'Curious minds'
But how should public thinkers make big ideas open and accessible? How do they avoid being sidelined in an era of fake news and attention-seeking punditry?
This is the challenge for the British Academy, the national body for the humanities and social sciences, which is throwing open the doors of its London headquarters for a summer showcase, promising "ideas for curious minds".
Image caption Dame Mary brought the history of ancient Rome to a mainstream television audience
Getting people across the threshold is the first challenge, she says. The British Academy is based in an elegant building near St James's park in central London. It's a place dedicated to public culture, but wants to stop looking like a private club.
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"You can see why people might be a bit intimidated," says Dame Mary, a fellow of the academy.
"But what the television shows you is that ideas are not the preserve of posh white men."
'No sloganising'
She wants to open up academic debates to a wider public, but she says a really important part of the message must be to make people realise that things can be "complicated".
"You don't need to be an expert to have a view of Roman politics," she says, such as whether it was right to assassinate Julius Caesar.
Image copyright British Academy Image caption The academy's summer showcase will present research on music, including South African jazz
But whatever your view, she says there has to be a recognition of the moral and political complexity of such decisions.
"Everyone can join in, but it doesn't mean you can shoot your mouth off." Opinions shouldn't be untroubled by thought, she says.
A by-product of the advance of social media, she says, is the tendency to "sloganise" and to turn every argument into a one-dimensional sound-bite.
Image caption Dame Mary wants people to look further than their noses
Ideas can be complicated and divisive, she says, and she takes umbrage at the type of people who think everyone should agree about everything.
Dame Mary says she gets annoyed when people on Twitter say they are "disappointed" in her views. She says they're "patronising" and can't stand people having their own opinions.
'Death threats'
The British Academy's august building was once the home of 19th Century prime minister William Gladstone. It's hard to think what such a high-minded statesman would have made of being shouted at on Twitter.
Dame Mary has been subject to dreadful online abuse, but she still argues for the benefits of engaging with people and their thoughts on social media.
Image caption The British Academy wants to open its doors to show big ideas are not a private club
"You don't think - great, death threats," she says.
But she's still ready to get into arguments, even though there is a likely risk of it all descending into "lots of sexist rants".
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"It's a combination of anger, outrage and appalling self-righteousness," she says of too many social media exchanges.
It's not the rudeness that really rankles, she says, because "being rude is part of the human condition".
What really annoys her is the over-simplification and the refusal to recognise that some problems can be complicated and nuanced and not sorted out by a shouting match.
Such public thinkers might feel that they're not running with the grain of the times.
Fake news
The academy's president, historian professor Sir David Cannadine, warns against a populist mood in which decisions are made on "gut instincts" rather than evidence.
"In the world of fake news there is a distrust of experts which is wholly regrettable," says Sir David.
Institutions such as the British Academy might be engaged in advancing knowledge, but he says they might not be "very good at explaining themselves".
Image copyright Benedict John Image caption "Ideas change society," says Sir David Cannadine, president of the British Academy
Sir David wants the open days to persuade people of the relevance of the humanities - to show that they are at the heart of "private recreations and public culture".
The summer showcase will have talks and presentations and displays on history, music, art, literature and the future of work.
It's also making a case for internationalism - as he says ideas and knowledge and expertise "know no international boundaries".
"Ideas change society," he says.
British Academy Summer Showcase is on 22 and 23 June, 10-11, Carlton House Terrace, St. James's, London SW1Y 5AH
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In November 2014, the state council convened the national youth campus football work picturephone meeting, in March 2015, the national youth campus football first administrative personnel and the principal
training held in guangdong zhongshan. From the decision to the start, these two things are the signs that the Chinese youth campus football (hereinafter referred to as "campus football"), which is
dominated by the ministry of education, has been planned since the end of 2014. Subsequently, the ministry of education and other six departments concerned about speeding up the implementation of the
development of youth campus football and the implementation of the Chinese football medium and long-term development plan (2016-2050) and other important documents have been released successively.
