text:
Biografia
Nato a Minneapolis nel 1928, Sidney Kibrick ha fatto il suo debutto sul grande schermo nel 1933 nel cortometraggio Last Fight Kid, della serie Baby Burlesks, al fianco di Shirley Temple. È noto soprattutto per essere apparso in 26 episodi della serie Simpatiche canaglie (Our Gang) dal 1935 al 1939. Dal 1937 al 1939 vi interpreta il ruolo di "The Woim", la spalla del bullo del quartiere "Butch", impersonato da Tommy Bond. Sidney era il fratello minore di Leonard Kibrick, egli stesso un bullo in Simpatiche canaglie.

Laureatosi alla University of Southern California, da adulto esercita la professione di architetto.

Filmografia parziale

 Simpatiche canaglie, serial cinematografico - 26 cortometraggi (1935-39)
 The Jones Family in Hollywood, regia di Malcolm St. Clair (1939)

Note

Bibliografia
  John Holmstrom, The Moving Picture Boy: An International Encyclopaedia from 1895 to 1995, Norwich, Michael Russell, 1996, p. 158.
  Leonard Maltin and Richard W. Bann, The Little Rascals: The Life & Times of Our Gang. New York: Crown Publishing/Three Rivers Press, 1977 (rev. 1992)

Voci correlate
Simpatiche canaglie
Attore bambino

Collegamenti esterni

Attori bambini statunitensi


text:
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text:
Minutes of the Meetina of the Board of Trustees o f the
University of Kentucky, Tuesday, December 12, 1978.
The Board of Trustees of the University of Kentucky convened
in their Statutory Quarterly Meeting, in the Board Room in the
Patterson Office Tower, on the Campus of the University at
Lexirigton, Kentucky, at 2:00 P.M., EST, on Tuesday, December
12, 1978. pursuant to a Notice which was sent by first class
mail, postage prepaid, to all members of the Board by the
Secretary on November 28, 1978, with distribution of copies
To all parties required to be given notice pursuant to KRS 61.825.
The following members were present: Chairman William B. Sturgill,
Dr. Michael Adelstein, Mr. William R. Black, Governor Albert
Benjamin Chandler, Mrs. Robert 0. Clark, Mr. William B. Terry,
Mr. John R. Gaines, Mr. L. D. Gorman, Mr. George W. Griffin, Jr.,
Mrs. David Hermansdorfer, Dr. David A. Hull, Mr. Thomas B.
Kessinger, Mr. Zirl Palmer, Mr. Frank Ramsey, Jr., Mr. Homer
W. Ramsey, Professor Constance P. Wilson, Mr. Eugene Tichenor,
Dr. John R. Woodyard.
The following members were unable to be present: Vice
Chairman Albert G. Clay.
Also present were: President Otis A. Singletary; Vice
Presidents Lewis W. Cochran, Robert G. Zumwinkle, Peter P.
Bosomworth, Raymond R. Hornback, and Jack C. Blanton; Dr. Charles
T. Wethington representing Vice President Stanley Wall; and Mr.
John C. Darsie, Legal Counsel.  Representatives of the various
news media were also present.
A. Meeting Opened
The Chairman Called the meeting to order at 2:21 p.m., and the
invocation was pronounced by Mr. Eugene Tichenor.
B. New Member Sworn In
Mr. Sturgill welcomed Mr. William B. Terry, who was appointed
to the Board of Trustees by Governor Julian Carroll in January 1978
to replace Mr. Richard E. Cooper for a term ending December 31, 1921,
and explained that this was the first meeting which Mr. Terry
had been able to attend since his appointment.   He then requested
Mr. John C. Darsie, Legal Counsel, to administer the oath of
office to Mr. Terry.  The oath was administered and Mr. Terry
became a member of the Board.
C. Roll Call
Following the call of the roll, the Secretary reported
eighteen members present and one absent.  A quorum being present,
the Chairman declared the meeting officially open for the conduct
of business at 2:25 p.m. (Eastern Standard Time).
D. Minutes Approved
There being no additions or corrections to the Minutes of the
October 17, 1978, meeting of the Executive Committee of the Board
of Trustees, on motion duly made, seconded, and carried, the reading
of the Minutes was dispensed with and the Minutes were approved
as published.
E. President's Report to the Trustees (PR 1)
President Singletary called attention to PR 1, his Monthly
Report to the Trustees, and recommended its acceptance. Without
objection, it was so ordered.
F. Recommendations of the President (PR 2)
Remarking that PR 2, Recommendations of the President, contained
only routine Dersonnel changes, President Singletary recommended
approval of PR 2 as a whole. Mr. Frank Ramsey so moved. His
motion was seconded by Mr. Black and, without dissent, PR 2 was
approved and ordered made part of the Minutes. (See PR 2 at the
end of the Minutes.)
G.  Supplemental Recommendations of the President (PR 3)
The items in PR 3 concerned personnel changes not included as
a part of PR 2. These were routine in nature; however, President
Singletary did call attention to the request for an extension of
leave of absence for one year for Mr. Jack Hall, who is on special
assignment with State government. He then recommended approval of
PR 3 as a whole. On motion by Governor Chandler, seconded by Mr.
Homer Ramsey, and passed, the recommendations in PR 3 were approved.
(See PR 3 at the end of the Minutes.)
H.  Candidates for Degrees - University System (PR 4)
Without discussion, on motion by Mrs. Hermansdorfer, seconded
by Mr. Kessinger, and passed, the President was authorized to confer
upon each individual whose name appeared on the list attached to PR 4,
the degree to which said individual is entitled, upon certification
by the Dean of Admissions and Registrar and approval by the
University Senate that the individual has satisfactorily completed
all of the requirements for the degree for which application had
been made. (See PR 4 at the end of the Minutes.)
I.  Budget Revisions for 1978-79 (PR 5)
On President Singletary's recommendation, and without discussion,
on motion by Mr. Tichenor, seconded by Mr. Palmer, and passed, the
Budget Revisions for 1978-79 as recommended in PR 5 were authorized
and approved. (See PR S at the end of the Minutes.)
J. Appointments of Medical Staff, University Hospital (PR 6)
According to the Bylaws of the Medical Staff, University Hospital,
which were approved by the Board of Trustees on April 4, 1978, the
Board or its Executive Committee must approve appointments to
the Medical Staff. President Singletary, therefore, recommended
approval of the appointments of the individuals listed in PR 6
to the Medical Staff. On motion by Mr. Black, seconded by Dr. Hull,
and passed, the appointments to the Medical Staff, University
Hospital, were approved. (See PR 6 at the end of the Minutes.)
K. Amendments to the Governing Regulations (PR 7)
At the September 19, 1978 meeting, the Board received and tabled
certain proposed amendments to the Governing Regulations. Noting
that the required month had passed, President Singletary recommended
that the proposed amendments to the Governing Regulations as
presented in PR 7 be removed from the table and approved. On motion
by Mr. Homer Ramsey, seconded by Governor Chandler, and carried,
PR 7 was approved.  (See PR 7 at the end of the Minutes.)
L. Amendments to and Reenactment of the By-Laws and Rules
and Regulations of the Medical Staff and Appointment of
Council of Supervisors for University Hospital (PR 8)
President Singletary noted that Vice President Bosomworth and
Mr. Darsie had both worked extensively on this document and called
on Dr. Bosomworth for comments. Dr. Bosomworth explained that the
document is not new, having been approved by the Medical Center
Committee and the Board, in principle, at the April 4, 1978 meeting.
Certain amendments to the By-Laws of the Medical Staff were approved
by the Board on October 17, 1978.
At this time two significant changes are recommended -- the
appointments to the Council of Supervisors and some modification
of the current By-Laws and the Rules and Regulations.
The individuals being recommended for appointments to the
Council of Supervisors for the University Hospital are: Mr.
William Black, Mrs. Sally Hermansdorfer, and Dr. David Hull (Board
of Trustees); Dr. Robert Luke and Dr. Harold Rosenbaum (Medical
Staff); Mr. Michael Olding (student); and Mrs. Rogers Beasley,
Mr. Al Smith, and Mr. Barney Tucker (public).
Governor Chandler noted that the Board was not giving away its
authority by this action, but rather was creating a review body,
separate from the University structure for academic governance,
responsible for assuring the highest quality of patient care in
the hospital. Governor Chandler continued by saying that the
University is fortunate that Mr. Black, Mrs. Hermansdorfer, and
Dr. Hull are willing to accept these appointments, and Mr.
Sturgill concurred.
Governor Chandler moved that the recommendation in PR 8 regarding
the amendments to and reenactment of the By-Laws and Rules and
Regulations of the Medical Staff and the appointment of the Council
of SuDervisors for University Hospital be approved. His motion
was seconded by Mr. Frank Ramsey and passed without dissent.
M. Amendment of Retirement Regulation (PR 9)
President Singletary, in referring to the proposed amendment
of the retirement regulation, indicated that this is the first
step of a two-step process in dealing with retirement legislation
recently passed by Congress. The 1978 amendments to the Age
Discrimination in Employment Act of 1967 become effective January
1, 1979. These amendments, in general, prohibit the mandatory
retirement of University employees prior to age 70. Two principal
exceptions are made: (1) that for high-level executives and
(2) a temporary exception, until July 1, 1982, for tenured faculty.
President Singletary called on Mr. Darsie, who explained the
University is doing the minimum to comply with the law until Federal
guidelines have been adopted in final form. Professor Adelstein
moved approval of the amendment of the retirement regulation as
presented in PR 9. His motion was seconded by Dr. Hull, and passed.
Governor Chandler requested that it be made a matter of record
that he was opposed to mandatory retirement at age 65. The Chairman
directed that Governor Chandler's opposition be made a matter of
N. Report on Results of Alumni Member Election (PR 10)
President Singletary reported that the three persons receiving
the highest number of votes on the election for an alumni member
of the Board of Trustees were Mrs. Betty Carol Clark, Mr. Robert
H. Hillenmeyer and Mr. Cleland White, III.
Mr. Homer Ramsey moved that the report of the Secretary of
the Board of Trustees as given by President Singletary be received
and Dut to record, and that the Secretary be authorized to certify
to the Governor the names of Mrs. Clark, Mr. Hillenmeyer and Mr.
White from which list the Governor will appoint a successor to Mrs.
Clark, whose term expires December 31, 1978. His motion was seconded
by Mrs. Hermansdorfer and passed. (See PR 10 at the end of the
Minutes.)
0. Resolution Relative to Special Session of the Kentucky
President Singletary said that the Special Session of the
Legislature called by Lieutenant Governor Thelma Stovall for
December 11, 1978 could well have an adverse effect on the University
of Kentucky inasmuch as the expressed purpose of the session would
be the consideration of tax reduction and spending cutbacks. After
almost a decade of receiving cuts in its operating dollars, the 1978-80
biennial budget did provide sufficient dollars to enable the institu-
tion to become more nearly competitive with its benchmark
institutions although it is still behind most of them.  Any
further erosion in funding which might occur as a result of actions
taken during the Special Session would have serious consequences
for the University o.f Kentucky.
Mr. Sturgill concurred in President Singletary's assessment
of the situation and said that members of the Board, who had worked
with President Singletary in getting a viable budget for the
current biennium, were deeply concerned and felt that it was
appropriate to inform the Governor, Lieutenant Governor, the
President Pro Tempore of the Senate, and the Speaker of the House
of Representatives,as well as certain other key legislators, of
this concern. To this end a Resolution had been prepared and the
secretary was asked to read it (see copy of the Resolution at the
end of the Minutes).
Various members of the Board joined President Singletary and
Mr. Sturgill in expressing concern over any reduction in the
University's budget allocation and, on motion duly made, seconded,
and carried the Resolution was adopted and copies ordered sent
to all persons mentioned in the Resolution as well as to those
whose names had been suggested by various members of the Board.
(Copy of Resolution and List of Names to whom it was sent are
included at the end of the Minutes.)
P.  Interim Financial Report (FCR 1)
Mr. Griffin, reporting for Mr. Clay, Chairman of the Finance
Committee, moved that the Financial Report for the period ending
October 31, 1978 be accepted. His motion was seconded and passed
without dissent. (See FCR 1 at the end of the Minutes.)
Q. Delegation of Authorization Relative to Property Acquisition
(FCR 2)
The Finance Committee recommending, Mr. Griffin moved approval
of FCR 2 authorizing the President to provide for the acquisition
of parcels of real property, within the land use plan approved by
the Board of Trustees, which do not exceed an estimated value
of $100,000 provided funds are available and budgeted for such
acquisition. Mr. Griffin's motion was seconded by Mr. Tichenor
and passed. (See FCR 2 at the end of the Minutes.)
R. University Investments and South Africa (FCR 3)
Mr. Griffin reported that the Finance Committee, at its meeting
on the morning of December 12, had discussed the policy statement
in FCR 3 with regard to the University's investments in companies
with holdings in South Africa, and had recommended its approval.
He moved adoption of the policy by the Board; the motion was seconded
by Mr. Black and passed without dissent. (See FCR 3 at the end of
the Minutes.)
S. Resolution Autihorizing Issuance of Housing and Dining
System Revenue Bonds (FCR 4)
At the request of Mr. Griffin, Mr. Blanton explained the events
which have occurred since the Board of Trustees authorized at its
meeting on June 20, 1978, the issuance of Series J and K bonds
in the amounts of $6,325,000 and $284,000 respectively. Inasmuch
as HUD has agreed to purchase Series K bonds in the amount of
$4,584,000 at an interest rate of 3% per annum, it was Mr.
Blanton's recommendation, concurred in by the Finance Committee
of the Board, that the earlier action be rescinded and a new
resolution be adopted.
Mr. Griffin introduced, caused to be read and moved immediate
adoption of a Resolution entitled:
Authorizatior of $1,900,000 "University of Kentucky Housing
and Dining System Revenue Bonds, Series J,' and $4,584,000
"University of Kentucky Housing and Dining System Revenue Bonds,
Series K"; Approval and Authorization for execution of a Loan Agree-
ment with the United States Department of Housing and Urban
Development (HUD). wherein HUD will agree to appear at the public
sale and submit a purchase bid for the Series K Bonds at face
amount, and at an interest rate of 3% per annum, subject to
