powers the innovative X2O OneRoom hybrid learning solution. A member of the STRATACHE family of companies, X2O Media is a global provider of virtual collaboration technologies for education and organizations.

X2O OneRoom is designed to create an immersive learning and collaboration environment to help organizations improve teamwork, train their hybrid workforce and, for educational institutions, remove limitations geographic areas to access their training courses

X2O OneRoom v2.4 addresses the growing demand for hybrid collaboration and training for businesses and educational institutions. The full version introduces essential integration with leading learning management systems (LMS) and virtual instructor-led training (VILT) systems, and offers an enhanced experience for remote participants, virtual room capability , linguistic localization, additional analyzes and camera tracking in the room.

OneRoom is designed to create an immersive real-time meeting, collaboration, and learning environment. OneRoom offers many distinctive features to help organizations improve teamwork, training their hybrid workforce, and, for educational institutions, remove geographic limitations and improve access to technology. education for their students. With its wide range of applications, the new generation X2O OneRoom offers the flexibility to apply the technology for use as a meeting room, classroom, training room, boardroom or other unique collaborative use cases. .

“Global events over the past year and a half have accelerated demand for OneRoom collaboration technology. This release amplifies X2O Media’s commitment to improving the OneRoom experience for businesses and higher education clients. Compared to traditional video conferencing, OneRoom offers many distinctive features, and we continue to align technology to deliver an immersive, human and immersive approach to learning, meeting, training and decision making. greatly improved the learning experiences of their employees, executives and students, ”said Mansour brek, President of X2O Media.

“Travel these days, especially international travel, is a hardship, and companies around the world are looking for solutions that alleviate that pain and optimize their employees’ precious time,” said Chris Riegel, CEO of the STRATACACHE family of companies. “We have seen with our customers as well as our own use, that the OneRoom solution reduces risk, downtime, costs and travel disruption while increasing efficiency. In short, it facilitates the new way of working and distance learning. “

X2O Media to Showcase OneRoom and Innovative Visual Communication Solutions at Booth # Q64 at UC Expo 2021, to be held October 6-7 in London, United Kingdom.

For more information on the new features of X2O OneRoom in version 2.4, click here.

About X2O Media
X2O Media provides unified visual communication and collaboration solutions for higher education and businesses worldwide. The award-winning X2O platform represents a new category of communication tools that improve the way businesses and educational institutions engage with their employees and students. X2O OneRoom collaboration technology has been installed worldwide in many educational institutions and businesses. X2O Media is part of the STRATACHE family of digital media / marketing technology companies and is headquartered in Montreal, Canada. For more information, contact X2O Media at [email protected] and follow X2O Media updates on LinkedIn and Twitter.

STRATACHE provides scalable customer experiences, enabling retailers to learn more about their customers’ purchasing preferences and behaviors, enabling personalized interaction with shoppers. Our solutions empower the consumer at the point of decision, driving new sales opportunities and increased retail profitability. With over 3.3 million software activations worldwide, we power the largest digital networks for the world’s biggest brands. Within the STRATACHE family of complementary digital media solutions and advertising technology companies, we have the technology, expertise and track record to bring retail innovation that delivers results. Learn more about the STRATACACHE family at on LinkedIn and Twitter.





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Ann Arbor Elementary 1 of 13 Blue Ribbon Schools in Michigan

ANN ARBOR, MI – Martin Luther King Elementary School of Ann Arbor Public Schools has been recognized as one of 13 Blue Ribbon National Schools in Michigan.

US Secretary of Education Miguel Cardona announced the 325 schools achieving nationwide status on Tuesday, September 21. Recognition is based on a school’s overall academic performance or on progress made in reducing achievement gaps among subgroups of students.

This is the second time King Elementary has received Blue Ribbon status, as it also won this honor in 2014. AAPS Superintendent Jeanice Swift said it was rare for schools to achieve this recognition twice. .

“We are fortunate that the exemplary work of our teachers, staff and students at King Elementary School has been recognized with this prestigious national honor,” said Swift. “This great honor confirms the exemplary work of our teachers and staff on a daily basis to ensure quality educational and enriching experiences, results and success for every student. Congratulations to King Elementary staff, students, parents and the community.

This year’s cluster of schools demonstrate what is possible when engaged educators and school leaders create vibrant, welcoming and empowering school cultures where rich teaching and learning can flourish, Cardona said.

