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With most recent update of agarca.com, we proudly introduce flawless working mobile support of gameplay. It works with ALL mobile devices such as tablets, mobile phones, small computers and even with smallest screen phones.
We coded the support of mobile gameplay in the past as many times as needed. But with every update of the code, the code halted to serve on mobile due to code difficulties. Even you don't see it happening, each day there is new feature being added to the agarca.com and with this growing code your playing experience evolves too. With adding the new feature, it affects the way main elements' working.
We had to put this to an end so we renewed our most important aspects and from now on, with this hard work of coding, there won't be any problems with mobile support.
We are glad to have you with us and feel free to express your feelings about our server either from our forums, our facebook page or comments section of the forum posts.
Agarca.com Team


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New here intro with an HG question
:D Hi! I came across this site a year or so ago when searching for info on the CG book (which I bought). But I've found myself rediscovering it all again as I was searching for a new haircut/style for an appt on Mon.
I definatly fall in the 2a/3a range depending where the hair is sprouting from on my head. Very 3a-isque around the hair line and top to mid point on the back of head, but my sides are 2a. So I'm on a never ending quest to get it to look all 3a - derperatly seeking definition! Another hurdle I'm trying to work around is my very, very fine hair and my oily scalp. Oh yeah... forgot to mention that this curly hair seemed to arrive virtually overnight when I turned 30 (I'm now 34). So this hair is still new to me!
I had stick straight hair from babyhood through my teens, then in my 20's it went all frizzy with no wave or curl in sight and then voila, at 30, I've got CURLS and waves! :shock: The same thing happens to a lot of members in my family when they hit the 30 mark - I have no idea why. I don't know why I was so surprised when it happened to me. Geez, now I feel bad when I teased my older brother when his hair turned curly/kinky. :lol: If he doesn't keep it super short he looks like Kramer!
Oh yes... my HG question. What does HG mean? I tried to figure it out from other posts but couldn't. I had to limit my lurking to 3 hours max (that's how much I'm enjoining this forum and site).
TIA and looking forward to hearing any of you!
Welcome! HG means Holy Grail, as in the product of your dreams that you have been searching for your whole life. Some of us find it, some of us are still looking!
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According to reports, Google is currently working on an Android game console of its own. At the same time, the inside sources reveal, the search giant is also working on an Android smart watch, which essentially hints that Google is ready to take Android beyond smartphones and tablets.
The company's intent to launch an Android game console isn't very surprising. We have recently seen how wildly successful the first-ever Android game console, Ouya, has been. The success of Ouya essentially affirms that the world of gaming is finally ready to move on to a truly open-source console.
And now that this niche is here, Google can very easy cash in on it by launching an Android video game console. Not surprisingly, the company has been closely watching the growth and success of Ouya, since that will directly reveal the viability of an Android game console.
Given the sheer penetration of Android, which is already of 75% smartphones and 57% tablets, Google is in a very strong position to take the platform forward. Since hundreds of millions of users are already hooked up to Android, it would be very easy for Google to dish out an Android game console and then render it compatible with the whole plethora of Android devices already out there.
Not only that, the company has the excellent Google Play store through which it can easily distribute its content. Sources reveal that the other key motivation for Google to undertake such a venture is to outdo Apple which, Google suspects, may launch a game console or smartwatch of its own quite soon.
Source: WSJ
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Canada's new anti-spam law has been finalized and will come into effect next summer.
Industry Canada unveiled regulations on Wednesday, providing greater detail on how companies will be required to control the way they send commercial messages to Canadians.
The law aims to crack down on spam and other "electronic threats" such as phishing (communications that take on the guise of a legitimate business and ask people for sensitive information) and spyware (software that gathers data such as a person's Internet browsing habits, personal information, etc.). According to Industry Canada, this type of activity costs the Canadian economy an estimated $3-billion a year.
Starting July 1, 2014, companies will be required to follow a new set of rules when it comes to communicating via e-mail, text message and mobile application.
The final regulations come nearly three years after the bill was signed into law, following extensive consultations with the marketing industry.
The new rules state that companies are allowed to send messages only to consumers with whom they have an existing business relationship – for example, if someone enters a contest on a website, checks a box asking for company news, or asks to be informed when an out-of-stock item becomes available. When people consent to receive messages from a company, their e-mail addresses go into that company's marketing database.
When the law was first announced, many businesses were concerned they would have to reobtain consent for every person in those databases. Instead, previous consent to contact a customer will carry over.
"That's a big win for us," said John Gustavson, president and CEO of the Canadian Marketing Association, an industry group that represents marketers across the country. "… It would have been a huge expense."
Under The Personal Information Protection and Electronic Documents Act (PIPEDA), there is a provision for implied consent – allowing communications if a business has sold that person something in the past, and if the business is not using sensitive personal information. The new regulations will allow businesses to use implied consent at first, but by the summer of 2017 they will have to switch over to communications with explicit consent only.
All electronic messages must offer an option under the regulations to unsubscribe from a company's communications. Registered charities are exempt, as are political fundraising e-mails during elections.
The final regulations also address another business concern, that communications and computer programs sent to other countries might still have to comply with the Canadian law, which is more restrictive than many other regions.
Some business leaders argued this would put Canadian companies at a competitive disadvantage overseas. The regulations will now allow businesses to follow the laws of each jurisdiction; Canadian law will apply in countries where no anti-spam legislation exists.
"Our government does not believe Canadians should receive e-mails they do not want or did not ask to receive," Industry Minister James Moore said in a statement. "These legislative measures will protect consumers from spam and other threats that lead to harassment, identity theft and fraud."
The new regulations have not addressed all concerns, however.
Some have raised concerns that it may be difficult for businesses to prove that they have a qualifying "existing business relationship" with the consumers on their email lists. Since PIPEDA's standard has focused mostly on giving people the chance to opt out from receiving commercial messages, not all companies may have retained the information they will need. "We've got this disconnect between what the new law requires and what organizations have done in terms of building their mailing lists," said Michael Fekete, a partner and co-chair of the Technology Group at law firm Osler.
He also said the regulations on computer programs could hamper technology in Canada. "[The law] goes further in regulating a broad scope of activities than spam or spyware laws in other jurisdictions," he said. "… Given that technology is developed for a global marketplace, and that software is increasingly in all devices, many of which are wirelessly connected, there are concerns that the legislation could impede the ability to update existing programs."
The Canadian Chamber of Commerce expressed concern on Wednesday about the cost associated with complying with the new regulations. Building in an unsubscribe function for messages and keeping a verifiable database of people who have given consent to receive messages are common for most large companies but less common for small businesses.
"It's the cost of compliance versus the benefit back to the economy and back to society. Our members don't want spam, but they don't want to spend thousands of dollars to prevent spam," said Scott Smith, director of intellectual property and innovation policy at the organization. "The reality is, most of the bad spammers don't reside in Canada. Really what you are doing is taxing Canadian businesses for the problem that may or may not be solved."
Canada's anti-spam law is focused on regulating "commercial electronic messages." But the digital messages most of us see most often – banner ads online, many of which are targeted to each user personally based on Internet browsing activity and other behavioural data – don't count.
This may seem a curious distinction to some, since even though banner ads do not show up in an email inbox, they are speaking to consumers in an increasingly individualized way.
"It has to be a more proactive sending of the message – text, email, mobile applications. There's a fairly wide net," said John Gustavson, president and CEO of the Canadian Marketing Association. "Yes, you may see ads that are more relevant to you, as a result of this behavioural – we like to call interest-based – advertising, but because it is not proactive, it is exempted from the Act."
Behavioural targeting in online ads is for now a self-regulatory issue for the ad industry. In September, the Digital Advertising Alliance of Canada (DAAC), which represents most of Canada's largest advertisers and ad agencies announced that they had joined a global program to regulate those ads. The program is designed to inform consumers about how their Web activity is tracked, and to provide an opt-out mechanism for targeted ads.
The "Ad Choices" icon – a blue triangle with an "i" inside it – has begun appearing on Canadian digital ads to let consumers know that those ads are targeted based on their browsing behaviour. Clicking on the icon lets people opt out of that targeting (though it does not prevent people from seeing ads altogether.)
"The Internet is funded primarily by advertising," Mr. Gustavson said. "That's something we need to keep reminding people."