acceptance of equal or better bids; Approval and Authorization of
theerequired "Series J and Series K Supplemental Trust Indenture"
with Farmers Bank , Capital Trust Company, Frankfort, Kentucky,
as Trustee; Delegation to the Statutory Executive Committee of
the Board of full authority to act in receiving, considering
and acting upon Durchase bids for the Series J and Series K
Bonds when the same are publicly advertised for sale, as
required by law; Reauesting that the State Property and Buildings
Commission take proper action to approve and authorize issuance
of the Series J and Series K Bonds; and Rescinding in its entirety
that certain Resolution which was adopted by the Board at its
meeting of June 20, 1978, authorizing the issuance of the Series
J and Series K bonds because that Resolution has been overtaken
by events, which are recited in full.
and a true copy of which is attached to these Minutes. The motion
for the adoption of the said resolution was seconded by Mr. Frank
Ramsey. After a full discussion, the Chairman put the question
and upon call of the roll the vote thereon was recorded as
follows: Voting Aye: Chairman William B. Sturgill, Dr. Michael
Adelstein, Mr. William R. Black, Governor Albert Benjamin
Chandler, Mrs. Robert O. Clark, Mr. William B. Terry, Mr. John
R. Gaines, Mr. L. D. Gorman, Mr. George W. Griffin, Jr., Mrs.
David Hermansdorfer, Dr. David A. Hull, Mr. Thomas B. Kessinger,
Mr. Zirl Palmer, Mr. Frank Ramsey, Jr., Mr. Homer W. Ramsey,
Mr. Eugene Tichenor, Professor Constance P. Wilson, Dr. John R.
Woodyard. Voting Nay: None.
The Chairman thereupon announced that said Resolution had
been duly adopted and that the same was in full force and effect.
(See FCR 4 at the end of the Minutes.)
T. Approval of Charitable Remainder Annuity Trust Agreement
with Gertrude B. Robinson (ICR 1)
The Investment Committee recommending, Mr. Griffin moved approval
of ICR 1 authorizing the President to execute an annuity trust
agreement with Mrs. Gertrude B. Robinson of Silver Springs, Maryland
and the University of Kentucky. Mr. Griffin's motion was seconded
by Mrs. Clark and passed. (See ICR 1 at the end of the Minutes.)
U. Meeting Adjourned
The Chairman, having first determined that there was no further
business, called for a motion to adjourn, which was duly made,
seconded and unanimously carried.
Betty Carol Clark, Secretary
(PR's 2, 3, 4, 5, 6, 7, 8, 9, and 10; Resolution; FCR's 1, 2, 3,
and 4; and 1CR 1 which follow are official parts of the Minutes
of the Meeting.)
Members, Board of Trustees:
RECOMMENDATIONS OF THE PRESIDENT
I.    Appointments and/or Other Staff Changes
Recommendations: (1) that approval be given to the appointments
and/or other changes which require Board action; and (2) that
the report relative to appointments and/or changes already
approved by the administration be accepted.
Background: The following recommended appointments and/or
other staff changes require approval by the Board of Trustees
in accordance with Part VIII-B of the Governing Regulations
of the University. These recommendations are transmitted to
the Board by the appropriate vice president through the
President and have his concurrence.
Under the Governing Regulations the authority to make certain
appointments and/or other staff changes is delegated to
the President or other administrators who are required to
report their actions to the Board. This report follows the
recommendations requiring Board approval.
BOARD ACTION
Friedericks, Carl W., Associate Clinical Professor (voluntary),
Department of Community Medicine, College of Medicine,
11/1/78 through 6/30/79.
Gibson, Harold W., Instructor in the Community College System,
Madisonville Community College, 10/1/78 through 6/30/79.
Hensley, David L., Assistant Extension Professor::, Department of
Horticulture and Landscape Architecture, College of Agriculture,
Reed, Michael Robert, Assistant Professor, Department of Agricultural
Economics, College of Agriculture, 9/28/78 through 6/30/79.
Singh, Kewal, Visiting Professor, Department of Political Science,
College of Arts and Sciences, and Patterson School of Diplomacy,
Graduate School, 1/1/79 through 5/31/79.
Unrug, Konstanty F., Visiting Associate Professor, Department of
Civil Engineering, College of Engineering, 11/21/78 through
Wade, Richard C., Visiting Professor, Department of History, College
of Arts and Sciences, 1/1/79 through 5/31/79.
*Special Title Series
Non-Academic Appointments
Allison, Ruth, Nurse Anesthetist, Department of Anesthesiology,
University Hospital, retroactive 9/25/78.
Combs, Patricia K. , Senior Media Development Specialist, Office of
the Dean, College of Medicine, retroactive 10/16/78.
DeStephanis, Augustus, Management Specialist, Center for Public
Affairs, College of Business and Economics, retroactive 11/1/78.
Geissler, Richard H. Jr., Research Associate, Department of Pathology,
College of Medicine, 10/1/78 through 6/30/79.
Gold, David V., Senior Research Associate, Department of Pathology,
College of Medicine, retroactive 11/1/78.
Kiesz, Judith A., Supervisor, Routine Chemistry Laboratory, University
Hospital, retroactive 10/2/78.
McLellan, Pattie W., Educational Broadcast Specialist, Office of
Public Information, Vice President for the Medical Center,
retroactive 9/29/78.
Ratliff, Bobby R., Extension Information Specialist, Department of
Public Information, College of Agriculture, retroactive 11/15/78.
Thomas, Phyllis, Nurse Anesthetist, University Hospital, retroactive
11/27/78.
Woods, Gordon L., Senior Systems Programmer, University Hospital,
retroactive 11/6/78.
Hackett, James, Assistant to Dean, College of Medicine and Director
of Finance, College of Medicine, retroactive 10/16/78.
Weitzel, William D., from Assistant Professor, (without tenure),
to Associate Professor, (with tenure), Department of Psychiatry,
College of Medicine, effective 1/1/79.
Nadler, Sam, Visiting Associate Professor (part-time), Department
of Mathematics, College of Arts and Sciences, 1/1/79 through
Joint Appointments
Anderson, James W., Professor, (with tenure), Department of Medicine,
College of Medicine, also named Professor, (with tenure),
Department of Clinical Nutrition, College of Allied Health
Professions, retroactive 10/1/78.
"Special Title Series
Bean, Laurence R., Professor, (with tenure), Department of Oral
Diagnosis and Oral Medicine, College of Dentistry, also
named Professor, (with tenure), Department of Diagnostic
Radiology, Coilege of Medicine, retroactive 10/1/78.
Burki, N. K., Associate Professor, (with tenure), Department of Medicine,
College of Medicine, also named Associate Professor, (with tenure),
Department of Physiology and Biophysics, College of Medicine,
Piecoro, John, Associate Professor* (with tenure), College of
Pharmacy, also named Assistant Professor, Department of
Pediatrics, College of Medicine, retroactive 10/10/78.
Berger, Philip K., Resigned as Associate Professor with tenure,
Department of Business Administration, College of Business
and Economics 7/1/78; appointed Associate Professor, with
tenure, Department of Community Medicine, College of Medicine
with a joint appointment as Associate Professor, without
tenure, Department of Business Administration, College of
Business and Economics, effective 7/1/78. Primary appointment
in Department of Community Medicine.
Dean, Benjamin T., Extension Professor*, (with tenure), Department of
Animal Sciences, College of Agriculture, after 14 years and
6 months of consecutive service, effective 11/1/78.
Gray, Marguerite, Food Service Supervisor, Department ot Dietetics
and Nutrition, University Hospital, after 17 years and 4 months
of full-time service, effective 12/31/78.
Logan, Ruth C., Food Service Supervisor, Student Center Cafeteria,
Department of Auxiliary Services, after 25 years and 4 months
of consecutive service, effective 11/17/78.
Spencer, Louis, Food Service Supervisor, Department of Dietetics
Williams, Lewis G., Food Service Worker, Department of Dietetics
and Nutrition  University Hospital, after 15 years and 10 months
of consecutive service, effective 6/30/78.
Early Retirements
Sallee, Frances E., Machine Operator IV, Duplicating Services,
after 28.5 consecutive years of service, effective 12/5/78.
Post-Retirement Appointments
Garrigus, Wesley P., Professor, Department of Animal Sciences,
College of Agriculture, academic year 1978-79.
Sprague, John S., Physician (part-time), University Health Service,
7/1/79 through 6/30/80.
;Special Title Series
Jansen, William H., Professor, (with tenure), Department of English,
College of Arts and Sciences, Sick Leave, previously approved
by the Board in October, 1978, for three months, October through
December 1978;  This is extension of Sick Leave until retirement
June 30, 1979, without interruption of pay.
Anderson, William M.D., Instructor in the Community College System,
(voluntary), Jefferson Community College, 9/1/78 through 5/31/79.
Aunett, Charles F., Clinical Instructor (voluntary), Department of
Allied Health Education and Research, College of Allied Health
Professions, 8/1/78 through 6/30/79.
Barker, Donald, Instructor in the Community College System (voluntary),
Lexington Technical Institute, 8/1/78 through 5/31/79.
Bourdon, Robert S., Visiting Assistant Professor, Department of Art,
College of Fine Arts, 1/1/79 through 5/31/79.
Brown, Sister Miriam Elizabeth, Clinical Instructor (voluntary),
Department of Allied Health Education and Research, College
of Allied Health Professions, 8/1/78 through 6/30/79.
Broyles, Irene P.. Instructor in the Community College System (voluntary)
Somerset Community College, 8/30/78 through 12/31/78.
Bryant, Carol Anne, Adjunct Assistant Professor* (part-time),
Department of Anthropology, College of Arts and Sciences,
Bush, Sherman L., Instructor/Counselor in the Community College
System, Jefferson Community College, 9/1/78 through 6/30/79.
Chen, Wen-ju Lin, Clinical Instructor (voluntary), Department of
Clinical Nutrition, College of Allied Health Professions,
10/27/78 through 6/30/79.
Collins, Paul, Assistant Clinical Professor (voluntary), Department of
Medicine, College of Medicine, 10/1/78 through 6/30/79.
Dalton, Sister Dorothy, Clinical Instructor (voluntary), College of
Nursing, 11/1/78 through 6/30/79.
Easley, Dan, Visiting Instructor (part-time), Department of Mathematics,
College of Arts and Sciences, 10/5/78 through 12/31/78.
Edwards, Lois Kay, Instructor in the Community College System
(voluntary), Lexington Technical Institute, 8/1/78 through
Elam, Carol L., Media Development Specialist, Division of Educational
Development, Office of the Dean, College of Medicine,
retroactive 11/1/78,
Faunce, Jill M., Media Development Officer, Department of Dental
Hygiene, College of Allied Health Professions, retroactive 10/7/78
Fiala, Joseph F., Research Assistant, Department of Psychiatry,
College of Medicine, retroactive 10/9/78,
Harrison, Christopher H., Clinical Instructor (voluntary), Department
of Pediatrics, College of Medicine, 11/1/78 through 6/30/79.
Head, Marylou S., Assistant Professor (part-time), Department of
Restorative Dentistry, College of Dentistry, 10/1/78 through
Hedrick, James, Clinical Instructor (voluntary), Department of
Pediatrics, College of Medicine, 11/1/78 through 6/30/79.
Henderson, Cheryl L., Counselor/Instructor in the Community College
System, Jefferson Community College, 11/6/78 through 6/30/79.
Howard, Leonard R., Visiting Assistant Professor (part-time),
Department of Political Science, College of Arts and Sciences,
Kaufman, Cynthia, Clinical Instructor (voluntary), College of Nursing,
Kiteck, Stephen S., Clinical Instructor (voluntary), Department of
Family Practice, College of Medicine, 11/1/78 through 6/30/79.
Knight, Jane N., Librarian IV, Acquisitions, Library, 11/21/78
through 6/30/79.
Kopczyk, Anthony J., Assistant Professor (part-time), Department
of Periodontics, College of Dentistry, 9/19/78 through
Leiss, Ernst L.F.X., Visiting Assistant Professor, Department of
Computer Science, College of Arts and Sciences, 1/1/79
Lowenthal, Donna, Instructional Specialist II, College of Nursing,
Mills, Michael R., Clinical Instructor (voluntary), College of
Pharmacy, 9/1/78 through 6/30/79.
Mudd, Carol G., Clinical Instructor (voluntary), Department of
Physical Therapy, College of Allied Health Professions,
Nozaki, Masako, Visiting Assistant Professor, Department of
Pharmacology, College of Medicine, 11/1/78 through 4/30/79.
Pedigo, Sara Jo., Clinical Instructor (voluntary), Department of
Rehm, Stanley M.D., Instructor in the Community College System
(voluntary), Lexington Technical Institute, 8/1/78 through 5/31/79
Rietz, Mike, Instructor (part-time), Department of Health, Physical
Education and Recreation, College of Education, 1/1/79 through
Sanchez, Sandra M., Clinical Instructor (voluntary), College of Nursing,
Sims, Linda, Clinical Instructor (voluntary), Department of Allied
Health Education and Research, College of Allied Health
Sorrell, Connie L., Instructor in the Community College System
Spichard, Frances P., Instructor in the Community College System
Steele, William B., Instructor in the Community College System,
Jefferson Community College, 9/1/78 through 12/31/78.
Thoen, Svein, Clinical Instructor (voluntary), Department of
"ipeciai Tittite Series
Thomas, Charles A., Assistant Professor (part-time), Department
of Community Dentistry, College of Dentistry, 9/18/78
Totton, Earl Jr.,Instructor in the Community College System (voluntary),
Madisonville Community College, 8/30/78 through 12/21/78.
Whiteside, Martha Jane, Visiting Librarian III, Government Publications,
Libraries, 11/13/78 through 6/30/79.
Wilmott, Vickie W., Clinical Instructor (voluntary), Department
of Physical Therapy, College of Allied Health Professions,
Non-Academic Appointment
Burnam, Emmett P., Health Career Opportunity Recruiter, UK Minority/
Disadvantaged Health Manpower Program, Vice President for
Minority Affairs, 11/6/78 through 6/30/79.
Skaff, David M., Assistant Professor (part-time), Department of
Pediatric Dentistry, also named Assistant Professor (part-time),
Department of Community Dentistry, College of Dentistry,
9/11/78 through 6/30/79.
Goodman, Norman, Professor, (with tenure), named Acting Co-Chairman,
Department of Community Medicine, College of Medicine, 11/5/78
Skaff, Karen 0., Assistant Professor*, and Coordinator Dental
Auxiliary Programs, named Assistant Professor*, and Acting
Chairperson, Department of Dental Hygiene, Department of Allied
Vandiviere, H. Mac, Professor, (with tenure), named Acting Chairman,
Clay, Brenda Johnson, Adjunct Assistant Professor*, Department of
Anthropology, College of Arts and Sciences, 1/1/79 through
Cramer, Alberta, Instructor (temporary), Department of Health,
Physical Education and Recreation, College of Education, 1/1/79
Struss, Edwin F., Assistant Professor (part-time), Department of
Oral Diagnosis and Oral Medicine, College of Dentistry, 7/1/78
'CSpecial Title Series
Clark, Myrtle W., from Instructor to Assistant Professor, Department
of Accounting, College of Business and Economics,

