text:
Papers: Universal Design of Computer Interactives
for Museum Exhibitions
Christine Reich, Museum of Science, Boston, USA
http://www.mos.org/exhibitdevelopment/access/index.html
This paper presents results of a qualitative research study examining how 16 users of a broad range of abilities and disabilities use computer interactives in museum exhibitions that were created using universal design. The users chosen for the study include persons who are blind or have low vision, persons who are deaf or hard of hearing, persons with learning disabilities or other cognitive impairments, and persons with limited mobility. The interactives included in this study each use buttons as the primary user interface, and together, represent the variety of learning experiences that computers can provide in museum exhibitions. Study findings yield insights on how individuals with disabilities interact with computer interactives and the types of design features that are needed to provide access for an audience that includes visitors of a broad range of abilities and disabilities. In addition, findings demonstrate that certain design features support learning for a broad range of users and that features implemented to provide access for one audience can lead to improved experiences for another.
Keywords: universal design, accessibility, interactives, disability, usability
Museums are places where visitors of all abilities and disabilities are invited to learn. This diversity offers a unique challenge - how can museums ensure that everyone can benefit from the learning experience? Universal design, which is the "design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design" (Center for Universal Design, 2002), puts forward a potential solution.
Information technology offers museums new possibilities for achieving universal design. With information technology, museums can simultaneously present information in multiple formats (including text, audio, and images) and also deliver information at a self-determined pace; these features are known to increase access to learning for persons with print-based disabilities (Rose and Meyer, 2002). Print-based disabilities is a term used to describe persons who struggle to construct meaning from printed text, including those who are blind/ have low vision and cannot see text, visitors who are deaf/hard-of-hearing, and visitors with reading-related learning disabilities such as dyslexia.
It is not surprising, therefore, that museums have begun to explore how information technology can be used to create learning environments that are inclusive of persons with disabilities. A number of studies that focus on the use of handheld devices to provide access to learning for persons with disabilities (Roth et al., 2005; Giusti & Landau, 2004; Kirk, 2001; Tate Modern, 2004) have recently been completed. While noteworthy, none of these studies has focused on the universal design of computer kiosks in museums, despite the fact that kiosks are a commonly used design element in museums of all sizes and content disciplines (Reich, 2002).
Museum guidelines such as those created by the Smithsonian Accessibility Program (Smithsonian Accessibility Program, 1996) and the American Association of Museums (American Association of Museums, 1998) provide information on the design of the kiosk that houses a computer interactive and limited information about the controls, but do not address the actual user interface or program design. Over the past five to seven years, a number of guidelines have been produced within the fields of Web site and software development that provide standards, techniques and strategies for providing universal access to information (Burgstahler, 2002; Chisholm, Vanderheiden, & Jacobs, 1999; Coyne & Nielsen, 2001; Foley & Regan, 2003; Freed, Rothberg, & Wlodkowski, 2003; "Rehabilitation Act," 1998; Schmidt & Wlodkowski, 2003; Spry Foundation, 1999; Vanderheiden, 1994). However, this information is not directly applicable to the design of computer interactives or kiosks in exhibitions.
The Museum Of Science Sets An Example For Computer Interactives That Reflect Universal Design
The Museum of Science has created over 25 computer kiosks that feature universal design elements. Standards used across these interactives include audio, text, and images that deliver information, stools for resting, and easy to reach button controls (see Figure 1). This interface was developed by Robert Rayle, technical designer, and Betty Davidson, Ph.D., exhibit planner. They originally devised the system for visitors who are blind, hoping it would serve as an alternative to the touchscreen and trackball interfaces that are inaccessible for this audience. Later, they expanded the audience to include visitors with limited upper body mobility. This interface bears a striking similarity to the EZ Access© interface developed by the Trace Center at the University of Wisconsin-Madison (Vanderheiden, 1999). Surprisingly, these two systems were developed in parallel; Museum staff did not learn about the EZ Access interface until after the first implementation of their design.
Figure 1: Example of the button controls that are a part of the Museum of Science interface
Through the years, the Museum of Science interface has been modified in response to user testing. Advice from visitors who are blind prompted a change in the shape of the scrolling buttons from rectangles to triangles that point in opposing directions. This new shape better reflects the intended purpose of the buttons as 'arrow' keys. Some of the newer designs also feature large, rectangular Go Back or Start Over buttons which were requested by visitors so that they could easily rectify accidental mistakes and errors.
Based on results of user-testing of each new design, Museum of Science staff began to develop a set of best practices guidelines for designing computer kiosks that are physically and cognitively accessible for visitors of a broad range of abilities and disabilities. While this list provided a solid starting framework, Museum staff were unsure whether the application of these guidelines would lead to the creation of computer interactives that reflected true universal design. For this reason, as a way to begin to formalize these guidelines the Museum decided to conduct a study that examined how persons with disabilities interacted with different versions of the Museum's computer kiosks.
Study Methodology
The purpose of this study is to examine the effectiveness of the Museum of Science interface that was designed to be accessible for museum visitors of all ages, abilities and disabilities. It addresses the following questions:
Which design features provide access to learning, and which present barriers for visitors with a broad range of abilities and disabilities?
What other features, beyond the push buttons and the use of audio and text, are needed to provide visitors with disabilities with access to the learning experience?
The interactives chosen for this study each use buttons as the primary user interface, and together, represent the variety of learning experiences that computers can provide in museum exhibitions. One interactive titled Personal Computers provides object interpretation of historic computers. Another, Mammal Skull Mystery, guides visitors through an activity where they investigate the identity of a series of tactile skull models. The third, 'Fish Farming,' is a stand-alone simulation where visitors conduct virtual experiments and explore how they can stop the spread of disease through a fish farm by vaccinating the fish or controlling the population.
The research methodology employed reflects the practices of participatory design (Ringaert, 2001; Wright, 2003). Study participants are considered 'experts' and asked to share information about how they feel the design supports or hinders their learning, and to contribute ideas for possible redesigns. Their opinions and thoughts about the experience are viewed as accurate portrayals of their perceptions of their experiences and are considered a better reflection than the observer's interpretation of their actions.
Sampling Method
To gather feedback on the universal accessibility of the Museum of Science button interface, participants were chosen so that a broad range of abilities and disabilities are represented. In total, the study includes the perspectives of 16 participants:
Alice, age 53, frequent computer user, blind;
Jerry, age 51, expert computer user, blind;
Olivia, age 55, not a computer user, low vision;
Mark, age 31, expert computer user, low vision;
Carol, in her 30's, frequent computer user, late-deafened;
Leon, age 32, frequent computer user, deaf;
Carolyn, age 52, frequent computer user, hard of hearing;
Jerry P., age 77, non-expert but frequent computer user, wears a hearing aid, does not self-identify as having a disability;
Kent, age 67, non-expert but frequent computer user, hard of hearing, has ADD;
Gail, age 27, non-expert but frequent computer user, non-verbal learning disability;
Yaacov, age 17, expert computer user, dyslexic;
Linda, age 60, novice computer user, low vision, cognitive disabilities and limited mobility;
Judy, 50's, non-expert but frequent computer user, wheelchair user, limited dexterity;
Stacy, 50's, non-expert but frequent computer user, wheelchair user, limited strength;
Jen, age 31, non-expert but frequent computer user, does not self-identify as having a disability; and
Vicky, age 20, expert computer user, does not self-identify as having a disability.
Each participant is considered a separate case study. Each case study includes data collected during an introductory and a final interview, and interactive observations at each of the three interactive components. Both the interviews and the interactive observations were recorded using a digital audio recorder, and the conversations transcribed. In addition, the observer/ interviewer took notes to record observations that could not be captured through audio.
Limitations of the Methodology
The methodology has a number of limitations. First, participants use the interactives on their own, and are not accompanied by other family members or friends with whom they may normally attend museums. Some participants are accompanied by a personal care assistant (PCA), but the PCA's are asked not to provide assistance. This decision was made in order to better examine the ability of the interface to facilitate an independent learning experience for persons with disabilities. However, this results in an experience that is not naturalistic and may not reflect a 'typical' museum experience.
