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Invited Article
Periodically, IJITDL editors identify articles of special interest that deserve immediate widespread attention and discussion. This article envisions the importance of technology and distance learning to offset budget reductions and improve the quality of teaching and collaborative learning in higher education. Dr. Bates argues for radical change in the academy to increase cost-effectiveness of post-secondary education. He suggests concrete ways in which cost-effectiveness can be improved and identifies barriers that prevent
Can or Should e-Learning Improve the Cost-Effectiveness of Higher Education?
Tony Bates, Tony Bates Associates Ltd
Is e-learning failing to meet expectations?
There is a growing feeling among some important commentators that e-learning is failing to meet expectations in higher education. David White, Director, EU Commission DG Education and Culture, Lifelong Learning, in his keynote presentation Innovative Learning for Europe at the 2008 EDEN conference in Lisbon, expressed his concern about the lack of return on investment. He pointed out that national governments and the European Commission have invested over a billion dollars in Information and Communication Technologies (ICTs) for education, but have seen little change or improvement as a result.
The other related issue is the lack of innovation. The World Economic Forum's Global Advisory Committee on Technology and Education at its meeting in Dubai (November, 2008) commented:
'Education is in a state of transition from a traditional model to one where technology plays an integral role. However, technology has not yet transformed education'.
In particular, although there are many innovative 'projects', often dependent on the work of inspired and hard-working individual instructors, and although many institutions have put in place learning technology and faculty development initiatives, there appears to be little systemic change (see Sangra, 2008). As the Canadian Council on Learning (CCL) puts it: 'The growth of e-learning has not significantly altered the way in which Canada's institutions organize or deliver learning.' Nor is this peculiar to Canada.
The CCL report concluded that Canada is falling behind other countries and the adoption of e-learning is slower than predicted. Both statements were made without any conclusive evidence. However, perception is as important as reality in this business, especially when investment in technology is dependent on public funding and support. In any case, Terry Anderson, a Canadian research chair in e-learning, in response to the CCL report, commented in his blog that he was saddened by Canada's 'lost decade in e-learning'.
Thus, while plenty of evidence (e.g. Allen and Seaman, 2008; Instructional Technology Council, 2008) can be provided to show that computers and the Internet are now widely used by a majority of faculty and students in post-secondary education, there is also at the same time widespread dissatisfaction with the results.
Expectations for e-learning
I think the first thing to examine is whether expectations about e-learning – defined here as the application of information and communications technologies (ICTs), and in particular computers and the Internet, for teaching and learning – are realistic.
First, it should be appreciated that there are many different stakeholders in post-secondary education: learners, instructors, educational support staff such as instructional and web designers, IT support staff, senior managers, government and employers. You can probably think of others, as well, e.g. parents of students.
Each set of stakeholders brings different expectations about the role and use of technology in teaching and learning, and these different stakeholders will have different values that will influence their evaluation of e-learning's effectiveness. Nevertheless, it should be possible to collect the different rationales for e-learning, and examine the extent to which expectations have or have not been met.
Below are some of the more common rationales or expectations for e-learning that I have encountered, both in the literature and in discussion with different stakeholder groups.
Possible goals for e-learning
1. Increase access to learning opportunities and increase flexibility for students.
2. Develop skills and competencies needed in the 21st century to ensure that learners have the skills required for their discipline, profession or career.
3. Meet the learning styles and needs of millennial students.
4. Improve the cost-effectiveness of the post-secondary education system.
5. Stay at the leading edge of educational technology developments to digitalise all learning and respond to the technological imperative.
6. De-institutionalise learning to enable self-managed learning.
In my blog (http://tonybates.ca), I have discussed and 'graded' e-learning on each of these goals, but in this article, I want to focus particularly on goal 5: improving the cost-effectiveness of the post-secondary education system, because it could be argued that all the other goals could be subsumed under this one broad goal. Indeed, I will argue that this is the most important and valuable of all the goals for e-learning, but is the one that is furthest from being achieved.