redpajama_set_name: RedPajamaCommonCrawl


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The prophecy of the Blackest Night has come to pass--a mysterious force is raising deceased heroes and villains into an army of undead Black Lanterns! The combined might of the Green Lantern Corps and an armada of living superbeings must now band together in a fight quite literally for their lives. The incredible saga from #1 New York Times bestselling writer Geoff Johns is collected here in its entirety for the first time ever in paperback in this new DC Essential Edition!
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text:
Q: Error: React Hook "useCallback" is called conditionally. React Hooks must be called in the exact same order in every component render Getting a build error usecallback hook called conditinally. if i dont use useCallback i get the error    JSX props should not use arrow functions
const LinkComp = <T extends {}>(props: LinkProps & T extends AnchorProps ? AnchorProps : ButtonProps) => {
    const {
        title,
        hideTitle,
        children,
        url = '',
        action,
        label,
        newWindow,
        className,
        iconName,
        isExternal,
        inheritColor = true,
        underlineOnHover = true,
        underline = false,
        theme = '',
        bold = false,
        onClick,
        modal = false,
        forceAnchorTag = false,
        appendQueryParams = true,
        showOutline = true,
        ...linkProps
    } = props;
    const [handleClick] = useRouter(action, url);
    const forwardedParams = useSelector(selectForwardedQueryParams);

    const linkContent = (
        <>
            {iconName && <Icon name={iconName} className='mr-3' />}
            {!hideTitle && (title || children)}
        </>
    );

    if (modal) {
        if (linkProps.modalTitle) delete linkProps.modalTitle;

        return (
            <button {...(anchorProps as ButtonProps)} role='link' onClick={onClick as ButtonProps['onClick']}>
                {linkContent}
            </button>
        );
    }

