Matthew recounts another tragedy affecting the St. Alexander Nevsky Russian Orthodox Cathedral in San Francisco. Learn more HERE.

Listen to my full conversation with Bill on YouTube Go to college, get good grades, find a ‘stable’ job, work 40 hours a week in a boring cubicle, work until you’re 65+, and save your best adventures until retirement. Who decided this was the norm? Recently, I spoke with Bill Perkins, hedge fund manager, Hollywood […]

The post He makes $100M/year but will die with $0. Here’s why: appeared first on Noah Kagan.

Because social proof has become such a mainstay in marketing, it's easy for marketers to grow numb to it. You forget that social proof is one of Cialdini's most persuasive principles. So here are 5 new studies to remind you about the persuasive power of social proof.

The post Social Proof: 5 new studies that prove its continued persuasive power appeared first on Coaching and training to scale your copywriting business, plus programs for new copywriters, startups, and marketers.

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Trying to entice businesses is expensive and ineffective

Due to information technologies the problem we are facing today is not a lack of information but too much information. This phenomenon becomes very clear when we consider two figures that are often quoted: Knowledge is doubling in many fields (biology, medicine, computer science, ...) within some 6 years; yet information is doubling every 8 months! This implies that the same piece of information/knowledge is published a large number of times with small variations.

Just look at an arbitrary news item. If considered of some general interest reports of it will appear in all major newspapers, journals, electronic media, etc. This is also the problem with information portals that tie together a number of large databases.

It is our contention that we need methods to reduce the huge set of information concerning a particular topic to a number of pieces of information (let us call each such piece an "essay" in what follows) that present a good cross-section of potential points of view. We will explain why one essay is usually not enough, yet the problem of reducing a huge amount of contributions to a digestible number of essays is formidable, indeed is science fiction at the moment. We will argue in this paper that it is one of the important tasks of computer sciences to start tackling this problem, and we will show that in some special cases partial solutions are possible.

No Comment : des heurts et des incendies dans la capitale haïtienne Port-au Prince

1. COP29 : gaz et pétrole sont un «cadeau de Dieu», persiste le président azerbaïdjanais  Le Figaro
2. Poutine, Orbàn, Meloni... La COP29 accueille le gratin d’extrême droite mondial  Reporterre
3. On vous explique ce que sont les marchés des crédits carbone, qui ont été dotés d'un nouveau cadre à la COP29  franceinfo
4. COP29 : l’Afrique se voit en hub du futur marché mondial des droits à polluer  Le Monde
5. Cop29 : désastres climatiques, objectifs britanniques… Ce qu’il s’est passé ce mardi à Bakou  Ouest-France

1. Song Jae-lim, South Korean Actor, Dies at 39  Variety
2. South Korean actor Song Jae-lim dead at 39  CNN
3. South Korean Actor Song Jae-rim Dies in His Seoul Apartment at 39  PEOPLE
4. South Korean actor Song Jae-lim found dead at 39  CTV News
5. Song Jae Rim death: South Korean actor's last Instagram post sparks concern among fans  The Economic Times

1. Former B.C. premier John Horgan dies aged 65, after third bout of cancer  National Post
2. Adam Pankratz: John Horgan wasn't your typical NDP premier  National Post
3. John Horgan: Reluctant leader became B.C.'s most-loved premier  Vancouver Sun
4. Premier’s statement on the passing of John Horgan  BC Gov News
5. UBC political scientist remembers former B.C. premier John Horgan’s legacy  CBC.ca

Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

Aim/Purpose: The study seeks to utilize Augmented Reality (AR) in creating virtual laboratories for engineering education, focusing on enhancing teaching methodologies to facilitate student understanding of intricate and theoretical engineering principles while also assessing engineering students’ acceptance of such laboratories. Background: AR, a part of next-generation technology, has enhanced the perception of reality by overlaying virtual elements in the physical environment. The utilization of AR is prevalent across different disciplines, yet its efficacy in facilitating Science, Technology, Engineering, and Mathematics (STEM) education is limited. Engineering studies, a part of STEM learning, involves complex and abstract concepts like machine simulation, structural analysis, and design optimization; these things would be easy to grasp with the help of AR. This restriction can be attributed to their innovative characteristics and disparities. Therefore, providing a comprehensive analysis of the factors influencing the acceptance of these technologies by students - the primary target demographic – and examining the impact of these factors is essential to maximize the advantages of AR while refining the implementation processes. Methodology: The primary objective of this research is to develop and evaluate a tool that enriches the educational experience within engineering laboratories. Utilizing Unity game engine libraries, digital content is meticulously crafted for this tool and subsequently integrated with geo-location functionalities. The tool’s user-friendly interface allows both faculty and non-faculty members of the academic institution to establish effortlessly the virtual laboratory. Subsequently, an assessment of the tool is conducted through the application of the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, involving the administration of surveys to university students to gauge their level of adaptability. Contribution: The utilization of interactive augmented learning in laboratory settings enables educational establishments to realize notable savings in time and resources, thereby achieving sustainable educational outcomes. The study is of great importance due to its utilization of student behavioral intentions as the underlying framework for developing an AR tool and illustrating the impact of learner experience on various objectives and the acceptance of AR in Engineering studies. Furthermore, the research results enable educational institutions to implement AR-based virtual laboratories to improve student experiences strategically, align with learner objectives, and ultimately boost the adaptability of AR technologies. Findings: Drawing on practice-based research, the authors showcase work samples and a digital project of AR-based Virtual labs to illustrate the evaluation of the adaptability of AR technology. Adaptability is calculated by conducting a survey of 300 undergraduate university students from different engineering departments and applying an adaptability method to determine the behavioral intentions of students. Recommendations for Practitioners: Engineering institutions could leverage research findings in the implementation of AR to enhance the effectiveness of AR technology in practical education settings. Recommendation for Researchers: The authors implement a pragmatic research framework aimed at integrating AR technology into virtual AR-based labs for engineering education. This study delves into a unique perspective within the realm of engineering studies, considering students’ perspectives and discerning their behavioral intentions by drawing upon previous research on technology utilization. The research employs various objectives and learner experiences to assess their influence on students’ acceptance of AR technology. Impact on Society: The use of AR in engineering institutions, especially in laboratory practicals, has a significant impact on society, supported by the UTAUT2 model. UTAUT2 model assesses factors like performance, effort expectancy, social influence, and conditions, showing that AR in education is feasible and adaptable. This adaptability helps students and educators incorporate AR tools effectively for better educational results. AR-based labs allow students to interact with complex engineering concepts in immersive settings, enhancing understanding and knowledge retention. This interactive augmented learning for laboratories saves educational institutions significant time and resources, attaining sustainable learning. Future Research: Further research can employ a more comprehensive acceptance model to examine learners’ adaptability to AR technology and try comparing different adaptability models to determine which is more effective for engineering students.

The patient must follow a good diet to lessen the risk of health conditions. The body needs vitamins, minerals, and nutrients for illness prevention. When the human body does not receive the right amount of nutrients, nutritional disorders can develop, which can cause a number of different health issues. Chronic diseases like diabetes and hypertension can be brought on by dietary deficiencies. The human body receives the nutrients from a balanced diet to function properly. This research has a prototype that enables patients to find nutritious food according to their health preferences. It suggests meals based on their preferences for nutrients such as protein, fibre, high-fibre, low-fat, etc., and diseases such as pregnancy and diabetes. The process implements the recommendation based on the patient's profile (content-relied, K-NN), recommendation relied on patients with similar profiles, and recommendation based on the patient's past or recent activity.

Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.