According to research from the Office of the Privacy Commissioner of Canada, 92 per cent of Canadians think that user consent should be required for companies to do Internet tracking.Report Typo/Error
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Latest Weather Blog
Bus driver: 'God was with us' during crash
LAFAYETTE- The bus driver who was involved in a deadly crash is not driving a bus, but recounting the events of two weekends ago when her bus was slammed by a vehicle, killing four people.
"Out of nowhere, this vehicle appeared. I saw it, it was sideways," Amy Dore told KATC TV.
Dore' was driving the Lafayette High School baseball team to a scrimmage when the wreck happened near Morgan City.
"I guess God was with us and we came to a safe landing," Dore said.
She described clinching the steering wheel, thinking of the kids and keeping them safe. "It wasn't the easiest, but I held onto it."
Everyone on the bus survived, but some were treated at hospitals; including in Baton Rouge. The four deaths were from people in the other vehicle, which crossed the median and hit the bus after a tire blew.
State Police said they were ejected and were identified as: 6-year-old Destiny Cheatham, 14-year-old Dwayne Escort and 16-year-old Marcus Cheatham and 36-year-old Ladonna Cheatham.
"It's a tragedy that's not going to be forgotten," Dore said.
Click HERE for more on this story from KATC TV.
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Men's Track & Field Gets Two Wins On Day One Of Alabama Relays
March 23, 2012
TUSCALOOSA, Ala. - University of Cincinnati student-athletes Darnell Gilbert and Chris Littleton won events while Eric Finan showed no rust in his outdoor debut on day one of the Alabama Relays at the Sam Bailey Track & Field Stadium in Tuscaloosa, Ala.
Darius Howard won his heat and snagged a 12th-place finish in 100 meters, clocking 11.08. Dylan Bourelle was 16th with an 11.30 clocking.
Gilbert took top honors in the 400 meters, clocking 47.88 to defeat the second place runner by nearly two seconds. Bryan Maldinger was seventh in 50.31.
Finan, the 2011 BIG EAST Conference Cross Country Champion and an All-American, made his outdoor debut and was the top collegian in the 5,000 meters, clocking 14:34.27 to place second behind former Alabama All-American Augustus Maiyo. Finan's time is the fourth-fastest in the nation this season.
Kevin Fink took 13th in the 5,000 and Greg Sanders was 14th, clocking times of 15:24.88 and 15:29.26, respectively.
Bryan Cain won his heat in the 400 hurdles, clocking 55.98 and placing seventh overall. Steven Mitchell did not finish his heat.
Chase Beckmann, Tyler Ross and Kyle Lang finished 2-3-4 in the 3,000 steeplechase with times of 9:26.13, 9:40.87 and 9:44.01, respectively.
The 4x200 relay squad of Howard, Bourelle, Mitchell and Gilbert placed fifth with a time of 1:29.01.
Kyle Donthnier, Michael Nwankwo and Matt Bova finished 2-3-6 in flight one of the men's long jump with marks of 6.40m, 6.33m and 6.15m, respectively. Donthnier was ninth overall, Nwankwo took 11th and Bova was 15th.
Kyle Kubera tied for fourth in the pole vault while Josh Dangel took seventh and Colt Robinson placed eighth. Kubera cleared 4.75m, Dangel was over the bar at 4.60m as was Robinson who lost a jump off to Dangel.
Littleton threw 49.40 to win the discus, throwing that distance on his second of six tosses. Josh Province took fifth with a heave of 38.53m.
Province also took fourth in the hammer throw with a toss of 43.64m.
The relays continue Satuday in Tuscaloosa. Live results are available at www.deltatiming.com.


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15 Nov 2016 02:18:17 GMT
Children throughout Sub-Saharan Africa are extraordinarily mobile. Every day children travel to school, to markets, to fetch water and firewood, to work on farms and take farm produce to grinding mills, as well as to visit friends and family and to play. However, children's mobility is relatively invisible: most journeys that children undertake cover short distances and the vast majority are on foot. As such, very little research has been conducted into the extent of children's mobility and impacts on education, livelihoods, health and well-being.
In this special issue of Society, Biology and Human Affairs, a group of Ghanian scholars co-ordinated by guest editors Drs Gina Porter and Kate Hampshire, present the results of various aspects of a larger project on 'Children, Transport and Mobility in Sub-Saharan Africa', by presenting a series of papers on children's mobility in Ghana.
Research used an innovative child-centred approach, in which 70 children (aged 11-19 when they started the project) received training and supervision to conduct research on mobility issues among their peers in their home communities.
Article titles include:
While the papers underline how mobile children in Ghana are, both on a daily basis and undertaking longer-term movements, another key issue to emerge from the study was the limitations and constraints that children face in terms of mobility. Getting to schools, health centres, markets, and other places that they need or want to go, is often very difficult. The difficulties can be particularly acute for those living in remote rural areas, but even children living in urban and peri-urban settlements often struggle to travel around their communities easily and safely. Large distances, high costs of public transport, infrequent transport services to rural areas, and dangers experienced while traveling (such as the risks of traffic accidents, or encountering hazards along the way) mean that daily journeys to school, for example, could become a major ordeal, and even unfeasible for some children.
11 Nov 2016 12:01:36 GMT
Young people are one of Africa's greatest potential assets for its continued development. The 'Ghana Opportunities for Transitioning Post-Secondary School Students' research project investigates the transition of recent senior high school leavers into post-secondary education and the labour force. The project informs policy on education in senior high schools; admissions procedures into post-secondary institutions; and youth expectations and labour market outcomes.
Policy conclusions
11 Nov 2016 11:12:46 GMT
Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty – especially in the global South.
This article is based on a review of the global literature on disability in higher education and interview findings from the project 'Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard', (WPHEGT) funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities.
The students in the WPHEGT study have shown their detailed knowledge of what they need to enable them to contribute to their societies materially and socially. Their narratives of struggle to succeed in education demonstrate the agency and advocacy that they have exercised individually and collectively through disabled people's organisations. For many of the students, disability was at least partly about a positive identity rather than only about impairment.
It was the built environment and social relations that created difficulties for them as they sought to develop their capacities and realise their educational and professional potential. Questions remain about the disabled students who were unable to maintain the struggle to be educated in schools largely serving to select the few rather than educate all. The students in this study aspired to be advocates for other disabled people as they sought to redefine what it means to be a disabled person in Ghana and Tanzania. Universities need to provide an education in learning to live together, for disabled and non-disabled students alike. As a pivotal knowledge hub, HE needs to play an enhanced role in the creation and dissemination of knowledge by and with disabled people in order to challenge prejudice and promote social inclusion. In a globalised knowledge economy, the value of HE needs to be seen in terms of social justice, well-being, wealth distribution and poverty alleviation, and not only as wealth creation.
08 Nov 2016 12:09:14 GMT
Young people's use of mobile phones is expanding exponentially across Africa. Its transformative potential is exciting, but findings presented in this paper indicate how the downside of mobile phone use in African schools is becoming increasingly apparent. Drawing on mixed-methods field research in 24 sites across Ghana, Malawi and South Africa and associated discussions with educational institutions, public policy makers and network providers, we examine the current state of play and offer suggestions towards a more satisfactory alignment of practice and policy which promotes the more positive aspects of phone use in educational contexts and militates against more damaging ones.
Through this paper, the authors aim to contribute to demands for a more substantial body of evidence in African contexts. Mixed-methods field research in 24 sites across Ghana, Malawi and South Africa and associated discussions with mobile phone network providers, educational institutions and policy makers suggests that while there are some positive aspects of mobile phone use for African pupils, their downside is also becoming increasingly apparent, especially in urban and peri-urban sites.
This research start with some background details (key literature, study methodology and phone ownership and usage), and then charts available evidence of positive educational value of mobile phones in the research sites before moving on to examine a range of negative impacts associated with youth (and teacher) practice. The paper then asks how, and to what extent, should and can public policy address issues such as phone-related classroom disruption (whether caused by pupil or teachers' phones), lengthy periods spent by young people on social network sites, disruption in adolescent sleep patterns associated with cheap night calls and widespread circulation of pornography? The final section of the paper considers the potential to address some of the most negative aspects of phone use in educational contexts and to promote more positive aspects through engagement with policy makers.