    // queryString.stringifyUrl combines the params from both url and forwarded params.
    // don't append the params for `tel` links
    const forwardedParamsUrl = queryString.stringifyUrl({ url, query: !url?.includes('tel:') && forwardedParams });

    const handleAnchorClick = useCallback((e: React.MouseEvent<HTMLAnchorElement, MouseEvent>) =>  {
        if (handleClick) handleClick(e);

        return true;
    },[handleClick]);

    if (forceAnchorTag) {
        return (
            <a href={forwardedParamsUrl} {...(anchorProps as AnchorProps)} onClick={handleAnchorClick}>
                {linkContent}
            </a>
        );
    }
    // search extras uses the query params in a different way, so no need to append them here
    const fullUrl = appendQueryParams ? forwardedParamsUrl : url;

    return (
        <Link href={fullUrl} passHref={isExternal || newWindow}>
            <a {...(anchorProps as AnchorProps)} onClick={handleClick}>
                {linkContent}
            </a>
        </Link>
    );
};

export default LinkComp;

A: You need to move your useCallback definition to above the if (model) check. This if block may cause your component to render before the function has been memoized by useCallback.

redpajama_set_name: RedPajamaStackExchange


text:
Education in Ghana
Title: Education in Ghana
Subject: NAPE Foundation, Ghana, Demographics of Ghana, Education in Africa, Telecommunications in Ghana
Collection: Education in Ghana
National education budget (2010)
23 % of government expenditure[1]
Primary languages
Literacy (2010)
Enrollment (2012/2013[2])
Pre-primary: 1,604,505, Primary: 4,105,913, JHS: 1,452,585
SHS and TVI: 904,212
261,962 (including universities: 109,278)‡
‡: statistics for 2011/2012
Education in Ghana was mainly informal before the arrival of European settlers, who built a formal education system addressed to the elites. With the independence of Ghana in 1957, universal education became an important political objective. The magnitude of the task as well as economic difficulties and political instabilities have slowed down attempted reforms. The Education Act in 1987, followed by the Constitution of 1992, gave a new impulse to educational policies in the country. In 2011, the primary school net enrolment rate was 84%, described by UNICEF as "far ahead" of the Sub-Saharan average. In its 2013-14 report, the World Economic Forum ranked Ghana 46th out of 148 countries for education system quality. In 2010, Ghana's literacy rate was 71.5%, with a notable gap between men (78.3%) and women (65.3%).
Education indicators in Ghana reflect a gender gap and disparities between rural and urban areas, as well as between southern and northern parts of the country. Those disparities drive public action against illiteracy and inequities in access to education. Eliminating illiteracy has been a constant objective of Ghanaian education policies for the last 40 years; the difficulties around ensuring equitable access to education is likewise acknowledged by the authorities. Public action in both domains has yielded results judged significant but not sufficient by national experts and international organizations. Increasing the place of vocational education and training and of ICT within the education system are other clear objectives of Ghanaian policies in education. The impact of public action remains hard to assess in these fields due to recent implementation or lack of data.
The Ministry of Education is responsible for the administration and the coordination of public action regarding Education. Its multiple agencies handle the concrete implementation of policies, in cooperation with the local authorities (10 regional and 138 district offices). The State also manages the training of teachers. Many private and public colleges prepare applicants to pass the teacher certification exam to teach at the primary level. Two universities offer special curricula leading to secondary education teacher certification. Education represented 23% of the state expenditure in 2010; international donor support to the sector has steadily declined as the State has taken on the bulk of education funding.
Education in Ghana is divided into three phases: basic education (kindergarten, primary school, lower secondary school), secondary education (upper secondary school, technical and vocational education) and tertiary education (universities, polytechnics and colleges). Education is compulsory between the ages of four and 15 (basic education). The language of instruction is mainly English. The academic year usually runs from August to May inclusive.[3]
Structure of formal education 3
Overview 3.1
Basic Education 3.2
Secondary cycle 3.3
Tertiary education 3.4
Grading system 3.5
Administration 4.1
Financing 4.2
Teacher training 4.3
Public action and Policies 5
Adult literacy, non-formal education 5.1
Development of technical and vocational education 5.2
Equity in access to tertiary education 5.3
ICT in education 5.4
In precolonial times, education in Ghana was informal. Knowledge and competencies were transmitted orally and through apprenticeships.[4] The arrival of European settlers during the 16th century brought new forms of learning; formal schools appeared, providing a book-based education.[4] Their audience was mainly made up of local elites (mulattos, sons of local chiefs and wealthy traders) and their presence was limited to the colonial forts, long confined to the coasts.[5] The 19th century saw the increasing influence of Great Britain over the Ghanaian territories that led to the establishment of the Gold Coast Colony in 1874.[6] With it came a growing number of mission schools and merchant companies, the Wesleyan and the Basel missions being the most present .[7] The Wesleyan mission stayed on the coasts with English as main language. The Basel mission expanded deeper inland and used vernacular languages as the medium of proselytizing.[7] With the support of the British government, missions flourished in a heavily decentralized system that left considerable room for pedagogical freedom. Missions remained the main provider of formal education until independence.[5] Under colonial rule, formal education remained the privilege of the few.[7]
January 1957: students with a senior tutor outside Legon Hall, one of the Halls of Residence at the University College of the Gold Coast, near Accra
Ghana obtained its independence in 1957. The new government of Nkrumah described education as the key to the future and announced a high level university providing an "African point of view", backed by a free universal basic education.[8] In 1961, the Education Act introduced the principle of free and compulsory primary education and the Kwame Nkrumah University of Science and Technology was established.[9][10] As a result, the enrollment almost doubled the next year.[11] This sudden expansion was however hard to handle; Ghana quickly fell short of trained teachers[12] and the quality of the curriculum (lacks in English or in Mathematics) was put into question.[11] The fall of Nkhruma in 1966 was followed by stronger criticisms toward the expansion of education at the cost of quality.[8] Despite the rapid increase of school infrastructures, the enrollment slowly declined until 1973.[11] The year 1974 saw attempts of reforms. Based on the "Dozbo committee report", they followed 2 goals: reducing the length of pre-tertiary education (The structure primary school/Junior High School/Senior High school was created)[13] and modifying programs in order to promote more practical contents at school.[4][11] Those reforms were however very partially implemented due to financial limitations and political instability.[4][11][13] The economic situation of the country worsened at the beginning of the 80's.[8][13] Into an economic downturn, the country was failing at solving the deficit of teachers, maintaining the infrastructures and convincing the parents to bet on school instead of a paid work.[11][14] Gross Enrolment Ratio(GER) dropped sharper in response, falling below 70% in 1985.[11]
The year 1987 marked the beginning of new series of reforms: The military coup of
Education in Africa
Canary Islands / Ceuta / Melilla / Plazas de soberanía (Spain)
Ghana topics
LGBT history
National I.D.
Regions and districts
Immigration Service
Cedi (currency)
All-Share Index
Health ( Ghana Health Service )
Years in Ghana
"Country Module: Ghana", NUFFIC(2013) - Overview of the Educational system by the Netherlands organization for International Cooperation in Higher Education.
"Vocational Education" in Ghana, UNESCO-UNEVOC (2012) - Overview of the vocational Education system
"Education in Ghana: A fact sheet", UNICEF(2012) - A 2 page analysis backed by numerous data.
Review of Education Sector Analysis in Ghana 1987-1998, WGESA
Data and reports from external institutions
Ministry of Education- Responsible for initiating, formulating, coordinating and reviewing all education policies in Ghana
List of the "Agencies" attached to the Ministry of Education - includes the Ghana Education Service (GES), the National Accreditation board (NAB), the National Council for Tertiary Education(NCTE)...
State-Institutions
Ministry of Education (July 2013). "Education Sector Performance Report". Ministry of Education, Republic of Ghana. Retrieved 27 May 2014.
Atuahene, Ansah (23 July 2013). "A Descriptive Assessment of Higher Education Access, Participation, Equity, and Disparity in Ghana". SageOpen. Retrieved 23 May 2014.
NUFFIC (January 2013). "Country Module: Ghana". Netherlands Organisation for International Cooperation in Higher Education. Retrieved 25 May 2014.
^ a b "Public spending on education, total (% of government expenditure)". worldbank.org.
^ Ministry of Education 2013, pages 9-12; table 46 (p. 78).
^ a b c NUFFIC 2013, pp. 4-5.
^ a b c d Dr. Joe Adu-Agyem, Dr. Patrick Osei-Poku (November 2012). "Quality Education In Ghana: The Way Forward". International Journal of Innovative Research and Development. pp. 165–166. Retrieved 13 June 2014.
^ a b Denis Cogneau, Alexander Moradi (November 2012). "Borders that divide: Education and religion in Ghana and Togo since colonial times". The African Economic History Network. Retrieved 25 September 2014.
^ "Ghana, a country study". Federal Research Division Library of Congress. November 1994. Retrieved 25 September 2014.
^ a b c C.K. Graham (1971). "The History of Education in Ghana: From the earliest time to the declaration of independance". F. Cass. pp. 181–185.
^ a b c d Kwame Akyeampong. "Educational Expansion and Access in Ghana: A Review of 50 Years of Challenge and Progress". Centre for International Education, University of Sussex. Retrieved 25 September 2014.
^ Ghana Education Service (GES) (2004). "The development of Education, National report of Ghana". UNESCO-IBE. p. 2. Retrieved 13 June 2014.
^ Daniel, G. F (1997–1998). "The universities in Ghana". The Commonwealth Universities Year Book. Retrieved 25 September 2014.
^ a b c d e f g Abena D. Oduro (2000). "Basic Education in Ghana in the post-reform period". Center for Policy Analysis (CEPA).
^ "International Year Book of Education". UNESCO-IBE. 1969. p. 79. Retrieved 13 June 2014.
^ a b c d e f g Nii Moi Thompson and Leslie Casely-Hayford. "The financing and outcomes of Education in Ghana". University of Cambridge. pp. 9–14. Retrieved 13 June 2014.
^ a b John Macbeath (October 2010). "Living with the colonial legacy: The Ghana story". Center for Common Wealth Education. p. 2. Retrieved 13 June 2014.
^ a b Nii Moi Thompson and Leslie Casely-Hayford. "The financing and outcomes of Education in Ghana". University of Cambridge. p. 26. Retrieved 13 June 2014.
^ Joshua J.K. Baku, ERNWACA (2003). "Critical Perspectives on Education and skills in eastern Africa on basic and post-basic Levels". NORRAG. Retrieved 13 June 2014.
^ a b c d e f g "World Data on Education". UNESCO-IBE. September 2010. p. 3. Retrieved 13 June 2014.
^ a b D. K. Mereku (2000). "Demand and supply of basic school teachers in Ghana". University College of Education of Winneba. Retrieved 25 September 2014.
^ Abena D. Oduro (2000). "Basic education in Ghana in the post-reform period". Centre for Policy Analysis, Accra. Retrieved 25 September 2014.
^ "National Profile - 2001 / 2002 School Year Data". Ministry of Education, Ghana. Retrieved 25 September 2014.
^ a b "Education in Ghana" ghanaweb.com
^ "What to know about the National Accreditation Board (NAB)". NAB.gov.gh. Retrieved 27 April 2010.
^ "Ratio of girls to boys in primary and secondary education (%)". data.worldbank.org. Retrieved 21 July 2013.
^ a b Field Listing: Literacy.cia.gov. Retrieved 24 June 2013.
^ "Literacy rate, youth male (% of males ages 15-24)". worldbank.org.
^ "Literacy rate, youth female (% of females ages 15-24)". worldbank.org.
^ Ministry of Education 2013, Table (p. 9), Table 6 (p. 30), Table 46 (p. 48).
^ "UNICEF – Basic Education and Gender Equality". unicef.org.
^ Ministry of Education 2013, Table 2 (p. 25), Table 4 (p. 27), Table 6 (p. 30), Table 26 (p. 55).
^ a b c d e f Ministry of Education 2013, p. 65.
^ Ministry of Education 2013, p. 66.
^ Ministry of Education 2013, Table (p. 9), Table 6 (p. 30).
^ Ministry of Education 2013, Table 2 (p. 25), Table 4 (p. 27), Table 6 (p. 30), Table 26(p. 55).
^ a b Ministry of Education 2013, Table 46 (p. 78).
^ "Fact sheet, Education in Ghana". UNICEF. October 2012. p. 1, table comparing sub-sahara to Ghana. Retrieved 15 May 2014.
^ "Global competitiveness report". World Economic Forum. 2014. p. 196. Retrieved 26 July 2014.
^ a b c d e f g "Basic Education curriculum". Ghana Education Service (GES). Retrieved 25 May 2014.
^ a b "Basic curriculum Education: The Junior High Education". Ghana Education Service. Retrieved 28 May 2014.
^ a b c West African Examinations Council(corporate site: Ghana). "BECE". Retrieved 28 May 2014.
^ NUFFIC 2013, p. 7.
^ a b c d e f g h i "Vocational Education in Ghana". UNESCO-UNEVOC. July 2012. Retrieved 23 May 2014.
^ a b c d e f g Atuahene, Ansah 2013, p. 2.
^ a b "Country profile: Ghana". International Association for National Youth Service. 2012. Retrieved 28 July 2014.
^ a b "Mandate of the NSS". National Service Scheme (NSS). Retrieved 28 July 2014.
