Truancy, lack of social workers among issues in Region 2

first_img–79 schools being serviced by 2 welfare officers…teachers forced to buy school supplies out of pocketsBy Jarryl BryanIn the Parliamentary Sectoral Committee on Social Services’ seventh report, troubling facts about life in Region Two (Pomeroon-Supenaam) for the year 2017 are documented; including a lack of capacity for authorities to deal with certain social ills.The Committee, which was led by Opposition Member of Parliament, Dr Vindhya Persaud, paid a visit to schools, hospitals and health centres in the region last year. On their stop over to Charity Secondary School, they were informed of problems with truancy.The Charity Secondary School“The head teacher informed the Committee that a businessman in the community was selling alcohol to school children in uniform,” the report, released last month, stated. “Even though the matter was reported to the relevant authorities, to date no action was taken.”“The Committee was also informed by the head teacher that students do not attend school regularly and that some children live alone. She stated that these cases were reported to the Police.”CV Nunes Primary SchoolBut even with the cases being reported, there are issues with the capacity of the regional authorities to address them. The Committee stated that according to a welfare officer in the region, there are 79 schools with only two welfare officers.“The teachers informed the Committee that for the past two terms, they did not receive any school supplies and would have to put their hands in their pockets to buy same. They also mentioned that it was very costly during the period of examinations to photocopy,” the Committee also recorded.RecommendationsA perusal of the 2018 Budget estimates shows that under the heading ‘Educational delivery’, monies were only set aside for ‘Buildings’. A sum of $172.8 million was allocated for school provisions, sanitary blocks and retention payments.In its recommendations, the Committee urged that counsellors be made available to all the schools. In addition, it was recommended that the welfare officers lobby for the protection of abused children.And since there were complaints of children from far flung areas not having anything to eat, the Committee recommended that all the schools be made beneficiaries of the Government’s feeding programme.“The school should have in-house staff – secretary, typist and accounts clerk – so that teachers can concentrate on their jobs, teaching. The school (in fact) should have more teachers. The school should have separate room and washroom facilities for teachers.”The Committee also recommended that the Police investigate reports of persons selling drugs and alcohol to school children. It also advised that a bus be assigned to the school to transport children.According to the Committee, the school should have a parking lot for teacher’s vehicles; in addition to the carrying out of much needed upgrades to the classrooms and the provision of essential supplies. It was also recommended that space be made to house an additional 180 students be created.Chaired by Dr Persaud, the other Opposition MPs on the Committee are Alister Charlie, Vishwa Mahadeo and Indranie Chandarpal. Sitting Government Ministers include Raphael Trotman (Natural Resources Minister), Valarie Patterson (Minister within the Communities Ministry), Dr Karen Cummings (Minister within the Public Health Ministry) and Valarie Garrido-Lowe (Minister within the Indigenous People’s Affairs Ministry).last_img read more

Luis Garcia to Grace Chapa Dimba Final

first_img0Shares0000– Former Liverpool and Barcelona winger Luis Javier Garcia will grace the Chapa Dimba Na Safaricom National Final set for Kinoru stadium, Meru County from June 20–23.NAIROBI, Kenya, June 13 – Former Liverpool and Barcelona winger Luis Javier Garcia will grace the Chapa Dimba Na Safaricom National Final set for Kinoru stadium, Meru County from June 20–23.The Legendary Spanish footballer will feature in this season’s finale as a LaLiga ambassador and will take part in some mentorship clinics. He will also attend the semifinal and final games of the tournament. Eight boys’ teams and seven girls’ teams from eight regions will battle it out to be crowned national champions and a chance to walk away with Sh 1 million in cash as well as phones and airtime.Garcia played for top European clubs including Barcelona and Atletico Madrid. He played 150 games in LaLiga scoring 22 goals. He represented his country 20 times and was a member of Spain’s 2006 World Cup squad.The Spanish Star also played for Liverpool in the English Premier League winning the Champions League in that time.“We are very excited to leverage on our partnership with La Liga and have the legendary Luis Garcia grace this year’s national finals in Meru. We urge our youth teams who will be in Meru to use this opportunity to gain as much knowledge and skills as possible from him during the mentorships sessions,” said Sylvia Mulinge, Chief Customer Officer – Safaricom.The national finals follows a series of regional finals played across the eight regions with over 1,600 teams taking part in the tournament that begun in October 2018 with group stages.The programme was started with an aim of promoting grassroot football and propelling gifted players into the national team.This year, an All-star team was selected from the 8 regional finals and attended a training camp in Spain during which they played against local youth sides.From the inaugural season, over fifteen young players joined the Kenya Premier League and the National Super League.Girls Draw Quarter Final 1: Acakoro Ladies (Nairobi) vs. NCOED (Nyanza)Quarter Final 2: Changamwe Ladies (Coast) gets a Bye to Semis since there was no team from North Eastern.Quarter Final 3: St. Mary’s.Ndovea (Eastern) vs. Barcelona Ladies (Central)Quarter Final 4: Archbishop Njenga (Western) vs. Kitale Queens (Rift)Boys DrawQuarter Final 1: Lugari Blue Saints (Western) vs. Super Solico (Eastern)Quarter Final 2: Euronuts (Central) vs. Manyatta United (Nyanza)Quarter Final 3: Berlin FC (North Eastern) vs. Al Ahly (Rift)Quarter Final 4: Shimanzi Youth (Coast) vs. South B United (Nairobi)0Shares0000(Visited 6 times, 1 visits today)last_img read more

