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Education in Need of Reform
The performance of New Zealand school children in international tests has been falling over the years. Meanwhile, countries like Singapore have gone from strength to strength. To address this paradox, I asked a leading Professor of Education in Singapore to explain what makes their education system one of the best in the world.
But first, some background.
The Programme for International Students Assessment (PISA) was established by the Organisation for Economic Co-operation and Development (OECD) in 2000 as a world-wide three-yearly study of the educational achievement of 15-year-olds. PISA test marks, which are scaled to an OECD average of 500, provide comparable data on student success in maths, science, and reading, to assist countries to improve their education policies.
In that first test in 2000, New Zealand came second in reading, third in mathematics, and sixth-equal in science. But over the years, we have dropped dramatically, with a 42 point fall in maths from 537 in 2000 to 495 in 2015, more than any other country; a 20 point fall in reading from 529 to 509, more than all except three other countries; and a 15 point fall in science from 528 to 513, more than all countries except eight.
The obvious question is what are the policy changes that could have caused our decline?
In fact there have been three major changes since PISA began – the introduction of the National Certificate of Educational Achievement (NCEA) in secondary schools from 2002, the replacement of the traditional knowledge-based curriculum with a new 'progressive' approach in 2007, and the adoption of National Standards in primary schools from 2010.
The NCEA replaced New Zealand's traditional examination-based education system with a new system modelled on Scottish vocational qualifications, which applied competency based assessments to academic subjects. Between 2002 and 2004, School Certificate was replaced by NCEA Level One, University Entrance by NCEA Level Two, and University Bursary by NCEA Level Three.
Each NCEA qualification requires students to gain 80 credits, obtained through passing a mix of competency based unit standards – graded as 'achieved' or 'not achieved' – and achievement standards, derived from the New Zealand Curriculum and graded as 'excellence', 'merit', 'achieved' or 'not achieved'. While some units are internally assessed during the year, others require external examinations.
However, the transformation of knowledge and academic learning into assessable competencies, has led to concerns that while students may succeed in mastering the tasks needed to achieve their unit standards, they may not be acquiring the background knowledge necessary for a deeper understanding of the subject. And that may help to explain our decline in the PISA tests, where students not only have to demonstrate an understanding of skills, but they have to be able to apply the knowledge to solve real-life problems.
The new "progressive" primary and secondary school curriculum, introduced by then Prime Minister Helen Clark in 2007, is thought to have made the problem worse. Strongly ideological, the new curriculum aimed at removing elitism from the education system, by replacing the traditional knowledge-based syllabus, with child-centred systems focussed on skills and competencies.
National Standards, on the other hand, were introduced by John Key's Government to lift achievement in the literacy and numeracy (reading, writing, and mathematics) of primary school students through more clearly defining achievement at each year level. The idea was that by improving information about student progress – whether a child is above, at, below, or well below the standard – those who need more support can be identified for additional help.
Of the three policy changes, the NCEA appears to have had the most profound effect on educational outcomes, with critics like Emeritus Professor Warwick Elley worried that it is "dumbing down" an entire generation.
While it sounds counterintuitive, the NCEA can profoundly disadvantage those students who learn more slowly than others, since they tend to get directed into easier subjects that teachers think they can pass, rather than being allowed to grapple with the tougher challenges that could ultimately lead them to higher levels of attainment.
And at the other end of the scale, top students can also be disadvantaged, often cruising once they have reached the required standards, rather than being extended to reach their full potential.
A further complication, relates to the use of computers in schools. The OECD is now finding that countries like New Zealand, that have invested heavily in information and communication technologies to help improve student achievement, have instead caused a decline in their performance in PISA results. This is especially the case amongst at-risk students, who they believe would benefit more from achieving a basic proficiency in reading and mathematics, rather than learning how to use hi-tech devices.
The reality is that to help young minds develop, students need to master basic skills before they can expand their capabilities. Relying on computers and calculators too early interferes with such learning, making it far more difficult for these students to master more complex tasks.
As the OECD's director for Education and Skills, Andreas Schleicher said: "Technology can amplify great teaching but great technology cannot replace poor teaching."
New Zealand's PISA test results have identified that major problems do exist with teaching – especially mathematics – with a 2010 study finding that a third of new primary teachers could not add 7/18 and 1/9.
Another international five-yearly test – the Trends in International Mathematics and Science Study (TIMSS) – found that our primary school students are not doing too well either, with 9-year-olds finishing equal last in maths amongst peers in developed countries in 2012. Almost a half of the children tested could not correctly add 218 and 191, leading the Minister of Education to reveal that a third of students hitting high school did not know their times tables, and had only a limited knowledge of division.
One of the factors identified as contributing to an increasing failure in mathematics teaching, is the Numeracy Project, which was introduced by the Ministry of Education in 2001, as a nation-wide professional development initiative.
For instance, instead of memorising the nine-times table so that children know that 6×9 is 54, the Ministry of Education's NZ Maths Easy Nines resource, outlines three different methods that children can be taught to work it out:
Method 1 – Using my 10 times table: 6 x 10 = 60. One group of 6 less: 60-6=54.
Method 2 – Down a decade and digits adding up to 9: It will be in the 50s. 5+4=9, so it's 54.
Method 3 – Using my 3 times table: 6×3=18. Double 18 is 36. Add 18 and 36 to get 54.
Such strategies, however, leave many children confused, and critics believe that the project – which is still running – has made the situation worse by failing to emphasise the importance of rote learning in the teaching of maths.
Worse, alternative number strategies have also been included in NCEA Level One numeracy unit standards, where US23738 requires students to "Use numeracy strategies to solve problems involving whole numbers".
On their website, the New Zealand Qualifications Authority states that to gain the standard at least three different strategies are required to answer problems involving whole numbers, and the example given is as follows:
Problems will involve one step of calculation to solve but in demonstrating the strategy there will be more than one step in the solution. For example, some ways of solving 156 ÷ 4 could be:
Method 1: 160 ÷ 4 – 4 ÷ 4 = 40 – 1 = 39
Method 2: 120 ÷ 4 + 36 ÷ 4 = 30 + 9 = 39
Method 3: 78 ÷ 2 = 39
Such approaches have confused children, teachers and parents alike – and have contributed to the decline in basic maths.
So what is it that Singapore, which came top in maths, science and reading in the most recent PISA tests, does that is different from New Zealand?
First of all, Singapore, with its population of 5.5 million has a compact school system with 450,000 students, 33,000 teachers and 369 schools. With human capital regarded as the country's most precious natural resource, the government spends 15.1 percent of its budget on education – second only to Defence.
In comparison, New Zealand has a population of 4.5 million and a more diverse education system, with 2,538 education providers, 53,861 teachers, and 776,815 students – including 1,963 state primary schools catering for 452,240 students, and 344 state secondary schools with 272,227 students. Education is the third biggest item of government expenditure, behind welfare and health, and accounts for 17.8 percent of the budget.
This week's NZCPR Guest Commentator, Professor Sing-Kong LEE, of the National Institute of Education at Nanyang Technological University in Singapore explains a key difference between our respective approaches to education:
"The philosophy that underpins the Singapore Education System is that every student learns differently and each has different strengths. Hence for those who are academically-inclined, they will pursue the academic pathways whereas those who are more hands-on in their learning styles can engage in a pathway where more applied learning approaches can be adopted. The key goal is to ensure that every student will be adequately prepared with certain skills that will enable them to be employable and self-supporting in their life journeys. If this can be achieved systemically, then social issues such as those caused by unemployment, can be minimised."
In comparison, our Ministry of Education states: "We want every New Zealander to be strong in their national and cultural identity, be an active participant and citizen in creating a strong civil society, and be productive, valued and competitive in the world."
So while the fundamental concept driving education in Singapore is that every student must be employable and self-supporting, in New Zealand, our goals are primarily cultural and social.
Professor Lee outlines the design of their system: "The education pathways begin with 6 years of elementary school and 4 to 5 years of secondary school education. After 10 to 11 years of education, students can choose a vocational pathway through the Polytechnic route or the academic pathway through the Junior Colleges. Students on both the pathways can have an opportunity to pursue university education at the end of their study based on good academic results and career choices. Of the annual student cohort, some 30% will enter university, some 48% will pursue Polytechnic education while the remaining students will pursue technical education at the Institute of Technical Education."
With all students in Singapore having the opportunity to ultimately pursue a university degree, irrespective of the initial pathway they choose, 'foundational knowledge' of Maths and Science in particular, is regarded as a priority.
Professor Lee has provided an excellent summary HERE of the key success factors of Singapore's education system. In particular, he explains the crucial importance of a quality teaching force: "While good school leaders drive the transformation of the learning environment, empowering teachers to be innovative and creative as well as being nurturing to the students, it is the teachers who have the most intensive interaction in the classrooms and who would have the most extensive impact on student learning outcomes."
He identifies that every component within the system, from policy development through the Ministry of Education, to teacher training and professional development, to school leadership and teaching, to parent involvement and support, is aligned to ensure that each and every student achieves the national goals of education. He calls this the "distinctive strength" of the Singapore education system.
Without a doubt, Singapore's education system, which is tightly controlled to ensure the greatest possible success for students, highlights many options for improvement in New Zealand. However, the first step is to admit that the problems we have are deep and systemic. If we want to remain competitive as a nation, quick fixes will not be enough – comprehensive reform is what is now needed. That first step may be the hardest for our education provides to take.
Should New Zealand consider replacing the NCEA?
Without a doubt, and the sooner the better. It is absolutely amazing that it hadn't been replaced years ago. Ursula
NZQA/NCEA have failed we need to use International standards. I get the ex students on my training courses. By OZ competency standards they are not competent. A large number of 40 year old Kiwis are no longer literate, as a much larger % of my generation are. The majority people now clutching degrees cannot think, analyse or use their imagination. SO WHAT CHANCE THEIR KIDS!! Rick
The sooner we cut out the 'cultural' crap and 'one size' fits all approach, and get back to the 3 basic studies, the sooner we start getting A grade smart kids. Lee
Reformed yes, but not just rushed after the seemingly newest development in Education. Only after proper GLOBAL research. New development is good and can really improve our education; but their are many basic principals in the "Old" School system which is very essential still today. I came from the 'old' school system were we did Mathematics by hand, therefore you needed to know your tables & UNDERSTOOD method you need to use . Then I were at University were we was taught the importance methods how to explain Mathematics to children with different abilities to understand it and are able to use it especially in everyday life also. I am living in NZ already 18 years, but chose to Homeschool my children, using the ACE program, because of the uneducated teachers in NZ. Anna
It was never other than a sad attempt to avoid facing the reality that not all young people are the same and not all young people have the same abilities. As a result, our ablest students are denied a proper knowledge-based education and any real challenge to extend their minds. John
NZ has needed to change our 'learning' procedures for many years – in fact, we knew the NCEA system would not work – almost as soon as it was introduced. Our country is full of ignorant young and mid-age people who the current system has failed – Why our jails are over-full and we are swamped with "homeless" people — They didn't have a chance to learn the BASIC abc's., hence being unable to work for a living wage. Is any politician/party brave enough to correct this so-bad education system that we have. Elayne
The most basic skills need to be taught in school, phonetics for reading well and the learning of times tables for Maths. Eira
NCEA has never impressed me in any way. This all started back when my boys were in college over 40 years ago, when I was told by the teacher for my youngest son that "nobody fails today. there are just different levels of passing" I told him that he was talking rubbish, and which ever way you looked at my son's achievement at that time, it was a dismal failure!!! Got me so mad. Up to the present time, and I have had a lot to do with my granddaughters development at school. Just as well because when my eldest Granddaughter brought some maths homework for me to help her with, I discovered she so confused the she had no idea about the relationship between _ x and / problems. I became the tutor and got her and her sister back on the correct path. One thing we did do with them was to make them learn, by rote, their times tables. So yes it really needs changing. "Cultural indoctrination/brainwashing" also needs to be stamped out. I have difficulty being told things by the kids that are clearly wrong, but seem to be compulsory maori mombo jumbo that has no place in schools. One of the [problems is that this crap is getting in the way of education as I understand it. Neil
No brainer. Why wouldn't you replace something that never worked in the first place. Graeme