Using e-learning to increase cost-effectiveness
To understand the rationale for this goal, it is necessary to look at the recent history of post-secondary education. It will be argued that universities and colleges have not changed their organizations and structures sufficiently to accommodate to the new realities facing higher education. Information and communications technologies provide opportunities and potential for both improving the effectiveness, in terms of better qualified graduates and higher completion rates, and also for reducing unit costs, i.e. the cost of each graduating student. However, this cannot be done without major changes to post-secondary educational institutions.
I will make the argument for radical change in the academy, in order to increase the cost-effectiveness of post-secondary education, I will suggest some concrete ways in which cost-effectiveness could be improved, and will look at the barriers that are preventing e-learning from being used to improve the cost-effectiveness of the system.
The problem
Why do universities need to change? I think there are several compelling reasons.
From elite to mass higher education
Up until the middle of the 20th century, entrance to university in many countries was limited by and large to a small, elite minority of upper class or rich middle class students. As late as 1969, less than 8 per cent of 18 years olds (children born in 1951) were admitted to university in Britain (Perry, 1976). As a result, teaching methods in particular were suited to what today would be considered small classes, even at the undergraduate level, with seminar classes of 20 or less and even small group tutorials of three or four students with a senior research professor for students in their last year of an undergraduate program. This remains today the 'ideal' paradigm of university teaching for many professors and instructors.
In the USA and Canada, the move to a mass system of higher education began earlier, following the Second World War, when returning servicemen were given scholarships to attend university. For the last half of the twentieth century, access to universities and colleges expanded rapidly. For a mix of social and economic reasons, from the 1960s onwards, governments in Europe also started again to expand rapidly the number of university places. By the end of the century, in many Western countries, more than half the 19 year old cohort were admitted to some form of post-secondary education. (In 2006, 55% of Canadians between the ages of 25 and 34 had completed a post-secondary program of study – OECD, 2008.)
This represents a massive increase in numbers and governments are spending ever more each year on post-secondary education. However, they have not been able or willing to fund staffing of universities and colleges at a level that would maintain the low class sizes common when access was limited. Thus in many North American universities, there are first and second year undergraduate courses with more than 1,000 students, taught mainly in large lecture classes, often by non-tenured instructors or even graduate students. At the same time, undergraduate completion rates (the proportion of students who enter a four-year degree program who go on to complete the degree program within six years) remain below 60 per cent in the USA for many public universities (Bowen, McPherson, and Chingos, 2009). In other words, universities are failing a significant number of students each year.
With this widening of access to post-secondary education, the diversity of students has increased immensely. The biggest change is in the number of older and part-time students (including students who are technically classified as full-time, but who are, in fact, also holding down part-time jobs to pay for tuition fees, books, and living expenses). The mean age of students in North American post-secondary education institutions now stands at 24 years old, but the spread of ages is much wider, with many students taking longer than the minimum time to graduate, or returning to study after graduation for further qualifications. Many are married with young families. For such students, academic study is a relatively small component of an extremely busy life style. By definition, many of the students who now attend university or college are not in the top ten per cent of academic achievers, and therefore are likely to need more support and assistance with learning. With the growth of international students, and increasing numbers of students who are either recent immigrants themselves, or children of immigrants, there are now wider differences in language and culture which also influence the context of teaching and learning.
Lastly, in most economically advanced countries, the unit costs of higher education have steadily increased year over year, without any sign of abating. Between 1995 and 2005, average tuition and fees rose 51 percent at public four-year institutions and 30 percent at community colleges in the USA (Wellman, 2009; Johnson, 2009). The average cost per student per year in tertiary education (excluding R&D costs) in the USA in 2006 was just over $22,000 per student (OECD, 2008, p. 202). Thus although there are now many more post-secondary students, the average cost per student continues to increase, putting excessive pressure on government funding, tuition fees, and hence costs to parents and students. More disturbingly, these increases in overall costs have not been matched by similar proportions of spending on direct teaching and learning activities (such as increasing the number of faculty). Most of the increased costs have gone into other areas, such as administration, fund raising, and campus facilities (Wellman, 2009). Thus post-secondary education has become larger, more costly, but less academically efficient.
