Kevin's guest is Dn. Michael Hyatt, former Chairman and CEO of Thomas Nelson Publishers and the host of the AFR podcast "At the Intersection of East and West."

What is it? Answers.OnStartups.com BrightJourney.com: A question and answer site focused on Startups and Entrepreneurship. Who makes it? Stack Exchange (with a dash of clout from Dharmesh Shah) Why is it the killerest? Stack Exchange (the company behind this) have...

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Labour claims that public services require a £40bn increase in taxation and spending

Chancellor Rachel Reeves has announced a raft of changes to taxes and spending in the Budget.

For a long time, high school students have been forced to practice selecting correct answers on college scholastic ability tests. Recently, it has been suggested that schools introduce biomimicry activities for STEM education to develop students' 21st century competency. However, there have been arguments about which system is more appropriate in terms of enhancing a student's competency development. Therefore, we evaluated neurological evidence of students' competency using fMRI scans taken during the selecting a correct answer for a biology question and during a biomimicry activity. Results showed that the repetitive practice of selecting correct responses limited a student's neurological activities to the brain network of the visual cortex and the front-parietal working memory cortex. However, the biomimicry activity simultaneously involved diverse prefrontal, parietal and temporal cortexes, and the putamen, limbic and cerebellum lobes. Therefore, this study proposes that the biomimicry activities could stimulate their coordinated brain development.

Aim/Purpose: As smartphones proliferate, many different platforms begin to emerge. The challenge to developers as well as IS educators and students is how to learn the skills to design and develop apps to run on cross-platforms. Background: For developers, the purpose of this paper is to describe an alternative to the complex native app development. For IS educators and students, the paper provides a feasible way to learn and develop fully functional mobile apps without technical burdens. Methodology: The methods used in the development of browser-based apps is prototyping. Our proposed approach is browser-based, supports cross-platforms, uses open-source standards, and takes advantage of “write-once-and-run-anywhere” (WORA) concept. Contribution: The paper illustrates the application of the browser-based approach to create a series of browser apps without high learning curve. Findings: The results show the potentials for using browser app approach to teach as well as to create new apps. Recommendations for Practitioners : Our proposed browser app development approach and example would be useful to mobile app developers/IS educators and non-technical students because the source code as well as documentations in this project are available for downloading. Future Research: For further work, we discuss the use of hybrid development framework to enhance browser apps.

[…] occurred to me – but Karen Blakeman has posted this advice – SEASONAL OPENING TIMES – NEVER TRUST GOOGLE’S ANSWERS (OR BING’S) (Dec 29) – information about open and closed times of shops might not be right – always […]

This is my usual Christmas/New Year reminder to never trust Google’s answers (or Bing’s) on opening times of shops over the holiday season, especially if you are thinking of visiting small, local, independent shops. I was contemplating going to our True Food Co-operative but suspected that it might still be shut. A search on my … Continue reading Seasonal opening times – never trust Google’s answers (or Bing’s) →

If you’ve ever looked for a quick, simple answer from a professional, maybe you’ve stumbled across JustAnswer. I first used the website after my cat had surgery and I wanted to ask a few follow-up questions after the veterinarian’s office had already closed. Recently, I signed up again just to see what new users can […]

The post JustAnswer Review: 5 Things To Know Before You Sign Up appeared first on Clark Howard.

You would think blue-state governors would see the results of this year's election as evidence that perhaps they went too far with their extreme-left ideology and policies.

"We just weren't good enough. You guys can write what you guys think is the malaise on the team and what's going on."

The post Jim Montgomery doesn’t have an ‘answer’ for Bruins’ third-period struggles appeared first on Boston.com.

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We talk about what you need to know about the importance and safety of the COVID-10 vaccine in children, and the status and process of vaccination approval for children under twelve. Also, how to navigate summer activities, travel, and masks with unvaccinated children, and the impacts of the virus on kids.

Theologian and Pastor John Piper weighed in on a question from a listener struggling with guilt after having an abortion in an episode of his podcast "Ask Pastor John."

Added January 24, 2006:

Challenge yourself with some of the hardest riddles we could find so you can keep your mind sharp! As you tackle these tricky brain teasers, you'll engage your mind in a way that few other activities can.

Students work on a classroom exercise at a school in Kibera, a poor neighborhood in Nairobi, Kenya.; Credit: Tony Karumba/AFP via Getty Images

You'd think the best way to get girls to succeed in school would to be design programs specifically for them — offer them mental health support or free menstrual pads.

But a new study, published in May in the journal World Bank Economic Review, begs to differ. Researchers David Evans and Fei Yuan reviewed 267 studies of education programs from 54 low- and middle-income countries to find the most effective ways to get more girls in school and improve their learning. Globally, more than 130 million girls remain out of school, according to the World Bank, due to poverty, child marriage and violence.

Instead of only examining girls' education programs, they looked at all kinds of programs. To measure access, they analyzed enrollment rates, attendance, drop-out, graduation and completion rates, and to measure performance, they looked at test scores.

Their biggest finding is that gender-neutral programs — such as handing out cash aid to families of school-aged children — can be just as effective at improving girls' education as programs designed just for girls.

The study is among the first to look both at ways to boost girls' access to school as well as their classroom performance, says Markus Goldstein, lead economist at the World Bank's Africa Gender Innovation Lab, who did not work on the report.