My son is doing his NCEA Level One this year and is trying to get his head around this sort of crap. I am doing my best to help him with his homework, but the sort of thing he is being brainwashed with at school means we arn't even on the same planet when it comes to solving the problems he is given. Just another example of some jumped up little wanker in a cushy government department inventing a pointless new idea to try and justify his job. Urban
Having seen the education of my children, my grandchildren and my great grandchildren the current NZ education is not education at all. To correct this stupitety we must replace NCEA, and get rid of the teachers union. They only think about filling their own pockets without concidering the children. Next is educating the teachers. Most are nice people but need to know the basic subjects. Johan
Most definitely. The first and most important change would be to get rid of the arrogant Minister of Education. Watching her in Parliament with her manner (or lack of same) really gets me wound up . I notice in the comments received that very few people referred to students as "kids" unlike the Minister. If students or parents wish to have their children learn about culture let it be at their expense and in their time instead of forcing all students to be subjected to racist propaganda , a lot of which is not factual. Teach them, as primary students, to read (test their comprehension) write, arithmetic ( including times tables ) all without mechanical aids. Plus a bit of instruction in manners and discipline would not go astray. When they get to secondary school then introduce computers when they know how to read them. Terry
The results in educational achievement could also be explained by more immigration of people for whom English is a second language and thus less success in understanding what is being taught. Huria
Also need to get rid of the emphasis on Maori language and Maori history. English needs to be the official language of NEW ZEALAND. Monica
Its origin alone should tell us that it is no good. Roy
It is dumbing down our children. Fraser
Yes but any new system must be much better researched than NCEA was. Singapore's success would be a good place to start. Albie
As an ( ex) teacher under this system I experienced the change in an impeccable aim to do the best. It is a very clumsy system that felt like it was designed by aspiring idealists. Peter
NCEA is a perfect example of socialism by stealth. The Marxist left who have infiltrated our universities, education department and central government have had outstanding success in the dumbing-down of our country. Our public schools and universities are cesspools which are brainwashing young New Zealanders with garbage that offers no useful foundation on which to build a successful future for themselves or the country. Bring back the Cambridge System …. there never was, nor is, anything wrong with it. Steve
It is failing our children. Kathleen
The NCEA is an umbrella qualification within the framework of a National Qualifications Framework. It is important to not equate this aspect of its existence with the way in which students are actually assessed in given subject areas, The NCEA can accommodate both internal and external assessment. I would like to see a further strengthening of external examinations but I am perfectly happy with the NCEA as an administrative framework. To abandon it would be to return to the fragmented qualifications scenario that preceded the NQF. Barend
Stop dumbing down our kids with cultural nonsense. Mitch
The current system has proved to achieve poorer results than the system it replaced and a key deficiency of that system was the lack of quality training of teachers and has never been due to lack of funding. John
We absolutely MUST. Failure to do so will send us hurtling towrads third worldom. Mo
If it wasn't broken before! Why did it need fixing. Barry
Like the Singapore system. Jim
Not until we are sure that what we are replacing it with does actually work. We need trial data that is realistic and it must be rigorously tested. We also need to consider and express clearly what the aim of the education system is. Ann
All kids need the basics. Bryan
Obviously it is failing so go back to what worked. Eric
Change to a system that examines the ability of students at all levels. Peter
Its not working for the large number of students who are finishing their school education seriously deficient in literacy and numerical skills currently. John
This "dumbing down" system has clearly failed. Maurice
Absolutely – a grand exercise in mediocrity! Glenn
The Education system is going backwards and has been for years it seems to be gettiong worse instead of better so the NCEA needs to go. Digby
Reading your articles would certainly make it seem so – urgently. Craig
Ahat a complicated way to learn maths. It takes longer and I can't see the sense for it. Anthonyandlois
Lets get back to education. Warren
Go back to what we had before the introduction of NCEA. For all its flaws it worked and was a system everyone understood. Kerry
I always thought NCEA was whole lot of politically correct BS. Brent
NZ needs to remove that stupid tool of dumbing down Kiwi kids. Go back to the fundamentals in mathematics, get rid of new maths, teach rote learning of times tables, go back to phonetics in teaching English, teach kids how to hold a pen and how to write. Teach them about language and how to use it, increase vocabulary, encourage reading and examine understanding by way of comprehension lessons. These days kids are useless at maths, writing, comprehension and their language skills are pitiful. The majority have no idea how to express themselves clearly in terms of written language. Teachers need to have excellence in all aspects of language skills and basic mathematics capability. Every other subject is secondary. Whatever learning style applies to each individual needs to be addressed by applying different learning styles across an entire class in the early years of learning and once a child's learning style has been identified, then classes can be divided into academic and hands on, with levels of intelligence further separated into streamed classes. Add into this system effective systems of examination. Eliminate multi choice and make the students learn to use language skills to convey their achievements. People entering the teaching profession need to be educated before they are inflicted on students. Dianna
What was wrong with the system we had, but no scaling of pass results as in the past. Simon
But with what? Some other nambypamby idea pulled out of yet another policy ANALysts arse? In that case, feck off. Mark
I have noticed deficits in my grandchildrens education in comparison with my own particularly in maths and english. Laura
The facts would indicate that something needs to be done – if the system is broke,fix it. William
The philosophy that everyone is a winner is doing the the country a great disservice. The development of a competitive spirit, a desire not to be last, and a solid grounding in fundamentals that give the individual the ability to apply reason to solve problems would seem to be urgently required. Michael
Teach the children how to be interested in willingness and how to learn. Theodorus
I am a former teacher, who was forced out of the teaching profession. I sought to widen my own education that was frowned on by a system which hates people who challenge it. I am sometimes called on to tutor children who haven't learned to read or do maths. As your commentary states , the children learn to use technology rather than learning valuable skills. No calculator, no computer and they are ineffective. Education is not glamourous,;it can be fun. Teachers (and their trainers) have rationalised their way out of the basics. Teachers today have more 'teacher only days' and preparation time than we had. Still they are not teaching children what children need. Time to look outside the 'education box'. Listen to what employers want and need. Forget what children want. Without that our whole society is declinind drastically. Peter
Absolutely .. it has been a disastrous experiment. Maddi
The whole Education System seems to need a shake up from Year one through. Laurel
I consider that NCEA is an experiment which is a failure for most students – a dumbing down of students. Brian
Gramsci must be nearly falling out of his grave with laughter, observing the success of his tactics to totally umdermine Western Society. He has succeeded beyond his wildest dreams. For those that dont know of Gramsci's tactics he was a socialist/ communist who was violently opposed to Capitalism but was astute enough to reaslise that to destroy Capitalism head on would not work It must be done by srealth. He designed a scheme whereby academic institutions would be slowly invaded by like minded socalists who would teach their poison to students who, in many cases, would become teachers themselves and thus the poison woild spread. When the average person who has a modicum of common sense sees changes to a system like education that as recently as 2000 is producing very good results by world standards then being changed by some nebulous, crazy, way out system that leaves you scratching your head as to why, well wonder no longer, the dead hand of Gramsci is guiding the ship……to it's doom. You can clearly see these tactics at work throughout the Western World. Some countries are affected more than others but all suffer to some extent. Our Asian friends are far more astute and appear to be aware of what is going on. There is only one way to avoid these traps folks. At this point in our history many of us fear that the situation is hopeless. Look at where NZ is being led on racial issues, on social issues, on health etc.etc. Unless we take drastic action it really is hopeless. The Conservative Party has been rconstituted under a new leader, Leighton Baker, a self employed building contractoe from Rangiora and a very down to earth fellow with great values and a wonderful family. We must get in behind Leighton and the Conservatives and their main policy plank of Binding Referendum. With Binding Referendum incorporated into the Law of the country we, the people, will be in control. The politicians will have to listen and take notice. The People will dictate the laws of the country. NOT VESTED INTERESTS LIKE IWI AND THE TEACHERS UNIONS. This will enable our politicians to enact the common sense will of the People without their own courage and morals being called into question. Time is running out for the New Zealand we all know and love. The Conservatives can prevent the collapse of society as we know it with Binding Referendum. Get behind them. Ronmac
Education in NZ, thanks to the liberal left, teaches few real challenges assisting students to learn processes to aid and resolve those many real every day difficult and unexpected issues and challenges. "Lets just give all the snowflakes a pass and they will feel better." Many are ill-equipped for real life challenges thanks to 'today's NCEA philosophy in which they believe everybody must always be given a pass mark.' contrary to real life – which is not like that! Stuart
Most definitely – and for Pete's sake, bring back rote learning. At age 81 I can still recite my times tables up to 12 times. Geoffrey
We certainly need to do something different, when students can come out of High School not being able to read, and a percentage of teachers can't do some maths that an 80 year old can do mentally! Ted
NECA has been a total loss and just made students uneducated. Russell
The education system needs an overhall of NCEA. This seems to be a play-way system and is producing students often with little or no academic qualification suitable for NZ or Overseas. We need capable students with a general achievement levels to even begin trying for the known Universities outside NZ. These perfect education and allow more knowledge to be bought home. Elizabeth
I was involved in Education as a student at Dunedin Teachers College & Otago University from 1961 & retired 12 years ago from being a primary school teacher & Educational Psychologist for 34 years. I know & understand the education systems very well & have no confidence at all in the present system; I believe it needs replaced though I don't know of any person left in NZ who could produce a model that would fit my expectations! Cyril
Absolutely. I have been involved with regional school science fairs for many years and have seen the decline since NCEA was introduced. Mark
The education hierarchy have known for years that the method was inferior. Once again no one will admit they were wrong to introduce it and susequently students come out dumb. Rex
Too much 'cultural' concentration is being taught in our schools. Little or no Science at primary or intermediate level. Too much 'admin' stuff for teachers. Singapore's Educational System could (should) be considered seriously. Sheila
We can not afford to let any more children down. A sound education is vital to thier futures. John
As a retired teacher who trained back in the 1950s, I taught the three 'Rs' as we were expected to do. In my later career we were flooded with change with programmes like education for tomorrow and NCEA, each one introduced with new methods and solutions to every child's problem. I distinctly recall discussions with advocates for replacing learning times tables by using a calculator as it seemed wrong to me. Interesting to see Dr. Newman touching on this subject. I taught grammar and correct English usage and was told that it was unnecessary so long as you could be understood. Now I listen to NZ on Air National Programme announcers with their careless mispronouncing and poor grammar and shudder. At one time radio announcers set the standards. Computers are wonderful for broadening knowledge and learning, but not much use if you lack the reading ability to understand what is written and it is less able student who will be let down by not developing a love and ability to read. They will likely be the most likely ones to have not had the experience of sharing reading with a parent at a young age. The pendulum always seems to swing too far where change is involved. Chris
If our education outcomes are dropping back compared with those of other countries it is clearly time for a change of direction. If Singapore's education system is so markedly better in serving its students then we should see what we can learn from that and give our youngsters a chance to be equally successful in the world. Rob
Mathematics especially and unnecessarily complicated – back to the basics of memorising times tables etc, etc. Barbara
As an employer prospective employees aren't fronting with the basic skill for employment. Reading, writing, arithmetic they can't even fill out a time sheet! Michael
There is so much we should learn from Singapore, i.e law & order, & obviously education. Our 21st century teachers have to teach 18th century values to our 21st century children, They are forced to teach theories as facts, when these theories cannot be proven. Our education system has taught our children how to do a haka, but they have no idea what it takes to be successful in the world in which we live to-day.. A.G.R.
Replace the NCEA along with the Primary Teachers Union, who cause all this problem as all they are doing is protecting there job, make it competitive & you will see results. Geoff
The old system was far from perfect but it was replaced by a dog in NCEA. Jeff
Most definitely yes. I ponder as to whether our poor teaching methods are the result of trial and error or the result of a deliberate dumbing down ! A dumbed-down populace is easier controlled, e.g. authoritarian Confuscianism and its obedience to higher authority currently being taught in some of our schools in readiness for future communist Chinese control ! Nothing substantial is going to change until the statists are out of the classroom at the highest level. I don't think I will live long enough to say…… And don't say I never told you so ! Good and bad or rational and irrational ideas always start at the top ! ) Don
We have to improve our basic level of education. Monty
But with what? Why don't we let the free market decide? Larry