^ a b c "A Brief History of the Ghanaian Educational System". TobeWorldwide.org. Archived from the original on 2011-08-09.
^ a b c NUFFIC 2013, p. 5.
^ West African Examinations Council (WAEC) (2012). "WASSCE - subjects for examination". Retrieved 18 May 2014.
^ Modern Ghana. "The 2007 education Reform and its challenges". Retrieved 28 May 2014.
^ Ghanaweb (2 September 2009). "3-year SHS programme starts next year". Retrieved 28 May 2014.
^ TV3 Network. "Bring back the 4 year SHS system". Retrieved 18 May 2014.
^ Ghana Web (5 June 2013). "The fate of Ghana's Education system". Retrieved 18 May 2014.
^ a b c d e NUFFIC 2013, p. 11.
^ Expose Ghana (March 2014). "2013 WASSCE SHS Rankings- Full List". Retrieved 18 May 2014.
^ a b c "From prejudice to prestige: Vocational education and training in Ghana". Council for Technical and Vocational Education and Training (COTVET). 2011. Retrieved 28 May 2014.
^ "The development of Education: National report of Ghana". IBE. 2004. Retrieved 23 May 2014.
^ "Ghana private tertiary institutions offering degree program" Retrieved 2 January 2011.
^ "Private Colleges of Education". National Accreditation Board (NAB). Retrieved 23 May 2014.
^ a b c NUFFIC 2013, pp. 9-10.
^ a b "Ghana Education Decentralization Project (GEDP): Operational Framework for National Teaching Council (NTC)". Ministry of Education. February 2012. Retrieved 20 July 2014.
^ "About the WASSCE". WASSCE. Retrieved 20 July 2014.
^ a b c "Education Finance Brief, Ghana". Ministry of Education. November 2012. Retrieved 24 July 2014.
^ a b c d Nii Moi Thompson and Leslie Casely-Hayford. "The financing and outcomes of Education in Ghana". University of Cambridge. pp. 16–17. Retrieved 13 June 2014.
^ a b c d e f g h i Kwame Bediako Asare, Seth Kofi Nti (April 2014). "Teacher Education in Ghana: A contemporary synopsis and matters arising". SageOpen. Retrieved 25 July 2014.
^ "Research overview: Teacher preparation and continuing professional development in Africa (TPA)". University of Sussex. 2008. Retrieved 25 July 2014.
^ a b c d "National Functional Literacy Programme (NFLP)". Overseas Development Institute. 2005. Retrieved 23 July 2014.
^ a b c d e Francis Owusu-Mensah (2008). "Ghana non-formal Education". World Bank. Retrieved 23 July 2014.
^ "Adult and youth literacy: National, regional and global trends, 1985-2015". UNESCO-UIS. June 2013. p. 51 (Table 6). Retrieved 25 September 2014.
^ a b c d e f g "From prejudice to prestige: Vocational education and training in Ghana". Council for Technical and Vocational Education and Training (COTVET). 2011. pp. 19–35. Retrieved 28 May 2014.
^ a b c d e "Ghana country profile". OECD. 2008. pp. 341–342. Retrieved 25 July 2014.
^ Adam Dasmani. "Challenges facing technical institute graduates in practical skills acquisition in the upper East region of Ghana". Asia-Pacific Journal of Cooperative Education (APJCE). p. 2. Retrieved 25 July 2014.
^ "Skill advocate: Quaterly COTVET newsletter". COTVET. March 2013. Retrieved 25 July 2014.
^ Atuahene, Ansah 2013, fig. 1 (p. 3).
^ Atuahene, Ansah 2013, p. fig. 3(p. 4).
^ Manuh T., Sulley G., Budu J. (2007). "Change and transformation in Ghana's publicly funded universities. Partnership for Higher Education in Africa". Oxford, UK: James Currey and Accra.
^ "Addae-Mensah says inequalities in basic education system is dangerous". Modern Ghana. 23 February 2000. Retrieved 23 May 2014.
^ a b Atuahene, Ansah 2013, p. 9.
^ "University of Ghana to admit students from less endowed SSS". Ghana Web. March 2004. Retrieved 23 May 2014.
^ "KNUST implements scheme for admitting students from less endowed schools". August 2003. Retrieved 23 May 2014.
^ "Girl's Education". Ghana Education Service. Retrieved 24 May 2014.
^ a b Atuahene, Ansah 2013, pp. 5-6.
^ a b K. D. Mereku, I. Yidana, W. H. K. HORDZI, I. Tete-Mensah; Williams, J. B. (2009). Pedagogical integration of ICT: Ghana report. [1]
List of universities in Ghana
List of senior secondary schools in Ghana
A recent study on Pedagogical integration of ICTs from 2009-2011 in 10 Ghanaian schools indicates that there is a gap between the policy directives and actual practices in schools. The emphasis of the official curricula is on the development of students' skills in operating ICTs but not necessarily using the technology as a means of learning subjects other than ICTs. The study also found that the ministry of Education is currently at the stage of deployment of ICT resources for developing the needed ICT literacy required for integration into teaching/learning.[84]
Computer technology used for teaching and learning began to receive governments' attention in the past decade. The ICT in Education Policy of Ghana requires the use of ICT for teaching and learning at all levels of the education system. Attempts have been made by the Ministry of Education to support institutions in teaching of ICT literacy. Most secondary, and some basic, schools have computers laboratories.[84]
Some University of Ghana students engaged in a WorldHeritage outreach
The higher Education is still mostly occupied by a small male elite:
Policies has been developed to limit those inequalities: Some universities have, for instance, lowered their minimum entry requirement or created scholarship for students from the "less-endowed secondary school".[80][81] A "Girls Education unit" has been created by the government within the Ghana Education Service, in order to reduce gender-biased disparities: The unit tries to tackle the problem at its source, focusing on the "basic Education" to avoid high female school drop-out from JHS to SHS.[82] Progresses have been made: The proportion of girls in Higher Education has increased from 25%(1999) to 32%(2005).[83]Yet gender still generates inequality, for numerous reasons: Hostile school environment, priority given to the boys in poor families, perpetuation of "gender roles" ("a woman belongs to the household"), early customary marriages, teenage pregnancy...[83]
With the rise of enrollment in secondary education, competition for joining higher education institution has globally increased: In 2001, the university of Ghana had admitted 96% of the relevant applications it had received. In 2011, this acceptance rate had fallen to 52%.[75] This increasing selectivity highlights inequalities in Ghana regarding Education: Being a woman[76] or living in a rural area[77][78] can reduce the chance of reaching tertiary Education. Socioeconomic status is also a factor of exclusion, as studying at the highest level is expensive: Public universities have no tuition fee but usually demand payment for other charges: registration fee, technology fee, examination fee, academic facility user fee, medical services fee.[79] These charges can lead to self-censorship behaviors, some students choosing, for instance, Teacher Training Colleges (where students can receive stipends) instead of joining a university.[79]
Equity in access to tertiary education
Impacts are however difficult to assess :[32] TVET in Ghana is still hard to grasp. 90% is informal[71] and both the public and private sectors are highly segmented.[32][72] The ministry of Education itself admits its incapacity to provide a global statistic view of the TVET sector in Ghana.[32]
In 2005, a micro-credit system in favor of low-skilled unemployed youth was implemented(STEP programme).[72] In 2006, the Council for Technical and Vocational Education and Training(COTVET) was created and entrusted with the mission of coordination "TVET policies" in Ghana.[44] The council introduced a National Youth Found in 2006, and proposed a TVET qualifications framework in 2010.[71] It tries besides to frame the informal sector through a National Apprenticeship Programme(NAP)[44] and to strengthen guidance and counselling at basic education level.[74]
TVET in Ghana face numerous problems: low completion rate (in 2011, 1.6% of the population got a TVET degree whereas 11% of the population followed a TVET programme),[71] « poorly trained instructor » and lack of infrastructure.[72] The Ghanaian industry also criticizes the lack of practical experience of the formal graduates and the lack of basic skills(reading, writing) of informal apprentices.[71] In 2008, the OECD reproached the opacity of the qualifications framework and the multiplication of worthless TVET certificates.[72] The official council for TVET observed that informal or graduated TVET students struggle to find a job, and then have to deal with income volatility or low wages.[71] TVET therefore suffer of a poor reputation among students, parents and employers.[71][73]
Developing technical and vocational education and training(TVET) is considered a priority by central authorities in order to tackle poverty and unemployment.[71][72]
Development of technical and vocational education
Other forms of non-formal education are also conducted by the NFED: "Life-skills training" (Family planning, hygiene, prevention on AIDS) targeting adolescent and young mother, "Occupational skills training" for unemployed adults or "civil awareness" seminars (on civil rights and duties) addressed to illiterate adults.[69]
Evolution of literacy rate over time[70]
Adult literacy(15+)
Youth literacy (15-24)
Av M F Av M F
2000 57.9 66.4 49.8 70.7 75.9 65.4
2015(projection) 76.3 81.5 71.0 90.6 91.3 89.9
The successive projects led to statistical progresses.[69] In 1997, 64% of women were illiterate for 38% of men, for a global literacy rate of 54%.[68] In 2010, women literacy was of 65% and the global literacy rate had increased to 71,5%.[26] Academics however pointed out the insufficient progress of women literacy and the difficulty for graduated to upkeep their new skills.[69]
Public action against illiteracy started more than 50 years ago in Ghana. Initiated in the 1940s by the British rulers, its eradication was raised to top-priority at the independence in 1957.[68] Political unrests however limited political actions to sporadic short-term programmes, until 1987 and the creation of the Non-Formal Education Division (NFED), whose goal was to eliminate illiteracy by 2000.[68] After a convincing try in 2 regions, the Functional Literacy Skills Project (FLSP) was expanded to the whole country in 1992. In 2000, the programme was taken over by the National Functional Literacy Programme (FNLP), which is still active nowadays.[68] Those programmes focuse on gender and geographical inequalities. Women and people living in rural area are their main targets.[69] In 2004, there were 1238 "Literacy centers", situated mostly in non-urban area.[69]
Adult literacy, non-formal education
Public action and Policies
Distance education is also possible: the programme lasts four years and leads to the Untrained Teacher's Diploma in Basic Education (UTDBE).[66] It was introduced to increase the number of basic education teachers in rural area. Serving teacher can also benefit of continuing education (in-service training, cluster).[66]
Apart from the Colleges of education, two universities (Cape Coast and Winneba) train teachers. A specific four-year bachelor's degree allows to teach in any pre-tertiary education (most graduates choosing secondary education).[67] A specific master degree is needed for teaching in CoE.[66] Universities also offer to DBE graduate a two-curriculum granting the right to teach in secondary education.[66]
Colleges of Education are the main teacher training institutions: There are 38 public and 3 private "CoE" split in then 10 Ghanaian regions.[66] They offer a three year curriculum that leads to the Diploma in Basic Education(DBE).[66] The education is described as "uniform" and with a "national focus" even if CoE are present in every Ghanaian regions.[66] The final examinations granting the DBE are conducted by the public University of Cape Coast's Institute of Education.[66] The holders of the DBE are allowed to teach at every level of the Basic education(Kindergarten, Primary school, Junior secondary School).[66]
The Ghanaian State has dedicated 23% of its expenditure into education in 2010.[64] More than 90% of this budget is spent by the Ministry of Education and its agencies: Primary education (31% of the expenditure) and tertiary education(21,6%) are the most provided.[64] The expenditures are partly founded by donors. Among them can be found the World Bank, the United States (through the USAID), the United Kingdom(through the DfID) and the European Union.[65] Their participation is usually project-focused and granted under certain condition, giving them a certain influence.[65] This influence can provoke debates when it comes to key-reforms:[65] For the FCUBE project, the World Bank imposed book charges in primary schools and reduced feeding and boarding coasts in secondary schools. Facing criticisms, the Bank insisted on the "strong domestic ownership" of the reform and the necessity to ensure "cost recovery".[65] Between 2005 and 2012, the part of donors in the Ghanaian budget has fallen from 8.5 to 2.5% of the total education expenditure.[64]
Policies are implemented in cooperation with the local offices: Ghana is divided in 10 regional and 138 local offices.[17] The Ghana Education Decentralization Project (GEDP), launched in 2010 and ended in 2012, has increased the influence of local authorities over management, finance and operational issues when it comes to educational matters.[62]
Education in Ghana is under the responsibility of the ministry of Education. Implementation of policies is assumed by its numerous agencies: The Ghana Education Service (GES) is responsible for the coordination of national education policy on pre-tertiary education.[17] It shares this task with three autonomous bodies, the National Inspectorate Board (NIB),the National Teaching Council (NTC) and the National Council for Curriculum and Assessment (NCCA).[62] The terminal examinations of the pre-tertiary education are conducted by the West African Examination Council (National Office, Ghana): it includes the BECE and the WASCCE but also foreign professional examination.[63] The Council for Technical and vocational education and Training is dedicated to the management of TVET.[44] The collection and analysis of educational data is handled by the Education Management Information System (EMIS).[17]
