Learn how to take simple x/y coordinates, and create map polygons shaped like holiday images, that can be plotted using SAS/Graph's PROC GMAP.

Hello,Newbie here. Summary at the end, feel free to scroll down directly. I am an individual consultant. I would like to understand if I have to pay GST for some invoices raised (and money received) before GST registration date and if so, do I have to pay a penalty since I am doing it

Here's something different! You know that popular subreddit, "Explain It To Me Like I Have 5?" Well, this is sort of like that but better because it only involves one thing...

Cows. 

Imagine, things you were never quite sure about finally explained to you in a language you can comprehend, in terms of cows. Thankfully, NewsTalkZB had created such a thing and learning has never been easier! 

So buckle in, folks! And get ready to learn things you may or may have not known, all in terms of cows. 

Dogs are said to be faithful animals. They are so attached to humans that they are called his best friend. Many people

We have to learn to live with the virus. We need to introduce certain behavioral changes to implement these (social distancing) practices, said Lav Agarwal, Joint Secretary at the Health Ministry.

Overcomplicated prescriptions discourage individuals from taking action to improve their lives. Through the years, I have read a large number of health books that offered unworkable advice....

India is the birth place of yoga but this divine practice has found followers all across the world. People are learning yoga in their cities and some even prefer to travel to India to learn yoga. There are many places that offer learners...

English has become a universal language of communication around the globe. Therefore, learning to speak English fluently is a priority for most people who do not have it as a native language. The...

Everybody knows that education play important role in every human life. Every people learn from education more things that we use in our general and professional life. But it's only a fundamental education that teaches us how to...

“Knowledge breeds gallantry”. This saying was propagated by some eminent scholars in the mid 17th century in order to foster realisations regarding the significance of learning. Many people are trapped with illusions...

English nowadays is not an added skill – it is a basic requirement. Whether you are a student, intern, professional, or just a regular person, you will realize how important fluent spoken...

Building on concrete examples, this book explores emerging topics in innovation policy for more inclusive and sustainable growth.

Slowing growth in the Peoples Republic of China (PRC) is grabbing the headlines with some suggesting a third wave of the 2008 global financial crisis. While this topic deserves attention because of its global economic implications, there is insufficient analysis of firms in global production networks (GPNs), which were at the forefront of the economic transformation in PRC and the rest of East Asia, and lessons for latecomers to GPNs.

Country profiles highlight some key findings from TALIS 2013 for individual countries and economies

This paper provides a concrete example of how policy analysts can use empirical programme evaluation studies to perform ex-post assessments of environmentally related tax policies. A number of studies credibly identify causal effects of environmentally related tax policies, but do not necessarily provide all the information needed to fully inform the policy-making process.

Long-term projections suggest that without policy changes, the continuation of business-as-usual economic growth and development will have serious impacts on natural resources and the ecosystem services on which human well-being depends.

For everyone to benefit from the changes in technology, globalisation and population ageing, adult learning systems must be ready to support people in acquiring the skills needed for this changing world of work. The EC and the OECD have joined up to discuss how to make adult learning work for the future in your country, by organising three webinars in September and October, and a forum on the 8th of November in Vienna.

How can we earn back the trust of young people? Improving openness, transparency, accountability, and access to information is essential. On the occasion of the International Anti-Corruption Day and Transparency International’s 20th Anniversary, the OECD and Transparency International are inviting young people for a discussion about how to push the integrity agenda forward together.

By Charles Fadel - Founder & chairman, Center for Curriculum Redesign It has become clear that teaching skills requires answering “What should students learn in the 21st century?” on a deep and broad basis. Teachers need to have the time and flexibility to develop knowledge, skills, and character, while also considering the meta-layer/fourth dimension that includes learning how to learn, interdisciplinarity, and personalisation.

Education systems around the world are increasingly measuring the performance of teachers and schools as part of their drive to help students do better and improve results. Rising demand for higher education standards and a trend towards greater school autonomy in some countries are among the factors behind this new focus according to the OECD

How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.

Rather than prescribe actions, the OECD often prefers to show policy makers what everyone else is doing and how successful those initiatives have been. A new OECD series of individual Education Policy Outlook Country Profiles does just that: each profile describes how an individual country is responding to key challenges to improve the effectiveness of its education system.

How do apprenticeships and other forms of workplace learning help people to make a successful transition from school to work? Global economic competition requires a labour force with a range of mid-level trade, technical and professional skills alongside the high-level skills typically associated with university education.

One thing we have learned from surveying teachers around the world as part of our Teaching and Learning International Survey (TALIS) is that teachers everywhere want more professional development.

Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would be almost 20% narrower.

Knowing the best way to summarise information you read is key to being a proficient reader. In fact, this month’s PISA in Focus suggests that if disadvantaged students – who consistently score lower on PISA assessments than advantaged students -- used the most effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would shrink considerably.

This publication offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools. It is both a guide through TALIS and a handbook for building excellence into teaching.

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More than 40 years ago, the former French Prime Minister Edgar Faure and his team published one of the most influential educational works of the 20th century: “Learning to Be”, better known as the “Rapport Faure”, in which he mainstreamed the idea of lifelong learning.

In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic.

This report offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing.

Looking at teachers at all levels of education, we learn that the majority of teachers are women. In all countries, the percentage of male teachers is particularly low in primary schools where teaching is still seen as a women’s job. As a result young children are missing out on role models of both sexes.

Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012.

Teachers can certainly face challenges in the classroom. In TALIS participating countries and economies, almost one in three teachers report having more than 10% of students with behavioural problems in their classes.

Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class.

The new Teaching in Focus brief shows that professional development embedded in school life has more impact on teaching practice than non-school embedded professional development.

It’s a well-trodden path to observe that the school systems of today are not preparing children for the jobs of today, let alone tomorrow. But what changes to our school systems are necessary to address this challenge?

At the OECD, we tend to look at French education through the lens of statistics. These show one of the largest gaps between the learning outcomes of children from poor and wealthy families. And the opportunity gap keeps widening.

Between 2003 and 2012, the percentage of students who were raised in immigrant families grew by around 3 percentage points across OECD countries. At the same time, as this month’s PISA in Focus notes, migration policies in some countries became increasingly selective while education outcomes in many countries of origin improved considerably.

Research shows that programmes to improve adults’ basic skills need to use awareness-raising measures (like the adult education weeks promoted in Denmark and Finland) and national campaigns (as conducted in France and Luxembourg) to encourage interested, but reluctant adults to participate.

There is no real consensus on how much class time is enough when it comes to learning mathematics, science and reading. But educators and policy makers generally agree that while it’s important for students to spend considerable time in school lessons to acquire new skills, spending more hours and minutes in class is not enough to ensure that students succeed in school.

Got a minute? How about 218 of them? That’s the average amount of time students in OECD countries spend in mathematics class each week (although to some, it feels like an eternity). Spare a thought, though, for students in Chile: they spend about twice that amount of time (400 minutes, or 6 hours and 40 minutes) each week in maths class. But who’s counting?

Totally wired. That’s our image of most 15-year-olds and the world they inhabit. But a new, ground-breaking report on students’ digital skills and the learning environments designed to develop those skills, paints a very different picture.

Education has become increasingly important worldwide, including politically. Probably the key driver for this is economic – the fundamental role of knowledge and skills in underpinning and maintaining prosperity.

School leaders are calling the PISA-based Test for Schools one of the better indicators out there of how well students are prepared for 21st century learning.

The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan.

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force.