The whole education system needs a total review as it is obviously failing and was doomed to fail from the very start. Other countries threw the NCEA type system out because it failed but our dumb educational experts said no we think it will work. We need to get some rational thinkers making and running educational policy not just feel-gooders. Had a quick look at those maths examples. No wonder our NZ maths performance has gone out the back door. There is no logical rationale behind some of the methods. We need to get back to reading writing and arithmetic basics. The three R's as they are called. Kevin
And improving the quality of our teachers. Tom
I consider myself fortunate that my school days were completed before calculators, cell phones and computers were invented. The teachers knew their jobs and could answer arithmeterical questions, were competent spellers and made learning interesting. A far cry from teachers I met when my children started school. Open classrooms, pupils left to choose their own subjects they wished to learn. This was in the primers. Young minds need constructive guidance at an early age and to do this they need to learn together. ie, the times tables. chanting them first thing every morning soon had all the class able to answer any question asked of them. Those days there was only the one way taught to do long multiplication and division. By the time I got to High School I felt well equipped with the basics to carry on my learning. This is in a complete reversal to the education my grandchildren are currently receiving. On asking my 12 year old grandson if he knew his times tables as yet. His reply astounded me. No, we have computers to do that for us. Thats when I could see our education system is failing. If children are not being taught the basics, what else are they missing out on. Dennis
Immediately. Colin
I have always regarded the NCEA system as inferior to what it replaced, even as far back as the "new maths" that confused many students when it was introduced. Ron
Go to the Baccalaureate system. Susan
Taught and examined to international standards. Francis
Time to restore proper testing of pupils ability and knowledge. Peter
Let the Primary schools rebuild their teaching strategies from 1980s and 1990s when they were at their peak before constant Ministry interference and lack of trust in teachers. Levonne
It is now 1`77 years since the signing of the Trreaty of Waitangi, and still we procrastinate with our children's education. The Singapore system holds merit, but I say get (say) 6 top educational people together and ask them what is the best way to get the best out of our children's education. Do it now, not just before the next election, or after, do it Now, and start off by teaching them the true history of New Zealand's history, not the pack of lies which is politically expedient! Kevan
I think NZ needs to do more research into other systems used by other english- speaking countries in the the Commonwealth that have deliberately moved away from PC associated crap that NZ seems to be indoctrinated beliefs led by the Unions and teachers. Neil
YES! It's a shambles. I'd like to see it "gone by lunchtime". Martin
We definitely need to put in place the quarterly Ministry of Education meetings with a group of parents,this would allow better communications and systems developed. JC
Eliminate politics? And Unions which are dragging down the quality of education in this country. I had a poor teacher for maths at a NZ Grammar School about sixty years ago. That loss was never recovered…yet my son is a world-class mathematician., which more or less proves my point. It is the basic grounding in any subject which provides the foundation for life-long learning. Some of the current maths teaching is so daft and puerile that I t makes my lousy rotten teacher of all those years ago sound like a genius. The alternative maths example you have given make me cringe. Cultural garbage.? Can that too. Bring back Knowledge-Based learning. Noted in the UK and other places overseas that any discussions on literature and language is beyond the level of most visiting New Zealanders. This country's educational product, apart from the few whose parents seek out and if necessary purchase an alternative plan, is simply going backwards downhill on quite possibly, a skateboard??? The standard of our newspapers is also sinking … errors , presumably nobody now sub-edits anything? Don't reporters have to learn how to construct a sentence.? I fear for the grandchildren's future., educationally, really I do. If NCEA has failed to produce results which will benefit the growing minds of our growing children, then maybe the time has come to rethink the whole process of syllabi, teaching, evaluating, and producing young people of holding their own place in this ever-changing world. Not just in downtown Nowhere Much in NZ??? Mabel
It has downgraded our education system and definitely disadvantaged the brighter students. Patricia
The existing system has proved now to be ineffective. When I was at grammar school in the UK back in the 50's, we had two streams. Academic and practical but still an avenue to university. Mike
This curriculum not only benefits girls over boys, trying to change boys into girly creatures, it also significantly lowers the educational levels of both groups. See: http://www.americanthinker.com/articles/2017/03/
k12_no_joy_in_reading_thats_the_plan.html Jasper
Cambridge is better. John
The problem in my view in NZ is that we are placing to much emphasis on cultural and racist policies in schools instead of basic teaching pupils basic maths by the times table method. Teaching English not TeReo which is not a international language and is of little use in the big world outside of New Zealand. Not allowing Computors or Calculators unlit secondary education go back tohe old system of school Certificate and most definitely get rid of the nonsense NCEA. David
Does seem to bring a lot of controversy. Ray
Yes. We do need education reform in New Zealand but I doubt if our politicians, especially those of the left, have the courage and determination to do it. "The teacher unions won't allow it?" Well we can have education reform by bringing in school choice where the funding follows the child. Swedish parents managed to do this some decades ago and resisted attempts by a following government to stop it. It's not rocket science. A school hoping to attract pupils sets out its philosophy, teaching style, values and an outline of the knowledge and skills to be taught at each class level. A parents who agrees with the organization of the school enrolls their child there – assuming there are vacancies. Children are not clones and school do not have to be clones either. After covering essential Reading, Language and Maths knowledge and skills they could have in place a particular specialization – such as Science. Sport, Foreign Language, Music or the Arts. Schools should be allowed to chose aspects of the curriculum which have been successful in other countries – some of whom spend less than we do on education funding per child. I was a primary school teacher when Tomorrow's School new curriculum was imposed on schools. A clear Plain English curriculum was replaced by volumes of almost unreadable garbage – strong on Maori perspectives but weak on specific objectives for specific class levels. Good resources such as Maths textbooks and Science booklets were thrown out and replaced with nothing. The so called Ministry of Education was in effect a Ministry of Educational Obstruction. In my final years I read with envy the philosophy and content of the Singapore Primary curriculum – a competent statement of educational ideals combined with clear objectives and pathways to learning. No wonder its education system is so successful and respected. At another time and another country I taught children using some of the International Primary Curriculum. It also was marked by clear definition of aims and the pathways to achieve learning. I am sorry for out New Zealand badly let down by people who were trusted to make education decisions in their interests. Parents, you want education reform? Then you are going to have to made it a non negotiable election issue. Vested interests don't want it but you as parents are the child's first educator and a taxpayer funding the school system. So bring it on! Denis
If the maths example is typical of the way in which our children are being tought then it is time to review our system. How confusing!!! Peter
In my view it has been a crock from the start. Murray
The key to learning is simplicity. Bill
NCEA doesn't work, we're going backwards. Glenn
The NCEA has failed in its objectives. Gary
And, obviously, change the emphasis from cultural to excellence in teaching/learning. Alan
Replacing it would probably do more harm than good. Perhaps the cultural differences in Singapore make a big difference. How many kids in Singapore are telling teachers to F@#k off? They'd probably get 50 strokes of the rattan. Trevor
We want all our students to become employable and self supporting. Otherwise our country is doomed to having increasing numbers of people on the dole. How many can we stand before we collapse as a self sufficient Nation? Ross
It inhibits students striving for excellence with its fuzzy grading system. Willy
When I was living in Singapore in the early 1990's my two eldest daughters started their schooling there. I got them into the local education system rather than the International Schooling system. It wasn't easy as an expat, but because my wife was Malaysian Chinese we were finally able to. The older daughter started in Primary 1 and the younger one started in the PAP kindy. Even at kindy they were given class positions at the end of each term. Yes reading and writing started in Kindy and they had to take a second language called mother tongue, ie Mandarin, Tamil or Malay. There was homework that consisted of spelling, times tables and sentences where the best fit missing words had to be inserted. It was classic rote learning. But it worked! There were little tests every week and then larger term tests. When we returned to NZ and I showed their work books to NZ teachers, it was met with almost shock and horror. It was terribly formal and the NZ education would be far broader and better. Every year when we traveled back to Singapore for Chinese New Year and we saw what my children's cousins of the same age were doing and how far ahead they had moved it was so frustrating. Thankfully the start they had in Singapore put them at the top of their classes on our return although I had to fight and change schools to stop our eldest daughter from being held back a year as her birthday was in July and they thought she was too young. They both continued learning Chinese at a school on Sunday afternoons run by the Chinese community here in Wellington. Both ended up with double degrees, one now lives in Brisbane and the other is living back in Singapore. We can learn a lot from Singapore not just on Education but also welfare and crime. Rob
Forget culture and concentrate on facts. Mary
We need to go back to a simple examination system with marks or percentages given. This will result in greater competition between students and better assessment of what they need to do to improve. Leon
Learning would improve by culling out poor teachers. Bernard
NCEA has dumbed down education as students do less and have to retain smaller amounts of information for shorter time. Teachers also 'help' students pass to keep schools results up to required pass rate. Terry
NCEA is dumbing down the education system it been designed to make everyone equal and of course that is not the case! We need a system that brings out the best at all levels. Les
"the fundamental concept driving education in Singapore is that every student must be employable and self-supporting, in New Zealand, our goals are primarily cultural and social." This is the bottom line and the obvious result is the unemployable, ignorant no-hopers who embark on a life of crime and expect the stae to sustain them through life.state Alan
The first objective is to focus on the desired outcome in positive language, not wishy washy nebulous waffle. The second key objective is to develop a programme of education that is structured around achieving the objective. It is worth noting that many major schools with a strong record of academic achievement enroll their pupils in recognised overseas examination programmes. The comparison with Singapore is interesting. Singapore does not have the social welfare programmes that New Zealand does and everyone is expected to provide for their own retirement. The message to each individual is, the world does not owe me a living. Peter
It is too wide reaching with too little substance. David
Education is the answer for our children. We must get the sums right to achieve that answer. Fred
Schools need to revert back to teaching READING, WRITING and ARITHMETIC PLUS MANNERS and RESPECT. Using mobile phones whilst in company of others at meal times is not only very RUDE but shows lack of MANNERS also abbreviating and phonetic spelling is damaging speech methods, and how to interact with others in the correct manner. MARYLIN
Because ncea is a load of crap dreamt up by idiots. Richard
We are failing our society.education is driven by too many PC people. Colin
The results are obvious as we slip down the PISA and other ranking. A whole generation is being dumbed down and the teachers unions are not helping by being against partnership schools which are actually helping some of the more disadvantaged children. Yet another example of Government run cock upped system Colin
Go with the best system. Alex
If NCEA had not been been ignorantly propped up it would have been dead by now! Jack
I have yet to be convinced that the system has delivered – those who have succeeded were always going to succeed . I have always believed in a solid basic 3 Rs as being the foundation for higher education – what is so difficult for the academic socialists among us to understand? Rob
It would appear that more than NECA needs replacing in the education system . Surely cultural performance and understanding one's background needs to be an add on like sport or music lessons, and attended to as after-school activities. It's an absolute disgrace that children in New Zealand are getting such poor education, despite the huge amount a money spent on it. Lorraine
They need to return to the old way. Colin
Some subjects contributing to NCEA results overall are farcical. Bruce
We could use the British exam system, initially at least, like many of our private schools do. Hilary
The NCEA system needs to be looked at. Kids in Singapore study hard. As a lot of Kiwi kids are so layed back and don't care. So to have a system like in Singapore our children need to demonstrate the power to sit down and learn. Teacher training is very much need. Some teachers don't have their mines in the system or fine it hard to get through to some of the children. Yes look into the system of NCEA and if change is needed make sure it is designed well for to days world of education. Robert
Time to follow with insight not blind cultural faith/dogma. Collin
There is far too much assessment and far to little teaching in so-called education today. It seems that often the assessors assume the kids know something and simply assess them instead of teaching them content and context first. This applies to NCEA as well as the whole unit standards structure that tests individual concepts without establishing the interrelationship between these concepts. Alan
Absolutely – it has been a disaster. Brian
Yes, we should look at replacing it but we need to make sure that what is introduced is better. It is easy to ruin lives if this sort of policy is badly designed and implemented. Jackie
The NCEA has been hopeless. It has dumbed down education and destroyed young lives. Michael
There is a massive skills shortage because of the NCEA. Kiwis are no longer able to compete. Graeme
The whole education system needs a complete overhaul including the curriculum, the exam system, and teacher training. The stranglehold of the unions on education needs to be broken. Peter