The grading system varies depending of the institution.[55] Almost all the tertiary institutions are based on the Grade Point Average (G.P.A) as a way of assessing whether a student is failing or passing. But individual schools have their own way of calculating GPA's, because of their individualized marking schemes. For example, a mark of 80 may be an A in a school, but may be an A+ in another school.
Senior Secondary High School grading system[55]
SSSCE grades(before 2007), [in points]
WASSCE grades(since 2007),[in points]
A[1] A1[1] Excellent
B[2] B2[2] Very good
C[3] B3[3] Good
D[4] C4[4] Credit
x C5[5] Credit
E D7 Pass
x E8 Pass
F F9 Fail
[55] The WASSCE grading system adds numbers to the letters, offering a larger scale of evaluation. In both systems, each grade refers to a certain number of points. In order to join a Bachelor degree program, applicants are usually asked not to exceed 24 points at their WASSCE/SSSC.[49]).WASSCE In 2007, the SSSC was replaced by the West African Secondary School Certificate Examination ([55] Its grading system went from A to E.[49]Until 2007, Senior secondary High school ended with the Senior Secondary School Certificate(SSSC).
Ghana's grading system is different at every point in education. Through the kindergarten to the junior high, every grade a student gains is written in terms of numbers instead of alphabets. There is no system of pluses and minuses (no "1+"'s or "6+"'s as grades).
New tertiary education graduates have to serve one year within the National Service. Participants can serve in one of the eight following sectors: Agriculture, Health, Education, Local Government, Rural Development, Military and Youth Programmes[46][47]
Ghana also possesses many "colleges of education", public or private.[45] They are usually specialized in one field (colleges of agriculture p.e) or in one work-training (Nursing training colleges, teacher training colleges, p.e).[45]
Polytechnics (10 institutions)[45] offer a vocational education. They propose 3-year curricula, leading to a Higher National Diploma(HND). The students have then the possibility to follow a special 18 month program to achieve a Bachelor of Technology degree.[44]
Universities(6 public and 49 private institutions)[45] offer an academic education, from bachelor to Phd. Students are admitted based on their performance at the W.A.S.S.C.E (West African Senior School Certificate Examination"): A maximum of 24 points is generally required in order to apply to a Bachelor degree program(see Grading system in Ghana). A bachelor degree is usually completed after four years of majoring in a specific field of interest.[61] Master degrees are of two sorts: A one year program, concluded with a final paper based on a literature study, or a two year program, concluded with a final paper based on one year of independent research.[61] Both can lead to a Phd, usually achieved in 3 years within a doctoral programme.[61]
Tertiary education in Ghana has been notably growing during the last twenty years, both in terms of enrollment and infrastructures.[45] A substantial part of this development come from the private sector.[45][58][59][60]
Front view of the University of Education, Winneba (UEW) North Campus in Winneba.
Ghana University students at the Kwame Nkrumah University of Science and Technology (KNUST) in Kumasi, February 2011.
International schools also exists in Ghana: the Takoradi International School, Tema International School, Galaxy International School, The Roman Ridge School, Lincoln Community School, Faith Montessori School, American International School, Association International School, New Nation School, SOS Hermann Gmeiner International College and International Community School, which offer the International Baccalaureat, Advanced Level General Certificate of Education and the International General Certificate of Secondary Education (IGCSE).[23]
Vocational and technical Education (also called "TVET") takes different forms. After obtaining the BECE, students who wish to pursue in vocational Education have two main possibilities: Following the vocational and technical programs as elective courses in a SHS, or joining a technical and vocational institute(TVI).[44] SHS students follow the usual SHS 3 year curriculum. They can then – provided sufficient results at the WASSCE – join a university or polytechnic program.[44][57] TVI students usually follow a 4 year curriculum, divided in two cycles of two years, leading to "awards from City & Guilds, the Royal Society of Arts or the West African Examinations Council".[57] They can then pursue into a polytechnic program.[44] The state of vocational education sector remains however obscure in Ghana: 90% of the vocational education is still informal, taking the form of apprenticeship.[57] The offer of formal vocational education within the private sector is also hard to define[32] and the ministry of Education recognizes its incapacity to give a clear overview of the public vocational education, many ministries having their own programs.[32]
The SHS ends on a final exam called the West African Senior School Certificate Examination (WASSCE), formerly called Senior Secondary School Certificate (SSSC) before 2007.[55] A SHS ranking is established every year by the Statistics, Research, Information, Management and Public Relations (SRIMPR) division of the ministry of Education, based on the WASSCE results.[56]
The Senior high school's curriculum lasts 3 years, as a result of numerous reforms: Originally a three years curriculum, it was extended to 4 years in 2007.[51] However, early 2009 this reform was making SHS a 3 years curriculum again.[52] The length of the SHS is still a disputed question.[53][54]
The secondary general education is assumed by the Senior High School(SHS). The SHS curriculum is composed of core subjects, completed by elective subjects(chosen by the students). The core subjects are English language, mathematics, integrated science (including science, ICT and environmental studies) and social studies (economics, geography, history and government).[48] The students then choose 3 or 4 elective subjects from 5 available programmes: agriculture programme, general programme (divided in 2 options: arts or science), business programme, vocational programme and technical programme.[48][50]
Students who pass the BECE can proceed into secondary education, general or vocational.
Senior High School Students of the Pope John Senior High School and Minor Seminary receiving their WASSCE upon Graduation prior to entering University Education for their Academic Degrees in Ghana.
Ghana High school Students of the Accra Academy; Learning Science and undertaking Scientific tests in Science Laboratory.
Secondary cycle
Junior Secondary School lasts 3 years(Age 12-15).[40] The Junior High School ends on the Basic Education Certificate(BECE), which covers the following subjects:English Language, Ghanaian Language and Culture, Social Studies, Integrated Science, Mathematics, Basic, Design and Technology, Information and Communication Technology, French (optional), Religious and Moral Education.[41]
Primary school lasts 6 years (Age 6-11).[39] The courses taught at the primary or basic school level include English, Akan language and Ghanaian culture, ICT, mathematics, environmental studies, social studies, Mandarin and French as an OIF associated-member; integrated or general science, pre-vocational skills and pre-technical skills, religious and moral education, and physical activities such as Ghanaian music and dance, and physical education. There is no certificate of completion at the end of primary school.[3]
Kindergarten lasts 2 years (Age 4-6).[39] The program is divided in 6 core areas:[39] Language and Literacy (Language Development),Creative Activities (Drawing and Writing),Mathematics (Number Work), Environmental Studies, Movement and Drama (Music and Dance), and Physical Development (Physical Education)
Basic Education lasts 11 years.[39] The curriculum is free and compulsory (Age 4-15) and is defined as "the minimum period of schooling needed to ensure that children acquire basic literacy, numeracy and problem solving skills as well as skills for creativity and healthy living".[39] It is divided into Kindergarten, Primary school and Junior High School (JHS), which ends on the Basic Education Certificate Examination (BECE).[41]
The academic year usually goes from August to May inclusive.[3] The school year lasts 40 weeks in Primary school and SHS, and 45 weeks in JHS.[49]
The Ghanaian education system is divided in three parts: "Basic Education", secondary cycle and tertiary Education. "Basic Education" lasts 11 years(Age 4-15), is free and compulsory.[39] It is divided into Kindergarten(2 years), primary school(2 modules of 3 years) and Junior High school(3 years). The junior high school(JHS) ends on the Basic Education Certificate Examination (BECE).[39][40] Once the BECE achieved, the pupil can pursue into secondary cycle.[41] Secondary cycle can be either general (assumed by Senior High School) or vocational(assumed by technical Senior High School, Technical and vocational Institutes and a massive private and informal offer). Senior High school lasts three years and ends on the West African Secondary School Certificate Examination (WASSCE). Other secondary institutions leads to various certifications and diplomas. Tertiary education is basically divided into university (academic education) and Polytechnics(vocational education). The WASSCE is needed to join a university Bachelor degree program.[42]A bachelor degree lasts 4 years and can be followed by a 1 or 2 year Master. The student is then free to start a Phd, usually completed in 3 years.[43] Polytechnics are opened to vocational students, from SHS or from TVI.[44] A Polytechnic curriculum lasts 2 to 3 years.[44] Ghana also possesses numerous colleges of education.[45] New tertiary education graduates have to serve one year within the National Service Scheme.[46][47] The Ghanaian education system from Kindergarten up to an undergraduate degree level takes 20 years.[48]
Education structure of Ghana
Structure of formal education
In 2011, the primary school net enrolment rate is of 84% and described by UNICEF as "far ahead" of the Sub-Saharan average.[37] In its 2013-14 report, the World Economic Forum ranked Ghana 46th out of 148 countries regarding the education system quality.[38]
In 2011/2012, tertiary education gathers 261,962 students:[36] 202,063 in the public sector and 59,899 in the private sector, divided in 142 tertiary institutions[36]
Number of structures in pre-tertiary education (2012/2013)[35]
TVET
13,305 14,112 8,818 535 107
5,972 5,742 3,618 293 74
19,277 19,854 12,436 828 181
Enrollment and GER in pre-tertiary(2012/2013)[34]
1,604,505 4,105,913 1,452,585 842,587 61,496
GER in % 113.8 105.0 82.2 36.8 2.7
Since 2008, enrollment has continually increased at all level of education (pre-primary, primary, secondary and tertiary education).[29] With 84% of its children in primary school, Ghana has a school enrollment "far ahead" of its sub-saharian neighbor's.[30] The number of infrastructures has increased consequently on the same period.[31] Vocational Education (in "TVET institutes", not-including SHS vocational and technical programs) is the only exception, with an enrollment decrease of 1,3% and the disappearance of more than 50 institutions between the years 2011/12 and 2012/2013.[32] This drop would be the result of the low prestige of Vocational Education and the lack of demand from industry.[33]
The ratio of females to males in the total education system was 96.38% in 2011.[25] The adult literacy rate in Ghana was 71.5% in 2010, with males at 78.3% and females at 65.3%.[26] The youth female and male ages 15–24 years literacy rate in Ghana was 81% in 2010, with males at 82%,[27] and females at 80%.[28]
Females and males out of education system.
The Ghanaian education system from Kindergarten up to an undergraduate degree level takes 20 years.[23][24]
Ghana's spending on education has been around 25 %[1] of its annual budget in the past decade.
Evolution of enrollment and infrastructures in compulsory education since 1968
1968(public sector only)[18][19]
1988[18]
1,397,026 x 4,154,374 5,024,944 7,465,208
47,880 97,920 155,879 229,144 268,619
x x 32,501 46,610 56,919
[17] In 2007-2008, the two years in Kindergarten were added to the free and compulsory education (which is now going age 4 to 14).[17] It was later completed by significant acts, like the creation of the "Council for Technical and Vocational Education and Training" in order to promote vocational education(2006), or the founding of the national accreditation board (2007), introducing a national accreditation for all tertiary level institution.[13] The Free, Compulsory and Universal Basic Education(FCUBE) provided an action plan for the period 1996-2005, focusing on bridging the gender gap in primary-school, improving teaching materials and teacher's living condition.[17] The local government Act of 1993 initiated the decentralization in education administration, by transferring power to district assemblies.[17] The return to constitutional rule in 1992, though still under Rawlings government, gave a new impulse by reclaiming the duty of the state to provide a free and compulsory basic education for all.[15] Vocational programs were also considered as a failure.[16] Yet the promise of universal access to basic education was not fulfilled.[15] Education was made compulsory from 6 to 14. The reform succeeded in imposing a new education structure, as well as to increase the enrollment and the number of infrastructure.[13] pre-tertiary education was reduced from 17 to 12 years and vocational education appeared in Junior High School.[14] a national literacy campaign was launched,[13] The 1987 Education Act aimed at turning the 1974's Dozbo committee measures into reality:[13]
Saudi Arabia, India, United Kingdom, Canada, Italy
NAPE Foundation
Ghana, Education in Ghana, Oregon, West Africa, University of Ghana
Telecommunications in Ghana
Ghana, Telecommunication, Internet, Economy of Ghana, Liberalism