Donovan is voted top U.S. player a 4th time

first_img AD Quality Auto 360p 720p 1080p Top articles1/5READ MOREChargers go winless in AFC West with season-ending loss in Kansas CityHoward plays for Everton, and Bocanegra for Fulham, both in the English Premier League. Donovan thought it was a significant sign for the future of U.S. soccer that all three of the finalists are still relatively young. Both Howard and Bocanegra are 28. “We’re all stepping up and have a vision of where we want to go,” Donovan said. U.S. coach Bob Bradley said Donovan has had a great career, and he still has a bright future. “It’s incredible what he’s accomplished, and he’s still young,” Bradley said. From news services Landon Donovan captured the Honda Award as U.S. Soccer Player of the Year in a landslide vote, winning for an unprecedented fourth time. The 25-year-old Donovan, honored Friday as the national team’s top player, also received the award in 2002, when he was the youngest winner. He took the trophy in 2003 and 2004, becoming the first player to win it three times. He received 413 points in the nationwide balloting. Goalkeeper Tim Howard finished second with 122 and three-time finalist Carlos Bocanegra was third with 105. Donovan leads the national team with nine goals this year, including a three-goal game against Ecuador and four during the CONCACAF Gold Cup tournament during the summer. His penalty kick against Mexico to win the United States’ fourth Gold Cup title was his 34th career goal. That tied him with Eric Wynalda as the leading career scorer for the national team. “I know I have a long way to go,” Donovan said. “There are always constant reminders of how we can get better. I’m constantly challenging myself.” Beckham still ailing David Beckham skipped practice to rest his sprained right knee, but the Galaxy midfielder could play again this season. Beckham will not travel with the team for Sunday’s game at Houston. Mendoza snubbed Chivas USA midfielder Francisco Mendoza believed he had a shot at becoming the first MLS player to be named to the Mexican national team when Mexican newspapers reported Hugo Sanchez was considering Mendoza for “El Tri’s” upcoming exhibition matches. But Mendoza’s name was not included in a list of 33 players revealed by Sanchez Friday. Around the world FIFA president Sepp Blatter wants to reintroduce limits on foreigners playing in national leagues, a move which amounts to a direct challenge to European Union authorities. By the 2010-11 league season, Blatter wants to have a system where a team’s starting lineup would have six national players. … World champ Germany returned to the top of the women’s rankings, pushing the U.S. down to second. … Christian Gomez scored early in the second half, giving D.C. United a 1-1 tie with the host Kansas City Wizards. United (16-6-6, 54 points) has a 12-game unbeaten streak.160Want local news?Sign up for the Localist and stay informed Something went wrong. Please try again.subscribeCongratulations! You’re all set!last_img read more

Tigers aimed toward SCIAC

first_imgA day after defeating a good Whitworth College team by one point (68-67), the Tigers defeated Amherst, 73-68. The Jeffs came in ranked No. 4 in the NCAA Division III top 25 poll. At the time, Occidental was unranked; the Tigers today are No. 24. They open SCIAC play tonight against University of La Verne at Claremont-Mudd- Scripps. Tip off is 8 p.m. Occidental College, under longtime head coach Brian Newhall, always puts a good men’s basketball team on the court. This year’s version, however, could be even more special than usual if its Jan. 3 victory over Amherst College (Mass.) in the Oxy Classic is any indication. AD Quality Auto 360p 720p 1080p Top articles1/5READ MOREGift Box shows no rust in San Antonio Stakes win at Santa Anita“Beating Whitworth and beating Amherst kind of confirmed for us that we will be contenders in the SCIAC,” Newhall said Tuesday. “It was a little bit of a confidence boost. More than anything, it ends preseason on a positive note and gives us some national exposure. It is a double-edged sword because it puts an X on your back, also.” There are several players for Occidental (9-1) who have paved the way for its early success, none more than forwards Sam Betty and Zach Phillips. Betty, a 6-foot-7, 235-pound junior from Bakersfield, is having by far his best season. Betty is leading the team in scoring and rebounding with averages of 21.1 and 7.7, respectively. Betty scored 30 points and had 10 rebounds against Amherst. center_img “Two things happened,” Newhall said of Betty. “One, this is the first year he has not played football.” Newhall said Betty missed nearly a third of his first two basketball seasons because the football team has had long seasons after making the playoffs. “No. 2, he is injury free,” Newhall said. “He is a tremendous athlete who is learning to play basketball. This is his first year where his basketball skills are inching up to match his athletic talents.” Phillips, a 6-6, 210-pound senior out of Damien High School, is averaging 14.6 points and 7.6 rebounds and, according to Newhall, has been somewhat of a mentor to Betty. “We have had tremendous senior leadership from Zach Phillips and guards Justin Zebb and Dylan Marvin,” Newhall said. “Those three have set the tone.” Despite its lofty record and national ranking, Occidental won’t have an easy time dethroning two-time defending SCIAC champion Pomona- Pitzer. And Newhall knows it. “Pomona-Pitzer has four all-league level players,” Newhall said. “They have a huge frontcourt and probably the best guard in the league in David Knowles.” Don’t look now, but the Pasadena City College men’s basketball team is making some noise. After losing the last 12 games of last season to finish 7-20, the Lancers began this season 1-7. robert.morales@sgvn.com (626) 962-8811, Ext. 2213 160Want local news?Sign up for the Localist and stay informed Something went wrong. Please try again.subscribeCongratulations! You’re all set!last_img read more