Data Analysis Methods
The theoretical proposition guiding this study, and therefore the analysis of the data, is that it is the design of the experience, and not the abilities or disabilities of the individual, that defines whether an individual is able or "dis-able" to learn (Gill, 1999; Rose & Meyer, 2002). For this reason, the data were analyzed to identify areas where the design of the interactive influenced whether the participant was able to interact with the component and learn from this experience. In addition, a successful design was considered to be one that was inclusive of the needs of a broad range of users. Therefore, suggested design features were selected based on the ability for that feature to create an experience that would be accessible to users of a broad range of abilities and disabilities.
Data within each case were coded using ATLAS.ti software and code categories were developed following constant comparative analysis (Lincoln & Guba, 1985). To establish the 'trustworthiness' of the study's findings, participants were asked to review the preliminary findings (Lincoln & Guba, 1985). Additionally, study findings underwent peer examination where the developers, designers, and evaluators of the interactives were asked to comment on the emerging findings and express how these findings match, or do not match, their experiences testing the interactives with a larger museum audience (Merriam, 1998).
Study findings reveal a series of design features that either support or detract from the participants' experiences as they use the three interactives. Summarized below are the design elements that have a significant impact on the ways the different users interact with, and learned from, the different computer kiosks.
This list is not exhaustive and does not provide a definitive guide for the design of computer interactives for museum exhibitions. Given the small number of users, the results of this study may not be generalized to reflect all users. However, the design features that were chosen for inclusion in this section were selected based on their apparent benefit across users of a broad range of abilities and disabilities. Therefore, it is hypothesized that these design features would benefit a larger audience.
Present the activity's goals clearly at the beginning of the activity.
For many of the participants, a clear goal and/or purpose greatly influences whether they enjoy an interactive and perceive it as easy to use. While providing visitors with a clear indication of the interactives goal is already cited as a 'best practice' in exhibition design, the importance of doing so increases, and the ways we communicate those goals changes, when considering the needs of an audience that includes persons with disabilities.
Kent tells us that visitors with decreased attention need a clear indication of the goal to help them remain focused on the activity. Leon and Carol (who are deaf) request that the goals be presented in a visual (and not just a text-based) way. Given this, developers should consider how to communicate this information through multiple media (visual images, audio and text) to be sure that the purpose of the activity is accessible and clear to all users.
Give clear and simple directions, and provide participants with a precise description of what to do and the exact ordering for doing it.
The need for clear directions is not a new concept and is frequently listed as a guideline for creating successful interactive exhibits (Kennedy, 1997; McLean, 1993; Serrell, 1996). When designing for an audience that includes a broad range of users, how we provide users with an indication of what to do, and why we provide directions, changes.
Clear directions are requested by multiple participants. Olivia (low vision) states that she needs clear directions because she cannot view the whole screen at once (she views the screen from a very close position out of the corner of her eye). Clear auditory directions, therefore, help her to focus her visual attention where it is needed most. Gail says that clear verbal directions would assist her with the activity as individuals with non-verbal learning disabilities need "directions that are specific and organized in steps." Carol (deaf) wants visual indications of what to do. It is important, therefore, to present directions not just through text, but also through multiple media, including visual representations and audio.
Place monitors in upright positions close to the edge of the table.
A monitor that is upright and near the edge of the table seems to be the optimal placement when considering a broad range of users, and is the preferred placement for many of the study participants. Olivia and Mark (who have low vision) report that this placement makes it easy for them to get their eyes close to the screen and view the finer details of the display. Judy and Stacy (wheelchair users) also prefer this monitor position to the one where the screen is placed on a 45 degree slanted surface; when the monitor is upright, it is easier to approach and view from a seated position. Even Leon and Carol (deaf) state that an upright monitor is better than a slanted one, as angled monitors make it difficult to read the video captions that are placed at the bottom of the screen
Provide images that offer a visual indication of what to do, how to proceed and the content behind the activity.
Functional images are needed to facilitate learning amongst our visual learners, particularly those who are deaf or hard of hearing. Many of the existing guidelines and standards for creating accessible Web sites or other software focus on providing verbal access to visual images for users who are blind (Freed et al., 2003; Vanderheiden, 1994; Wheaton & Granello, 2003). While many guidelines mention the need for visual representations of information, they rarely go into deeper detail about the presentation of visual images and guidelines for presenting them.
Participant responses from this study provide us with an indication of what guidelines might be needed for adding images to computer interactives in museums. Leon advises that when adding images to the interactives, exhibit developers should consider the content, feelings, and direction these images portray, and not just add them for decorative purposes. However, Gail, who has a non-verbal learning disability, alerts us that adding too many images could over stimulate her as a user. For this reason, exhibit developers should be selective about the images that are included, and work to ensure that the screen provides visual clarity and gives the visitors guidance on what to do and where to focus their visual attention.
Provide clear mapping between the buttons and images on the screen.
One of the lessons learned by the Museum of Science staff after years of conducting formative evaluation of computer interactives is the need to present unambiguous mapping between the buttons and the information on the screen (Reich & Rayle, 2004). While this lesson has been applied to the development of numerous computer interactives, it is not always adhered to.
Some participants struggle when using both Personal Computers and Mammal Skull Mystery because of inadequate mapping between the buttons on the console and the information on the screen. One affordance of a touchscreen is that there is a direct connection between the users' physical action and the selection they make on the screen. In comparison with the button interface, there is a physical disconnect between the users' physical actions pressing the buttons on the console and the visual feedback delivered by the screen. When working with a button interface, therefore, clear and unambiguous mapping between the buttons and the screen is crucial to the interactive's success.
Match screen text and audio closely, and provide opportunities for the user to switch back and forth easily between the two modes.
Observational data reveals that many participants, including Yaacov (dyslexic), Judy (wheelchair user), Mark (low vision), Olivia (low vision), Linda (low vision, limited mobility and cognitive impairments) and Jerry P. (no disabilities but wears a hearing aid), listen to the audio while simultaneously viewing the screen. These participants report in their interviews that the ability to simultaneously listen and read enhances their understanding of the interactives.
Leon and Carol (who are deaf) also suggest that all information read aloud should be presented on the screen, and that the user should be explicitly informed of this design feature. Both of these participants are deaf and the presence of the audio distracts them since they are concerned that they might be missing information. As an alternative to providing text that states "all audio appears as text on the screen," Leon suggests that there could be a visual way to indicate this same information by using a set-up that is similar to a Karaoke machine where the words on the screen are highlighted in real time as the audio is played.
Give greater control over the pace of interaction to the participants to enhance the accessibility of the interactives.
User control over the pace of interaction is a frequently cited guideline for the development of accessible software (Chisholm et al., 1999; Freed et al., 2003; Vanderheiden, 1994). This idea is supported by the participants, who testify that persons with disabilities need more time to think, respond, and act when working with computers. Judy and Stacy assert that persons with limited mobility need more time to implement actions due to their reduced strength. Leon and Carol state that persons who are deaf need more time to read information as English is often not their first language (Schirmer & McGough, 2005). These participants desire more control over the pace at which the screens move backward and forward and the speed at which the activity takes place.
Lengthen timeouts and/ or allow time for user feedback before ending a session.
Many participants find the timeouts disruptive and feel it inhibits full access to the interactive. When the participants are using the interactives, the computer frequently times-out and returns to the starting page while they are still reading, listening, or responding. In addition, the timeout feature at two of the interactives does not provide an auditory indication that the computer has returned to the first 'attract' screen. Therefore, participants who are blind do not know when the computer times-out.
Participants should be provided with an option for preventing the computer from timing out, similar to the systems implemented in other Web applications such as on-line banking where the user is provided with a warning that the computer will timeout unless the user responds within a certain amount of time.
Label buttons clearly, and provide visitors with both a tactile and visual indication of how they should be used.
Participants request that the buttons should be well-labeled with small one-word phrases (such as Select or Enter) and with appropriate tactile cues for persons who are not sighted. It should be noted that most participants do not find the buttons difficult to use, but feel that improved labeling would provide them with more confidence as users.
The two participants who are blind (Alice and Jerry) experience the most difficulty with the button labeling. Some buttons do not have tactile cues, and others only used raised letters (and not Braille). Both Jerry and Alice request Braille identifiers for the buttons to help them identify the button's purpose and function. Participants with sight indicate that well-defined button labels also improve their experience. For example, Olivia (who has low vision and is an inexperienced computer user) reports that the two interactives with well-labelled buttons are much easier for her to use than the one where the buttons are not labeled.
Increase contrast of visual images and decrease dependence on color-coding for visual cues.