So far, the campus football as the breakthrough point of reform of school sports work has been nearly three years, meanwhile, the ministry of education, with other departments in the country to carry out a
series of campus football overall layout work, including the system construction, teacher training, curriculum teaching, competition mechanism, condition guarantee, etc., among them, the verification and
campus football features of primary and secondary schools across the country by 20218, the campus football pioneer (area), 102, (city) above the campus football reform experimental area for 12 a, build the
solid foundation for development of campus football.
To accelerate the development of the campus football, improve education workers and the understanding of the physical education teachers, the ministry of education organized the 2015, 2015 annual national
youth football training in schools, a total of training characteristics of the school principal, sports backbone teachers, coaches, nearly 30000 people, has ensured the teachers for the campus football
development. In July 2017, the ministry of education carried out the review of campus football characteristic schools nationwide, and comprehensively reviewed the construction of campus football
characteristic schools. According to the relevant regulations of the ministry of education, the institute has organized a series of research work on the development of campus football in the past three
years. The purpose of the survey is to identify problems, analyze problems and solve problems.
Research from the education comprehensive reform experimental area of the Chinese academy of education.
On November 23, 2017, solstice25, hosted by China education science research institute, was held in guangzhou for the youth campus football league in the experimental area of the education comprehensive
reform of the Chinese academy of education. Thirty football teams from 16 experimental districts in 12 provinces participated in the competition, including 13 in junior high school and 17 teams in primary
school. Based on the competition, the institute of Chinese academy of science and technology has carried out special investigation and test research on the establishment of football courses and football
skill level in the experimental area.
The school football classes in the experimental area are in good condition. According to the survey, as a national school football characteristic school, 16 experimental districts have achieved the goal of
setting up football courses. On the whole, there are 62.5 percent of the schools that meet the weekly football classes. Among them, the best one is primary school, middle school and high school. Survey
shows that, due to the abundant academic pressure is small, physical education, elementary school football characteristic school for football lesson a week there is no problem, the junior middle school,
high school is relatively poor, the main factor of restriction of junior middle school, high school football course is less total hours per week and teacher professionalism is not high, in order to meet
the requirements of the high school football courses, some schools to explore in high school soccer module teaching way, in order to solve the football class didn't have enough time and the problem of
shortage of teachers.
The survey found that the level of football skills of students in the experimental area has steadily improved over the past two years. In China to teach science college campus football league every team,
players from experimental area of the same middle school or primary school, in accordance with the principle of not allow cross-school and selected in the team, the players are all team for the normal
students.
With reference to the ministry of education issued by the "standard of student football athlete skill level", teach science college campus in the football league in China, a reverse layup design pass the
ball, the ball 10 meters, instep positive bounce the ball, dribbling round rod shooting 4 test. Test results show that the primary sections 11, 12 years old age group students, compared with 2016 in 2017,
four groups compared three groups of indicators showed a trend of level, just pass a ball, index below 2016 in 2017. In the first group, the group of 14 and 15 years of age group, compared with 2016, the
four groups showed the level of improvement. In particular, there is a significant improvement on the two indexes of the ball and the ball around the ball, which reflects the trend of improving football
skill level of the players.
It can be seen that in the three years since the implementation of campus football, the development of the experimental area of the Chinese academy of education has been in good condition.
From the national youth football training trainee survey.
China's promotion of campus football is not only a prelude to football, but also the overall reform of the school's sports. Meanwhile, it is also the education comprehensive reform that enhances
education's overall quality. The purpose of carrying out campus football is to expand the population of football and consolidate the talent base. The specific goal is to enhance students' physical fitness,
improve football skills and cultivate perfect personality.
The development of campus football is difficult to achieve the ideal effect only by physical education teachers, which is an important feature of the subject of classroom teaching, which is different from
mathematics, Chinese and English. But to implement good school football, teacher training is essential.
From 2016 to 2017, under the overall planning in the ministry of education, China education science research institute has completed 2016 annual campus football training task, a total of training more than
15000 people, including 4800 distinctive campus football school principals, backbone teacher 4590 people, the backbone of class teacher 897 people, the referee / 182 retired athletes, sports research staff
of 350 people.