GAA NEWS: ST EUNAN’S OVERCOME MAC CUMHAILLS TO REACH JUNIOR B FINAL

first_imgGoals from Michael Moreton and Matthew McColgan were the key scores at MacCumhaill Park as St. Eunan’s defeated MacCumhaill’s 2-08 to 1-07 to qualify for the Junior B Championship Final.Eunan’s led by 1-02 to no score on 9 minutes following points from a McColgan free and Paul Crossan from play either side of a well taken goal from Moreton who finished emphatically following great work by Anthony Walsh in the Eunan’s forward line. MacCumhaill’s got off the mark on 10 minutes, with a goal from Niall McCloskey with a driving shot that gave Eunan’s ‘keeper Emmet Lynch no chance.Full forwards Moreton and Paddy Kelly traded the next six scores in a nip and tuck first half followed by a point from MacCumhaill’s midfielder Packie Gallen on 27 minutes which sent the teams in level at 1-05 apiece at half time. Points from substitute John Russell and Moreton in the opening stages of the second half gave Eunan’s a two point cushion. Paddy Clohessy added two points for MacCumhaill’s, sandwiched by Crossan’s second point for John Coleman’s Eunan’s side. Scores were at a premium in the latter stages and there was only one point between the teams with two minutes remaining, Eunan’s leading 1-08 to 1-07.With the game in the balance Mark Forde gained vital possession for Eunan’s in the middle third and drove through the Ballybofey defence before laying off for McColgan who finished neatly to the MacCumhaill’s net under pressure to secure a 2-08 to 1-07 win for the Letterkenny side who will now face Downings in the county final.St. Eunan’s: E.Lynch, C.McIntyre, G.Maguire, M.Forde, B.Thornton, S.Nairn, J.Cavanagh, N.Kennedy, P.Crossan (0-02), M.McColgan (1-02), D.Rafferty, S.Crossan, M.Coleman, M.Moreton (1-03), A.Walsh. subs; J.Russell (0-01) , K.Meehan, P.McAleer, O.O’Boyle, A.O’Connell.MacCumhaill’s: M.Cannon, A.Dullaghan, G.Doherty, E.Burke, P.Patton, C.Gallagher, A.Doherty, G.O’Donnell, P.Gallen (0-01), N.McCloskey (1-00), K.Hughes, P. Clohessy (0-02), G.Reilly, P.Kelly (0-04), M. Patton GAA NEWS: ST EUNAN’S OVERCOME MAC CUMHAILLS TO REACH JUNIOR B FINAL was last modified: September 20th, 2015 by John2Share this:Click to share on Facebook (Opens in new window)Click to share on Twitter (Opens in new window)Click to share on LinkedIn (Opens in new window)Click to share on Reddit (Opens in new window)Click to share on Pocket (Opens in new window)Click to share on Telegram (Opens in new window)Click to share on WhatsApp (Opens in new window)Click to share on Skype (Opens in new window)Click to print (Opens in new window) Tags:Junior B Championshiplast_img read more