08 Nov 2016 11:04:52 GMT
Teenage childbearing and attainment at school in South Africa are investigated using nationally-representative data from the National Income Dynamics Study. The analysis focuses on the outcomes by 2010 of a panel of 673 childless young women aged 15–18 in 2008. Girls who had their first birth by 2010 had 4.4 times the odds of leaving school and 2.2 times the odds of failing to matriculate, controlling for other factors. Girls from the highest-income households were unlikely, and girls who were behind at school relatively likely, to give birth. More than half the new mothers enrolled in school in 2010. They were most likely to enroll if they were rural residents who resided with their own mother and she had attended secondary school.
Poor educational attainment, teenage motherhood and childhood poverty are interrelated problems in South Africa: for middle-class families, avoiding early motherhood contributes to the intergenerational transmission of privilege. Dissuading girls in their mid-teens who are behind at school from becoming teenage mothers may require intervention at an earlier stage of their schooling.
08 Nov 2016 03:55:42 GMT
04 Nov 2016 04:36:05 GMT
School attendance often has positive impacts on the well-being of HIV-affected and HIV-vulnerable children in sub-Saharan Africa. In the context of the growing emphasis on the need for schools to go 'beyond education', international policy accords schools and teachers a central role in the care and protection of such children, particularly in relation to facilitating their school access and their health and well-being. However, much remains to be learned about (i) the readiness and ability of schools to take on these roles, and (ii) the impacts of wider contextual factors on school efforts.
This paper explores these issues through a multi-method study of two primary schools in a rural Zimbabwean province, one in a rural area and one in a small town. The rural school is located in a relatively settled rural farming settlement, and small-town primary school is located in a small roadside town. Compared to the small-town school, the rural school is associated with
The authors use the method of dichotomous case comparison, involving comparisons of very different cases, to flag up factors facilitating or hindering each school in providing support and care for HIV-affected children.
04 Nov 2016 02:35:18 GMT
HIV-affected children (themselves sick/with sick parents/orphaned) are particularly vulnerable to poor nutrition, mental and physical health, sexual abuse and poverty - which consequently tend to have a negative impact on their school enrolment and academic progress.
Reviewing existing literature on schools and the health and well-being of vulnerable children, this literature review aims to address the following question:
What interventions have been made to improve school environments to facilitate support for the health and well-being of vulnerable children in Zimbabwe and similar socio-economic contexts in sub-Saharan Africa?
Establishing an overview of existing literature on this topic is essential to learn from previous experiences and identify what supplementary research is needed in order to fully understand the potential possibilities of school capacities to facilitate contexts of care and support for HIV-affected children.
This review has demonstrated positive correlations between school enrolment and the health of children, as well as acknowledged the potential of school-based interventions to support the health of children and promote their health knowledge. However, there is a need for schools to go beyond knowledge and provide more comprehensive support for HIV-affected and orphaned children, particularly in light of the dwindling capacity of struggling households to provide adequate care and support for children in their care. Rather than relying on the implementation of external resources to do this, there is a need to supplement existing research exploring the pathways through which some schools in challenging socio-economic contexts manage to support HIV-affected learners by drawing on already available resources and by involving local communities.
Furthermore, there is a need to explore the interface between schools and external organizations in order to strengthen supportive school environments. This should be done by developing the existing literature with more in-depth qualitative research focusing on children's perspectives, allowing HIV-affected children to express how they experience the school environment and cope with adversity in their everyday lives.
14 Oct 2016 03:22:41 GMT
Improving children and young people's (CYP) wellbeing, and recognising the role they can play in creating a more sustainable world will be critical to meeting the Sustainable Development Goals (SDGs). This timely report provides insights into how ESRC-DFID funded research has provided new knowledge that can inform and strengthen policy making in relation to CYP issues and help meet global development ambitions.
Key research findings:
11 Oct 2016 10:21:25 GMT
More than 700 million women in the world today were married before their 18th birthday and one in three of those women was married before age 15. Child marriage can trigger a cycle of disadvantage across every part of a girl's life.
Maternal mortality is the second leading cause of death for adolescent girls aged 15–19 years old (after suicide). An estimated 70,000 adolescent girls die each year from complications during pregnancy or childbirth. Every year 2.5 million girls under 16 give birth.
Aside from child marriage and inadequate sexual and reproductive helath care, this report highlights further barriers to girls' equality, including gender-based violence, trafficking, economic exclusion when household resources are limited and boys are prioritised, education and learning gaps, and gender issues arising from conflict and disasters.
This report identifies the three specific Guarantees to Girls that governments must make - fair finance, equal treatment and accountability - that governments must make to reach excluded children.
29 Sep 2016 10:04:26 GMT
18 Aug 2016 02:26:48 GMT
Arab societies urgently need to start looking at how to improve education systems, not just in ways to improve the marketability of individuals, but as importantly, to improve their social and political impact on society, such as by strengthening a sense of community, beefing up values of civic engagement, inculcating democratic prin - ciples, supporting gender equality, and promoting social tolerance.
12 Aug 2016 01:07:23 GMT
Children and young people are rarely at the forefront of transport studies, despite the fact that their ability to access health and educational facilities is crucial to the achievement of internatioanl development goals. To address this knowledge gap a collaborative research project gathered evidence of the specific mobility constraints experienced by children in Ghana, Malawi and South Africa as they attempt to access the facilities and services that are important to their lives. The project explored the travel challenges thaty children face through their own eyes alongside traditional adult-led research methods. It looked at their access to health, education and other services, at the lack of direct information on how mobility constraints impact on children's current and future livelihood opportunities, and at the lack of available guidelines on how to tackle them. This issue of Forum News highlights the key findings of the project, shares relevant resources and asks where do we go from here?
14 Jul 2016 02:09:20 GMT
Girls under age 20—around 19 million of them—make up one-fifth of Egypt's population.1 In 2015, about 8 million of these girls were adolescents between ages 10 and 19. According to the latest projections from the United Nations (UN) Population Division, this group will grow to 11.5 million in 2030—a 44 percent increase in 15 years. Improving the lives of adolescent girls in Egypt requires a national response that cuts across development sectors and programs. Such a response is necessary because of the girls' demographic significance, and more importantly because they are vulnerable to harmful practices such as female genital cutting (FGC) and early marriage that violate girls' rights and hinder the country's development.
This policy brief presents the latest data on girls' education, early marriage, and FGC in Egypt, to illustrate improvements in the situation of adolescent girls as well as the gaps. It points to Egypt's rapid population growth and wide socioeconomic inequalities as major challenges hindering efforts to improve girls' lives. It calls for coordinated, national efforts to implement recently adopted policies to uphold girls' rights and bring about change. Lifting girls up, by empowering them to reach their full potential, will also help lift the Egyptian nation.
28 Jun 2016 03:17:09 GMT
Every child has the right to health, education and protection, and every society has a stake in expanding children's opportunities in life. Yet, around the world, millions of children are denied a fair chance for no reason other than the country, gender or circumstances into which they are born. The State of the World's Children 2016 argues that progress for the most disadvantaged children is not only a moral, but also a strategic imperative. Stakeholders have a clear choice to make: invest in accelerated progress for the children being left behind, or face the consequences of a far more divided world by 2030.
The report begins with the most glaring inequity of all – disparities in child survival – and goes on to explore the underlying determinants of preventable child mortality. It argues that to meet the 2030 child survival target, we must urgently address persistent disparities in maternal health, the availability of skilled birth attendants, adequate nutrition and access to basic services, as well as other factors such as discrimination, exclusion and a lack of knowledge about child feeding and the role of safe water, adequate sanitation and hygiene in preventing childhood disease.
The discussion continues with a look at one of the most effective drivers of development and the greatest equalizer of opportunity: education. Without quality education, disadvantaged children are far more likely to be trapped as adults in low-skilled, poorly paid and insecure employment, preventing them from breaking intergenerational cycles of disadvantage. But a greater focus on early childhood development, on increasing education access and quality, and on providing education in emergencies will yield cascading benefits for both this generation and the next.
Having discussed two of the most glaring deprivations children face, this report then examines child poverty in all its dimensions – and the role social protection programmes play in reducing it. Arguing that child poverty is about more than income, it presents a case for combining measures to reduce income poverty with integrated solutions to the many deprivations experienced by children living in poverty.