“I congratulate all of our Blue Ribbon recipients for working to keep students healthy and safe while meeting their academic, social, emotional and mental health needs. In the face of unprecedented circumstances, you have found creative ways to engage, care for, protect and teach our children, ”Cardona said. “Blue Ribbon Schools have so much to offer and can serve as a model for other schools and communities so that we can truly build back better. “

Now in its 39th year, the National Blue Ribbon Schools Program has awarded approximately 10,000 awards to more than 9,000 schools. Up to 420 schools can be nominated each year.

AAPS schools have been successful in receiving Blue Ribbon recognition in recent years, with Community High School receiving recognition in 2019 and Allen Elementary School and Angell and Wines Elementary Schools receiving the honor in 2017 and 2015, respectively.

The department recognizes all schools in one of two performance categories, based on all student scores, subgroup scores, and graduation rates.

Top Performing Exemplary Schools are among the best performing schools based on state assessments or nationally standardized tests.

Schools that close the gap in exemplary achievement are among the best performing schools at closing the gaps in achievement between groups of students in a school and all students.

Other Michigan schools named Blue Ribbon National Schools are:

  • Avoca – Avoca Elementary School, Yale Public Schools
  • Bloomfield Hills – Conant Elementary School, Bloomfield Hills School District.
  • Caledonia – Dutton Elementary School, Caledonia Community School District.
  • Dearborn – Haigh Elementary School, Dearborn City School District.
  • Dearborn – Henry Ford Early College, Dearborn City School District.
  • Douglas – Douglas Elementary School, Saugatuck Public Schools.
  • Holland – Lakeshore Elementary School, West Ottawa Public Schools.
  • Lake Orion – Webber Elementary School, Lake Orion Community School District.
  • Marquette – Graveraet elementary school, Public school district of the Marquette region.
  • Mason – Alaiedon Elementary School, Mason Public School District (Ingham).
  • Troy – Barnard Elementary School, Troy School District.
  • Troy – Leonard Elementary School, Troy School District.


New principals hired at Huron High, King Elementary

Ann Arbor Public Schools say elementary is safe from asbestos, with another being tested

Bus changes at Ann Arbor schools cause headaches for parents as school year approaches

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SEPLAT STEP: Improve teacher skills for effective impact

Uchechukwu Nnaike reports that the three-month training program for 200 teachers and six chief education inspectors in Edo and Delta by Seplat Energy Plc. and the Nigerian Petroleum Development Company is to promote creative thinking of teachers and higher engagement of students

One of the challenges facing the Nigerian education system is the low well-being of teachers. Over the years, this affected their attitude at work, resulting in poor performance of students in all areas. The poor condition of teachers has made it the least desired profession, often the last resort for those seeking employment in other more lucrative fields.

As such, admission to colleges of education and university faculties of education was less competitive, unlike other specialist fields and programs. Teacher unions have gone on strike to demand improved welfare from successive governments.

The audit of the Commission for Universal Basic Education (UBEC) revealed a significant deficit in the number of qualified teachers at the basic level in public and private schools.

A statement attributed to UBEC Executive Secretary Dr Hamid Bobboyi noted that the results of the National Personnel Audit (NPA) indicated that around 277,537 qualified teachers are needed to fill the existing gaps at the level of the staff. basic education.

The audit specifically found that while 73 percent of teachers in public basic schools are qualified, only 53 percent of teachers in private schools are qualified to teach at the basic level.

However, there is a gradual improvement as the federal and state governments have realized that improving teacher skills will improve student performance. The private sector has also engaged, with investments in infrastructure, technology and teacher training, along with other initiatives to reward outstanding teachers, thus inspiring others to work hard.

One such private sector initiative is the SEPLAT JV Teachers Empowerment Program (STEP), implemented by a local energy company, Seplat Energy Plc. and the Nigerian Petroleum Development Company (NPDC), to promote teachers’ creative thinking skills, enabling higher student engagement, to improve educational attainment in Delta and Edo.

The second edition of the program, which started recently, involves 200 teachers and six chief education inspectors (CIEs) from both states. They would be trained in modern learning techniques, critical thinking, problem solving and lecture notes for three months.

Speaking at the official inauguration of the program in Benin, the Director of External Affairs and Sustainability, SEPLAT, Dr Chioma Nwachukwu, said the selection process for beneficiary teachers began with an online test for 874 teachers registered in all schools in Benin. Edo and Delta.