Guidelines for creating accessible exhibitions rarely mention the need for high contrast visual information beyond that delivered through text. Yet study findings reveal that this is an important factor in the accessibility of computer interactives for certain users. Increased contrast for the visual images and other elements would greatly improve the accessibility of the interactives for the three participants who have low vision: Mark, Olivia and Linda. In addition, increased contrast would make the experience more comfortable for Stacy and Judy (wheelchair users) whose visual experience is altered by the light's glare that only occurs when viewing the screen from a seated position. While the contrast and size of text-based information is for the most part accessible for these participants, greater visual contrast is needed for visual cues that are not based on text, such as menu highlighting and line drawings.
Use precise and descriptive language to support participants who are blind and aid learning for participants who are sighted.
Some participants suggest that the interactives should include more precise and descriptive language. Descriptive language appears to be critical for Alice and Jerry who are blind, but is also requested by Kent, Yaacove, and Gail who are all sighted and have learning disabilities. This suggests that providing audio descriptions, which are traditionally viewed as an access feature for persons who are blind, may in fact improve the experience for a broader range of users.
The absence of descriptive language is particularly noticeable at Mammal Skull Mystery, where the images are a necessary part of the interaction. In order to be effective, the descriptors do not need to be longer, just more precise. For example, the word "sharp" is used as a descriptor for canine teeth. Jerry, who is blind, interprets the word "sharp" to infer that the teeth should feel like a blade of a knife. This is a different interpretation of the term "sharp" than the one used by the exhibit developers who use it to refer to teeth that are shaped like the stakes one would drive through a Vampire's heart. Given the variety of interpretations for the word "sharp," the word "pointy" might have served as a better descriptor and decreased the confusion.
Keep background noise to a minimum.
The background noise in certain galleries interferes with the experience of multiple participants, and in some cases has a profoundly negative impact on the user. A repetitive sound emanating from one of the components distracts Linda (who has cognitive impairments) and may be partially responsible for the seizure she suffered later that evening. Loud background noises are also problematic for users such as Yaacov (dyslexic) and Alice (blind) who rely on audio to receive information. When the background noise is high, both of these users cannot use the interactives since they are relying on the computer's audio as the primary source of information and feedback.
Decreasing background noise would improve the experience for the participants who are hard of hearing, as well as those participants who relied on audio to receive information, such as Yaacov and Alice. However, this design feature is difficult to put into practice - one of the sources of background noise is the increased number of interactives that provide auditory options for learning. It is interesting that in this case, the design feature that is critical for access for certain user groups (such as visitors who are blind or dyslexic) can also decrease their access to the experience.
Ensure that Images move slowly on the screen (including images presented on attract screens) to reduce the risk of inducing seizures.
Guidelines for creating accessible computer software suggest that quick-moving and flashing images should be avoided. These guidelines define a range that should be avoided (4 to 59 flashes per second (Hertz) with a "peak sensitivity at 20 flashes per second"), and the types of flickering that qualify, such as quick changes from light to dark (Chisholm et al., 1999).
The quick-moving attract screens and other images present in the Museum's interactives cause Linda (cognitive impairments) to have seizures. Linda does not advocate the exclusion of all interactives that include fast moving images, but requests that the Museum should place a warning sign at certain exhibits so that persons who experience seizures are alerted before they use them.
Given the severity of the consequences of not following this guideline, exhibit developers should review interactives to examine the refresh or flash-rate of the images, and avoid quick-moving images if at all possible.
There are ways museums can design learning experiences so visitors of a broad range of abilities and disabilities are provided the opportunity to learn. Previous lessons learned in the fields of software and Web site development, along with the findings from this study, provide suggestions for design features that support learning for users of a broad range of abilities and disabilities. Table 1 combines this information with what has been learned during the formative evaluation of over 20 computer kiosks at the Museum of Science, creating suggestions for design features that should be considered when designing interactives for a diverse audience. As the design features presented have not been tested with a large number of users, this list should not be considered as a definitive guide, but as a starting point.
The most significant finding from this study is that museums can play a considerable role in defining who in our society is able, and who is unable, to learn. By changing the way they design exhibitions, museums can enable learners of a range of abilities and disabilities to engage in independent learning experiences that do not force them to depend upon others for assistance. If employed with thought and care, new technologies can offer museums the ability to provide a broader segment of the public with the opportunity to engage in independent learning experiences that foster curiosity and inspire life-long learning.
Audience members who benefit
Screen text that is read aloud and makes sense when heard and not viewed Visitors who are blind or have low vision
Visitors who are learning to read
Visitors with cognitive or learning disabilities
English as a foreign language learners
Open captions for videos and non-text based audio Visitors who are deaf and hard of hearing
Audio descriptions for videos, images, and other visually-based information Visitors who are blind and have low vision
Visitors who have cognitive or learning disabilities affecting image reading
Text with a large font, clear typeface, capital and lower case letters and ample space between lettering and text lines Visitors with low vision (including older adults)
Visitors who are dyslexic
Visitors at extreme heights (low and high) who may be subjected to glare
Alternatives to color-coded cues Visitors with low vision (including older adults and persons who are color blind)
High contrast images and text Visitors with low vision
Minimized use of flickering and quick-moving images Visitors who are subject to seizures
Images that offer a visual indication of what to do, how to proceed and the activity's content Visitors learning to read
Visitors with learning disabilities
Visitors who do not speak English (including American Sign Language users)
A short description of activity's goal presented through images, audio and text Visitors who have ADD
Inexperienced computer users
Use of the clearest, simplest text that is free of jargon Visitors learning to read
Visitors whose first language is not English (including those who use ASL)
Clear, simple directions that provide a literal and precise indication of what to do and the exact order for doing it Visitors who are blind or have low vision
Infrequent computer users
A clear, consistent and repetitive layout for presenting information Visitors with cognitive disabilities
Visitors who are blind or have low vision (and rely on their auditory memory)
A limited number of choices presented at one time (5-7) Visitors who are blind or have low vision (and rely on auditory working memory)
Visitors with cognitive or learning disabilities (including ADD)
Minimized screen scrolling Visitors with low vision
Visitors who have learning disabilities
A tactile interface, such as buttons, for navigating choices and making selections Visitors who are blind or have low vision
Visitors with limited upper body mobility
Control over the pace of interaction, including when a computer "times-out" Visitors who are deaf
Visitors who have low vision
Visitors with limited mobility
Clear mapping between the buttons and screen images All sighted visitors, especially visual learners
Stools Visitors with lower back pain
Visitors with low vision
Monitors placed in an upright position close to the edge of the table Visitors who use wheelchairs
Buttons placed on a slanted surface near the edge of the table Visitors with limited upper body mobility
Buttons that are clearly labeled with both a tactile and visual indication of their use Visitors who are blind or have low vision
Minimized background noise Visitors who are hard of hearing
Visitors who rely on audio to receive information such as visitors who are blind or dyslexic
27-29 inches of clearance beneath the kiosk, with a depth of at least 19 inches Visitors who are wheelchair users
Table 1: Interactive Design Features that Support Universal Design
Universal design of computer interactives for museum exhibitions is based upon work supported by the National Science Foundation under ESI-0423802. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
This study would not have been possible without the backing of the Museum of Science and its staff (including Christine Cunningham, Ph.D., Betty Davidson, Ph.D., Andrea Durham, Anna Lindgren-Streicher, Robert "Boob" Rayle, Emily Robertson and Susan Sunbury, Ph.D.); the feedback and guidance provided by the Lesley University advisory team (including William Barowy, Ph.D., George Hein, Ph.D., and Nancy Waring, Ph.D.); and the generosity of the participants who graciously donated their time, energy and expertise.
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There are two main types of home equity debt. That is, there are home equity loans and home equity lines of credit. The former represents a one-time payment that you'll need to pay back over a certain period of time. In this sense, a lump sum equity loan is similar in nature to a mortgage. The interest rate doesn't change, and you have a good idea of how much you can expect to pay. The latter works similarly to a credit card. That is, it has a revolving balance. A home equity line of credit has a variable interest rate. This means that your monthly payment to the lender is based on the amount of money that you take for temporary use.
Whichever type you choose, it's important that you think your decision through. Consider the financial obligations you already have as well as the actual market value of your property. Keep in mind, too, that if you don't plan to use the funds for property renovations, you won't get tax relief in the US, thanks to legislation that was passed in December 2017. What's more, your initial low interest rate might increase over time.