Finally, as a call to action, the report concludes with a set of principles to guide more equity-focused policy, planning and public spending. These broad principles include expanding information about who is being left behind and why; improving integration to tackle the multiple dimensions of deprivation; fostering and fuelling Innovation to reach the hardest-to-reach children; increasing investment in equity-focused programmes; and driving involvement by communities and citizens around the world.
21 Jun 2016 10:35:58 GMT
Pranayama is a yogic practice where the subject prolongs and controls the breath, which helps to bring the conscious awareness in breathing; to reshape breathing habits and patterns. OM is one of the fundamental symbols used in the yoga tradition. It is Combination of A, U (O) and M, which symbolizes the three states of consciousness i.e., waking state, dream state and deep sleep respectively. Though, the sound of OM represents the primal vibration. The OM chanting is an important exhalation exercise.
This study was aimed to provide scientific evidence for beneficial effect of OM chanting on memory. The study study was conducted at Akshara group of institutions, Manthani, Telangana State, India, after obtaining institutional human ethical committee clearance. A total of 60 healthy and wiling female school children aged 12-15 years, were included in the study after obtaining informed consent, following inclusion and exclusion criteria.
Subjects were asked to sit in sukhasana and to inhalation deeply and then while exhaling should produce sound (chant) OM with the ability to continue until further exhalation is not possible. Intervention group participants, performed OM chanting once in a day for 30 minutes daily, between 6:30 AM to 7:00 AM, for 12 weeks under the supervision of yoga teacher. No significant difference was observed in demographic data of the participants. Spatial and verbal memory scores before intervention (baseline values), are not significantly different between control and intervention groups. Significant improvement in both spatial and verbal memory was observed in intervention group when compared to control group. The study further supports the beneficial effect of OM chanting on memory, and recommends adopting OM chanting in routine day life style for a better cognition and quality of life.
21 Jun 2016 04:42:54 GMT
This toolkit was produced as part of the Sexual HIV Prevention Project (SHIPP) to support in-house training on gender, HIV, youth, and community mobilisation for programme implementers working on HIV and gender-based violence (GBV) prevention at the district and community levels. The toolkit modules cover a range of topics and can be selected based on organisational needs and specific knowledge gaps among staff and volunteers. According to the toolkit, "an advantage of the modular arrangement is that rather than having to set aside large blocks of time for training workshops, exercises and modules can be conducted on a stand-alone basis through sessions as short as two to three hours, or, if time permits, over a day or several days, or intermittently over a number of weeks or months." The toolkit also provides a detailed outline of the key principles and techniques of participatory learning.
The following topic areas are covered:
09 Jun 2016 11:15:27 GMT
In 2010, the government of the Republic of Zambia, through the Ministry of Community Development, Mother and Child Health (MCD MCH), began implementing the Child Grant cash transfer program (CGP) in three districts: Kaputa, Kalabo, and Shangombo. The American Institutes for Research (AIR) was contracted by UNICEF Zambia in 2010 to design and implement a randomized controlled trial (RCT) for a 4-year impact evaluation of the program and to conduct the necessary data collection, analysis, and reporting.
This report presents findings from the 48-month follow-up study, updating results from the 24-month and 36-month impact reports, including impacts on expenditures, poverty, food security, living conditions, children, women, and productivity.
The overall results from the collection of evaluation reports over the 4-year period of 2010–2014 demonstrate unequivocally that common perceptions a bout cash transfers—that they are a hand-out and cause dependency, or lead to alcohol and tobacco consumption, or induce fertility—are not true in Zambia. The 1.49 multiplier effect, which is driven by productive activity, speaks directly to the response by poor, rural households in Zambia to use and manage the cash productively to improve their overall standard of living. Labour supply to off-farm work has
increased among CGP households, as has work in family enterprise. At no point during the 4-year evaluation have there been any positive impact s on alcohol and tobacco consumption, nor has there been any impact on fertility during the lengthy evaluation period. In short, this unconditional cash transfer has proven to be an effective approach to alleviating extreme poverty and empowering households to improve their standard
of living in a way that is most appropriate for them, based on their own choices.
31 May 2016 11:51:06 GMT
12 May 2016 03:25:29 GMT
Results from the Young Lives survey show the existence of a gap between young people's aspirations for higher education and their actual chances of accessing this level of education. This paper uses qualitative information from Young Lives in order to gain a deeper understanding of young people's aspirations as well as their perceptions of the main barriers preventing them from achieving these aspirations. More specifically we analyse how aspirations are formed, to what extent they are related to parents' educational aspirations for their children, and if they are stable or tend to change over time.
The authors find high educational aspirations among low-income young people and their caregivers and establish that education is highly valued by Peruvian families. The aspirations of young people and their caregivers are influenced by caregivers' educational history and experiences. The longitudinal nature of the data, both quantitative and qualitative, allowed us to identify that young people's, and particularly caregivers', educational aspirations were not static and changed over time, mainly in response to changes in the socio-economic status of the family.
The study also identified several barriers preventing low-income youth in urban and rural areas from realising their educational aspirations. Besides economic and psychological barriers (mainly experienced as lack of family support), the results of this paper point out to the existence of additional barriers such as a lack of information available to secondary school seniors (and their parents) about higher education (what and where to study and how to apply) and the fact that schools are not playing an active role in preparing students for a transition to higher education. Based on these results, the study discusses policy recommendations aimed at overcoming those barriers.
22 Apr 2016 04:26:51 GMT
Most economic decisions that individuals take are forward-looking and are therefore shaped by the desire or ambition to achieve a goal. And yet, little is known about how aspirations shape decision-making. This paper partially addresses this gap using a rich longitudinal dataset following a cohort of children in Ethiopia for over a decade between the age of 8 and 19. We investigate the role of early aspirations for human capital investments in a context of poverty, traditional social expectations and gender roles. More specifically, the focus is on three related questions. First, the author investigates the relation between aspirations and boys' and girls' educational attainment, as an indicator of cumulative investments in education. Second, the paper look at how parents and children form their aspirations and at the transmission of aspirations from one generation to the other. Third, the paper explores the gender-based bias in aspirations and we investigate whether an initial pro-boys aspiration bias might constitute a source of gender inequality perpetuation particularly in a context of extreme poverty.
The author finds that:
07 Apr 2016 01:07:36 GMT
African states are known for their linguistic diversity. Few have spread a single official language widely through their education systems. The preservation of many local languages seems a benefit in terms of minority rights, but some fear that fragmentation may inhibit national cohesion and democratic participation.
This article examines language competence of individuals in 10 states in Africa, highlighting distinctions in types of education systems. It also assesses their attitudes about citizenship and democracy, using Afrobarometer survey data. It shows that immersion systems appear much more effective in spreading a standard language, but that national sentiment has very little to do with proficiency in this official language. It also reveals that citizens armed with literacy in local languages tend to be more participatory, more demanding of greater accountability in government, and more critical of authoritarian rule.
31 Mar 2016 10:09:51 GMT
The establishment of the India-Brazil-South Africa Trilateral Cooperation Forum (IBSA), formalised by the Brasilia Declaration in 2003 is a distinctive international trilateral development initiative to promote South- South cooperation among these countries.
In order to assess the overall status of social sectors in IBSA countries since its inception, this paper analyses the select Communiqués and Declarations pertaining to social sectors issued from time to time. In this context, it evaluates the status and performance of social development in each of the IBSA countries and analyses the progress achieved in terms of poverty reduction, health and education towards achievement of MDGs targets. The paper presents an insight from the policy initiatives taken for inclusive growth followed by analysis of their serious commitments into concrete actions to strengthen trilateral cooperation and finally suggests the way forward.
21 Mar 2016 11:00:43 GMT
This report presents a comprehensive regional review focusing specifically on the issue of bullying, violence and discrimination based on sexual orientation and gender identity or expression (SOGIE). The report details the extent of the problem in Asia-Pacific, the impact of this type of abuse, and the measures governments are taking and could take to address it.
The report draws on more than 500 published and unpublished documents, peer-reviewed literature and media reports from around 40 countries in Asia-Pacific, as well as direct input from dozens of key stakeholders in the region and feedback from a regional consultation involving more than 100 people from 13 countries hosted by UNESCO and the United Nations Development Programme (UNDP) in June of 2015.