PARENTS: Farmers on a 3rd generation family form at Eden, Manitoba. Grant's brother still operates.
AT AGE 18 was accepted by the United Church Presbytery to study to become a minister.
Has held a life insurance license since 1970. Has held a Real Estate Broker's license since 1978.
Was a professional athlete player's financial agent. Pioneered an income averaging scheme for all Canadian professional athletes. Implemented and ran the program for the C.F.L. Players Association.
Owned and operated a 2000 acre ranch bordering Riding Mountain National Park. In 1976, held the first "Bobby Hull Hockey School" at the ranch. Also raised a herd of purebred polled hereford and simmental cattle including the World Record priced $95,500 "Julia".
Have created and operated two Real Estate firms one in Manitoba and one in British Columbia.
Created and operated a Home Health Care Store in Winnipeg providing wheelchairs, scooters and other health related equipment.
Ø Always heavily involved in community service - Kinsmen Club of Canada and Chambers of Commerce and Politics – both provincial and federal.
Ø Created the Manitoba Club of BC publishing on annual magazine and business networking directory and holding an annual reunion of expatriate Manitobans.
Ø I was raised in the 1950's in a chauvinistic environment on a farm.
Ø When I was courting my ex-wife, I can't remember the term compatibility ever being used or considered.
Ø I have had many wonderful women in my life and have been in love 4 times. How do I know? Because of dying the "Death of a Thousand Cuts" after the relationship ended.
Ø Almost remarried at lease 2 times.
Ø Almost started a second family twice.
Ø I lived through the strong feminist period of the 70's and 80's in industries where women had either equal or more influence. Those were days when a man could be pegged a chauvinist without even opening his mouth. I have noticed that since women have gained equal or more power, most women have backed off giving men as hard a time.
Ø My mother is my best friend.
Ø I have been heavily influenced by women and their views on relationships.
Ø I love people and want everyone to be happy and prosperous.
Ø I especially love women!
Ø I love to laugh and work and play always has to be fun.
Ø I love my current life and wouldn't change anything, although I have been known to lie about my age to younger women.
Ø I would like to live forever because the alternative is unknown.
Ø I hope there is a creator because, if not, life would be pretty meaningless and empty, notwithstanding procreation.
Ø I don't know how people motivate themselves in their lives' journey if they believe in nothing.
Explore issues as human beings to promote happiness and harmony. I believe there are no gender based issues / men and women are totally intertwined.
Ø Women ask questions about prostate cancer because men are embarrassed to ask.
Ø Women ask for help for their mates erectile disfunctions because they are loving partners and their mates are shy.
Ø Women approach divorce lawyers as the new significant other when they think their mate is being taken advantage of by an ex-wife.
Ø Men and women share each others heartache and life's misfortunes including sickness and death.
We want to dispense helpful health, fitness and interpersonal life skills for our lifes' journey.
We want to have fun while trying to understand one another.
Enjoy the shows! Let me know what you think.
Neepawa, Manitoba, Canada Grant's home area... near Eden Manitoba.
1. "Vacation" means going to Brandon for the weekend.
3. You often switch from "heat" to "A/C" in the same day.
5. You use a down comforter in the summer.
6. Your grandparents drive at 100 km/h through four meters of snow during a blizzard, without flinching.
7. You carry jumper cables in your car and your girlfriend knows how to use them.
8. You design your kid's Halloween costume to fit over a snowsuit.
9. Driving is better in the winter because the potholes are filled.
10. You know all four seasons: Almost winter, winter, still winter, and construction.
11. You are bundled up in three sweaters, a parka, ski pants, a touque, two pairs of mittens, boots past your knees in 3 feet of snow in a -35 (-8000 with the windchill) blizzard, your eyelashes are frozen together, your nose is running, you can't feel your toes, and you still stop at 7 Eleven for a Slurpee on the way home.
12. You actually understand these jokes and forward them to all your friends from Winnipeg.