The predominant teaching model
Yet, despite the larger classes and the increasing heterogeneity of the student body, the predominant organizational model of teaching is the same today as in the nineteenth century. It is no wonder then that unit costs are increasing. Modern universities and colleges still have many features of industrial organizations (Gilbert, 2005). For instance:
Program delivery
The 'old' university is built around the delivery of programs through campus 'residence', i.e. the physical attendance of students at lectures, seminars, libraries and labs. ICTs now though enable students to access information and services, including interaction with instructors and other students, at any time and any place. Programs can now be delivered in a variety of ways to an increasingly wide variety of students, through face-to-face, blended or fully online learning.
Furthermore, instructors no longer have to create all their teaching material from scratch, and duplicate the process every year. They can increasingly select 'ready-made' modules of free, open access online teaching materials, and organise teaching and learning around the vast resources now available over the Internet. Even better, as we shall see in the next section, they can give learners the freedom and responsibility to select the learning materials that they feel to be of interest and relevance.
Given the potential and benefits of digital learning, a radical re-thinking of the benefits and limitations of physical presence, related to the nature of the subject matter and the type of learner being targeted (e.g., high school leavers or lifelong learners, full-time or part-time students) is needed.
Learner-centered teaching
The recent development of web 2.0 and mobile technology tools, such as blogs, YouTube, mobile phones and cameras, virtual worlds, and e-portfolios now enable learners to collect, create, transform, and adapt their own learning materials (Lee and McCoughlin, in press). These tools can be used for collaborative learning, group work, projects, problem-solving, and creative thinking, all skills needed in a knowledge-based society.
These tools enable the role of the instructor to change from that of a provider and controller of knowledge, to one of facilitator and guide. Increased time spent by learners on active online tasks and peer collaboration is one way to deal with the massification of higher education, allowing for greater personalization of learning and increased motivation, while at the same time controlling the workload of the teacher. These tools allow work to be shifted from the teacher to the learner. Learners can spend more time on task, interacting both with digital content and with fellow students. However, for this approach to succeed, radical changes to the standard mode of teaching are needed.
Managing, administering and organizing the institution.
Universities and colleges are organized around the benefits and constraints of a physical campus. However, information and communications technologies enable the institution to be managed, administered and organized quite differently. There are increasing moves to student self-service, through online admission, course registration, fee payment, and ordering and delivery of learning materials, not just to save money, but to provide more flexible and better service. Student, faculty and staff digital identities allow for single log-in and secure access to appropriate programs, services, and resources. New business intelligence tools allow for the distribution of information to faculty, staff and managers at all levels to better inform decision-making (Katz, 2008). Many universities and colleges are making moves in these directions, but they are more often piecemeal and uncoordinated, and are not driven by any new vision of the academy and how it should provide services.
The need for experimentation, innovation and vision
The challenge then is to square three competing factors: increasing access, increasing quality or improving outcomes, and reducing costs. Can technology provide the fourth side of the square?
Many universities and colleges will argue that they are experimenting, innovating and have vision with regard to the use of technology for teaching and administration, but what they are mainly doing is accommodating technology to the traditional model. Many professors and instructors are incorporating technology into their on-campus classroom teaching, and enrolments in fully online courses are growing rapidly. Nevertheless, both of these are a perpetuation of older models of teaching and learning.
Tierney and Hentschke (2007, pp. 13-14) argue that:
'innovation in higher education has remained within a socially constructed framework where the innovators have tended to accept the parameters of traditional higher education and have worked within them…..As with all social constructions, deviations from these norms are relatively minor, in large part because those who participate in the construction have difficulties imagining ways much beyond the status quo….'