The report finds that the majority of lesbian, gay, bisexual, transgender and intersex (LGBTI) youth in Asia-Pacific say they have been subjected to some form of violence or bullying in school – in some countries as many as four out of five LGBTI learners are affected. The impact of this abuse on learners is devastating, with some country studies cited in the report showing that one in three LGBTI learners report depression, while up to seven in 10 report harming themselves and nearly five in 10 say they have attempted suicide. Recommendations are made to advance action in this area by the education sector and other partners in core areas of: policy and laws; curriculum and learning materials; teacher training and support; and support for learners.
21 Mar 2016 02:05:29 GMT
This background paper examines the role of social protection programmes in supporting education in conflict-affected contexts. It looks at the impact, design and implementation issues of social protection programme experience in conflict, protracted crisis and post-conflict contexts, including in Afghanistan, the Democratic Republic of Congo (DRC), Sierra Leone, Somalia, Nepal, Northern Uganda and Pakistan.
The paper finds that the costs of education are significant in conflict-affected countries – not only are the direct costs of schooling high, but also parents often have to contribute a significant amount to the school to keep it functioning. In a context of high rates of poverty and disrupted livelihoods and potentially high opportunity costs of sending children to school, the direct and indirect costs of sending children to school are often the most substantial barrier to children's schooling.
Experience suggests that education subsidies and fee waivers offer important potential to offset costs and increase enrolment and attendance, but they have not been widely implemented. Education has remained mainly a secondary objective in social protection programming, for example in cash grant transfers, public works programmes and school feeding programmes. Longterm funding, institutional coordination and support for capacity building are needed to deliver sustainable social protection at scale which supports households to meet both the direct and indirect costs of education in conflict-affected contexts.
18 Mar 2016 11:50:10 GMT
Students learn best in schools that provide safety and social support. However, some young people experience violence and harassment in, around, and on the way to school. This includes gender-based violence (GBV), which can take many different forms and can negatively impact students' learning.
"Connect with Respect" is a curriculum tool to assist teachers. Developed through a regional partnership, it draws on the scientific literature around violence prevention, gender norms change, and the programmatic experience of school-based interventions in the region and beyond.
Produced by: The regional offices of UNESCO, UNICEF, Plan International and UN Women and the East Asia Pacific UN Girls' Education Initiative (UNGEI) and the UN Secretary-General's UNiTE to End Violence against Women campaign.
18 Mar 2016 11:26:58 GMT
There is a growing body of literature analysing the impacts of social cash transfer programmes (SCT) on schooling. This brief summarizes findings from the impact evaluation of the Ghana Livelihood Empowerment Against Poverty (LEAP) programme on schooling outcomes overall and for various subgroups: by sex, age group and cognitive ability.
The results of this study show that Ghana's LEAP programme had strong impacts on children's schooling, in particular on certain subgroups. By moving beyond average treatment effects, the study provides important insights on the nuances around the programme impacts. The strong results among older children with low cognitive ability supports theories of compensating behaviour by parents, and suggests that programme conditionality is not necessary to induce parents to send more vulnerable children to school.
Adapted from author's summary.
18 Mar 2016 10:20:43 GMT
The rapid growth in social protection programs has been fuelled in part by the promise of its ability to reduce poverty, including emerging findings on improved child health and education outcomes. Early childhood care and development (ECCD) is gaining wide recognition as a robust and viable approach to building human capital and alleviating poverty, but there has been relatively little inquiry into the relationship between social protection and early childhood development.
This report addresses this knowledge gap by taking a systematic review methodology to examine the effects of social protection programs on ECCD outcomes in low- and middle-income countries. The study finds that there are clear implications for scale-up. For programmes to have greater impact, the authors argue that they must explicitly target ECCD outcomes in order to measure and evaluate the effects. Additionally, programs must be generated considering applicability across contexts, with a clear theory of change, and include early and ongoing evaluation with a phased scale-up.
Adapted from authors' summary.
18 Mar 2016 10:10:09 GMT
It is estimated that by year 2025, foreign student enrollees will reach eight million, four times more than what it is today based on the statistics of various international organizations. This growth in cross- border higher education and its huge impact on the economies of nations boost the interest of governments around the world to be major providers of higher education. Still at the forefront of the competition is the United States with its 500,000 foreign students; only a little behind are Australia, United Kingdom, and Germany. The educational institutions in these countries are noted for the high quality of their educational services and the high employability prospects of the students after graduation. The economies of these nations had been definitely helped by the influx of revenues coming from foreign student enrollees.
International students place a high premium on the quality of education and international recognition of courses. This only suggests the great urgency of taking immediate steps to abate the deteriorating quality of Philippine higher education.
17 Mar 2016 12:53:05 GMT
The role of the National System of Technical Vocational Education and Training (NSTVET) is critical in skill upgrading and development. The rapidly changing technology highlights this need even more. This paper reviews the state of Philippine NSTVET, and identifies and discusses reform ideas. It does so by doing three things, namely, (a) provide a description of the characteristics of an improved NSTVET described in recent sectoral reviews, (b) provide a description of the characteristics and analysis of the performance of the existing Philippine NSTVET, and (c) provide recommendations to improve the system.
Among the recommendations provided in the study are:
17 Mar 2016 12:44:39 GMT
Investing in human capital, especially in higher education, contributes to inclusive growth. Households, for the most part, finance higher education. To make growth that is driven by higher education inclusive, families with insufficient funds must have access to credit markets that they can turn to in order to finance their children's college education. This Policy Note analyzes the role that investing in human capital in the Philippines, especially in higher education, plays in economic growth. It also proposes some policy recommendations that will address concerns about inequitable growth, particularly the country's policy for higher education. Some of these recommendations include designing student loan and other financial aid programs, setting content standards in core courses and subjects in all colleges and universities, and devising standardized tests for determining compliance with content standards of both public and private higher education institutions.
17 Mar 2016 12:33:43 GMT
The Students Grants-in-Aid Program for Poverty Alleviation (SGP-PA) is one of the initiatives of the Philippines government to break the poverty cycle by providing support to students who cannot afford tertiary education. It aims to increase the number of higher education graduates among poor households and employ these graduates in high value-added occupations. The selection of grantees is important in achieving the objective of the program. Given the thrust of the program, it is also important that the grantees have a relatively high likelihood of completing their degrees. This Policy Note focuses on the relationship between entrance exam scores and academic performance. It points out that administering admission exams is the best available tool for gauging the ability of students to complete the program.
17 Mar 2016 01:28:39 GMT
The link between malnutrition and poor health among elementary school children and absenteeism, early dropout and poor classroom performance as well as the effectiveness of school-based nutrition and health interventions in improving school performance are well-established in the literature. Thus, the Department of Education has been conducting conditional food transfer programs since 1997. Its current program, the School-Based Feeding Program, as implemented in school year (SY) 2013-2014, fed 40,361 severely wasted pupils enrolled in Kindergarten to Grade Six in 814 public elementary schools in the country.
This paper presents the findings from the impact evaluation of the SY 2013-2014 implementation of the program. This is a follow-up on the process evaluation conducted by the PIDS. The study employed mixed methods research, undertaking qualitative surveys while undertaking focus group discussions. The findings indicate that, except for inaccurate measurement of nutrition status variables and improper documentation of the program in all its three phases (prefeeding, feeding, and postfeeding), the program was generally implemented well by the beneficiary schools, and welcomed not only by program beneficiaries and their parents but also by many of the school heads and teachers of the beneficiary pupils.
16 Mar 2016 11:28:34 GMT
This paper comprehensively reviews the developments in the education and labor markets in the Philippines in the past 25 years. It highlights the trends on how the labor market has used educated workers. It also reviews how education has contributed to national development. Furthermore, it summarizes the recommendations of several comprehensive reviews done for the sector in the last decade. Finally, it identifies research areas for the sector.
16 Mar 2016 02:33:53 GMT
The report summarises how three local authorities and 11 schools in the U.K. have been working to meet the needs of Roma children from Eastern Europe. It identifies key issues and barriers and provides case studies of good practice.
16 Mar 2016 02:22:33 GMT
Children make up half of people forced to flee their homes as a result of conflict. The impacts of this conflict-included displacement on education are immense. This essay focuses on five urgent challenges for education in these settings, including barriers to access, the protracted nature of displacement, urban displacement, physical integration without social integration, and the search for quality. Three central ideas emerge from these challenges as priorities for future research: the need for comprehensive data on access to and quality of education for refugee and IDP children in order to understand the context-specific nature of general challenges; the use of "integration" as a guiding concept for education in displacement, specifically investigation of the social implications of physical integration; and the role of education as a portable durable solution for displaced children, including implications for curriculum, pedagogy, and post-primary opportunities.