text:
Imelda Lambertini (c. 1320, Bolonya - † 12 de maig de 1333, ibíd.) fou una jove religiosa italiana que va morir amb tretze anys segons la tradició en un èxtasi durant la seva primera comunió. Va ser beatificada el 1826 pel papa Lleó XII, i a partir d'aleshores és coneguda com la Beata Imelda.

Història
Imelda, de nom seglar Maddalena, era filla del comte Egano Lambertini i de Castora Galuzzi. Encara que era petita, tenia una gran pietat, i feia petits altars davant dels quals pregava llargament. Tenia una gran admiració per Santa Agnès de Roma, i el seu desig més gran era rebre la comunió. En aquella època, però, els nens només podien combregar després de fer els catorze anys. Tanmateix, demanava insistentment als seus pares que la portessin al monestir de dominiques de Bolonya, on acceptaven nens. Els seus pares hi van acceptar, i Maddalena va entrar amb les novícies al monestir de Val di Pietra amb deu anys, on va prendre el nom religiós d'Imelda. Encara que per l'edat no estava obligada a seguir la regla, ella la seguia amb devoció i aplicació, i suplicava a les germanes i al seu confessor que la deixessin combregar, però ells no la deixaven perquè no tenia l'edat permesa.

Tota trista, un dia, a la esta de la Mare de Déu la nena estava a la capella pregant amb les germanes dominiques. En el moment de la comunió una hòstia va elevar-se fora del cibori i va caure-li al cap. El sacerdot s'hi va apropar amb la patena i la va beneir abans de donar-la-hi perquè combregués. Imelda es va prosternar, i quan les germanes van venir a emportar-se-la, la van trobar morta amb la cara en èxtasi.

Veneració i beatificació
Les restes incorruptes de la Beata Imelda es troben a l'església de Sant Segismon de Bolonya. Va ser beatificada el 1826 pel papa Lleó XII i fou declarada patrona dels nens que fan la primera comunió el 1910 pel papa Pius X, qui, aquell any, va decretar que els nens podien fer la primera comunió a una edat menor a la que hi havia establerta abans.

Hi ha una congregació de religioses afiliada a l'Orde de Predicadors que duu el seu nom: Congregació de Germanes Dominiques de la Beata Imelda.

Referències

Beatificats dominics
Religiosos bolonyesos
Morts a Bolonya
Frares dominics italians
Beats d'Emília-Romanya

redpajama_set_name: RedPajamaWikipedia


text:
Physical Security ICD 705, FSO ISSO IAT 2 (Government)
Pursue a career and your calling.
"The similarities between military and AT&T culture are centered around morals..."
Chris S. — EVP, Technology Operations
"There are a lot of veterans here and it is a very supportive and positive environment just like the military. There is also a strong emphasis on ethics here similar to the military."
Help give our nation powerful possibilities.
AT&T Government Solutions
Giving our nation powerful possibilities.
What you can do in Government Solutions
Find out how you can keep our nation safe.
Connecting first responders
Learn about a Navy SEAL making a difference for us.
Government Support at AT&T
See how AT&T is connecting the United States government.
AT&T Global Public Sector is a trusted provider of secure, IP enabled, cloud-based, network solutions and professional services to the Federal Government. We are dedicated to recruiting, developing and empowering a diverse, high-performing workforce that is passionate about what they do, committed to our shared values and dedicated to our customers' mission.
Our National Security Team supports the intelligence community by providing, operating and assuring critical voice, video and collaboration services for the full spectrum of operations.
AT&T has an opening for a Sr Gov Contractor Security Lead/FSO to support the National Security Sector. Responsible for developing, implementing, and administering the corporate and government security policies, procedures and programs across the contract. Maintains liaison with outside agencies and keeps upper management and the government informed of all security activities. Recommends procedures for visitor control, employee identification and safeguarding of company facilities, equipment, materials, and employee property. Candidate will use knowledge and thorough understanding of ICD-705 to implement and manage Physical Security Controls
Description of Job Duties/Responsibilities:
Must possess a thorough understanding of all Public Laws, Executive Orders, directives, regulations, and policies associated with Intelligence Community (IC) Security requirements. This includes working knowledge of both Intelligence Community Directives (ICDs), as well as the Security Executive Agent Directives (SEADs) used by the Director of National Intelligence (DNI) as a means of disseminating national security policy and requirements relative to gaining and maintaining access to TOP SECRET/Sensitive Compartmented Information (TS/SCI) materials and spaces.
Responsible for developing, implementing, and administering the corporate and government security policies, procedures and programs across the contract.
Maintains liaison with outside agencies and keeps upper management and the government informed of all security activities.
Knowledge of classified system support required along with an ability to support all aspects of DCSA and IC accredited classified systems.
Responsible lead on technical and physical security requirements at site. Responsible for maintaining locks, alarms, badges, phone, and access control system. Candidate will use knowledge and thorough understanding of ICD-705 to implement and manage Physical Security Controls.
Responsible for visitor control, employee identification and safeguarding of company facilities, equipment, materials, and employee property.
Responsible for developing/executing physical/procedural security plans/programs.
Provide personnel security support (to include acquisition and maintenance of clearances at varying levels) to work forces
Partner with program management and on-site security colleagues to identify and resolve potential risks to sensitive program and customer operations; maintaining and expanding relationships with customer security authorities to facilitate security issues important to AT&T business.
Required Clearance: TS/SCI Candidate must acquire and maintain eligibility for access to Sensitive Compartmented Information (SCI). As part of the processing required for SCI eligibility, the candidate must successfully complete a polygraph examination. (#ts.sci) (#polygraph)
Required Qualifications: Candidate must have 10 years of experience that can be a combination of work history and education. This equates to a Doctorate and 3 years of experience OR Masters and 4 years, Bachelors and 6 years, Associates and 8 years or HS and 10 years. Must comply with DoD 8570 IAT Level 2.
Desired Qualifications: Successful FSO training through the DCSE or comparable USG personnel/physical security professional training is required. CISSP certification and ability to work with Government sponsors on system requirements.
Ready to join our team? Apply today!
Job ID 2163233 Date posted 10/20/2021
Purchasing/Sub-Contract Lead ADM IV (Government) Government Technology, Technology, IT \ Engineering \ Technology, Government Support, DevSecOps, Clearance Government, Clearance, Government Contract, Security Clearance, Top Secret Clearance with Polygraph Chantilly, Virginia
Master Service Scheduler/Manager (Government) Government Technology, Technology, IT \ Engineering \ Technology, Government Support, DevSecOps, Clearance Government, Clearance, Government Contract, Security Clearance, Top Secret Clearance with Polygraph Chantilly, Virginia
Site Asset Staff LM3 (Government) Government Logistics, Corporate, Government Support, Clearance Government, Clearance, Government Contract, Security Clearance, Top Secret Clearance with Polygraph Chantilly, Virginia
Government Technology, Chantilly, Virginia, United StatesRemove
Technology, Chantilly, Virginia, United StatesRemove
IT \ Engineering \ Technology, Chantilly, Virginia, United StatesRemove
Government Support, Chantilly, Virginia, United StatesRemove
DevSecOps, Chantilly, Virginia, United StatesRemove
Clearance Government, Chantilly, Virginia, United StatesRemove
Clearance, Chantilly, Virginia, United StatesRemove
Government Contract, Chantilly, Virginia, United StatesRemove
Security Clearance, Chantilly, Virginia, United StatesRemove
Top Secret Clearance with Polygraph, Chantilly, Virginia, United StatesRemove