They argue that traditional universities and colleges seek ways to integrate new technology within the parameters of the traditional model, and look for changes at the margins, in a slow and incremental manner, that sustain the existing goals and values of the organization. Thus technology is being 'accommodated' to the prevailing model, not changing it.
What is lacking is a systematic, pedagogically-based approach that attempts to fit the design and delivery of courses and programs to the needs of an increasingly large and diverse student population. For instance, older, part-time workers are increasingly making up a large proportion of students, and this trend will increase further over the next ten years (see Hussar and Bailey, 2009). Many will not want to come on campus at all. But many professors see distance or adult students as 'extra' to normal teaching load. They already feel they have too many students to teach, and adding lifelong learners just makes matters worse.
I need not go into the argument made recently by Margaret Wente, a columnist in Canada's Globe and Mail newspaper, that professors have too light a teaching load (averaging around six hours a week). I happen to believe that the majority of university and college instructors (tenured or contracted) work very hard at teaching, when course and lesson preparation, student assessment, hiring and supervising adjunct faculty, and counselling students are all included. In research universities, teaching is supposed to count for no more than 40 per cent of their activities, and there are strong arguments to be made that good teaching and research reinforce each other in higher education. Time must be found for both. Thus professors are caught in a vicious cycle, and it is time to break out of that cycle. They do not need to work harder at teaching, but they do need to work smarter.
However, this cannot be done without major changes, without experimentation on a much larger scale than we have seen up to now – in other words, it cannot be done without disruption. Furthermore, these changes are needed, whether or not technology is the answer. So technology alone cannot improve cost-effectiveness; it needs to be linked to new visions for the university, to leadership, and to change management.
Identifying the problem with higher education in the 21st is the easy part. Much more difficult is finding solutions to the problem.
Open universities as an alternative model
John Daniel (1998) has argued that the very large open universities have managed to increase access, lower costs per student, and change the teaching and organizational models, while maintaining quality. Open universities have done this mainly by using mass media, such as print and broadcasting, which enable economies of scale.
However, the issue here is quality – the large economies of scale are achieved mainly through reducing the interaction between teacher and student. Without strong learner support, drop-out rates from open universities are massive – often over 90% (Belawati, 1998). To provide adequate learner support, local face-to-face study centres, or online discussion forums, need to be introduced, but these mean more instructors or tutors are needed and costs go back up.
Nevertheless the change of teaching model and the use of technology has enabled open universities, with good quality learner support, to operate somewhat more cost-effectively than traditional universities, even on the basis of cost per graduate, while maintaining a good degree of quality (the O.K. Open University for instance usually ranks highly in specialist league tables looking at research, teaching quality, and student satisfaction.)
However, open universities are specialist distance teaching universities serving a somewhat different profile of learners from campus-based universities, although in recent years differences in mandate and student profile between traditional and open universities have become increasingly blurred. In any case, the open university model itself is now 40 years old, and was designed for an era when access to traditional universities was much more restricted, and was based on technologies that did not include computers, the Internet, or mobile phones.
As with traditional universities, open universities have adapted to the new technologies, but they are not a comfortable fit – for instance, most of the undergraduate programs at the U.K. Open University, Athabasca University, the FernUniversität, UNISA, and many other open universities are still primarily print-based. The few open Universities that are now fully online, such as the Open University of Catalonia in Spain and Universidade Aberta in Portugal, have found that they need a completely different course design model from the older print-based model.
No, what is needed is a new model for the university that takes lessons from both traditional and open universities, that fully exploit new technologies, and which assures quality as well as access at an economical cost.
I am not arguing for major changes to the traditional mission of a university, which I would define as the preservation, creation and dissemination of knowledge, manifested through research, teaching, and public service. However, the balance between these activities may vary depending on the goals and mandate of particular institutions – as it does now.