Search for Evolutionary Trade-Offs Comes Up Empty

first_imgHusbands and wives know a lot about trade-offs, but according to Darwinian theory, all living things are in a constant tug-of-war between competing interests. In evolutionary terms, a trade-off is a compromise between competing forces of natural selection. For instance, “Simultaneously obtaining enough food to grow and reproduce while trying not to become someone else’s dinner is a pervasive trade-off faced by many organisms,” explains Mark McPeek (Dartmouth), writing in American Naturalist.1 How does this concept fit in with evolutionary theory?Trade-offs are central to our conception of how the natural world is organized. Trade-offs shape the choices that individuals make (Sih 1980, 1987; Krebs and Davies 1997), influence evolutionary trajectories and mold genetic diversity (Loeschcke 1987; Rose 1991; Stearns 1992; Roff 2002), and determine which species are able to coexist with one another in the long term (Levin 1970; Tilman and Pacala 1993; Chesson 2000). Trade-offs are presumed to be caused by some genetic or phenotypic trait or traits influencing two fitness components in antagonistic ways. Understanding the mechanisms that cause trade-offs is critical for predicting their consequences (Schoener 1986; Tilman 1987).So McPeek set out to test the evolutionary trade-off hypothesis. But when he looked for a trade-off among damselflies, specifically his prediction that activity correlates to mortality from predation, he was stumped: he couldn’t find it. McPeek studied two coexisting species of damselflies that inhabit freshwater lakes. One has larvae that are much more active than the other. The active ones presumably get more food but are more exposed to predation, and suffer higher mortality. What he found, however, is that both species actually obtain the same amount of nutrition, regardless of activity. “However, laboratory studies presented here show that the mechanism assumed by most theoretical and empirical studies to mediate this trade-off, namely activity simultaneously modulating foraging returns and predation risk, does not operate in this system,” he lamented with apparent consternation. In spite of no difference in the amount of food ingested or assimilated, I. verticalis larvae grew faster than Enallagma larvae because they were better able to physiologically convert assimilated food into their own biomass in the presence of mortality threats. From these studies we understand the phenotypic mechanisms determining the antagonistic patterns of relative growth and survival between these two genera, but why these patterns exist remains unclear.McPeek lays out his experimental data in exhaustive detail, but in the end, the principle he sought to verify was not found:If the growth/predation risk trade-off has influenced the evolution of these genera, the walk and production efficiency variables should display positive correlations across species’ phenotypes (i.e., for the “tips”) and in the evolutionary contrasts. The number of walks in the presence of dragonfly predators was correlated across species with the production efficiency and growth rate in the presence of predators, but correlations among the corresponding evolutionary contrasts indicated that these variables have evolved independently; correlations among contrasts for walking and production efficiency/growth variables were all not significant, and they were not even consistent in sign (table 1; fig. 6b).His ending discussion puzzles over this negative result, and compares it with findings of other studies on evolutionary trade-offs. He really expected the vigor of the one species to exhibit a trade-off:A trade-off implies that some character or set of characters, either phenotypic or genetic, antagonistically influence two fitness components. As this character (or set) evolves, one fitness component increases while the other decreases, hence the trade-off. Clearly, activity is not that character because activity does not influence growth rate, and they do not evolve in a correlated manner across species (table 1).A negative result is still a result, and McPeek has to leave it at that: “At present it is difficult to speculate what the underlying character modulating mortality and growth may be to generate the trade-off among the damselflies,” he concludes. “In fact, we must entertain the possibility that this is not a trade-off in the mechanistic sense at all. In other words, no mediating phenotypic or genetic traits may have shaped the evolution of both growth rate and predation risk,” he states with apparent surprise. In fact, evolutionists may have to propose an opposite principle:Perhaps the direction of causation is also opposite from what we usually assume; these differences between the genera may not have evolved because of selection pressures to allow them to coexist (Abrams 2003), but rather these phenotypic differences may have arisen for other reasons (e.g., drift or past selective agents that no longer influence them), and the fact that these phenotypic differences promote coexistence has allowed the ecology of the system to dynamically capture these two taxa and promote their long-term persistence with their present phenotypes.This seems to suggest a force for stasis, not evolution. It gets worse; he next points to other studies that show the same thing, such as with tadpoles. We need to find the mechanism for trade-offs, he implores, to understand organizations of species with each other and with other organisms, and to understand ecology. “Such differences in phenotypically mediated community dynamics cannot be correctly discerned or reliably predicted without a thorough understanding of the mechanisms shaping the phenotypes of the interacting species.” So – back to the drawing board.1Mark A. McPeek, “The Growth/Predation Risk Trade-Off: So What Is the Mechanism?” American Naturalist2004. Vol. 163, pp. E88-E111. � 2004 by The University of Chicago. 0003-0147/2004/16305-40010, Electronically published April 26, 2004.Notice his suggestion about “past selective agents that no longer influence them” as an explanation for why the evolutionary trade-off was not found. How is a past selective agent that no longer has any influence a testable scientific model? How is it different from a ghost? You have to feel sorry for Darwinists, hunting in vain for evidence of the mechanistic processes that they hope can explain the world. He couldn’t even find evidence that selection influenced the activity of the damselfly, let alone the damselfly itself, with its wings, muscles, eyes, and countless other engineering marvels (remember what Dickinson taught us about fruit flies? See 12/18/2003 headline for a reminder of the exquisite engineering Darwinism needs to explain). So another Darwinian principle has been tested and found wanting. Wonderful. Keep up the good work. (See 04/02/2004 headline for another recent example.) At this rate we can just stand back and watch the whole Darwinian edifice implode.(Visited 18 times, 1 visits today)FacebookTwitterPinterestSave分享0last_img read more