15 Mar 2016 09:52:56 GMT
The alarming number of children engaged in labour as released by the National Statistics Office from the years 1995 to 2001 gave rise to a timely national policy study to review all the important studies available on child labour and assess key government policies affecting child labour in the Philippines.
This paper provides an overview of the nature, extent and predominant forms of child labour in the country based on available data disaggregated by age, sex, geographic distribution, industry, and occupation. Previously done literature about child labor is examined to identify determinants as to why children work despite low wages and poor working conditions and the possible consequences and implications socially and economically. A review of the international and national policies operating in the Philippines concerning child labour is conducted to identify best practices and replicable approaches as well as to assess the adequacy of policy responses in eliminating child labour. The paper ends with proposals and recommendations on what else needs to be done and an agenda for possible future researches.
14 Mar 2016 11:01:44 GMT
Relative to countries with about the same level of development, the Philippines is known for high school attendance at all levels. Even with its relatively low per capita income, it has achieved attendance rates that approximate those found in high-income countries.
This paper shows how large family size can be an important contributor to poverty in the Philippines. It examines one of the mechanisms behind this link by focusing on the relation between number of children and school attendance of children 6 to 24 years old. It surveys the international literature to establish how the problem has been approached and what the results are for other countries. It then formulates and tests a model using a nationally representative household survey data for the Philippines to explain what determines the decision to keep children in school. The model specifically considered the endogeneity of the number of children school attendance equations.
14 Mar 2016 10:32:28 GMT
In the last twenty years, the Philippines has gained a good progress in poverty reduction. However, compared to other countries in the region, the Philippines is still behind. In the early years of the 21st century, more than a third of the Philippine population lives below the poverty line. With landless status, the poor depended largely on labour with its embedded educational capital.
However, in education, the rich and the poor are separated by two different educational divisions--private and public--and of high quality and low-quality education. Poor children encounter lack of access to quality education due to a high dropping out rate at an early age and going to public schools that offer low quality education. The lack of access to quality education has affected the poor more severely when there was poor job generation, relative deterioration of unskilled labour situation, and low rate of return on education at basic levels. The poor faced high rate of underemployment and low income. The government is aware of the educational lack of the poor, but there are a number of factors that prevent the poor having access to quality education. To an extent, government spending policies on education was not geared toward pro-poor. Furthermore, opportunity costs and their unfavorable outcomes in labor markets prevent further improvements of early and high dropout rate of the poor as a result of weaknesses in policy implementation.
14 Mar 2016 10:10:06 GMT
The international education service sector is undoubtedly growing. The movement of students across nations is expected to grow fourfold in the next quarter of a century. Undaunted by the current domination by English-speaking providers, countries in Asia have taken big steps to be centers of education in the region, an ambition. Their single-mindedness in the pursuit of this vision has already made them countries to contend with.
This paper shows that the focus and determination of countries like Singapore, Malaysia and China, is not present in the Philippine environment that is characterized by an unusually high dependence on the private sector to meet the growing demands for education. Marred by a highly politicized setting and inadequate resources, the education sector struggles in its aims to provide education for the growing population at an affordable rate and still maintain a decent level of quality. With these conditions, the Philippines, slowly losing its edge in English education in the region, can only hope to niche and attract foreign students and academics into specific programs and institutions, hopefully with the concerted support of government. If Government is serious in its desire to compete internationally, policymakers must address squarely the barriers to achieving this, including the enactment of laws to facilitate the influx of education services trade.
11 Mar 2016 09:47:39 GMT
Education broadcasting is a medium that delivers information and contents through sounds and images. Education broadcasting is more extensive, unilateral and mechanical than delivering content through conversation. It is also rapid, visually stimulating, transient and emotionally appealing than printed media. Extensiveness of education broadcasting means it can deliver the same information to a more expansive region and broader target audience simultaneously overcoming the limits of time and distance, and enlarging educational activities. Television education programs that broadcast to a wide area using radio waves provide fast and accurate transmission and provide equal educational opportunities to students across the country. Provision of visual data, using sounds and images allows a detailed instant and real time delivery and is more effective in emotional and behavioral education by enhancing the viewer's sense of reality.
11 Mar 2016 09:26:11 GMT
Korea has promoted industrialization under its national economic development plans that were commenced in 1960 and needed to train and produce skilled technical workers during this process. Accordingly, each department of the government introduced a national qualification system focusing on the area of technology by using the qualification systems of other countries, such as Germany and Japan, as models. The early qualification systems contributed to transforming Korea's industrial structure from an agriculture-centered into a manufacturing-centered, and established a basis for national basic industries. Since then, national qualification systems, which had been operated under the individual business laws according to the promotion of heavy chemical industry preference policies for technicians at the national level, were integrated into the National Technical Qualification Act in 1973. With the enactment of this Act, many qualified technicians needed by industry were developed, and the qualification system has been constantly improved in accordance with the needs of the field.
It is necessary to make efforts to develop a virtuous cycle of qualification in the labour market by reinforcing the research function for the constant development of the qualification system. Thus far, Korea's national technical qualification system has played pivotal roles in national economic development by responding flexibly to changes in the domestic/overseas environment, supplying certified human resources to the labor market, and more. Korea's national technical qualification system will be constantly developed by reflecting the industry demand.
11 Mar 2016 05:43:49 GMT
This paper looks into the reality that is child labor and tries to understand its existence in light of education realities and schooling issues in the Philippines.
It attempts to answer the aforesaid question through the investigation on the tradeoff between child labor and schooling, and the exploration of the impacts of this tradeoff in both the short term and long term.
[adapted from source]
09 Mar 2016 12:18:17 GMT
Mexico has a large public education system where the ratio of public to private elementary schools is roughly 10:1. Mexico spends more per student than most industrialized nations and yet exhibits the lowest levels of academic achievement, according to the Organization for Economic Cooperation and Development (OECD) in 2012. The laws would dismantle the stronghold of teacher's unions, which have the second highest paid education staff among OECD nations, and have so far controlled teacher hiring, promotions and competency exams.
It is in this landscape of reform where the digital platform Mejora tu Escuela, or 'Improve Your School' has entered, seeking a greater involvement of parents in transforming the system which educates their children.


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PRESS DIGEST- Canada-March 16
March 16 (Reuters) - The following are the top stories from selected Canadian newspapers. Reuters has not verified these stories and does not vouch for their accuracy.
** The Royal Canadian Mounted Police has ruled out pursuing criminal investigations against 24 of 30 current and former senators whose expenses were flagged by Auditor-General Michael Ferguson after a two-year forensic audit of the Red Chamber, sources say. (bit.ly/1R2ndtg)
** More than C$16 billion ($11.97 billion) in value was wiped out Tuesday for drug manufacturer Valeant Pharmaceuticals International Inc, after it cut expectations for its growth and recovery. (bit.ly/1Uvz87A)
** M&M Meat Shops Ltd is changing its name to M&M Food Market and broadening its offerings as it tries to win back consumers to its frozen fare by persuading them to stock up for an entire meal and not just on meat. (bit.ly/1Lq4rzn)


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Manassero back on track after thrilling playoff win
By John O'Brien
SINGAPORE (Reuters) - Great things were expected of Matteo Manassero when the Italian announced himself as one of golf's great prospects by winning the 2010 Castello Masters as a 17-year-old just months after turning professional.
Two years on, the Italian ended a frustrating spell of results with a thrilling playoff victory over Louis Oosthuizen at the Singapore Open on Sunday to put himself back on track for a swift rise to the top with his third professional victory.
"It has been an extremely long day, the adrenaline kept me going and the playoff was just a great honor to play with Louis," Manassero told reporters after eagling the third extra hole to claim the $6 million co-sanctioned event.
"It's the first playoff of my career and it has just been amazing really. Of course to end it with an eagle was great."
Clutching the Singapore Open trophy in front of a packed media conference, Manassero contemplated how close he came to missing out on glory when Oosthuizen stood over a four-foot birdie putt on the second playoff hole, only to lip out with victory in his grasp.