Therefore, clearly establish what you're getting in return and what your best option is. For example, any type of financing is beneficial only when you are able to pay the money back.
As mentioned earlier, it's possible to borrow up to 80 percent of the value of your home. However, the amount of equity you have in your residence plays an important part.
The lender will calculate the loan-to-value ratio by dividing the amount of the mortgage by your home's appraised value. High equity will make you more likely to qualify for the loan you want. You'll be able to take advantage of more financing options. Basically, you won't have to seek alternatives, such as same-day funding.
As a rule, you should know your home equity. If you don't have a clue, calculate how much home equity you have. However, market values oscillate, so no one's equity is stable.
Some lenders will offer you more than your home's value. Stay away from such lenders. They don't have your best interest at heart. Additionally, before you apply for a loan, have a good idea of how much capital you need. Take into account your startup's incorporation costs, accountants' commissions, legal costs, general administration, and so on. While you don't need a fortune in order to start a new business, you do need sufficient capital.
When it comes to home equity loans, credit scoring matters.
Your credit score is one of the variables that will help the lender assess the interest rate as well as the amount of financing they are going to offer you. Lenders generally prefer to see a FICO score of 700 or higher. However, the good news is that some lenders are more understanding. Nonetheless, you should try to improve your credit score. To achieve this goal, pay attention to credit balances and pay your invoices on time.
More often than not, your lender will offer you a great interest rate. However, what should you do if that doesn't happen? In that case, it's a good idea to shop around.
Credit unions and banks are good places to start. However, don't neglect other lenders. Make sure to compare interest rates, fees, monthly installments, penalties for missed payments, and more. The best loan is the one that meets all your requirements. Therefore, go through the agreement and pay close attention to the terms and conditions.
Never be afraid to ask questions. A trustworthy loan company will be happy to answer your questions and even provide you additional information. Remember too, that you don't have to settle the issue on the spot. Therefore, take your time before making up your mind about home equity loans.
Keep in mind, too, that if you're not able to secure a home equity loan, there are other solutions as well. For example, have you ever heard about same-day funding? You apply for credit and get the money within the same day. To be more precise, you can borrow money and you don't even have to wait a long time. Therefore, if you need financing right away, you now know what to do.


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DGHR Nominee Stephen Akard Now Nominated as Director of the Office of Foreign Missions
March 20, 2018 By domani spero in Nominations, Officially In, Political Appointees, Trump Tags: DGHR, State/OFM, Stephen Akard
Posted: 9:52 am PT
Update: 7:24 pm PT
Update: Late on March 20, the White House officially withdrew the nomination of Mr. Akard for DGHR.
On March 19, the White House announced the nomination of former FSO Stephen Akard to be the Director of the Office of Foreign Missions (with the Rank of Ambassador). The WH released the following brief bio:
Stephen Akard of Indiana, to be Director of the Office of Foreign Missions (with the Rank of Ambassador), Department of State. Mr. Akard has served as a senior advisor in the Office of the Under Secretary for Economic Growth, U.S. Department of State since January, 2017. Previously he was Chief of Staff, Vice President and General Counsel, and Director of International Development for the Indiana Economic Development Corporation, Indianapolis, Indiana from 2005 -2017. Earlier in his career, Mr. Akard was a Foreign Service Officer with the Department of State from 1997 – 2005 and had assignments in India, Belgium, and as a special assistant in the Executive Secretariat of the State Department. He earned his B.A, M.B.A. and J.D. degrees from Indiana University, Indianapolis, Indiana. Mr. Akard was honored with several awards while serving in the State Department, including two Meritorious Honor awards, and a Distinguished Alumni Award from Indiana University – Purdue University Indianapolis in 2000.
Akard was previously nominated as Director General of the Foreign Service and personnel chief of the State Department (DGHR). As far as we can tell, the White House has not withdrawn the DGHR nomination. We are, however, hearing that a new DGHR nominee is in the works but we're still seeking confirmation.
Akard's OFM nomination was announced on March 19 together with Joseph Mondello, the nominee for U.S. Ambassador to Trinidad and Tobago. Mondello's nomination was sent to the Senate on March 19 together with five other nominees that does not include Akard's name, but the public notification is bound to show up at some point.
White House Sends @StateDept Renominations to the Senate
Ten Ex-Directors General Call on the SFRC to Oppose Stephen Akard's Confirmation
American Academy of Diplomacy Opposes Nomination of Stephen Akard as @StateDept Personnel Chief
@StateDept Needs a Better Defense Than This Nominee's Management of a "Large State Govt Agency"
Trump's Pick For @StateDept Personnel Chief Gets the Ultimate "Stretch" Assignment
Congress Seeks Documents/Transcribed Interviews in @StateDept "House Cleaning"
March 20, 2018 By domani spero in Career Employees, Congress, Functional Bureaus, Realities of the FS, Spectacular, State Department, Top Ranks, Trends, Trump Tags: Brian Hook, Edward Lacey, HFAC, HOGR, Newt Gingrich, Rep Eliot L. Engel, Rep. Elijah E. Cummings, S/P, Sahar Nowrouzzadch
On March 15, Rep. Elijah E. Cummings, the Ranking Member of the Committee on Oversight and Government Reform, and Rep. Eliot L. Engel, the Ranking Member of the Committee on Foreign Affairs, sent a letter to the White House and State Department releasing new documents obtained by a whistleblower showing high level political appointees targeting career civil servant employees they believed did not adequately support President Donald Trump's agenda.
We have obtained extremely disturbing new documents from a whistleblower indicating that high-level officials at the White House and State Department worked with a network of conservative activists to conduct a "cleaning" of employees they believed were not sufficiently "supportive" of President Trump's agenda. They appear to have targeted these staffers despite being fully aware that they were career civil service employees and despite the career employees expressing willingness to support the policy priorities of the Trump Administration.
Over the past year, we have heard many reports of political attacks on career employees at the State Department, but we had not seen evidence of how extensive, blunt, and inappropriate these attacks were until now. In light of this new information, we now request that you produce additional documents regarding these staffing decisions and make several officials available for transcribed interviews with Committee staff.
The congressional representatives say that the documents they have show that political appointees characterized career State Department employees in derogatory terms, including as "a leaker and troublemaker"; "Turncoat , associated with previous policy"; and "Obama/Clinton loyalists not at all supportive of President Trump's foreign policy agenda."
The congressional letter requests the following documents and information including transcribed interviews by March 29, 2018:
(1) all documents and communications referring or relating to any reassignment or proposed reassignment that was considered or ordered since January 20, 2017, of career or civil service employees at the Department;
(2) all documents and communications referring or relating to any proposed or actual reassignment or removal of career or civil service employees at the Department since January 20, 2017, based on alleged personal political beliefs, prior service with previous Administrations, or work on prior Administrations' foreign policy priorities, including any documents authored by, copying, involving, or referring to:
(a) Christine Ciccone;
(b) Makan Delrahim;
(c) Sean Doocey;
(d) Julia Haller;
(e) Brian Hook;
(f) Edward Lacey;
(g) Matthew Mowers; or
(h) Margaret Peterlin; and
(3) all documents and communications referring or relating to proposed or actual personnel actions since January 20, 2017, against Sahar Nowrouzzadch, including the curtailment of her detail to the Policy Planning staff.
Although career staffers generally observe an ethos of nonpartisanship, many Trump officials saw "Obama holdovers" as constituting a "deep state" cabal determined to sabotage the new president's agenda. https://t.co/CqQmoLrZ7L via @nahaltoosi pic.twitter.com/Kf3rY5kbbt
It's not just Ed Lacey. Other contemptible people in this @nahaltoosi story include @newtgingrich, @joelbpollak, Julia Haller, and Brian Hook. https://t.co/mmuMbFXbgU pic.twitter.com/wichA3mIfP
— Daniel W. Drezner (@dandrezner) March 15, 2018
Two State Department officials involved in the Trump administration's civil servant "disloyalty" purge have direct access to the "dissent channel" where staffers openly protest the administration's decisions, TPM discovers https://t.co/gROIEHYP8N pic.twitter.com/m41q9pINGR
— Talking Points Memo (@TPM) March 19, 2018
It's illegal to target civil service employees based on their perceived loyalty to a particular president. The point of the civil service is to insulate career feds from being demoted or punished for something like being "associated with previous policy." https://t.co/etF8Mmm07M
— Dan Friedman (@dfriedman33) March 15, 2018
Heather Nauert: From Spox to Acting Under Secretary for Public Diplomacy and Public Affairs
March 20, 2018 By domani spero in Functional Bureaus, Political Appointees, Social Media, State Department, Top Ranks, Trump Tags: "R" Bureau, Acting "R", Heather Nauert, official spokesperson, Under Secretary of State for Public Diplomacy and Public Affairs
State Department Spokesperson Heather Nauert assumed her position on April 25, 2017 (see Heather Nauert: From Fox News Channel to State Department Spokesperson). On the same day that Secretary Tillerson and Under Secretary Goldstein (see Steve Goldstein Assumes Charge as Under Secretary of State for Public Diplomacy and Public Affairs) were both fired, the White House also publicly designated Heather Nauert as Acting Under Secretary for Public Diplomacy and Public Affairs (R). Her official bio notes that "She will continue to serve as State Department Spokesperson."