Based on training, teaching body WeiYi research institute research institute of China is the main factor restricting the campus football characteristic school construction and development "has carried on
the questionnaire and interview survey, a total of research, the principal of 4766 people, sports backbone teacher 3804 people, the sports research staff of 133 people. The survey showed that 72 percent of
soccer classes were taught in school football specialty schools. Due to the promotion of campus football, the school sports conditions have improved, the teacher allocation, the school competition and the
sports culture construction have made progress.
On the whole, the survey shows that, apart from the knowledge of accidental injury treatment, the principal is basically in line with the opinion of the key teachers and teachers. More than 94 percent of
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the principals said that the biggest factor threatening the development of school football was the imperfect mechanism of accidental injury to students. This is an urgent problem for campus football.
Ninety-one percent of principals and 68 percent of sports key teachers believe that the important factor that restricts the development of campus football is the level of teachers. Although there is no
shortage of PE teachers in school football characteristics, the high level of professional football teachers is quite lacking.
Features of 3804 front-line teachers, according to a survey of five main factors of influence the campus football development at present, in turn, are: lack of teachers' team construction lagging, activity
time, lack of funds, lack of culture learning and football training contradiction, sites.
With survey results from more than 300 sports research staff, on the whole, consistent with the results of the survey of PE teachers, research staff think that the main influence factors which restrict the
development of the campus football is in turn: lack of teachers' team construction lagging, activity time, lack of funds, insufficient recognition of the principal, parents do not support. Further
interviews revealed that although the level of teachers has become the main factor restricting the development of campus football, there is a welcome phenomenon behind it. In recent years, along with the
development of economy, the social from all walks of life, both the principal, teachers and parents, the importance of school physical education, students' recognition of the importance of physical health,
has obviously improved, therefore, the school in accordance with requirements of the ministry of education, within the scope of school physical education curriculum to carry out the campus football
activities, on the whole to be able to gain understanding and support. However, the teachers worry that the first is the shortage of teachers, and the second is that PE teachers can not provide high
quality and safe football teaching. It also shows that the most popular and popular sports in school sports are not football, so the level of the teachers' football teaching is always questioned.
48 percent of the sports backbone teachers believe that the lack of space is the limiting factor for the development of campus football. Compared with the shortage of teachers, the school site is not the
most important factor restricting the football activities of featured schools, and its importance is not ranked in the top three. Further interviews revealed that there are two reasons for this. One is
that the 5,000 primary and secondary schools investigated are all national-level campus football characteristics schools. The basic conditions of sports in these schools are relatively good, which can meet
the needs of football teaching, after-school training and competition. More than 50% of the more than 3,800 schools featured in the survey have standard football fields. More than 24.3% of the stadium;
Many schools have a caged or enclosure football field, and most of the school facilities are equipped with the conditions for carrying out campus football. Second, and has a broad field of public awareness
and violent confrontation of competitive football is different, schools in football teaching, small class football game venues and campus football competition, therefore, demand for space is not than
normal to carry out sports activities can demand a higher school.
At present, there are some problems in campus football because of the lack of scientific evaluation mechanism. According to the survey, it is necessary to introduce and implement the education-oriented
campus football evaluation system in a timely manner. It should be clear that school football is education first, followed by football. Most PE teachers think that since it is education, there should be an
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evaluation mechanism consistent with education. In some schools appear with construction team as the core, performance oriented evaluation the phenomenon of campus football benefits, because at present a
lot of schools are still in the traditional competitive sports concept to guide the campus football. Therefore, in order to guide the sustainable and healthy development of the campus football, should be
around the "strengthening physical health, improve the football skills, cultivating healthy personality" of the campus football goal, build a reasonable evaluation method.
At the beginning of the campus football development, league football lesson a week, the class should be extensively developed, improved physical health level, personality development good index evaluation
method, to reject the results of the competition oriented evaluation.