Why Wikipedia Does Belong in the Classroom

first_imgjonathan obar 8 Best WordPress Hosting Solutions on the Market Tags:#E-Learning#web The proper place of social media in the classroom remains a mystery to most people, with Wikipedia standing as the biggest, baddest new media nemesis of them all.Note: Earlier this month, Brian Proffitt’s post explaining Why Wikipedia Doesn’t Belong In The Classroom garnered strong reactions both pro and con. Here, guest author Jonathan Obar, PhD, like Proffitt a practicing academic, takes the opposite point of view.In the 80s, Neil Postman wrote, “You cannot do political philosophy on television. Its form works against the content.” To Postman, television was a medium that privileged entertainment, whose decontextualized method of communicating the ephemeral at blazing speeds made linear argument and true learning impossible.I find it fascinating that while educators work feverishly to incorporate YouTube, video games and other video-based technologies into classrooms, Wikipedia, a text-heavy technology that privileges old-fashioned reading and writing, still befuddles members of the academic establishment.Wikipedia remains misunderstood because many educators have yet to recognize the distinction between Wikipedia as a tool for teaching and Wikipedia as a tool for research. Unfortunately, fear of the latter has blinded most to the possibilities of the former. I believe Wikipedia to be an effective tool for both.Wikipedia As A Tool for TeachingSince 2010, the Wikimedia Foundation has been working hard opening closed-minds, connecting thousands of students at more than 50 schools across the U.S., including Harvard, Yale and UC Berkeley to the Wikipedia Education Program. Thousands more have participated at top universities in Canada, Mexico, Brazil, India, Egypt and in more than 10 European countries. Law schools, social science, health science, engineering, psychology and humanities departments (among others) have participated. The University of Toronto’s medical school is considering having its residency program participate as part of its community outreach requirement. The Association for Psychological Science and the American Sociology Association are concurrently running their own programs and every semester we discover new professors teaching with Wikipedia on their own, happenings common to open-source projects.Clearly the professors at these schools are overcoming what some might call new media myopia. But how and why?Wikipedia Education Program professors incorporate Wikipedia into courses by having students collaborate with the community of Wikipedia editors (“Wikipedians”) to write course-related Wikipedia articles, replacing traditional term papers. Student preference for the Wikipedia-way has been demonstrated, and the incentives are clear:* Similar benefits to traditional writing assignments – as students are still researching and analyzing sources, and writing-up material on course content.– Digital literacy training. Profs now teach two-courses-in-one as students learn how to use wiki-technology, engage in wiki-culture and collaborate with a virtual social network. They will likely need to know about wikis when they graduate as wikis are everywhere these days, including the corporate world, government (heard of the CIA’s Intellipedia?) and NGOs.– Multi-layered feedback. Professors and assistants can provide feedback and engage in debate with students, as can the community of Wikipedians. Students are thrust into an intense game of literary dodgeball considering feedback on content, style and presentation from users of varying levels of expertise on content and wikis.– Students learn to write in an encyclopedic style. A welcome change from argumentative writing, expanding their writing abilities.– Student favorite: Getting some exposure. In years past, the student and professor would be the only two readers of a term paper. Wikipedia articles remain online indefinitely and contribute to the information available online about course content. We’ve had students tell us they’ve used Google searches to show their grandmothers their work over Thanksgiving. Then there’s Patrick Friedel from Georgetown University who re-wrote the article on the National Democratic Party (Egypt) in fall 2010, an article that since has received more than 160,000 hits. Not bad for a term paper that would normally have ended up in the drawer or the garbage.Taken a step further, when we introduce Wikipedia into the classroom as a teaching tool, we provide students with a space to reflect and learn about the nature of knowledge and its evolution, about the normative ideals of participatory democracy and about the role of information in societal development. Oh, and did I mention that it’s free?Wikipedia As A Tool for ResearchBrian Proffitt’s article recommended against Wikipedia’s use in the classroom. His argument was straightforward and in two parts:Argument One (paraphrased): Wikipedia content is amateurish (i.e. crowdsourced), is defined by illogical policies and a variety of indoctrinated (in some instances eccentric) editors, and as a result, shouldn’t be trusted as a reputable source for academic writing.My response focuses not on the fact that Wikipedia is the largest collaborative project known to