Ms. Nauert may not get any sleep for the next six months (must see story of the day also has a State/GEC connection). Or if as the White House told a reporter, "Heather is the only one at State we trust" what's the likelihood that this acting position becomes a permanent appointment subject to Senate confirmation, of course?
She just skipped over her new boss at Public Affairs, and she will be dual-hatted as "R" and as spokesperson until a new nominee is confirmed. How long is that going to take? Goldstein was announced as "R" nominee in September 2017 but did not get through the confirmation process and assume office until December 2017. We have seen PA dual hatted as spox, but we don't think we've ever had an R dual hatted as spox (Margaret D. Tutwiler did serve as R and Public Affairs but not concurrently, though she was dual hatted as PA/spox).
If the online details of the R bureau are current, of the fourteen senior positions currently under Ms. Nauert, five are currently vacant, five are encumbered by career officials, and four are recent political appointments from Trump campaign/connections that include Assistant Secretary for Public Affairs Michelle Giuda (Gingrich), DAS for Digital Strategy in the Bureau of Public Affairs Len Khodorkovsky (campaign), DAS for Strategic Communications in the Bureau of Public Affairs Adrienne Ross (?) and Senior Advisor for Public Engagement in the Bureau of Public Affairs Kathryn Wellner (campaign).
Six bureaus and offices report to the Acting Under Secretary:Bureau of Educational and Cultural Affairs (ECA-nominee pending); Bureau of International Information Programs (IIP-no nominee announced)); Bureau of Public Affairs (PA-filled); Office of Policy, Planning and Resources (R/PPR); Expo Unit (EXPO) and the Global Engagement Center (GEC-no nominee announced).
One senior R adviser who recently left State notes the potential fallout from the Goldstein firing (see The Other Firing At State And What That Means).
…the Department's Global Engagement Center, is managed by acting civil service and foreign service staff who reported directly to Goldstein. From The Other Firing At State And What That Means
via @grahamlampa https://t.co/pp9OlaU2O0
Heather Nauert's meteoric rise takes State Department by surprise as Tillerson heads for the exit – w/ @APDiploWriter https://t.co/Dqh1eL6azp
A top state department job goes to a cable TV host from Fox & Friends — the show where Kellyanne shills for Ivanka's clothes. What did we expect when a TV reality show host became president?https://t.co/kdHrniN6A1
— Richard W. Painter (@RWPUSA) March 16, 2018
WH official told me earlier today: "Heather is the only one at State we trust." https://t.co/YuTfUopm2s
— Jonathan Swan (@jonathanvswan) March 13, 2018
MORE NEWS: Heather Nauert, currently @statedeptspox, has been named by the White House as acting @UnderSecPD to replace Goldstein. pic.twitter.com/KItLmNB6yr
— Conor Finnegan (@cjf39) March 13, 2018
.@statedeptspox Heather Nauert is now, at least temporarily, the fourth-highest ranking diplomat in the #US government. https://t.co/OOq7WNTgQD
— Matt Lee (@APDiploWriter) March 14, 2018
Trump installs former 'Fox & Friends' host as under secretary of state. The WH Heather Nauert as acting under secretary for public diplomacy, "Heather is the only one at State we trust."
I just… can't add anything to thishttps://t.co/V0HudhSArX via @thinkprogress
— AsperGirl, Under Attack by LW Trolls (@AsperGirl) March 14, 2018

redpajama_set_name: RedPajamaCommonCrawl


Question 261 – What are the Types of VIEW?
Standard Views - Combining data from one or more tables through a standard view. Focus on specific data and simplifying data manipulation.
Indexed Views - It has been computed and stored. You index a view by creating a unique clustered index on it. Indexed views dramatically improve the performance of some types of queries. Indexed views work best for queries that aggregate many rows. They are not well-suited for underlying data sets that are frequently updated.
Partitioned Views - Joins horizontally partitioned data from a set of member tables across one or more servers. This makes the data appear as if from one table. A view that joins member tables on the same instance of SQL Server is a local partitioned view.
Question 262 – How Views ensure security of data?
Question 263 – List some of the common examples of views?
Question 264 – What are the Limitations of views?
The name of a view must not be the same as that of the base table.
Question 265 – What are Linked Servers in SQL Server?
A linked server configuration enables SQL Server to execute commands against OLE DB data sources on remote servers.
It is a concept in SQL by which we can add other SQL Server to a Group and query both the Server.
Stored Procedure sp_addlinkedserver, sp_addlinkedsrvlogin will be used add new Linked Server.
With a linked server, you can create very clean, easy to follow, SQL statements that allow remote data to be retrieved, joined and combined with local data.
Question 266 – What are the Advantages of Linked Servers?
The ability to issue distributed queries, updates, commands, and transactions across the enterprise.
Question 267 – What is a Cursor in SQL Server?
It is a database object used by applications to manipulate data in a set on a row-by-row basis, instead of the typical SQL commands that operate on all the rows in the set at one time.
Question 268 – What are the steps to Create Cursor in SQL Server?
Below are the steps by step approach to create a Cursor.
Question 269 – What are the Types of Cursors in SQL Server?
There are 4 types of cursors in SQL Server and are as below.
Question 270 – What are the Cursor Optimization Tips available?
Avoid using SQL Server cursors, whenever possible.
Do not forget to close SQL Server cursor when its result set is not needed.
Do not forget to de-allocate SQL Server cursor when the cursors are not needed.
Reduce the number of records to process in the cursor.
Reduce the number of columns to process in the cursor.
Use READ ONLY cursors, whenever possible, instead of updatable cursors.
Try avoid using insensitive, static and keyset cursors, whenever possible.
Use FAST_FORWARD cursors, whenever possible.
Use FORWARD_ONLY cursors, if you need updatable cursor and the FETCH NEXT will be the only used fetch option.


text:
Billikens.com Main Board
SLU Forums
The NCAA tournament will be contained within Indiana's borders
By 3star_recruit,
January 4 in Billikens.com Main Board
3star_recruit
Listener of the Streets
https://www.ncaa.com/news/basketball-men/article/2021-01-04/ncaa-announces-further-details-2021-division-i-mens-basketball-championship
The tournament will be hosted by Ball State, Butler, the Horizon League, Indiana, Indiana University-Purdue University Indianapolis and Purdue, which are lending their facilities and staffs to assist with tournament operations. The Indiana Convention Center will be used as a practice facility, with multiple courts set up inside the venue. Marriott properties, an official NCAA corporate partner, will house most of the tournament teams. The properties are connected to the convention center via skywalks and within a controlled environment. All teams will be housed on dedicated hotel floors, with physically distanced meeting and dining rooms, as well as secure transportation to and from competition venues.
drkelsey55 and slufanskip
HoosierPal
Location:Earth
I'm a little surprised that Lucas Oil Stadium will be used in the prelims. Any team playing there (they will be using two courts) will have an opportunity to gauge the sight lines.
For yesterday's Colts game, the city and team allowed 10,000 fans into the 67,000 seat stadium.
Billikens.com Donor
2 minutes ago, HoosierPal said:
-I'm guessing the Final Four will have one court in LOS at the start of this but in the season of who knows? who knows? so not sure how much of an advantage that will be
-also guessing without a substantial divider that two games could not be played in LOS at the same time as I could see whistle confusion as a problem
BilliesBy40
7 minutes ago, Cowboy said:
The NCAA said only one game at a time will be played in LOS.
cgeldmacher
If things get better COVID-wise, and I'm not counting on it by any means just hoping, this could be a great development for SLU fans if fans end up being allowed in some capacity. Indy is only a 3 hour 20 minute drive from the Lou.