In our constant endeavour to bring the best parenting tips to you, we are happy to introduce Parentous Infographics. We highlight some of the informative posts from our contributors and create visuals out of them for our readers to use. Our very first infographic, Healthy Summer Foods For Kids, is based on the article written by Swarnam John.
When The Invincible Mum Is Sick!


Governor Andrew M. Cuomo announced Wednesday that $15 million in additional funding is being made available to support three more rounds of the Luminate NY business accelerator competition in the City of Rochester. The innovative competition focuses on the optics, photonics and imaging industry and is administered by NextCorps, located at Sibley Square in Rochester's Downtown Innovation Zone. Luminate NY supports selected innovators as they grow their ideas in Rochester with help from industry experts, businesses and local universities. The program aims to assist entrepreneurs who are interested in solving challenging industry problems, including, but not limited to: machine vision, inspection, biophotonics, security, surveillance, augmented and virtual reality, and autonomous vehicles. Funding for the Luminate NY program is being provided through the transformative Finger Lakes Forward Upstate Revitalization Initiative.
"The Luminate NY accelerator is further cementing the region's reputation as an imaging and optics epicenter for the entire country," Cuomo said. "Strategic investments in this emerging industry will foster new business growth and create top-notch job opportunities for the region's highly skilled workforce as we continue to move the Finger Lakes forward."
Empire State Development President, CEO & Commissioner Howard Zemsky said, "Three more rounds of Luminate NY will continue the entrepreneurship this competition is driving in the photonics industry with innovative ideas, jobs and educational opportunities that are benefiting the Finger Lakes region and New York State."
Luminate NY builds on the U.S. Department of Defense-led American Institute for Manufacturing Integrated Photonics, which is supported by a $250 million commitment from New York and is based in Rochester at the state-of-the-art AIM manufacturing facility located in On Semiconductor at Eastman Business Park. First announced by Cuomo and Vice President Joe Biden in July 2015, AIM Photonics will help to further secure the Finger Lakes region and nation's leadership position in emerging technology research, development, and manufacturing. The Finger Lakes Regional Economic Development Council has also established the $30 Million Photonics Attraction Fund which aims to attract integrated photonics companies to set up manufacturing operations in the greater Rochester area.
Wednesdayday's announcement complements "Finger Lakes Forward," the region's comprehensive blueprint to generate robust economic growth and community development. The State has already invested more than $6.1 billion in the region since 2012 to lay the groundwork for the plan - investing in key industries including photonics, agriculture and food production, and advanced manufacturing. Today, unemployment is down to the lowest levels since before the Great Recession; personal and corporate income taxes are down; and businesses are choosing places like Rochester, Batavia and Canandaigua as a destination to grow and invest in.
Now, the region is accelerating Finger Lakes Forward with a $500 million State investment through the Upstate Revitalization Initiative, announced by Cuomo in December 2015. The State's $500 million investment will incentivize private business to invest well over $2.5 billion - and the region's plan, as submitted, projects up to 8,200 new jobs.