humankind, containing more than 4 million articles, 24 million project pages, nearly 800,000 images, a social network of 17 million users (and that’s just the English-language Wikipedia, there are 284 other Wikipedias operating in different languages), or the fact that Wikipedia is currently the sixth most popular site on the net according to Alexa, receiving 450 million+ unique hits and 6 billion+ total hits monthly according to comScore, or that Professor William Cronon, President of the American Historical Association, said last February, “I don’t believe there’s much doubt that Wikipedia is the largest, most comprehensive, copiously detailed, stunningly useful encyclopedia in all of human history.”Instead, my response to Proffitt will address an incentive for using Wikipedia as a tool for teaching (and research) – teaching our students to be informed consumers of information, or information literate.When I teach my students about information literacy, I often begin by describing the place of debate in knowledge creation. This idea certainly isn’t new to academics; in fact it’s perhaps one of our oldest and most cherished ideals. Debate can happen in a variety of places; for example, between individuals on a Wikipedia talk page and even within one’s own mind while considering which sources to use when writing an academic paper.Unfortunately, when students are debating which sources to work with, they must traverse a dangerous terrain. No matter where they look, there are mistakes everywhere. There is bias everywhere. There is missing information everywhere. What this means is that no source should be regarded as the source on any given topic. That includes Wikipedia and the Britannica, the popular press, and even the academic literature – I won’t bother getting into the challenges associated with annual reports, the trade press and reports released by government agencies. In addition to the landmines that we encourage our students to consider, whether we like it or not, students are going to use answers.com, Yahoo!Answers and a myriad of sites just like them.The answer is not to ban Wikipedia. The answer is to teach students how to use sources appropriately. Teach students to be informed consumers of information. Teach them how the encyclopedia ought to be used in academic writing, as well as how to use blogs, tweets and Facebook posts. Teach them not to feel safe anywhere when it comes to our high standards. Teaching information literacy will empower our students to navigate and benefit from the greatest technology of abundance the world has ever known.Argument Two (paraphrased): Academics do not like Wikipedia. It is often the source of plagiarism, and shouldn’t be cited in academic work.The popularity of the Education Program and related initiatives suggests that some academics do support Wikipedia. Every semester we have to turn people away because a volunteer army can support only so many classes.I will not claim to have the answer to the problem of plagiarism, which existed long before Wikipedia. But I say again, banning Wikipedia is not the appropriate response. My answers to the plagiarism and citation charges are the same – engagement. That’s what drives social media, that’s what should drive our teaching.Teach students that the act of writing in any setting is defined by both form and content. I don’t let my students cite Wikipedia in their academic papers (GASP!) because I don’t believe it to be proper academic form. I don’t let them cite the Britannica or dictionary either. In an effort to shape informed consumers of information I teach them how Wikipedia should and should not be used. I agree with Proffitt when he says it’s a great place to start and a terrible place to finish. Though in some academic circles, the tide is turning.Wikipedia remains a shining example of what has been made possible by the greatest technology of access and abundance the world has ever known. The power of the network can be intimidating. As educators we can choose to ignore our ever-changing reality or attempt to harness its power.“Imagine a world in which every single person is given free access to the sum of all human knowledge” – words once spoken by Wikipedia Founder Jimmy Wales. We must teach our students to navigate the information torrent as informed consumers, and recognize how user content-generation, especially through interactive Web 2.0 technologies, can lead to tremendous active-learning outcomes. In doing so, we will be offering our students the benefits of a 21st-century education, and preparing them for success in the ever-changing brave new world that awaits them outside the university walls. Jonathan Obar, PhD is a Visiting Assistant Professor in the Department of Telecommunication, Information Studies and Media at Michigan State University, and Associate Director of the Quello Center for Telecommunication Management and Law. He also works as a research fellow in the University of Toronto’s Faculty of Information. He continues to volunteer as a member of the Wikipedia Education Program, which he joined in fall 2010. Related Posts Why Tech Companies Need Simpler Terms of Servic… Lead image courtesy of Shutterstock. Top Reasons to Go With Managed WordPress Hosting A Web Developer’s New Best Friend is the AI Wai…last_img read more