Location:Cincinnati, Ohio
They should push it back a week or two and get teams there early to keep them in a controlled environment. Like others have said, a team having to drop out of any game would be a disaster for the Tournament.
brianstl
39 minutes ago, Pistol said:
-that would be a tough pill for CBS to swallow as Championship game is scheduled for Monday and the Masters, a proud feather in the cap of CBS, scheduled to start on Thursday and tv is where much of the money the NCAA gets originates
-that would also mean all 68 teams of kids away from school for at least 2.5 weeks
kshoe
I have reached billiken_roy levels of posting
Location:Kirkwood
I saw in a variety of tweets that selection show will still be March 14 and they still plan to finish on Monday, April 5, but the expectation is the games would only take 2 weeks to play.
My guess is that they'll figure out a way to get many of the teams to Indy prior to the 14th and will start the bubble/self-isolation process with the teams right away. Games could start with full slates on maybe the 20th (Saturday) and not everyone would have to play in the first two days if a team was a late arrival to Indy. You could play every other day as long as you have an opponent to play and there will be some uncertainty about what days you are playing on, but as long as you are in Indy and advancing what does it really matter. I suspect they'll often come up with some contingency plans along the lines of "if one guy tests positive" he is out but the rest of the team can test negative for 3 days straight and still be eligible to play.
dennis_w
1 hour ago, kshoe said:
half the teams leave after each round, so only 4-8 teams would be there the last week
Sorry for some of the repeats, but I couldn't grab these individually. There is some interesting information in here.
Interview today between Gavitt and Rothstein. NCAA Selection Sunday date is set, Final Four date is set, everything else in between is in flux. They will NOT have games on the Tuesday (first four) following Selection Sunday.
NCAA wanted one location as to not have varying protocols, travel bans, etc. from numerous Health Departments.
55 minutes ago, HoosierPal said:
-makes sense
dlarry
On 1/4/2021 at 9:45 PM, HoosierPal said:
Do they consider it 37 at large bids or 1 extra Big 10 school?
bauman
Bay Area Billiken
18 minutes ago, dlarry said:
ACC (Coach K) will also want that extra spot.
27 minutes ago, Bay Area Billiken said:
Kentucky may be fighting for that spot too.
It has been relabeled the Syracuse Auto Bid. Boeheim gets in, just because.
More information from Indy.
Are there any other changes to the 2021 NCAA tournament?
The tournament field is expected to remain at 68 teams with Selection Sunday through the Final Four remaining on schedule.
Gavitt expects the venues in Bloomington and West Lafayette to be used for first-round games.
What city has hosted the most NCAA tournament games?
According to the NCAA, Indianapolis will move to No. 1 in NCAA tournament games hosted after this event.
How many Indianapolis hotel rooms will be used for the NCAA tournament?
Vaughn said there will be approximately 2,500 hotel rooms needed for players, coaches, officials and staff for the NCAA tournament. According to Visit Indy, there are 34,000 hotel rooms available in the Indianapolis Metro area.
Can I buy March Madness tickets for the 2021 NCAA tournament?
Fan attendance for Indianapolis venues and sporting events has varied since the beginning of the COVID-19 pandemic. The answer to whether tickets will be available for fans is still to be determined.
Currently, Gavitt has said family members of NCAA tournament participants, such as players and coaches, will be allowed to attend games.
As for fans buying tickets, the NCAA is "working with health officials" to determine if fans will be allowed to see games in person.
"We'll be planning every day up until that tipoff," said Indiana Gov. Eric Holcomb.
4 hours ago, HoosierPal said:
Remember Covid, 68 teams constrained into playing game after game until they reach the end run, does not appear to be a good way to prevent the spread of the damned virus. Just keep that in mind.
Pacers announced today they will be allowing fans beginning mid Jan. County Health Dept dictates a max of 25% capacity, which is about 18,000 - so about 4500 in house. It's a start towards the NCAA tourney.
https://www.ncaa.com/news/basketball-men/article/2021-01-15/new-bracketing-principles-adopted-2021ncaa-tournament
There will be some minor, yet obvious changes to bracketing. No need to consider geographic location when all teams are in Indy. Also discussed is when same conference teams can meet in the tourney, depending on how many times they played throughout the season.
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text:
Links and Back Issues
HIV Vaccine Trial Underway in South Africa
Rumsfeld To Visit Algeria To Enlist Aid in 'War on Terror'
From Volume 5, Issue Number 6 of EIR Online, Published Feb. 7, 2006
A Phase II clinical trial of an HIV vaccine is underway in South Africa. The trial, which will follow 78 volunteers over 18 months, comes after Phase I trials in Belgium, Germany, and India established preliminary safety data. Phase II began in mid-November 2005, according to its sponsors, the New York-based International AIDS Vaccine Initiative (IAVI) and Targetted Genetics Corporation of Seattle, and will be extended to Zambia and Uganda if regulatory approval is received from their respective governments.
The vaccine candidate, tgAAC09, "consists of an artificially made copy of the HIV virus and cannot cause HIV infection," according to the IAVI press release of Nov. 14. It "uses a recombinant adeno-associated viral vector (rAAV)." The vaccine will be administered in a placebo-controlled, double-blind trial to healthy men and women to see if it elicits an antibody response and a cell-mediated response.
IAVA estimates that there are 30 preventive HIV vaccine candidates in human trials on six continents.
IAVI is funded by foundations including the Bill & Melinda Gates Foundation and the Rockefeller Foundation; several European governments, the EU, and the government of Canada; and the World Bank.
U.S. Defense Secretary Donald Rumsfeld is to make an official visit to Algeria Feb. 12, to promote cooperation in the so-called "war on terrorism," according to the Algiers daily Echourouk El Yaoumi Jan. 31, quoting diplomatic sources. He will meet senior figures of the defense ministry and armed forces, according to ADN Chronos International.
A U.S. Presidential delegation—led by Richard Lugar (R-Ind), chairman Senate Foreign Relations Committee—visited Algeria in August, and included Gen. James Jones, Commander of U.S. EUCOM and Supreme Allied Commander, Europe. Jones returned to Algeria for a two-day visit in December. Algeria has recently been invited to take part in numerous joint maneuvers by U.S. EUCOM and NATO.
"The old project of the U.S. [since 2001 —ed.] to confer on Algeria the status of pivot for Maghreb and sub-Saharan stability seems to have been reactivated by the White House," the Algiers daily El Watan wrote Dec. 19, apropos of Jones' December visit.


text:
March 30, 2020 skip 0
Themen: Escape, Migration, Integration | Integration Policy | Integration
More flexibility, more individuality and more research are needed: this is the conclusion of a conference of the FES and AWO.
The diversity of the target group must be taken into account even better in the course formats
Since the adoption of the Immigration Act in 2005, as AWO board member Brigitte Döcker introduced in the conference, 2,3 million people have attended integration courses. These form the cornerstone of the overall language programme formulated by the federal government. The Federal Office for Migration and Migration and Refugees (BAMF) - in accordance with the diversity of the the target group - is striving for course formats that are as customised as possible. However, this hardly reflected in the implementation of the courses. 73 percent of the participants attended the integration courses. "But a But a Romanian doctor," said Döcker, "needs a different approach than a Romanian worker from the meat processing industry."
The target groups of the courses have become increasingly complex and heterogeneous in terms of their learning biographies and will certainly continue to do so, due to the recently enacted Specialised Labour Immigration Act, for example. One task that needs to be addressed is to develop appropriate learning for individual groups. Up to now, this has largely been discussed as an administrative task. But it is above all the the pedagogical and methodological core business of the courses, said Döcker. In particular, more research is needed for this.
Language should not only be learned, but also practised
In addition, the people concerned must be much more involved, she demanded: "The use of the language has to happen in everyday life. Only practice brings success. We have to create opportunities to speak: In the workplace, in the neighbourhood. "This is an important task for the future.
One who has successfully completed the courses is Tarek Saad, a political science student in Kiel, regional chairman of the SPD's Migration Working Group in Schleswig-Holstein and scholarship holder of the FES. He fled Syria in 2014 and arrived by chance in a small community in Schleswig-Holstein. in a small community in Schleswig-Holstein. "I had never heard heard German before," Saad said. "I didn't even know what it sounds."