Nwachukwu, represented by Director of Corporate Social Responsibility, Seplat, Esther Icha, added that beneficiaries came from 28 schools in each of the two states; five teachers each, representing each public school and two from the private schools. The training began with a three-day workshop in Benin, designed to allow teachers to access the Seplat Science, Technology, Engineering, and Mathematics (STEM) application.

“They are now going to apply learning and demonstration, and that is why STEM training is very critical in nation building,” Nwachukwu said.

She added that the training would end with the awarding of certificates to successful teachers in February 2022. Beneficiaries should set up a STEM club in their various schools.

“The STEM club will be opening an exhibition where the use of STEM to provide solutions to global problems will be showcased,” she added.

Through the education of Science, Technology, Engineering, Arts and Mathematics (STEAM), students are engaged in several activities that establish communication skills such as criticizing art, presenting research, collaborate with peers on group projects and communicate results in research papers.

In addition to creative thinking, STEAM education creates an environment in which students can learn to express themselves in a climate of support and acceptance in the classroom, giving them the chance to explore more of themselves.

There are also indicators that teachers who are well equipped to teach STEAM play an important role in guiding children, resulting in higher performance than less experienced teachers. This, among others, has prompted SEPLAT to continue to make significant progress in its drive to improve the level of education in the country, especially in its host states.

Officials from the Edo State Ministry of Education and Science and Technology and the Delta State Ministry of Basic and Secondary Education, respectively, welcomed the collaboration with SEPLAT. They are committed to ensuring the success of the initiative.

Edo Education Ministry Permanent Secretary Stellamaris Imasuen explained that Seplat’s tenure was in line with the state government’s vision for education.

Represented by the Executive Director of Professional and Scientific Technical Education, Odegua Kushe, she said:. “

In addition, Rose Ezewu, Delta State’s Commissioner for Basic and Secondary Education, commended the company for working with the government to equip teachers with modern techniques to improve classroom experiences.
Ezewu, represented by Director of School Services Ufuoma Oduma, said that over the years teaching and learning in the country has suffered huge setbacks in the face of modern technology.

“But with the intervention of a company like Seplat in collaboration with the government, a new era of enriching classroom experiences has been ushered in,” said Ezewu.

For his part, NPDC Director General Alli Zahra, represented by Bassey Etim Bassey, highlighted the purpose and impact of teachers in nation building, hence the need for such training.

Around 100 teachers and 43 CIEs benefited from the first edition of the program, which started in November 2020 and certified beneficiaries in March 2021.

An education roundtable rounded off the certificate ceremony to highlight the company’s position on providing quality education as a national priority.

Some of the beneficiaries said that the training would be an opportunity to change the discourse in their daily activities.

Ejoma Emiliana, a CIE and beneficiary from the South Oshimili Local Government Zone in Delta State, said the program was an opportunity for her at the end of the supervision.

She said the program “has increased and improved my knowledge, and I thank Seplat for coming to improve my ideas in different ways.”

Godfrey Edobholo, a teacher representing the Federal College of Science and Technology in Uromi, said: “We have seen how our minds have been refined, for a refined mind is a transformed life. We have seen how important this is because, as a teacher, you are a leader.

“We saw the bridge and the connection between a teacher and a leader because leadership itself programs to secure the present which is the now; and also capture the future.

Edobholo added: “So generally the empowerment program of Seplat is for us to secure the future of our children and also to capture the future because if you are raising a child you have raised a nation.”

The company also runs the Seplat PEARLs Quiz for schools in Edo and Delta states. The competition aims to promote and reward the academic excellence of high school students.

Educational intervention would be at the heart of the President of SEPLAT, Dr ABC Orjiako, whose pursuit of excellence is unprecedented.

While congratulating the company for the initiatives, stakeholders called on other corporate organizations to replicate the gesture in other areas to move the country forward.