redpajama_set_name: RedPajamaCommonCrawl


Pittsburg High Voltage Insulator Co.
This is the current list of incuse date stamps found on Pittsburg porcelain insulators. If you have one not on the list, please contact me so your date can be added. There was a recent reporting by Bill Haley of dates with ANS instead of Ans'd. That is very different than the other markings. It is thought that Pittsburg used a standard business rubber stamp where month and day can be changed along with various business related notations such as Ans'd, Ent'd, Rec'd, PAID, A. M., and P. M. Obviously they must have used a somewhat different rubber stamp where the notation at the end is all capitalized. Paul Greaves just reported a Westinghouse strain with marking DEC 23 REC. I don't recall seeing a date code on a non-pintype. So, there may be date codes with ENT, too. The full date markings are manufacturing dates, but we may never know the meaning of the date control markings.
Please report to me any markings not on the list. Just send an email to: .


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R coleman ac wiring And since vtr is the custom arm of the bmw dealer stucki2rad it could be based on the bmw r ninet. Just like that and youll spot a matching air box cover. The new arrangement also called for a 12 a.m. R. Kelly remains in a chicago jail as more of his nationally televised interview is set to air. The rampb singer was taken into custody wednesday after telling a judge he could not pay 161000 The rampb singer out on bail after his feb. 22 arrest in chicago gave the interview to gayle king of quotcbs this morningquot with excerpts airing tuesday night. More of the interview will air wednesday.
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In a parallel circuit, each unit is directly linked to the power supply, so each system gets the exact voltage. There are 3 basic sorts of standard light switches. The circuit needs to be checked with a volt tester whatsoever points. R Coleman Ac Wiring. Each circuit displays a distinctive voltage condition. You are able to easily step up the voltage to the necessary level utilizing an inexpensive buck-boost transformer and steer clear of such issues. The voltage is the sum of electrical power produced by the battery. Be sure that the new fuse isn't blown, and carries the very same amperage.
The control box may have over three terminals. After you have the correct size box and have fed the cable to it, you're almost prepared to permit the wiring begin. Then there's also a fuse box that's for the body controls that is situated under the dash. R Coleman Ac Wiring. You will find that every circuit has to have a load and every load has to have a power side and a ground side. Make certain that the transformer nameplate power is enough to supply the load that you're connecting.
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text:
Soldering reaction between eutectic SnPb and plated Pd/Ni thin films on Cu leadframe
P. G. Kim
K. N. Tu
D. C. Abbott
Applied Physics Letters
https://www.scopus.com/record/display.uri?eid=2-s2.0-0003145801&origin=recordpage
https://scholars.cityu.edu.hk/en/publications/publication(125e0635-7072-4635-820a-51214f190180).html
In the soldering reaction at 200°C between eutectic SnPb and plated Pd/Ni on Cu leadframes, two thicknesses of Pd of 760 and 2500 Å were used. Even very thin Pd can lead to continuous spreading of the solder on the leadframe; no stable wetting angle can be observed. Anisotropic spreading and spike formation were found due to the mechanical effect of rolling of the leadframe, and they are more pronounced in the thinner Pd samples. In the interfacial reaction, we have observed the formation of a ternary Pd-Ni-Sn compound and Ni3Sn4. While spalling of the ternary compound occurs, no spalling of the Ni3Sn4 was found. The latter forms a rather uniform layer consisting of small scallop-type grains. We found that the growth rate of Ni3Sn4 is much slower, by a factor of about 10, than that of Cu6Sn5 in the reaction between Cu and eutectic SnPb. © 1997 American Institute of Physics.
Publication details (e.g. title, author(s), publication statuses and dates) are captured on an "AS IS" and "AS AVAILABLE" basis at the time of record harvesting from the data source. Suggestions for further amendments or supplementary information can be sent to lbscholars@cityu.edu.hk.
Soldering reaction between eutectic SnPb and plated Pd/Ni thin films on Cu leadframe. / Kim, P. G.; Tu, K. N.; Abbott, D. C.
In: Applied Physics Letters, Vol. 71, No. 1, 07.07.1997, p. 61-63.
Kim, PG, Tu, KN & Abbott, DC 1997, 'Soldering reaction between eutectic SnPb and plated Pd/Ni thin films on Cu leadframe', Applied Physics Letters, vol. 71, no. 1, pp. 61-63. https://doi.org/10.1063/1.120434
Kim, P. G., Tu, K. N., & Abbott, D. C. (1997). Soldering reaction between eutectic SnPb and plated Pd/Ni thin films on Cu leadframe. Applied Physics Letters, 71(1), 61-63. https://doi.org/10.1063/1.120434
Kim PG, Tu KN, Abbott DC. Soldering reaction between eutectic SnPb and plated Pd/Ni thin films on Cu leadframe. Applied Physics Letters. 1997 Jul 7;71(1):61-63. doi: 10.1063/1.120434
Kim, P. G. ; Tu, K. N. ; Abbott, D. C. / Soldering reaction between eutectic SnPb and plated Pd/Ni thin films on Cu leadframe. In: Applied Physics Letters. 1997 ; Vol. 71, No. 1. pp. 61-63.


text:
Cape Spy
Gadget & Games
Dudley Carstens
Matthew Marcus
Nick Feinberg
Julia Stuart
Bobby Nitro
Munier Grootbek
Cooksisters
Waseef Piekaan
Auntie Pearl
Hashtag Legends
Dudley Carstens | August 12, 2019
What a week we had in cricketing terms in South Africa.
Undoubtedly the biggest news coming out of the Cricket South Africa camp this week was the change in structure of how they want to run the Proteas.
Initially, I agreed with the new structure that will see the coach morphing into what is a soccer-style manager.
But then I listened to CSA's press conference last week and what I heard was a bit troublesome.
Actually, it was bothering me a lot when I thought about it.
As a fan of the national cricket team, I was quite happy with the fact that we didn't see the governing body and the team as one entity.
Being a firm believer in the idea that business is business and sport is sport, I guess I have to make peace with the fact that the two are now one and that the former is actually more important than the latter.
It is now clear that the path forward will place a lot more emphasis on the governing body, CSA, rather than the Proteas.
In the background, we said goodbye to two legends of the game last week.
Pace spearhead Dale Steyn stepped down from five-day cricket in midweek and then batting superstar Hashim Amla then announced his retirement from the game at the weekend.
I've always believed that any sportsmen should know when to retire, and according to me, both Steyn and Amla left it a bit late.
Hindsight is always an exact science and I would have probably sang a different tune if they had returned home from England with a World Cup trophy.
It wasn't to be, for them or us fans, and instead the two retirements had largely gone by unnoticed.
GOOD INNINGS: Hashim Amla. Photo: Muzi Ntombela/BackpagePix.
Not having a big hoo-hah made of his farewell to the game is perhaps what the humble Amla preferred.
In his words: "I would like to thank my parents for their prayers, love and support, it is their shadow over me that enabled me to play for years under the Protea sun.
"Also, my family, friends and agent, my teammates and every member of the support staff throughout this incredible journey. A heartfelt thank you to every one of you!
"The fans for energising me when times were tough, and for celebrating with me when we succeeded together. Siyabonga South Africa!
"And, of course, a very special thanks to the President and the Board at Cricket South Africa - not forgetting the Chief Executive, Mr Thabang Moroe, and his administrative team.
"I really appreciate all the opportunities and am truly grateful.
"Love and peace."
Having watched both Amla and Steyn since they made their debuts in 2004, I say thanks to both of them on behalf of South African cricket fans for the years of legendary service they've given this country.
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Developer Comments: The addition of the "Avoid as Teammate" option gives players the ability to craft their online gameplay experience. Up to two players can be selected with this feature. If you use the "Avoid as Teammate" option on a player, the matchmaker will no longer place you on a team with the avoided player for one week. To learn more about this feature, click here 380.