Some, indeed, would challenge the traditional mission of the university as an anachronism. Knowledge is now created through networks and the Internet, through argument and discussion. However, I believe that this is a dangerous argument. Although the Internet can speed up immensely the dissemination of information, and open networks can add value to what we know, much of what gets into the public domain as grist for discussion is often initially generated by research and analysis conducted in the universities.
Indeed, the validation and assessment of 'general' knowledge, the scientific conduct of research, and critical analysis of popular thinking, will become even more important functions for the university in the age of the Internet. Thus one might add a fourth pillar to the current mission: 'knowledge referee', in the sense of challenging arguments that are not based on or are contrary to established facts, or ignore inconvenient data, or misrepresent or ignore minority views, etc.
Building visions for a modern university
I deliberately use the word visions in the plural. Although there is variety in the focus of different higher education institutions, for example between large research universities, small liberal arts colleges, polytechnics, two year community colleges, they all follow a somewhat similar model of teaching and institutional organization.
I believe we need much more variety in institutional structures and models of educational delivery than we have at the current time. We need in other words more innovation and experimentation if the challenge of greater access, greater quality and lower cost is to be met. Only through experimentation, trial and error and a certain amount of risk-taking are we likely to find new models that 'work' in that they achieve the three goals stated: more access, better quality, less cost.
This means we need lots of different visions of what a university could be. We also need those visions from the perspectives of different stakeholders – government, research scientists, dedicated teachers, employers, students, and, increasingly, professional staff such as registrars, librarians, instructional designers, web designers, and IT managers.
We have heard calls for changes, from different stakeholders (mainly external to the university) but where are the visions for the future? Unless we try to identify what we want, how can we possibly achieve it? Certainly, in my vision for the future there will be a greater variety of models for the university and especially for how we deliver teaching and learning.
What should universities look like in twenty years?
What is my vision for the university of the future, one that addresses the challenges of increased access, better quality and lower cost? My view is that technology is a useful tool for creating a new kind of university, but much more important are structural and cultural changes in which technology will play a supporting role. Without these cultural and structural changes, technology cannot change the university on its own.
Visions can be described at different levels of generality and specificity, and from different stakeholder perspectives. So I will start with a somewhat general vision from a learner's perspective:
My university will be my guide and facilitator for higher education throughout my life. It will not only provide me with knowledge, courses, programs and qualifications itself, but will also help me access the learning opportunities I need from other quality providers.
How might this work out in practice? Well, let's follow the life of this learner.
In my last two years at high school, one of my teachers advised me on possible programs and courses, based on my interests and abilities. Before I made a decision about a college program, I was able to enroll online as a guest student in three courses from three different universities I was interested in. Two courses, math and biology, I was studying for high school completion, and were offered by my local university in Cape Breton. The third course, on marine biology from the University of Vancouver, was new to me, but I really enjoyed it, and I also liked the teaching, because I could go to my local beach, and video and photograph material for a project in the course, which counted towards my high school completion. I therefore enrolled online for the University of Vancouver. This was a big move for me, because I had to leave home in Cape Breton and travel across the country.
First year
The best part though about enrolling at the University of Vancouver was that even in the first year, I could do about half of the program from home. I decided to start all my courses in January. I stayed with a friend when in Vancouver, and went to campus about twice a week, for the first six months of the year, mainly for the practical work in the labs, so I got a small part-time job in Vancouver that helped cover some of my expenses. For the last six months, I was able to take the rest of my courses from home in Cape Breton, which worked really well for the biology course, as I was able to collect and record specimens from the local shoreline that were different from many of the specimens from other students. Since my mother is not very well, I felt really good about this arrangement, as I could look after her, although I did go back to Vancouver for the last couple of weeks of the course, just before the Christmas break.