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Tulasi e-learning launched in schools | Hyderabad News

Hyderabad: The state government has launched the “Telangana Unique Learning and Assessment Initiative” (Tulasi) in schools to implement a learning management system for digital education. The pilot project was launched by eSiksha in the districts of Hyderabad, Medchal, Malkajgiri and Suryapet.
Video-on-demand lessons will be made available to students in public schools.
Telangana State Samagra Shiksha Project Director A Sridevasena instructed district education officials to notify principals of public schools selected for the project Gautham Singh, principal of eShiksha, a said the pandemic has created a void in the education system and governments, schools and institutions have struggled over the past two years.
“Attempts to reopen schools have continuously failed due to various factors that have led to the digital divide, loss of learning, lack of a school year for children, financial disparities, etc. “, did he declare.
Mohammed Ali of eShiksha said the program was designed to include a traditional learning methodology with measurable results. “The program is designed to bring out the best abilities of learners and ensure that they not only cover the curriculum, but also become digitally savvy and knowledgeable to be competitive,” he said. added. A similar program has been launched in Chhattisgarh, Bihar, Madhya Pradesh and Jharkhand.
The public schools of Malakpet, Malkajgiri, Kowkur, Suraram, Bahadurpally, Karwan, Asifnagar and Sabzimandi, in addition to Suryapet were selected for the pilot project

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The Wall Street Journal ranks SU among the best in the United States – Susquehanna University

September 21, 2021

Susquehanna University is once again in the Wall Street Journal / Times Higher Education (WSJ / THE) 2022 ranking of top colleges and universities in the country.

Susquehanna has been featured in the ranking, which primarily measures student achievement and learning – based on 100,000 student surveys – every year since its inception in 2017. The university’s national rank is No. 207 on 796 schools on the list.

The WSJ / THE rankings highlight how well a college prepares students for life after graduation. The overall ranking is based on 15 factors divided into four categories: 40% of each school’s overall mark comes from student performance, including a measure of graduate salaries; 30% of the resources that a school devotes to academics; 20% of the way it engages its students; and 10% of the diversity of its students and staff.

Susquehanna improved to No.216 in resources, which measures how much money each university spends on teaching per student, the student-to-faculty ratio, and the number of published research articles per faculty.

Susquehanna is ranked 238th nationally in results, which measures graduate salaries, graduation rate, graduates’ ability to repay student debt, and academic reputation.

The university ranks # 80 out of 258 Northeastern schools that have been profiled.

Data sources include the United States Student Survey and Academic Reputation Survey, as well as public data from the IPEDs and College Scorecard on areas such as completion rates, employment of graduates and debt after graduation.

The annual THE US Student Survey collects the votes of over 170,000 US students across all ranked colleges.

A complete methodology can be found here, as well as the full list of schools.

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SEC takes action in cannabis crowdfunding case • The Register

U.S. financial authorities have launched a lawsuit against a cannabis-related investment program that is believed to be the first case involving crowdfunding regulation.

The Securities and Exchange Commission (SEC) filed a lawsuit against three people – named Robert Shumake Jr, Willard Jackson, and Nicole Birch – and Texas firm 420 Real Estate in Eastern Michigan District Court, claiming the trio had been involved in the sale of nearly $ 2 million in unregistered securities through two crowdfunding programs.

The SEC also accused the registered funding portal that hosted the offerings – TruCrowd – and its CEO Vicent Petrescu (name spelled as indicated), of violating Section 4A (a) (5) of the Securities Act and of having violated crowdfunding rules, alleging that they “served as gatekeepers and, as such, were responsible for taking action to reduce the risk of fraud.” “

In papers filed yesterday [PDF], Shumake, Jackson and Birch have been accused of marketing the two offers as “opportunities for investors to share the abundant profits of the cannabis industry, by acquiring real estate and leasing it to companies engaged in the cultivation of the cannabis industry. cannabis”.

However, the complaint filed by the SEC claimed that none of the funds raised were used to “acquire or improve cannabis-related real estate,” as reported.

“None of the investors in either of the crowdfunding offerings received any return on their investment, and few investors got back the funds they invested,” the watchdog said.

Shumake, Birch and Jackson are all accused of violating anti-fraud and registration laws, with the SEC alleging that “they embezzled hundreds of thousands of dollars of the proceeds of the offering for their personal gain.”

The watchdog asked for financial sanctions and injunctions preventing them from exercising their duties as corporate officers.

In a statement announcing the news, Gurbir Grewal, director of the SEC’s Division of Enforcement, said that as companies continue to raise funds through crowdfunding, she will continue to ensure that all those involved are “accountable” and, if necessary, “enforce the protections in place for all investors.”

Last year, the SEC relaxed the rules around crowdfunding limits, raising the cap from $ 1 million to $ 5 million.

TruCrowd said The register: “We believe that we have a good defense against the allegations set out in the complaint, and it should be noted that there is no allegation of fraud against TruCrowd or [Vincent] Petrescu. “®

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