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Tag Archives: BEACON
Celebrating Black in STEM
I have been very fortunate to know and work with outstanding Black scientists throughout my career. Here are a few of them.
I met Joe Graves when we were undergraduates at Oberlin College. We took an evolution course together. I remember discussing with Joe our mutual fascination with evolution and wondering how we might go about studying it. I met up again with Joe at UC-Irvine, where we were both conducting evolution experiments—Joe using fruit flies, and me with bacteria. Joe and I reconnected once more when he and I became founding members of the BEACON Center for the Study of Evolution in Action. Joe now studies bacterial evolution, and we are becoming scientific collaborators as well.
JoAnn White was an ecologist at UNC, studying the life-history and population dynamics of periodical cicadas. She served on my doctoral advisory committee and was a highly successful faculty member. Unfortunately, she left academia, even though she had tenure, because it was too frustrating. I was honored that she asked me to write a reference letter when she moved to a new profession. But it was a terrible loss for academia to lose such an outstanding scientist and role model as JoAnn White.
Paul Turner was one of my first graduate students. He joined my lab in the Department of Ecology and Evolution at UC-Irvine, and he moved with me to MSU, receiving his Ph.D. in 1995. Paul has impressed me in many ways, not only as a superb scientist and mentor, but also in his upbeat outlook on life. Somehow he manages to smile and laugh about the challenges of being a departmental chair and interim dean, even while running a lab that conducts ground-breaking research.
Lynette Ekunwe was my lab manager and technician for seven years after I moved to MSU. She helped to sustain the long-term evolution experiment with E. coli after its move from UC-Irvine, and she helped run my lab group as it grew in size. Lynette moved to Jackson State University when her husband, the late Steve Ekunwe, took a faculty position there. After the move, Lynette earned a doctorate in public health, and she now works in the field of epidemiology.
I first met Scott Edwards when he was a graduate student at UC-Berkeley. I suspected that he was a rising star, and I was right. Although Scott and I have not collaborated on actual science, we've worked together in other ways. Scott and I served successive terms as Presidents of the Society for the Study of Evolution, and he has been a valued member of the External Advisory Board for the BEACON Center.
Shenandoah Oden was an undergraduate from Detroit when she joined my lab in the 1990s. She worked with postdoc Santiago Elena on measuring the fitness effects of random insertion mutations in E. coli, leading to a paper in Genetica. What I remember best about Shenandoah is a question she asked me right after Brendan Bohannan presented his dissertation seminar: "How do scientists come up with the questions they ask?" I told her that was the best question that any student had ever asked me. It reminded me of how Joe Graves and I, when we were undergrads, wondered how we might study evolution. To Shenandoah, I explained the importance of personal curiosity and mentors in finding questions that are both interesting and answerable.
Marwa Adewa, Maia Rowles and Kiyana Weatherspoon were three excellent undergraduate researchers in my lab, all of whom were mentored by Zachary Blount. Maia and Kiyana were coauthors on a paper in the Proceedings of the Royal Society, London B, which reported the results of what we call the "all-hands project"—one in which a generation of lab members performed a set of parallel assays to measure the subtle changes in fitness in late generations of the long-term evolution experiment with E. coli. Marwa now works in the field of veterinary medical research, while Maia and Kiyana are pursuing careers with a biomedical focus.
Judi Brown Clarke was, until very recently, the Diversity Director for our BEACON Center. In that role she generated and managed many successful programs that introduced hundreds of students at all levels to evolution and provided them with opportunities to engage in scientific research. She also was a great listener and valuable source of advice for many of us when we faced personal challenges and setbacks. An Olympic medalist, Judi recently became the Chief Diversity Officer at Stony Brook University.
I met Jay Bundy in 2013, at the Evolution meeting in Snowbird, Utah. Who was this student who was asking so many thoughtful, insightful questions of the speakers? I ran into Jay as we rushed between talks, introduced myself, and learned that he was a masters student at Penn State. He wasn't sure if he was interested in microbes, but I encouraged him to think about joining BEACON. Jay came to MSU, first as a BEACON staff member contributing to education and outreach activities, and then as a graduate student in the Department of Integrative Biology. He also contributed to the all-hands project. However, he switched from studying bacteria to digital organisms, and he's now performing and analyzing experiments to quantify how the duration of history in an evolving lineage's previous environment influences its subsequent evolution in a new environment. Stay tuned for Jay's findings—he's working on a huge paper. Jay is as deeply thoughtful about science and life as I imagined when I first heard his questions at the Evolution meeting.
I also met Nkrumah Grant in 2013, when he visited MSU while exploring possible graduate programs. He immediately impressed me with his personal story of overcoming obstacles. Nkrumah explained to me his love of science as a child, and how he had gotten discouraged and derailed before undertaking a concerted effort to pursue his dream of science and scholarship. And pursue it he did … and continues to do. From a G.E.D. to a Ph.D. Co-author on the all-hands project, co-first-author on a paper just published in eLife, and three more papers posted to bioRxiv in the last few weeks. He also just defended his dissertation, giving a beautiful public seminar followed by an engaging, collegial exam. Nkrumah has done all this and more while being a dedicated father and working tirelessly to promote equity and inclusion in science.
Last but not least, Ali Abdel Magid and Jalin Jordan are two of the current generation of superb undergraduate researchers in the lab. Ali is working with Nkrumah on the evolution of bacterial cell size, while Jalin works with Kyle Card on the evolution of antibiotic resistance. Both Ali and Jalin are also working toward future careers in medicine. This summer, they are reading work that integrates evolution and medicine including the landmark book, Why We Get Sick, by Nesse and Williams, and the path-breaking paper by Tami Lieberman et al. on the evolution of bacteria in the lungs of CF patients.
My science is better, and my life richer, because of all these people, and many more. How much better science would be, and how much richer all of our lives would be, if we would open more doors, listen more carefully, and live, learn, and work together.
After reading a draft of this essay, Nkrumah Grant, Joe Graves, and Jay Bundy all asked me to say more about this: How can we achieve the aspirations expressed in my closing sentence above?
I plan to reflect more on their vital question. In the meantime, I invite readers who have ideas to put them in the comments below.
EDIT: I should also acknowledge two other influences: A high-school teacher, Mrs. Clayton, who taught a Black History class that I took, and who introduced me to Frederick Douglass, whose autobiography I read with awe and admiration.
Comments Off on Celebrating Black in STEM
Filed under Education, Science, Uncategorized
Tagged as bacteria, BEACON, Black Lives Matter, digital organisms, diversity, equity, evolution, Frederick Douglass, Jay Bundy, JoAnn White, Joe Graves, Judi Brown Clarke, Kyle Card, LTEE, Nkrumah Grant, Oberlin College, Paul Turner, Santiago Elena, science, science education, Scott Edwards, Society for the Study of Evolution, STEM, UC-Irvine, Zachary Blount
A Birthday Sonnet
This past weekend, I celebrated my 60th birthday with friends and family from all over. One of the roasters was Ben "The Bard" Kerr, a professor at the University of Washington and colleague in the BEACON Center for the Study of Evolution in Action.
Borrowing from another bard, Ben waxed poetic about one of the lineages in the long-term evolution experiment and raised a toast with this Shakespearean flask.
ODE TO AN LTEE LINEAGE
Shall I compare Ara-3 to a summer's day?
Thou start more humbly, but sure potentiate.
Rough spins do shake the darling bugs of Rich's gaze,
And latecomer's "fleece" hath all to port citrate.
One line's long-shot passed by eleven lines,
And how was its controlled complex "skin" pinned?
Promoter capture, over some time refined.
By chance, with nature's arranging force, trimmed.
But thy Cit-minus partner shall not fade
Nor gain possession of the flair of most
C4 shall Cit– snag, now spawned by carbon trade
Then on it turns 'til lines will species now boast
So long these cells can achieve, so wise to see,
So long lives this work- and awe is rife, Lenski.
Filed under Humor, Science
Tagged as academic life, BEACON, Ben Kerr, citrate, evolution, humor, LTEE, microbiology, musings on science, science, science communication, work-life balance, Zachary Blount
Another Birthday Haiku
As I said in my last post, I just celebrated my 60th birthday with lots of friends and family. Several folks produced new artistic works, including two lovely haikus that celebrate the E. coli long-term evolution experiment.
Here's one from Mike Wiser, who did his doctoral research on the long-term lines. A highlight of his work was a paper showing that fitness trajectories in these populations tend to follow a power law, which has no upper bound, rather than an asymptotic rectangular, as I had previously assumed.
Living things adapt.
Evolution keeps going.
No peak yet in sight.
[The power-law model (blue) predicts future fitness gains much more accurately than does the hyperbolic model (red). Image modified from Wiser et al. (2013, Science 342: 1364-1367) and shown here under the doctrine of fair use.]
Comments Off on Another Birthday Haiku
Tagged as academic life, BEACON, evolution, fitness, humor, LTEE, microbiology, Mike Wiser, musings on science, science, science communication, work-life balance
Birthday Haiku
This past weekend I had my 60th birthday. I was delighted to celebrate it with wonderful colleagues, students, friends, and family.
At a dinner roast and toast, everyone sang When We're Sixty Four (Thousand), a tribute from the E. coli in the LTEE to the People of the Lab. And several friends came up with new contributions at the intersection of science and culture.
This beauty is from Andy Ellington, a professor in the Center for Systems and Synthetic Biology at the University of Texas and a member of the BEACON Center. As background, Andy coauthored a recent paper that helps to elucidate how one LTEE population evolved the novel ability to use citrate.
Without further ado, here's his haiku …
Citrate just beyond.
Acetate potentiates.
Glucose is all gone.
[Image of citrate molecule from Wikimedia Commons]
Tagged as academic life, Andy Ellington, BEACON, evolution, humor, Jeff Barrick, LTEE, microbiology, musings on science, science, science communication, work-life balance, Zachary Blount
August 3, 2016 · 2:49 pm
Evolving Fun and Games
Science isn't always fun and games. But sometimes it is!
This guest post is by Terry Soule, a computer scientist, and Barrie Robison, a biologist, both on the faculty at the University of Idaho. The BEACON Center for the Study of Evolution in Action brings together biologists, computer scientists, and engineers to illuminate and harness the power of evolution as an on-going process.
With BEACON's support, Terry and Barrie have developed a video game, called Darwin's Demons, where you must fight off enemies that are evolving to defeat your best efforts!
Feel free to comment here. However, please send any technical queries via email to Terry (tsoule@cs.uidaho.edu) and/or Barrie (brobison@uidaho.edu).
Thanks to BEACON's support, Polymorphic Games has created the evolutionary video game Darwin's Demons, and placed it on the Steam website as part of the greenlight process.
Darwin's Demons adds an evolutionary component and modern flair to an arcade classic. Darwin's Demons models biological evolution using enemies with digital genomes. Enemies acquire fitness by being the most aggressive, accurate, and longest lived, and only the most fit enemies pass their genomes to the next generation. The result? The creatures you found hardest to kill have all the babies, making each generation more challenging than the last!
The game includes in-game graphs for tracking evolution, displays the most fit enemies from each wave, and has an experiment mode where you can set parameters like the mutation rate, fitness function, etc. It also dumps all of the evolutionary data to a file. So, there are opportunities for experiments on user driven evolution if anyone is interested. (We are more than happy to share the code and/or make simple modifications for controlled experiments.)
If you get the opportunity please try out the demo (downloadable at either of the sites listed above, with Windows, MAC, and Linux versions), vote for us on Steam, and send us comments, suggestions, or ideas for future directions and collaborations.
— Terry Soule (tsoule@cs.uidaho.edu), Computer Science, UI
— Barrie Robison (brobison@uidaho.edu), Biological Sciences, UI
[Darwin's Demons: image from the Polymorphic Games website]
Comments Off on Evolving Fun and Games
Tagged as academic life, Barrie Robison, BEACON, coevolution, digital evolution, education, evolution, experimental evolution, games, science communication, teaching, Terry Soule
Evolution Education in Action
This entry is a guest post by my MSU colleague Jim Smith. Jim is one of the PIs on an NSF-supported project to develop Avida-ED as a tool for learning about evolution in action and the nature and practice of science. (Besides Jim's work with Avida-ED, many readers will be interested in Evo-Ed, a project where he and colleagues have developed teaching and learning materials organized around six case studies of evolution that integrate knowledge of the genetic, biochemical, physiological, and ecological processes at work.) Here is Jim's report on the Avida-ED professional-development workshop that was recently held here at MSU.
This past week, we had the pleasure of working together in a 2.5 day workshop with a group of biology faculty from across the country who are interested in evolution education. As a part of our work in the NSF-funded Active LENS project, and as members of the BEACON NSF Science and Technology Center at Michigan State, our focus in this workshop was finding ways to incorporate the digital evolution software program, Avida-ED, into Biology course offerings. Avida-ED allows students to understand evolution as an empirical science, where things can be studied and discovered via manipulative experiments, rather than solely as an historical science consisting mainly of observation and deep inference.
This Active-LENS Workshop brought together 20 biology teaching faculty over the course of 2.5 days to build lessons for their courses that incorporate Avida-ED. On Day 1, we heard presentations from: Rob Pennock, who outlined what Avida-ED is, how it came to be, and why it is important; Rich Lenski, who introduced the group to his 28-year 65,000 generation long-term experimental evolution project and also described how the research platform, Avida, was used to evolve organisms with complex features; and Charles Ofria, who gave us a tour under the hood of Avida-ED, showing us how the program works on a computational level.
An Avidian and its offspring (with mutations) in Avida-ED.
In between these presentations, workshop participants were introduced to a new browser-based version of Avida-ED that is in its final stages of development. Software developer Diane Blackwood is now "squashing bugs" in this beta version of Avida-ED (3.0), which will be released later this month. Jim Smith then led the workshop participants through three hands-on exercises that allowed them to see first-hand how Avida-ED could be used in an educational setting to address specific misconceptions that students have about evolutionary processes. For example, some students think that selection causes the mutations that are advantageous, so one exercise explores whether mutations that confer a beneficial trait arise sooner when selection favors the mutation than when it does not. We also introduced the participants to some independent research projects that our Introductory Cell and Molecular Biology students carried out using Avida-ED.
On Day 2, participants started on their journeys to develop their own Avida-ED lessons and spent most of the day doing so. This was perhaps the most interesting and challenging part of the workshop, given that the participants came to us from a wide range of institutions and instructional settings. Thus, each participant had his/her own set of opportunities and challenges to consider during the lesson planning sessions.
In conjunction with, and in between, bouts of lesson planning, Jim Smith introduced participants to and/or reminded them about how to use backward design to plan instruction. In addition, Mike Wiser presented data showing how he has been using Avida to study fundamental research questions in evolutionary biology, and also presented results of research he has been doing as a member of our team to study impacts of the use of Avida-ED in educational settings. Moshe Khurgel, who participated in last year's Active-LENS workshop, described his Avida-ED implementation at Bridgewater College (VA) this past year, and provided the participants with a great set of tips and things to consider as they developed their own curricular pieces. Louise Mead rounded out the set of presentations on Day 2 by providing participants with some basics on how to assess student learning, and how the work done by the participants would fit into the overall Discipline Based Education Research (DBER) goals of the Avida-ED team.
The big payoff came on Day 3, when each participant team presented their ideas for implementation of Avida-ED into their courses. These were great! Projects that were presented ranged from the use of Avida-ED in a case-based framework utilizing oil spill remediation to explore how (and when) genetic variation arises in populations (Introductory Cell and Molecular Biology, Kristin Parent and Michaela TerAvest, Michigan State), to using Avida-ED to explore concepts in phylogenetics and compete organisms directly against each other in a March Madness framework (300-level Microbiology Lab, Greg Lang and Sean Buskirk, Lehigh University), to using Avida-ED to explore environmental effects on species diversity (300-level Ecology course, Kellie Kuhn and David Westmoreland, Air Force Academy). Many other creative and innovative ideas were presented by the other participants.
Events such as this 2.5 day workshop are true highlights of an academic life. Working with dedicated faculty who are motivated and energized by the prospect of creating excellent learning experiences for their students is a real pleasure. It also gives one hope for the future of American science.
The best news is that we will be doing this 2.5 day workshop again next year. Sound like fun? If so, give one of us a shout (I'm at jimsmith@msu.edu), and we'll see what we can do to have you join the group in the summer of 2017!
— Jim Smith
Comments Off on Evolution Education in Action
Filed under Education
Tagged as academic life, Avida, BEACON, Charles Ofria, education, evolution, experimental evolution, Jim Smith, Louise Mead, LTEE, Mike Wiser, Rob Pennock, science, science communication, teaching