Africa Gets Cutting-Edge Solar Broadband, Phones From Microsoft

first_imgTags:#broadband#Internet#Microsoft Why IoT Apps are Eating Device Interfaces Related Posts Role of Mobile App Analytics In-App Engagement Microsoft has launched a Kenyan pilot network of solar-powered towers that tap into unlicensed “white space” frequencies to provide wireless connectivity to rural communities in the east African nation. Microsoft also said it would contribute “tens of millions of smart devices” in consumers and small businesses by 2016, with a phone it co-designed with Huawei.Microsoft’s work is being done as part of its Microsoft4Afrika Initiative, which aims to bring 1 million African businesses online and assist up to 200,000 Africans by teaching them entrepreneurship and other business skills. The technology deployed in Africa could be eventually deployed in the U.S. So-called “white space” frequencies are the Wild West of radio, unlicensed spectrum not currently being used. As such, they run free of interference, which can improve their range and performance. Microsoft is teaming with Adaptrum to develop the base stations, while trying to convince local governments to adopt the technology continent-wide. Up to 6,000 people will eventually be served by the stations.In the U.S., the technology is slowly making its way through the FCC, as long as it doen’t impede licensed frequencies. The FCC is collecting “databases” of the available frequencies, so radio devices can stick to these white spaces.First World DisconnectSomewhat crassly, the video also includes scenes of Microsoft executives handing out Surface tablets to rural African students. The disparity between the brightly colored tablets and the packed dirt floors of the school does make one wonder whether Microsoft’s money could be better spent, until the students begin quickly flicking through the tablets, and apparently start learning. Indigo Telecom chairman’s metaphor of a “mist of information” floating over the school suddenly seems less hyperbolic. And yes, the kids can apparently use Windows 8.Microsoft will also co-develop a low-cost Windows Phone 8 phone with Huawei, the Asian developer who has specialized in low-cost phones. The phone looks like any other Windows Phone: it’s a customized version of the Ascend W1, launched at CES last month: 4-inch 480 x 800 touch LCD, 5 Mpixel camera, dual-core Qualcomm Snapdragon S4 and Adreno 305 GPU. More importantly, however, it can deliver up to 420 hours of standby time and 560 minutes of 3G talk time via aggressive power saving. The phone will initially be available in Angola, Egypt, Ivory Coast, Kenya, Morocco, Nigeria and South Africa later this month. The Huawei 4Afrika phone, which is the first in a series of smart devices branded with “4Afrika,” will be targeted toward university students, developers and first-time smartphone users, the company said.It’s not the first smartphone designed for the continent. Safaricom and Intel launched the Yolo in Nairobi last month, powered by Kenya’s Safaricom.Microsoft’s Charity Track RecordGranted, it appears that Microsoft’s 4Afrika Initiative will place millions of Windows Phones and Surface devices into Africa as part of the program through the next few years. Cynics will chuckle snidely and call this dumping failed products into a market where they’ll never be seen again.That’s not the way it should be seen. Whether charity or investment, few companies take the time, or spend the money, to improve developing nations. Last September, Microsoft said it would “close the opportunity divide” through YouthSpark, funded by $500 million over three years.Between July 2011 and June 2012, Microsoft gave $900 million in cash and software to more than 62,200 nonprofits worldwide, Microsoft representatives said. Of this total, nearly $100 million in cash alone was donated to charities through the employee giving program. Since 1983, Microsoft employees have raised $1 billion in cash (inclusive of the company match) for more than 31,000 nonprofits and community organizations around the world. Kenya’s Daily Nationreported that Microsoft will spend the equivalent of $75 million as part of the 4Afrika Initative. That’s 6.52 billion Kenyan shillings.That kind of investment goes a long way in Africa.(Updated at 3:39 PM with additional comment from Microsoft.)center_img What it Takes to Build a Highly Secure FinTech … markhachman You might think of this as a charity. It’s not. In fact, this project highlights an interesting dichotomy with how some people see efforts by charities like the Bill and Melinda Gates Foundation, plus celebrities like Bono and Bob Geldof, who allegedly collect money for Africa, but don’t actually provide the means for Africa to grow – turning Africa into a “theme park for good intentions.”For Microsoft, this is about investment. “When we look at the world, many see China or the BRIC countries as the next big opportunity for growth,” Ali Faramawy, corporate vice president, for Microsoft Middle East & Africa, wrote in a blog post Tuesday. “At Microsoft, we view the African continent as a game-changer in the global economy.”So what is Microsoft doing besides just donating money? Building.Kenya Gets More BroadbandIn collaboration with the government of Kenya’s Ministry of Information and Communications and Indigo Telecom Ltd., Microsoft said it would launch a pilot project, dubbed “Mawingu,” delivering low-cost wireless broadband access to previously unserved locations near Nanyuki and Kalema, Kenya. The base stations use solar panels, often mounted on roofs, and conventional TV aerials, according to a video of the technology. The Rise and Rise of Mobile Payment Technologylast_img read more