"Well, you never know what's going to happen next and I guess in a playoff anything can. I had a chance to go forward and I felt at that moment I was really lucky," he said after ending a marathon day on which he played 36 holes to make up for time lost to the weather.
For one so young, Manassero had almost become a forgotten man as he adapted to technical changes and made tweaks to his game in order to get back to competing for victories on the European Tour.
SWING CHANGES Continued...


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CVPA Art Education MAE
MAE - 33 or 54 credit program of study
The Master of Art Education Program is approved by the Massachusetts Department of Elementary and Secondary Education to offer Initial and Professional Licensure. The graduate program in Art Education is dedicated to increasing its graduates' capacity to question issues related to teaching, thinking, learning, and producing in and through the visual arts.
The MAE is a 33 credit program (for those who hold an Initial License or the equivalent in comparable course work), leading to a Professional License. The MAE program offers both traditional and innovative opportunities for the professional art teacher. The Art Education Department offers a 54 credit program for students seeking a first-time post-baccalaureate Initial License and a Professional License--21 credits to be earned first in the post-baccalaureate Initial License and 33 credits to be earned in the Master of Art Education Professional License.
Graduate studies are tailored to individual interests and career goals. Whether the objective is to teach in public or private schools or community settings--such as day care centers, hospitals, welfare agencies, museums, alternative schools, geriatric centers, or vocational rehabilitation centers--the program provides the necessary experience. Opportunities for supervised fieldwork exist in each of the above mentioned areas.
The MAE program offers a sequence of practical, theoretical, and studio-based experiences through which students build on their knowledge, skills, and confidence as arts educators. Interstate recognition makes art teacher coursework earned at UMass Dartmouth reciprocally valid in many other states. The program also emphasizes professional development and lifelong learning for teachers who already hold teaching licenses in the arts or related fields.
MAE Graduate Program Progress Towards Degree Sheet
Overarching MAE Program Standards
The overarching learning outcomes for this program of study were developed to meet the Department of Elementary and Secondary Education (ESE) standards, by the National Association of Schools of Art and Design (NASAD), and the National Art Education Association (NAEA).
The MAE program goal is to better prepare teachers to use 21century technology, national standards and MA Curriculum Framework, and teach in public or private schools or community settings.
MAE Program Objectives
Students will:
- Develop reflective practices.
- Read and analyze literature in the field of art education.
- Translate aspects of important research into classroom practice.
- Align curriculum and meaningful assessment to the needs of K-12 learners.
- Implement research skills.
- Collect and analyze data to inform decision making about best practices in art teaching.
- Increase studio, art history, critical literacy and evaluation skills.
Requirements for Admission
Candidates should demonstrate strong potential as artist/educator. A bachelor's degree from an accredited institution, in either studio art or art education, and a portfolio which demonstrates capability for advanced work within a chosen discipline are required. Applicants must pass both the Communications and Literacy and the Visual Arts portions of The Massachusetts Test of Educators Licensure (MTELs) before making application to the MAE program. MTEL scores must be reported to the Office of Graduate Studies. Applicants who are licensed in another state and do not seek a Massachusetts teaching license, are required to make a written statement that the applicant will not seek Massachusetts licensure but must, instead, pass the National Praxis Exam.
To apply applicants submit materials to the Office of Graduate Studies. To complete your application, a portfolio of 20 images of recent work must be submitted to https://umassd.slideroom.com. For more detailed information go to Portfolio Requirements. For further detail see the Graduate Catalog.
Applicants' foundation of knowledge from teaching, gained through having at least initial licensure or comparable course content, is evaluated in deciding to offer admission to either the 33- or 54-credit program.
Please direct questions to:
Dr. Cathy Smilan,
Director of the Master of Art Education Program
Office: 155 CVPA
Phone: 508-910-6594
The Art Education Department has a student chapter of the National Art Education Association. Its members are active and participate in community service programs.


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Take CableTV.com's Advice and Make DIRECTV Your Next TV Service Provider
According to independent consumer research evaluating satellite TV and cable companies in Rotterdam Junction, NY, DIRECTV was rated the best TV service provider. Helping you find and compare cable companies and other television services available in your area is the end goal of CableTV.com.
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Opinion: Success Charter School Parents Should Not Be Afraid of Eva
I am the parent featured in the controversial PBS report about Success Academy Charter Schools that aired on Oct. 12, 2015. I agreed to be interviewed on tape to talk about my family's painful experiences at Upper West Success in Manhattan, a decision that launched a public conflict with Success founder Eva Moskowitz.
The whole experience has been a learning opportunity, to say the least. But I know now I am not alone. There have been media reports about other problems with discipline and more legal action filed by families against Success.
I can only hope my case bolsters the bigger fight to force the city's largest charter school network to overhaul its suspension and discipline policies.
For starters, there is a tendency among the Success administrators to intimidate parents that needs to change. Look at my own case: after the PBS segment aired, Moskowitz sent an inaccurate account of my son's disciplinary record to reporters and posted it online. Although we sent a cease and desist letter, and followed up with a FERPA complaint sent to the U.S. Department of Education about an alleged violation of federal student privacy rights, Success refused to remove the post.
In addition, there is the disconnect between what Moskowitz tells outside groups and what actually happens at the individual school level. That's why I attended a Jan. 22 speech Moskowitz gave at a New York Law School breakfast forum. The video of the entire event is here.
In her speech, Moskowitz defended Success Academy against the numerous charges made in the lawsuits, and claimed that the "secret sauce" of the schools' success is that "we work extraordinarily hard" and "we love kids more than you can possibly imagine."
Again, she argued that the large number of suspensions at her school were of minor importance because 83 percent were only for one day, while the school provides 55 more days of instruction per year than most New York City public schools.
But according to a recent federal complaint, it was very common for Success staff at Harlem 4 to send a child home on a regular basis up to three times a week and even as early as 10 am, with no alternative instruction. Another parent I met told me she was forced to agree to pick up her son at his Success charter school every single day at 10:30 am!
Moreover, it is incredibly stressful and time consuming to be forced to continually pick up your child from school during the day. I had to quit college. Other mothers I know lost their jobs.
At the forum, Moskowitz also claimed that upon returning to school, suspended students were provided with "restorative conversations." I can say that my child never received such a conversation and I have never heard from any parent that their child got one, either.
Moskowitz joked about having been sued 22 times by the teachers' union and politicians, failing to mention that parents were the primary plaintiffs in all of the current lawsuits. She thanked her "incredible pro bono counsels" at some of the most prestigious and expensive law firms in the nation.
Moskowitz admitted she had a fundamental "disagreement" with her critics about discipline and that she had "no-nonsense nurturing approach." She said most families choose her schools because they think they're safer than the regular public schools. She maintained that the main reason she suspended students was because of violence. She told the audience they would be surprised at how young children can be "quite violent" and that most of the suspensions were for that reason. She added that other suspensions were for "sexually inappropriate language."
For me, the most disturbing part about this was that the audience was overwhelmingly white with a sprinkling of black people who, like me, were mostly former Success Academy parents. The majority of her schools are comprised of black and Latino children, as are the children who are suspended, while most of the teachers and administrators are white.
That Moskowitz would imply that some of her five- and six-year-old students were violent and used sexually inappropriate language to a predominantly white audience was beyond troubling. I felt it fueled the mostly unspoken impression that black and brown children were inferior and couldn't be educated in the same way as their white counterparts.
Moskowitz said the obligation of her charter schools was the safety of the other children and this justified her suspension practices. Yet the public school my son now attends feels perfectly safe.
In fact, fewer than 90 days after moving my child there from Success, he attended an overnight camping trip with his school, without incident. Success staff had labeled my child as having severe behavioral issues; they wouldn't allow him to go on a local field trip without my accompanying him, let alone a camping trip.
I had a chance to question Moskowitz at the law school event. I told her she abused children's rights and gas-lighted the network's parents. Moskowitz said she thought her schools "have a really high level of customer service."
Although my exchange with Moskowitz was less than satisfying, I showed my son the video of the speech and my questions. He thanked me for fighting for him and other children, adding "I want to be like you when I grow up."
That was reward enough for me.


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What are statins, and how do they work?