He took part in the integration courses, which were very focused on language. "That was very important for me. But I wanted more contact with the local people," Saad said. What would really have increased his progress should have been activities and connection to society - that was something the courses should also provide. I I myself was lucky that I came to a place where people approached me," said Saad. The mayor of the municipality explained the political system in Germany to him. At the first friendly demonstration of his life, he listened to a speech by the then Minister President Torsten Albig. "Until then, politics was not a topic for for me," Saad said. "After all, I came from a dictatorship. But now I was enthusiastic.
"You would have to focus the courses much more to the question of how people can and want to learn"
On the one hand, the situation was made more difficult for him by the waiting time - only six months after his arrival and his official recognition as a refugee by the BAMF. In addition, there were no faster courses for people who wanted to study."I would have liked to do the courses in six instead of twelve months." Moreover, from level B2 onwards, the courses were no longer financed by the Job Centre. After waiting another six months, a foundation finally paid for the additional intensive course so that he could apply for a place at university.
"You would have to orientate the question of how people can and want to learn." Saad recommended. If someone's family is still at war, it's hard for them to concentrate on a new language because they are so worried. And a 60-year-old no longer needs language certificates, but must be able to orientate himself in everyday life. For him, however, the certificates were urgently needed.
More research and evaluation of learning opportunities is needed
The other end of the learning spectrum, i.e. course participants with little or no learning experience at all, were brought back into focus later in the conference. Christoph Schroeder from the University of Potsdam pointed out that it is these persons in particular who failed the integration courses in their current conception - in some cases several times. More research is urgently needed here and taking a look at Scandinavia, but also Canada, where a longer tradition on these adults who are "unaccustomed to learning" exists, could be worthwhile here.
The commentary by Dietrich Thränhardt, professor emeritus at the University of Münster, on the interim report of the evaluation of integration courses currently being conducted by the BAMF Research Centre, once again showed some weaknesses in the current implementation modalities of the integration courses. "After all," quoted Thränhardt the report succinctly: "Refugees who have attended an integration course attest to better German language skills than those who do not.
Thränhardt did, however, find some of the report's findings questionable. For example, the report considers language support programmes outside of the integration courses, which exist in most of the federal states and in some cases also in the municipalities, as competition - "a very narrow perspective", Thränhardt criticised, "not an overall view". And, according to the BAMF's own evaluation, very few participants in the courses are aware of counselling services, although nearly all providers had expressed a great need for counselling support.
In the evaluation of the examination results of the various courses show, that childcare during course times is urgently needed. This is the only way to ensure that women with children take part in the courses and then successfully complete the courses. It is also "of importance" that accommodation in private homes would be much better for language development than in shared accommodation. "Being in a permanent situation and not staying in transition," Thränhardt said, "strongly promotes the learning experience".
He was "really shocked" by the fragmentation of the lecturers' work: only 24 per cent of all courses were taught by the same lecturer. This was a central finding of the interim report: "This means that no relationship of trust and communication can develop. The BAMF must address this finding.
With regard to orientation courses which are part of the integration course programme, Thränhardt said there was a "lack of interest on the part of the participants". This is because many of the questions in the final test were unsuitable: Which two parties merged in 2007 to form the left-wing party had nothing to do with the everyday lives of the participants. In addition, the answers to the test questions, which are always the same, are accessible questions were available online, and the preparation of the participants therefore preparation is mainly memorisation. "So you learn that you get further in Germany if you memorise things that are given to you," says Thränhardt. "That is not what the courses should be about." He called for a critical discussion of these results in public.
Learning opportunities must take into account and combine practical forms of political education and social participation
In the joint discussion between Saad, Thränhardt and the audience, various possible solutions were suggested: Continuous counselling by one person throughout the asylum to create a situation of communication and trust. Visits to the town hall or the state parliament to discuss on the spot what coalitions and majorities are. Education about legal advice or the function of the judiciary and police. Mediating honorary positions. Information, how and where people can have their education recognised. Use mother tongue. Faster start of courses. Smaller group sizes. Exchange evenings, for example, about own values, such as those AWO in Bielefeld has developed and successfully implemented - so that it is no longer the primary focus on the test at the end of the course, but on the conversation itself. "We act as if refugees were people who don't know the basic principles of how to with each other," said a participant from the audience. "But they don't have to learn how to eat with a knife and fork - it has to be about practical forms of political education and social participation.
Another criticism that was often raised was the precarious financial situation of teachers, who are usually freelancers. The Federal Ministry of the Interior sets the minimum fee - but if you convert that, including preparation and travel time, you are well below the legal minimum wage, criticised a representative of the Union for Education and Science (GEW) criticised. "Improving the quality of the courses must go hand in hand with quality improvement of the teachers' employment conditions. go hand in hand."
A rural perspective on German language promotion is often missing
The second part of the conference focused on language courses in rural areas on which there has been hardly any research so far - and even in the audience after a brief show of hands, it was evident that the urban perspective on German language is more present . The two scientists Hanne Schneider and Jana Scheible then presented the preliminary results of the of the FES study "Challenges of German Language German language support in rural areas" (working title). FES intends to make the final results available at the end of April.
Schneider and Scheible used an example of Baden-Württemberg and Saxony to give an insight into the impact of the federal language programme - and at the same time recommendations on how to remedy the shortcomings. The range of of different course formats, according to the researchers, is very limited in the in rural areas, and there are often few participants. It is therefore necessary to establish small groups and to make the number of hours more flexible. Lecturers also need better conditions: Three hours of unpaid travel time to teach a course is not worth it, of course.
It is also evident in rural areas that childcare is a problem - it needs to be expanded, the researchers say. In addition, there is a need not only for refugee parents to have part-time and evening courses, but also for seasonal and shift workers, many of them migrants from the EU. This must be coordinated in the long term, and the "funding jungle" between the federal and state be dissolved. "Rural areas should be considered as the norm," they said "and not remain an exception".
Suggestions came also from the audience: learning cafés with digital tools could be created. Lecturers could visit participants via mobile consultation service: "The course instructor comes to the village like the egg fellow," they said.
Learning opportunities of the future
A prospect of what additional offers there might be for courses in rural regions, but also in urban areas, was offered by Christopher Wickenden from the Fresenius University of Applied Sciences Cologne which focuses on the potentials of artificial intelligence and virtual reality (VR) in German language support. Using VR glasses, learners can watch real 360° films about everyday situations: About visits to the pharmacy, joining a football club, registering at a school or a police check. "These are situations for which you have to build trust," Wickenden said.
Although the effort to produce the films is quite high, they are then Although the effort to produce these films is quite high, they are then online and therefore available and can be accessed at any time. The learners can change situations in a 3-D room and the screen writers and actors have to create these accordingly in advance."But it is worth it," Wickenden said:The films meet the expectations of many refugees. 90 per cent of them have a smartphone, so they already have the technology with them. Young men in particular have a high affinity and willingness to get involved with such offers.
Towards the end of the conference Karamba Diaby, a member of the SPD Bundestag, closed the circle in the discussion with Tarek Saad, the first speaker at the conference, who fled Syria in 2014. "When I came to Germany 34 years ago, I didn't speak a single word of German," said the the doctor of chemistry and geoecology. "The courses alone were not enough for me. Learning German always means coming into contact with people, that must not be missing."
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Join us at Akaroa Area School for our inaugural cluster hui. This is to launch our Digital Project. It will involve all our learning centres – our playcentres, preschools and schools, as well as special invited guests, facilitators and Ministry staff.


Eight O' Clock Coffee As Low As $1.99 at King Soopers! Our King Soopers page is filled with some outstanding deals right now! Stick with us here, on Bargain Blessings, for everything King Soopers!
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September 3, 2021	/ Reviews
Wanderers Review
Wanderers by Chuck Wendig is really the novel not to read during a pandemic. That's because it's about a pandemic.
One day, somewhere in the United States, a young girl gets out of bed, and starts walking. She has a dazed look in her eyes, and when her sister Shana tries to stop her, she doesn't respond. Forcibly trying to stop her seems to cause her harm, so Shana can do little but follow her and call the cops. Then a second person joins the girl. And a third. Soon, a flock of wanderers walks through the rural US landscape and the Center for Disease Control takes over.