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Q: How to do exact search in Shiny DataTables column I have the following self-sufficient Shiny script:
mydf <- data.frame(commonality=c("common","uncommon","common","uncommon","common"),value=c(1,2,3,4,5))

library(shiny)
shinyApp(
  ui = fluidPage(DT::dataTableOutput('tbl')),
  server = function(input, output) {
    output$tbl = DT::renderDataTable(
      mydf, options = list(lengthChange = FALSE)
    )
  }
)

Which produces this:

What I want to do is to do exact search. For example when I type common,
the values uncommon should not appear. How can I do that?

A: You can use the filter of the DT package :
 library(shiny)
    shinyApp( ui = fluidPage(DT::dataTableOutput('tbl')),
    server = function(input, output) {
    output$tbl = DT::renderDataTable( mydf,filter = 'top', options = list(lengthChange = T, dom = 'tip') )
      })

and the result look like this :

redpajama_set_name: RedPajamaStackExchange


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I'm Not Gonna Teach Your Boyfriend How To Dance With You Black Kids Download 'I'm Not Gonna Teach Your Boyfriend How To Dance With You' on iTunes
Foo Fighters announce first UK show in years
Foo Fighters have been confirmed for the Closing Concert of the inaugural Invictus Games.
The US band are coming to London to play the one-off show to mark the end of the new international sporting event for disabled soldiers who were injured in battle.
The Games were launched by Prince Harry earlier this year and aim to use the power of sport to inspire recovery and generate more understanding of the work of the armed forces.
The five hour long Closing Concert, which will also include the medal presentations for the winning competitors, is happening on the south lawn of the Queen Elizabeth Olympic Park on Sunday 14 September, with Kaiser Cheifs and Ryan Adams among the other acts playing on the day.
"Invictus games, look out...THE FOO FIGHTERS ARE COMING," the band commented. "What a perfect way to finally return to the UK for the first time in years...been waaaay too long! Thanks for having us, it is truly an honor to come play for these incredible men and women. Can't wait to do our thing for you..."
Tickets go on sale this Friday at 9am and will be available from axs.com
Meanwhile, Foo Fighters are due to release their eighth studio album in November. The record is currently untitled and accompanies an HBO television programme documenting it's recording.
*Update: Producer Butch Vig has tweeted to say the new Foos album is finished and is "EPIC"*
You can see the trailer to Sonic Highways below.
More on Foo Fighters
See more More on Foo Fighters
Foo Fighters to release Japanese sake drink for Medicine At Midnight album
Foo Fighters' Waiting On A War single is dedicated to Grohl's daughter Harper
Can you get 100% on this Foo Fighters lyric quiz?
What does Dave Grohl whisper in Everlong by Foo Fighters?
Dave Grohl in his own words


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