ReadWrite Essay Contest: Win A Chance To Attend Google I/O 2014

first_imgTags:#Android#Chrome#Google#Google I/O 2014#I/O A Web Developer’s New Best Friend is the AI Wai… Want to attend Google I/O this year but didn’t get a chance to register?ReadWrite is here to help.Google’s I/O developer conference takes place June 26-28 in San Francisco. That’s right around the corner.A lot of developers felt left out after Google instituted a lottery to randomly select developers who could attend. The system was controversial, but arguably better than previous years where tickets for I/O sold out in a matter of minutes. (Apple created a similar lottery for its Worldwide Developers Conference this year.) The end result, though, was that many interested developers did not make the cut.See also: Making Android PayAfter the first round of notifications were sent to registration lottery winners, Google tallied up all of the RSVPs and realized that it still has some room left to invite developers to I/O this year. Google then reached out to ReadWrite and gave us 15 registration codes that we can pass on to our readers. What will we do with these precious invites? We decided to have a little contest. Tell Us What You’ll Build NextAt ReadWrite, we serve the creators of the world, and those inspired by their creations. The people who make it their mission in life to solve problems, build innovations, design beautiful software and hardware or practice imaginative moments of creative hackery fascinate us. We want to know how attending Google I/O will be helpful to you. If you are a developer or designer, security or cloud expert or IT professional, Glass Explorer, or passionate user of Google technologies, we want you to tell us what you will learn at Google I/O and how you’ll put it to use in the world.If you want one of ReadWrite’s limited Google I/O registration codes, you can enter by submitting your information and writing a short essay (one paragraph) on why you want to attend I/O and what you expect to learn while you are there. See the contest rules below and please fill out the contest and essay on Google Docs here.See also: Decoding Larry Page: How Google Is Staking Out The Future Of InnovationIn addition, ReadWrite will choose a few of the winners to follow around I/O to learn about your experience. Did Sergey Brin teach you how to take a selfie with Google Glass? What sessions did you attend? Who did you meet? What did you learn? If your Google I/O experience was fruitful and interesting, we may publish it on ReadWrite.The ReadWrite Google I/O team will include Editor-in-Chief Owen Thomas, Mobile Editor & Senior Writer Dan Rowinski and Senior Writer Adriana Lee. Come hang out with us at I/O and tell us all about your experience.Last year, Sergey Brin himself taught us how to take a selfie with Google Glass.Please See The Rules & Requirements To Enter ReadWrite’s Google I/O Registration Code ContestReadWrite, Say Media and Google will NOT pay any of the costs of your Google I/O registration or attendance. ReadWrite will provide a registration code from Google. Please see the Google I/O registration page here. You will be responsible for the $900 registration fee and any travel and hotel accommodations.Please fill out your information and short essay on the Google Doc entry form here. If you are chosen by ReadWrite, we will send you an email with your registration code and instructions on how to sign up.You must adhere to all of Google’s regulations for attending Google I/O. You must be at least 15 years old (with a parental consent form if you are a minor). You must sign up with your Google+ profile and pay with Google Wallet. Tickets are only available for the original registrant and are non-transferable.ReadWrite asks that you be actively employed or involved in the creation of technology, either hardware or software, as an engineer, developer, designer etc. Deadline to submit your essay to ReadWrite is Sunday, June 8 at 11:00 p.m. PST.If you are chosen by ReadWrite, you must register by 11:59 p.m. PST on June 9. Registration codes will be invalid after that time and date.Judging of the essay contest will be performed by the ReadWrite staff and winners are chosen at their discretion.Update: The contest has closed and the winners have been notified with registration codes. We had more than 100 submissions from all around the world from indie developers to some of Google’s biggest competitors. Thanks to everyone that submitted an essay. dan rowinski Top Reasons to Go With Managed WordPress Hostingcenter_img Related Posts Why Tech Companies Need Simpler Terms of Servic… 8 Best WordPress Hosting Solutions on the Marketlast_img read more

3 dead as buildings collapse

first_imgThree persons, including a minor girl, died in three separate building collapse incidents in the heart of Lucknow on Friday allegedly due to incessant rain, exposing the dangerous living conditions in parts of the Uttar Pradesh capital.In the past 24 hours, the number of casualties in Uttar Pradesh due to rain-related incidents is 14, while since July 1 around 170 persons have died across the State, T.P. Gupta, project manager of U.P. Relief Department, told The Hindu.Around 1,600 houses and hutments have also been damaged over the past month.Administration in tizzyIn Lucknow, the district administration went into a tizzy after three building collapse incidents happened within a few hours on Friday morning. In the Ganeshganj locality, a couple of km from the State Assembly, a 10-year-old girl identified as Aashi died while her mother Sarita Mishra was grievously injured when a portion of their two-storey house collapsed. The other three members of the family were not present in the house during the incident, locals said. The minor was declared dead after being rushed to the trauma centre here while her mother is under treatment. According to the police, the building was old and in poor condition and its residents had been served notice to vacate in the past.Lucknow Mayor Sanyukta Bhatia, who rushed to the spot, said the house could not be repaired due to a legal dispute over tenancy. “Those issued notices previously did not take it seriously. So we have re-issued the notices,” she said.In another incident, the police confirmed that two persons died and four were injured after a building collapsed in the Husainganj area. The victims were identified as Imtiyaz and Kinnu, both in their 20s. Third incidentAnother building reportedly collapsed near the famous Aminabad area, but no casualties were reported. Following the incidents, the Lucknow administration swung into action and has issued notices to vacate all dilapidated structures in the city within a day. District Magistrate Kaushal Raj Sharma said a total of 113 such houses had been already identified and notices served. “We have ordered them to vacate the buildings and voluntarily shift wherever they want. If they don’t shift till tomorrow then we will have to vacate them forcibly and lock up the houses,” Mr. Sharma said. He, however, clarified that the orders were not to demolish the structures yet as most of them were embroiled in legal disputes over tenancy.U.P. Chief Secretary Anup Chandra Pandey has instructed officials across the State to identify dilapidated structures and shift residents to safer spots. Ex-gratia of ₹4 lakh The State government has announced an ex-gratia of ₹4 lakh to the kin of the dead. Speaking to reporters, Cabinet Minister Rita Bahuguna Joshi said the government would come up with a policy to prevent such incidents in future.last_img read more