The research also shows that the main factors that influence the development of the high level of football in the future are the knowledge system and the level of discipline which is the core of football
in China. More than 80% of sports key teachers believe that to realize the high quality development of campus football and to promote the improvement of Chinese football level, it is very important to
establish the scientific development concept of football.
As open-ended questionnaire survey, many think of physical education teachers, teaching and research, through training, especially after listen to foreign expert teaching found that domestic football
education of child and adolescent stage, in the interest guidance, cognitive development, physical training, special skills and football culture construction, etc., compared with the scientific football
education system abroad, there is a big gap. By intensive training, they think, staffed, meet the basic needs of campus football development of the short-term goal is achievable, but in the long run, the
campus football practitioners, including physical education teachers, football coach, etc., must be updating ideas, knowledge, should abandon the backward education teaching and training methods, to learn
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to master scientific and effective methods of football education. At present, the most important thing to promote in the development of campus football is to follow the rules of physical and mental growth
of teenagers, the rules of football learning and the regularity of athletes' success.
The above research also warns us that the development of campus football in the future should prevent the following undesirable tendencies: first, it cannot face all students, and ignores the original
intention of football development and expansion of football population. The second is to ignore the interest cultivation, and to instill in the backward football concepts and methods with the authority of
teachers and coaches; The third is the principle of the harmonious development of the mind and body, and does not pay much attention to mental training and cognitive development, and carries out the
special quality and skill learning too soon.
(the author is director of the education institute of sports health and art, education academy of science in China)
The original address: http://www.edu.cn/edu/jiao_yu_yan_jiu/201712/t20171229_1577403.shtml
Thousands of parents in England have been denied a place for their child at their first choice of primary school. Evidence suggests, however, that pressure on reception classes is easing in some areas, including London, where applications were down 2.3% on last year.
After an anxious wait documented by many parents on social media, more than half a million families across England were informed on Monday which school their child will be attending in September.
Early analysis of local authority data suggests that, in many areas, higher proportions of children gained places at their first choice of school this year.
In most areas, about 90% of parents had an offer from their hoped-for school. But thousands were still disappointed, with some failing to secure a place at any of their preferred primaries.
Many disappointed parents will now be considering an appeal; others will be wondering how to negotiate new challenges. One father tweeted: “So our littlest has been given a place at primary school. It would have been a lot easier had it been the same primary school as her sister. Looking forward to working out how to be in two different places at the same time.”
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In London, where demand for places remains high, 86.5% of families were offered their first choice of school, up 0.61% on 2017, while 96% were accepted by one of their three favourites. But 2,314 four-year-olds did not get into any of their chosen schools, down 0.14% on last year.
Primary schools have struggled in recent years to accommodate growing numbers of children after a spike in the birth rate, but the population bulge is gradually shifting from primaries to secondaries. Figures published last month showed applications to London secondaries were up 4%.
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Some London boroughs claim demand for places is also down because of welfare changes and high property prices, which have forced some families to leave the capital. In other boroughs, however, demand remains high and success rates for securing places at preferred primaries are the lowest in the country.
The most difficult borough to be accepted by your preferred primary school is Kensington and Chelsea, where just 68% of families secured their first choice – the same proportion as last year. In Camden the figure was 76.55%, and in Hammersmith and Fulham it was 76.71%.
Birmingham, where demand for primary places has been high in recent years, also recorded a slight drop in applications. The proportion of parents receiving their first choice rose by 5.5% to 92.9%, but just over 200 children did not receive an offer from any of their preferred schools.
According to a Press Association sample survey of 40 councils in England, 28 (70%) reported a rise in the proportion of families receiving their first choice of school; five (12.5%) said there had been a fall, and seven (17.5%) saw no change. Of the 31 local authorities that provided comparable information on application numbers, the majority (27) reported a fall, while four saw an increase.
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In some areas, almost all four-year-olds got into their preferred school. In Wiltshire, 93.4% were offered their first choice, while the figure was 96% in central Bedfordshire, 95.2% in Cornwall and 95% in Lincolnshire. Parents in East Sussex had more difficulty, with 87.6% winning their first preference, while in Leeds it was 88% and in Essex is was 88.1%.