We spoke with Evans, a senior fellow at the Center for Global Development, and Yuan, a doctoral candidate in education policy and program evaluation at Harvard University, to discuss the best ways to boost education for girls in low- and middle-income countries. This interview has been edited for length and clarity.

What inspired you to conduct this study?

Evans: A lot of the previous work that examined this issue have focused on programs targeted to needs that are unique to girls, such as menstrual health. Those are worthy interventions, but if we only focus on programs that target girls, we might miss programs that benefit girls a lot but happen to help boys as well.

That's why we decided to look at all of the interventions we know of to identify the ones that are most effective at improving outcomes for girls, regardless of whether they're specifically for girls or not.

You found that the most effective programs for getting more girls into school cut the cost of education for students, regardless of gender, and their families. What are some examples of programs that worked well?

Evans: A lot of the most effective programs are ones that either eliminate school fees, provide scholarships or provide families a cash transfer to cover the other costs of having their daughter in school.

For example, in Ghana, lots of girls and boys pass their secondary school entrance exam, but they don't have the money to pay school fees. So, a program there provided scholarships to students who had already passed the entrance exam. It dramatically increased the high-school graduation rate of girls by 66%.

But the most effective interventions are those that address costs related to specific obstacles that girls face in a particular setting. In Afghanistan, for example, a [non-gendered] program built schools in rural communities. It decreased [the cost of] travel to school for both girls and boys and led to a more than 50% increase in girls' participation in primary school. That's dramatic.

Which programs were the most helpful for improving a girl's school performance, as opposed to just getting them into the classroom?

Evans: The most effective interventions to increase learning were programs that improved the quality of teaching. But it's not just throwing teachers into a conference room and giving them some lecture. It's also not about throwing fancy technology, like laptops or tablets, at classrooms. Hardware doesn't work. It's distracting for teachers and students.

Instead, a literacy program – which included coaching teachers, providing them with detailed teachers' guides and providing students with books – had a big impact on girls' education [in terms of test scores] in Kenya. So did another program in Kenya that helped teachers to teach children in a language they spoke at home (rather than English).

Were there any other types of programs that helped girls learn better in the classroom?

Yuan: Another intervention worth mentioning is called Teaching at the Right Level, based in India. The idea is that students in the same classroom may have many different reading levels. But because of constraints like large class sizes, teachers may not be able to tailor their teaching to the right level for every student. This leaves some students behind.

Teaching at the Right Level facilitated summer camps in which children were grouped by reading level, instead of age or grade. This allowed teachers to target their teaching to the specific levels of these students. In one region, after 50 days of focused teaching in these camps, children at the lowest achievement levels in India were able to catch up to the learning level of the third-highest achieving state in the country.

Many of the high-impact interventions you're referencing don't target girls specifically. Are you saying that girls' programs aren't necessary?

Evans: Not at all! We particularly focused on how to increase access to education and improve quality of learning. Some [girl-focused] programs have other goals – such as reducing violence against girls, improving girls' psychological and emotional wellbeing, reducing adolescent pregnancy or helping girls to transition from school to the workforce.

But when teaching is of bad quality, we just need to help schools improve the teaching. That's not necessarily a gender-specific problem.

Wouldn't it be more cost-effective to just offer scholarships or cash transfers to girls only instead of both genders, especially if far fewer girls are attending school than boys?

Evans: Sure, if you don't have the budget to waive school fees for everyone, eliminating school fees for girls is an effective way to do a girl-targeted program. That's what The Gambia did. But sometimes general, non-targeted interventions are more politically palatable for governments, since constituents have both daughters and sons.

Were you concerned that some of the gender-neutral programs might benefit boys more than girls?

Evans: That was something we were worried about – increasing inequality. But we found that overall, the impact of gender-neutral programs tends to be slightly larger on girls than boys both in terms of access and learning. These differences, for the most part, were not statistically significant. They were small. But it does mean that these general, non-targeted interventions are not increasing inequality between boys and girls. If anything, they're likely to decrease it.

What changes do you hope to see in how we work on girls' education around the world?

Evans: We want to make sure that people who care about girls' education draw on the full toolbox of programs that can improve girls' education. That includes girl-targeted programs. It also includes general programs.

We don't anyone to walk away from this and say, 'Oh, we don't need to worry about girls.' Instead, it means that if we are worried about girls, we have a broader array of tools to help them.

Joanne Lu is a freelance journalist who covers global poverty and inequity. Her work has appeared in Humanosphere, The Guardian, Global Washington and War is Boring. Follow her on Twitter: @joannelu

This content is from Southern California Public Radio. View the original story at SCPR.org.

A new report from the National Academies of Sciences, Engineering, and Medicine says that enhancements to the geodetic infrastructure are needed to answer important questions about sea level rise, water resources, geological hazards, and more over the next decade.

While progress toward developing a vaccine to prevent COVID-19 infection continues to dominate conversations about the pandemic, international and multigenerational teams of engineers have come together once again through the National Academy of Engineering’s COVID-19 Call for Engineering Action to find creative solutions to myriad pandemic-related problems. Their ideas aim to combat misinformation, help people most at risk, and prevent the spread of the virus.

What Can Lobsters, Clams, and Rockfish Tell Us About Human Aging? Some species of rockfish only live to age 7. Others live over 200 years while maintaining the necessary functions to find food, mate, resist disease, and evade predators.

. Gene Hobbs was working for the Meade County Road Department, raking along the edge of a road shortly after noon, when he was run over by a dump truck backing up, killing him upon impact, on December 13, 2016.

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