SEATTLE — Things started out a bit leaky for the Indianapolis Colts' defense on Thursday night in the team's preseason opener, as it allowed quarterback Russell Wilson to lead the Seattle Seahawks on a 12-play, 75-yard scoring drive on their first possession.
The Seahawks marched right down the field again on their next drive, but Colts cornerback Nate Hairston was able to pick off an errant Austin Davis pass in the end zone.
The play by Hairston is a prime example of a young Colts' defensive unit that is still working out some kinks in its transition to a 4-3 base scheme, but one that can overcome some of those growing pains with its playmakers at all three levels.
There were some other positive points for the Colts' defense in the first half. For example, we saw some nice plays out of rookie linebackers Skai Moore and Darius Leonard, both of whom started the game.
We also saw defensive end John Simon and defensive tackle Denico Autry converge in the Seahawks' backfield on consecutive plays, bringing Davis down both times. That forced a Seahawks punt from their own three-yard line on 4th and 20.
The veteran Simon finished the game with 1.5 sacks, as he showed no signs of slowing down in his move from outside linebacker to defensive end.
The Colts were actually able to harass the Seattle backfield a fair amount throughout the night, registering four sacks, seven quarterback hits and eight tackles for loss.
Perhaps the overall star of the night for the Indy defense was defensive tackle Hassan Ridgeway, who logged two key sacks that resulted in a combined loss of 21 yards, as well as an additonal tackle for loss, as Seattle tried to mount a second-half comeback.
Ridgeway started his show with a tackle for loss against running back J.D. McKissic. Two plays later on third down, Ridgeway chased quarterback Alex McGough and brought him down for a loss of 14 yards to force a punt.
On the very first play of the next Seahawks possession, Ridgeway ripped through the Seahawks' line and body-slammed McGough to the turf for another sack. Shortly after the second sack, Ridgeway burst through the line again but was unable to get to McGough in time.
Although he already had two sacks to his name on the evening, it's that missed opportunity for sack No. 3 that will be Ridgeway's point of emphasis as he looks back at his 2018 debut.
Although the Colts' youth and obvious adjustments to a scheme change on defense were evident at times, there was plenty to be happy about for a first preseason game.
Reich was overall pleased with the defensive effort in his team's preseason opener.
Missing players who would have started or likely played early in the game certainly affected things as well, but the Colts' coaches will have some teachable moments to key on as well as some kudos to hand out when they get to the film.


text:
High-Precision Positioning Available for Autos and Other Vehicles through Trimble GNSS Software
By Ana Stevens
SUNNYVALE, Calif., April 11, 2019—Trimble (NASDAQ: TRMB) announced today the availability of Trimble® RTX Auto, a Global Navigation Satellite System (GNSS) software library, written specifically for use in safety critical automotive applications. The RTX Auto library can be integrated with any GNSS device and enables the decoding of Trimble's leading RTX correction stream for centimeter-level …
Trimble Expands CenterPoint RTX Fast Correction Service in North America
SUNNYVALE, Calif., April 3, 2019—Trimble (NASDAQ: TRMB) announced today the expansion of its CenterPoint® RTX® Fast (RTX Fast) GNSS correction service coverage area in North America. Trimble RTX Fast reduces convergence time, allowing customers to achieve horizontal positioning accuracy of better than one inch (two centimeters), in as fast as one minute. No other satellite-delivered …
Trimble Adds Galileo and BeiDou to its VRS Now Service in North America
By shim
SUNNYVALE, Calif., Sept. 17, 2018—Trimble (NASDAQ: TRMB) announced today that Galileo and BeiDou observation data is now included with Trimble VRS Now™ subscriptions in North America. Powered by the Trimble Pivot™ Platform GNSS Real-Time Network software, Trimble VRS Now in North America fully supports GPS, GLONASS, QZSS and now, Galileo and BeiDou satellite systems. The …
Trimble Launches New Model of its R10 GNSS System for Land Surveyors
SUNNYVALE, Calif., Aug. 29, 2018—Trimble (NASDAQ: TRMB) today announced the launch of a new model of its premium Global Navigation Satellite System (GNSS) receiver, the Trimble® R10 Model 2 GNSS System. Designed to help surveyors in a wide range of industries work more effectively and productively, the Trimble R10 Model 2 enables reliable, fast and …
Trimble RTX Correction Technology Now Delivers Two Centimeter Accuracy for a Broad Range of Positioning Applications
SUNNYVALE, Calif., Aug. 6, 2018—Trimble (NASDAQ: TRMB) announced today that its Trimble RTX™ GNSS corrections technology can now achieve horizontal accuracies of better than two centimeters. Start-up times, commonly referred to as convergence, have also improved. Users can now achieve full accuracy in less than 15 minutes, and as fast as one minute in select …
SUNNYVALE, Calif., Feb. 22, 2018—Trimble (NASDAQ: TRMB) announced details today regarding General Motors' use of Trimble® RTX™ (Real-Time eXtended) technology as the high-accuracy GNSS/GPS correction source to deliver absolute positioning to vehicles equipped with GM's Super Cruise™ hands-free highway driving system, now available on the 2018 Cadillac CT6. GM customers using Super Cruise featuring Trimble …
Trimble Expands CenterPoint RTX FAST Correction Service in North America and Europe
SUNNYVALE, Calif., Nov. 13, 2017—Trimble (NASDAQ: TRMB) announced today the expansion of its CenterPoint® RTX Fast (RTX Fast) correction service in North America and Europe. RTX Fast reduces the convergence time—the duration needed to reach full precision accuracy—by up to 98 percent faster than other satellite-delivered correction services. The service allows customers to realize horizontal …
Trimble Introduces ISOBUS-Compatible GFX-750 Display System with Advanced Guidance Controller for Agriculture Applications
SUNNYVALE, Calif., Oct. 30, 2017—Trimble (NASDAQ: TRMB) introduced today the Trimble® GFX-750™ display system for agriculture applications. The display system comes with the simple-to-install, roof-mounted NAV-900 guidance controller featuring Trimble's most advanced multi-constellation GNSS receiver. The satellite coverage provides farmers with more robust signal availability which means more active working time—especially in hilly terrain. The …
Trimble Introduces Lower Power GNSS-Inertial Boards for High Precision and Control Applications
SUNNYVALE, Calif, Sept. 20, 2017—Trimble (NASDAQ:TRMB) introduced today a new family of Trimble® BD GNSS boards for high-precision guidance and control applications. The BD boards' simple connectivity and configuration allow system integrators and OEMs to easily add GNSS positioning and orientation—with the ability to upgrade its capabilities—using the same board footprint, connectors and software interface …
Trimble Launches VRS Now Correction Service in France
SUNNYVALE, Calif., June 26, 2017—Trimble (NASDAQ: TRMB) announced today the availability of its Trimble® VRS Now™ Global Navigation Satellite System (GNSS) correction service in France. The service is ideal for a variety of geospatial and construction applications including surveying, cadastral, land administration, and urban and rural construction that would benefit from easy access to high-accuracy, …


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David Michael "Mike" Howlett, son of the late John Dale and Floy Lucille (Roam) Howlett, was born May 1, 1952 in Waynesville, Missouri. Mike, as he was known to his family and friends, graduated from Richland High School. He began... View Obituary & Service Information
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Vincentians attend international afro-descendant conference in Venezuela
Three of the four delegates that represented SVG at the conference Sia Creese James Gibson, and Victor "Mwata" Byron. Angella "Ideisha" Jackson (missing).
by Ideisha Jackson
The first International Conference of Afro-descendants was held in Caracas, Venezuela from November 10 to 12, 2019.
Over 100 delegates from 49 countries converged in Caracas for this historic occasion. St Vincent and the Grenadines (SVG) was represented by four delegates — James Gibson, Sia Creese, Victor "Mwata" Byron and Angella "Ideisha" Jackson.
The African descendant population in Our America constitutes a segment of more than 150 million inhabitants, with Brazil being the country with the largest African Descendant population, followed by Colombia, then the Bolivarian Republic of Venezuela.
The Theme of the conference was: "Maroons Against imperialism".
The Main Objective was to define the insertion of Afro-descendance in the programmatic agendas of social movements and left-wing political parties, within the framework of the International Decade for People of African Descent and Reparations, as a fundamental basis for the eradication of structural racism, sine quanon condition for construction of Socialism
The specific objectives were:
1. Develop a strategic plan that allows the evaluation of progress and setbacks in relation to the objectives set in the international decade for people of African descent and reparations.
2. Generate mechanisms of action for the re-articulation of Afro-descendant movements of the left in the continent, along with establishing strategic alliances with movements and left-wing parties of the world from a Pan-Africanist perspective to curb the advance of imperialism and neoliberalism.
3. Promote the integral participation of women of African descent in the spaces of political decision-making in favor of justice and equity.
4. Define socio-cultural, educational, economic and communicational actions that contribute to the dismantling and eradication of ethnic and class prejudices that support the criminalization of Afro-descendant youth.
5. Define strategies to raise awareness of the militancy of leftist parties for the political, ideological, historical and cultural understanding of Afro issues based on the exercise of the rights of Afro-descendants to positions of popular election.
The conference was held at Hotel Alba, with a vibrant opening ceremony held on Sunday 10th of November. The second day of the conference was for the group sessions, where participants were given the opportunity to choose a group and had the opportunity to discuss, debate and put forward proposals under 5 thematic areas, which were:
1.	Group 1: Reparations and International decade for people of African Descent, evaluation of the programmatic agenda.
2.	Group 2: Women of African Descent, decolonization and intersectionality. The struggle against patriarchy, capitalism and racism towards the construction of a new civilization project.
3.	Group 3: The protagonist participation, integral defense of the territories' sovereignty and self -determination of peoples.
4.	Group 4: Afro-descendant youth against racialization of power relations, dialogue, intergenerational and social justice.
5.	Group 5: Re-articulation of Afro-descendant movements of the left in order to build a new global correlation of services in the pursuit of defeating imperialism and to achieve ethnic recognition of African Descent in the exercise of power.
The groups all then had the opportunity to report to the masses about what was discussed and a final declaration was prepared.
It was my 6th trip to this beautiful country and once again I enjoyed every minute, mostly because the everyday, every minute healthy and deep rooted interactions with people from all over the world, who are working in their communities to lift the social consciousness of the masses.