The school standards minister, Nick Gibb, said: “We’re investing £5.8bn to create even more good schools and good school places – building on the 825,000 we’ve created since 2010 – resulting in nine out of 10 pupils securing one of their top three choices of schools.”
I work in a school for children with social and emotional difficulties. Many have been excluded from or struggled to cope in mainstream education. Much of the work we do makes a real difference: home visits, running parental workshops, holding multi-agency meetings and attending court are all a vital part of the holistic package of care we give these vulnerable young people.
To me, though, it feels like a piece of the jigsaw is missing. On the surface, the message is “high expectations for all”, but the reality seems to be quite the opposite. Rather than pushing our students to achieve, my school finds excuses to avoid focusing on outcomes.
It employs devious tricks to inflate success – using baseline tests pitched at a low level so we can show better progress later – and plays on the fact that we’re a special educational needs school to justify narrowing the curriculum. This means featuring only core and vocational subjects, despite these pupils being more than capable of studying languages, humanities and creative arts.
This has nothing to do with the increasing focus in mainstream education on English and maths and everything to do with the assumption that our “type” of pupils wouldn’t see the point in or enjoy these subjects.
For some of our students, this lack of breadth is just what they need. We offer a vocational route for those suited to it, and they get a chance to make something of themselves. The young people I worry about are those who have enormous academic potential, and would like to pursue other routes. We are letting these students down.
Soon after I joined the school I voiced my concerns. I knew that the pupils were capable of reading a whole book and enjoying it, for instance, but was told by the leadership team that “these kids don’t like reading”. I was advised to give them extracts and “mix it up a bit”.
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This assumption about students’ preferences doesn’t tally with my observations. There’s the pupil with severe dyslexia who comes to my classroom most lunchtimes to read an 800-page novel. Or the one who took home the book I gave them and read it cover to cover. When students have been encouraged in this way, I’ve seen their belief in their potential grow.
The school’s approach to behaviour compounds the problem. It’s commonplace for students to walk out of lessons because they don’t like a topic or “need” a smoke. There’s always a reason for why they haven’t finished their essay. We accept the excuse that students have only written a paragraph because that’s all they felt able to manage, and end up being almost grateful that they have produced anything. Dramatic incidents are kept to a minimum, and nobody wants to rock the boat.
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.Dumbing down the curriculum and lowering our expectations in this way perpetuates the self-fulfilling prophecy that these pupils can’t achieve academically. If they say “I can’t do it” and we say “You don’t have to”, surely something is very wrong?
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.We allow ourselves to think we’ve empowered these pupils by focusing on soft outcomes. But we’re holding them back from being the best they can be.
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"I hope that through this PK, let the education industry understand the extent to which artificial intelligence has been used in education." Zhang Kailei, head of Aidam's R&D company and founder and CEO of Xue Bajun, said that artificial intelligence can already be likened to People think about knowledge, step by step, process and answer. AI technology will inject fresh blood into education,To reinforce and charging solutions for Hong Kong retails, ETG offers security solutions like iPad Floor Stand and fiber mount and aims to ensure full protection and power support for displayed devices.
At the 2017 Internet Education Forum that was held not long ago, Baiyun Feng, the president of Good Future Group, expressed the same idea. “The era of “education + Internet” has passed, and “education + AI” is the hope of the present and the future” . In July 2017, the State Council issued the "New Generation Artificial Intelligence Plan", which clearly stated that by 2030, the scale of China's artificial intelligence core industry will exceed 1 trillion yuan, bringing the scale of related industries to more than 10 trillion yuan. Among them, education is one of the important application scenarios of artificial intelligence, and there is a huge space for imagination in the future,Collaboration with asia's top universities - PolyU fosters long-term partnership in academic and research collaboration with top universities in Asia. Most of them are the top 10 Chinese universities and top ten universities in Asia.
Because of AI, online education once again ushered in spring,The primary function of is to deliver products in an appropriate and timely manner in order to fulfill the requirements of the providers.