"Statins" is a class of drugs that lowers the level of cholesterol in the blood by reducing the production of cholesterol by the liver. (The other source of cholesterol in the blood is dietary cholesterol.) Statins block the enzyme in the liver that is responsible for making cholesterol. This enzyme is called hydroxy-methylglutaryl-coenzyme A reductase (HMG-CoA reductase). Scientifically, statins are referred to as HMG-CoA reductase inhibitors.
Cholesterol is critical to the normal function of every cell in the body. However, it also contributes to the development of atherosclerosis, a condition in which cholesterol-containing plaques form within arteries. These plaques block the arteries and reduce the flow of blood to the tissues the arteries supply. When plaques rupture, a blood clot forms on the plaque, thereby further blocking the artery and reducing the flow of blood. When blood flow is reduced sufficiently in the arteries that supply blood to the heart, the result is angina (chest pain) or a heart attack. If reduced flow is caused by plaques in the arteries of the brain, the result is a stroke. If reduced flow is caused by plaques in the arteries of the leg, they cause intermittent claudication (pain in the legs while walking). By reducing the production of cholesterol, statins are able to slow the formation of new plaques and occasionally can reduce the size of plaques that already exist. In addition, through mechanisms that are not well understood, statins may also stabilize plaques and make them less prone to rupturing and develop clots.
The important role of cholesterol in atherosclerosis is widely accepted by scientists. Research from the last few years shows that aggressive cholesterol reduction is more beneficial than modest reductions. Nevertheless, atherosclerosis is a complex process that involves more than just cholesterol. For example, scientists have discovered that inflammation in the walls of the arteries may be an important factor in in the development of atherosclerosis. In addition to lowering cholesterol levels, statins also reduce inflammation, which could be another mechanism by which statins beneficially affect atherosclerosis. This reduction of inflammation does not depend on statins' ability to reduce cholesterol. Furthermore, these anti-inflammatory effects can be seen as early as two weeks after starting statins.
What are some examples of statins?name="what_are_some_examples_of_statins">
What are some examples of statins?
Statins that are approved for use in the U.S. include:
- atorvastatin (Lipitor),
- fluvastatin (Lescol, Lescol XL),
- lovastatin (Mevacor, Altoprev),
- pravastatin (Pravachol),
- rosuvastatin (Crestor),
- simvastatin (Zocor), and
- pitavastatin (Livalo).
Quick GuideLower Your Cholesterol, Save Your Heart
Report Problems to the Food and Drug Administration
You are encouraged to report negative side effects of prescription drugs to the FDA. Visit the FDA MedWatch website or call 1-800-FDA-1088.
Need help identifying pills and medications?
Use the pill identifier tool on RxList.


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Some food businesses may think bigger is better, but not the owners of Logan's Crumb Brothers Artisan Bakery.
Earlier this month, Bill and Diane Oblock decided to scale back their operations. They stopped delivering artisan breads to Salt Lake Valley markets and stores so they could focus on making new breads and improving their Cache Valley cafe.
Crumb Brother's Bakery was an immediate hit when it opened in 2004 in Logan. It quickly expanded and a large part of its business was daily delivery to markets and grocery stores in Salt Lake County including Whole Foods, Liberty Heights Fresh and Caputo's Market and Deli.


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Pauwel Kwak
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- Brewery
- Brouwerij Bosteels
- Style
- Ale > Belgian Strong Ale > Belgian Golden Strong Ale
- Location
- Buggenhout, Belgium
- 8.1
- Popularity
- AVG Rating
- 4.0
- Ratings
- 1099
- Taste Notes
- 91
About Pauwel Kwak
Discover a very mellow, fruity attack, a nougat-like solidity, and a slightly spicy character with hints of licorice passing into a warm finish that reminds you of caramelized banana. The bitterness always remains in the background but in the end emerges delicately.
© 2009 - 2017 The Pintley Company LLC, All Rights Reserved


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Well since i haven't got a response yet, maybe this isn't such a stupid question after all.
Nobody has ever encountered such an issue? Or knows how to find the culprit?
Hi All,
Since today i experience a strange problem with BT 2 final. After bootup, BT2 becomes terribly sluggisch. Leetmode shows that some process is eating all CPU time.
Usr is constantly bouncing between 70 and 80 %
System is bouncing between 20 & 30 %
Top shows X as the process with the highest CPU utilization which is around 30 %. However, obviously X is really a requirement and i can't imagine that X is the cause of all problems. However, i can't find any other process that is consuming excessive CPU time.
Any ideas or tips are highly appreciated.
Well since i haven't got a response yet, maybe this isn't such a stupid question after all.
Nobody has ever encountered such an issue? Or knows how to find the culprit?
i encountered the same problem and could not track it down so i re-installed and every things been groovy since
now im having the same problem again
I reinstalled BT 2 as well...and so far , so good. But i am still very curious what causes this excessive CPU utilization. So if anyone has any clue.....
What are the specs of the machine (CPU and RAM capacity)?
What DE/WM are you using?
I've BT installed on a 1.1GHz laptop with 256M of RAM (max capacity is 512...a good indication of older technology). I try to avoid running KDE. I've tested it and its decent, but WM seems far lighter.
Just some thoughts.
toshiba satelite
intel cpu
1.66ghz, 0.99 gb of ram
i should have plenty of cpu and my problem is the same every thing is sluggish. i reinstalled again and i took out the auto dhcp start up and the leetmode autostart up just in case that had any thing to do with it. I read there was a fix for this problem but know i cant find it so PLEASE sombody help me out....
OK, well, a couple of days after a complete reinstall i experience the same issue. a sort of "ghost" process is using almost all CPU time. CPU utilization is again > 80 % continously with no running programs.
A little help would be appreciated..
i would also REALLY like some help with this. Ive reinstalled twice and so far so good this time but im keeping my fingers crossed. Surely were not the only to that had this isssue. I know i read about it somewhere,,,,,,,,,,,,,


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Verona, NY Residents Can Count on Time Warner Cable for TV
Many residents of Verona have discovered the great news. Time Warner Cable is their telecommunications service provider! Did you know that 94% of Verona citizens continue to watch television on a traditional screen? That's 6,390 New Yorkers. Regardless of your tastes, there's a programming package to fit your needs.
Subscribe to the type of programming chosen by residents of Verona. It's the best programming that Time Warner Cable offers. Especially the unique features, like TWC TV™, that allow you to manage your DVR recordings and watch TV from your wireless devices. You'll only get it from Time Warner Cable.


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German Shepherd Dog Forums (http://www.germanshepherds.com/forum/)
- Introductions & Welcome Mat (http://www.germanshepherds.com/forum/introductions-welcome-mat/)
- - Meet ANZAC 8 week old from New Zealand (http://www.germanshepherds.com/forum/introductions-welcome-mat/428554-meet-anzac-8-week-old-new-zealand.html)
Meet ANZAC 8 week old from New Zealand
1 Attachment(s)
Afternoon (Where I am anyway :)) Forum members.
My wife and I have just adopted an eight week old male GSD. This is our first pup and have only had him a few days.
We have just started crate training and thought what better place for advice than a forum. I've spent a few hours reading through crating posts and thought id better introduce our Anzac.
Crating going well so far, a few minor accidents in the house but getting on top of that quickly. The first two nights were a little sleepless but it is all worth it in the long run.
We are here for advice and knowledge and maybe even meet any other GSD owners from NZ or any one that's part of the community.
Attached is our boy Anzac with his father Furia before we picked him up.
Hi, cute pup and great name.. We're in Gisborne, two dogs, one GSD and a second GSD coming in June hopefully! Where did you get Anzac from?
Hi Charlie, thanks for the post. I wondered if there would be any kiwis on here. We bought him from a local breeder. We were a little wary as this is our first pup so decided to go with a breeder. Hooked on GSDs now after my brother law got his female nearly a year ago now.
Hello from Auckland! Welcome :)
Kyanitic Chaos
What a gorgeous little pup - lucky boy growing up in NZ (beautiful part of he world)
I've had a few different breeds too, but I'm hooked on GSD's too now.. Our girl is wonderful, calm, sensible, loving, watchful and whip-smart..Your pup is a cute one, and you've come to the right place for advice, lots of great stuff on this forum..
That is one of those pictures where you click on it and then just bust out in a smile. I could just eat that little baby. What a beauty...
What an adorable pup!! Welcome from Texas, USA
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