Disgraced former CDC member Benji Ray should not be involved. But he has been hand-picked by an AI computer that assists the CDC in predicting outbreaks. Benji doesn't really believe he should help, but when he hears of the wanderers, he cannot resist the mystery.
Meanwhile, a presidential election is on the horizon and white supremacists stir in the US, and the flock of wanderers is just the thing to rile them up.
Shana is a bit of a hick. She says so herself. She lives with her father and sister on their dairy farm, her mother having abandoned them a few years back. Her future is a job on the farm. That is, that's what was going to happen before her sister Nessie got up and started the flock of walkers.
Benji has made mistakes. He's arrogant, and has a bit of a hero complex. He also has his heart in the right place. He wants to prevent new diseases from getting out into the world. And, well, given the current Covid Pandemic, I think that's a noble goal.
Father Matthew Bird is a pastor in a small southern town. When the flock passes his small town, a man called Ozark Stover convinces him the end times might be coming. Matthew gives a fiery sermon about the hell that the flock will bring. That sermon and others that follow propel him to fame. But a fame tied to evangelicals and white supremacy, not the fame a preacher of God should want.
And then there is Ozark Stover. He's a local scrapyard owner. A big man, with fists that can pound a man into the ground. But he is more than that, and as the story progresses you see who he really is. He's a very disturbing man. As villains go, Chuck Wendig had outdone himself.
Then there's a host of side characters, but you'll have to read the novel yourself to learn more. They are important, but I don't want to reveal too much, and the characters above are really the most important, in my opinion.
The Stand, but good
I hate Stephen King's The Stand. A lot of people love it, and it's supposedly a great work of sacrifice and good versus evil and bla, bla bla. To me, it's a story about a bunch of really annoying people surviving the apocalypse, then milling around and getting overrun by assholes. Then they walk around some more and a deus ex machina saves them.
Big whoop. It was long, boring, and had a terrible ending. I hate The Stand, in part because the seed of a really cool novel was there. A world brought to apocalypse by a pandemic, that has potential.
Wanderers, though, is everything I would have wanted The Stand to actually be. It's bloody awesome. Not the best book to read during a pandemic caused by a bat-based disease, because it's about a pandemic caused by a bat-based disease, but awesome nonetheless.
The book really dragged me in, and I have to say, Ozark Stover is really one of the most disturbing people I've read about in a while. I also loved Chuck Wendig's Miriam Black novels, but Wanderers is something else entirely, if equally good or better.
If the pandemic isn't getting to you yet, or if you wait until we reach some kind of light at the end of the tunnel, then I can highly recommend Wanderers.
If you hate apocalyptic stories with scifi/fantasy undertones, then this is not for you, though — but what are you doing in this blog then?
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Come May, the DBS Marina Regatta - Singapore's premier international dragon boat competition - returns for a second edition at the Marina Bay. And to make it an even bigger affair, it will be taking place over two weekends (18/19 May and 24/25 May) making it the biggest water sports festival ever held in Singapore.
The first weekend of 18/19 May will see the proper Dragon Boat races, with close to 130 teams from all over the world including defending South East Asian champions, Indonesia.
For families though, the main attraction of the DBS Marina Regatta 2013 will definitely be the Bay Festival which is happening on the 24/25 May weekend. The entire Marina Bay will spring to life, with a host of family-friendly activities... and the most exciting of the lot? It has got to be the Water Craft by the Bay, where kids and adults alike will have the opportunity to try out dragon boating, ocean kayaking and sailing for FREE during the Bay Festival.
Other exciting activities include a showcase of cosplay talent, rousing drum competitions, band performance and fun carnival activities including games, sports and art & craft over the two weekends.
So mark down the dates on your calendars, and get ready for a carnival-like atmosphere around Marina Bay on the 18/19 and 24/25 May weekends! For more information, visit www.dbsmarinaregatta.com.


Full Circle Insights, Inc., makers of comprehensive marketing performance measurement solutions, today announced that the company has been named as a finalist for the 2016 SaaS awards in the Sales/Marketing category. 2016 marks the inaugural year of the SaaS awards, which are the sister program to the prominent Cloud Awards, now in their 6th year.
Full Circle Insights was recognized for their technology, which enables marketers to quantify the impact of marketing efforts on revenue by providing funnel metrics and a complete revenue attribution picture that builds confidence behind marketing spend.
Using Full Circle's native Salesforce application, marketers can align to sales revenue numbers as all the data comes from a single source inside Salesforce. The solution provides CMO's and marketing teams with a complete marketing performance measurement solution that answers all of their marketing questions in one place and helps drive more revenue from every campaign with best-practice response lifecycle management, powerful weighted campaign influence models, and comprehensive marketing and sales funnel metrics. The company's cloud-based products are built 100% on the Salesforce App Cloud and are compatible with the leading marketing automation solutions.


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Home » News » Focus on inequality beyond income and averages: gl…
Focus on inequality beyond income and averages: global launch of the 2019 Human Development Report
On December 9th UNDP launched the 2019 Human Development Report (HDR), titled Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century in Bogota, Colombia.
In the opening remarks, UNDP officials pointed out that Colombia was an emblematic country to host the global launch of the 2019 HDR on inequality, as despite its many advances in improving its human development index, it is still a very unequal country, a country of many contrasts, in one of the most unequal regions in the world.
Achim Steiner, UNDPs Administrator mentioned that inequality is now defining conversations not only in low and middle-income countries, but also in high-income countries. He also made a point to stress the importance of going beyond averages when we assess inequality within and among countries, in particular because statistics can sometimes hide harsh realities and uncomfortable truths, look over marginalised groups and leave people behind. And precisely because of that, the 21st century
accentuates the need to better balance the global debates between the economics/statistics side and the fairness/dignity side of the dialogue. The 2019 HDR intends to do that: do justice to both sides of the debate, as they cannot run separately if we wish to address the most salient challenges of the 21st century.
Pedro Conceição (report Director and Lead author) focused on the new generation of inequalities in the 21st century and how these inequalities in human development can accumulate throughout the lifecycle of those affected. In this equation, it is no longer enough to look at income inequalities, and leaders and policy makers need to address issues around aspirations and dignity, and also social norms and gender equity. The 2019 report also highlights the needs to address climate change as a main concern when tackling inequality.
The President of Colombia, Ivan Duque, also touched upon the need to address inequalities as a main force for a sustainable development, and linked it to the current national debate as the result of the national protest happening in Colombia (and in many other parts of the world), as in great part these protests are caused by unequal societies demanding for more actions towards social justice.
During the panel discussion with several global experts and leaders, it was stated that we are at the end of a cycle. The end of the neoliberal cycle, and the belief that economic growth per se will trickle down and create opportunities for all. At a global level, we can see that people care for social justice, and that they demand both better public policies, as well as tax justice. We need to shift to an economic system that works for the many and does not leave people behind.
Lucas Chancel, Co-Director of the World Inequality Lab at the Paris School of Economics also added another issue to be looked at when addressing inequality, and that is wealth. The Lab has developed an Inequality Transparency Index , a new tool to track countries' progress towards more transparency on income & wealth data.
Can #cashtransfers increase farm profitability, even when not the main program goal? Yes, but evidence from #Lesotho shows impacts are limited to 'viable' recipients with land & labor capacity. New paper by @Prifti_Ervin @noa_noemipace @DaidoneSilvio https://t.co/80PFulV9AS
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Maria Zuchowicz (born in Poznań, in 1930 – 24 November 2020) was a Polish lawyer and figure skating official. She was Chairperson of Appeal Commission of the International Skating Union and Vice-President of the Polish Figure Skating Associations. She was also international skating judge including as a judge and referee of the Olympic Games in Grenoble, Innsbruck, Sapporo and Calgary.

A Member of the CAS ad hoc Division at the Winter Olympic Games, Nagano, 1998, Ms. Zuchowicz was also President and arbitrator of the Court of Sport of the Polish Olympic Committee and arbitrator of the Football amicable Court of the Polish Football Union.

She has been commenting on figure skating events for the Polish national television (TVP) and was a judge in the first (autumn 2007) and second (spring 2008) Polish edition of the Dancing on Ice.

Sources

1930 births
2020 deaths
Figure skating officials
Figure skating judges
Polish referees and umpires
Sportspeople from Poznań
21st-century Polish lawyers
20th-century Polish lawyers
Polish women lawyers
20th-century women lawyers
21st-century women lawyers
20th-century Polish women

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