The courses were interesting. In my group of 20 students in marine biology, there was one, like me the year before, from a local high school, eight other first year students, four second year students, two third year students, two fourth year students, a graduate student, and three people who were working. These three already had degrees but had not done this course, which focused on the impact of waste management on coastal waters. The working students were great, giving me lots of help with stuff I didn't know. We had to do a research project, and the graduate student was our main guide on this. I didn't see much of the professor on campus after the first couple of weeks, but she occasionally jumped into our online discussion forums and once or twice really helped me out with my research design. However, there were about fifteen other groups that she had to look after, as well, but the grad student usually got us through, because the course was really well organised. Most of our reading in fact was done online, accessing materials on waste management and marine biology from all over the world. Our professor and the grad student had found a lot of it for us, but towards the end we were finding lots of new stuff for ourselves that related to our specific research projects. There were only three actual lectures on this course, all from the professor, and they were terrific. I missed the middle one because I was in Cape Breton, but it was recorded like the others so I just downloaded it. The prof had also made lots of short videos, showing stuff she was doing for her research, then giving us links to notes about the videos, related research articles and her own web site. I found this really useful when I came to do my own research design. The hardest part was writing up my research report for the end of course assessment. I had too much stuff – photos, videos, data, and real stuff, too, like oil-stained feathers, and had to leave a lot out – but I was able to get it all online in the end. The grad student did the first run at the assessment, but because I got a really good grade, the prof also reviewed it, so I can now concentrate on marine biology for the rest of my degree. However, I need a bit of money, so will take a break then re-enroll in the April second year cohort. (I just find it too hard to work and study at the same time).
Masters program
Well, I made it through my undergraduate program. The last year was really hard work, as my group had a really big research project to manage, and I spent quite a bit of time helping out some of the other students. Vancouver didn't have quite the graduate program I wanted. I'm pretty clear now what I want to do, but a couple of the courses I want are from San Diego State University and some others are from Florida State University. I'm going do the research data collection mainly in Cape Breton, but I really wanted my prof at University of Vancouver as the supervisor for my dissertation. Fortunately the University of Vancouver has an agreement that allows me to take the courses from San Diego and Florida, mainly but not entirely online, and transfer them in, so I can keep my supervisor. (I think she wants me to do a Ph.D., but I'm not so sure about doing that.) As I really need to bring some money in now that my mother's died, I'm going to spread the masters over two years, and even better my supervisor's arranged for me to work part-time as a consultant for a local waste management company, so even when I'm working it will all feed into my dissertation. I'll also get a little bit of money for teaching part-time in the undergraduate program, which I will really enjoy – you learn so much from the other students' projects.
Out to work
Well, in the end it took me three years to finish my masters, mainly because I was offered a really good full-time job with the waste management company at the end of the first year. I'm now responsible for waste water environmental control. My prof was really disappointed that I didn't go for the Ph.D., but the work is really fascinating, and one day I will probably do a Ph.D. because there's lots of stuff we still don't know in this area. In fact, I'm now taking a management program online from Athabasca University, which takes about all of my spare time. Again, though, I'm able to do the face-to-face group work on change management on campus at the University of Vancouver, over four weekends, as the group work is also a part of the Vancouver MBA program. My prof put me on to this and helped me work it out between the two universities. I'm also still teaching online in one of the university's graduate marine biology courses – technically, I'm classified as a mentor – but I don't do it for the money, which barely covers my expenses. I just keep learning so much from the students' projects and I like helping them out.
Implications for the university
The next step is to move from the vision to the practical implications. So here are some of the implications from my vision.
You probably don't like this vision – great, think up your own! Visioning is best done as a group activity, involving different stakeholders, and not giving too much attention to current reality and constraints. We need lots of different visions, because so much is now possible.
Barriers to change
Satisfaction with the basic traditional university model
Despite lots of usually justified grumbling by faculty about overwork, too large classes, and increasing amounts of time spent on bureaucratic form-filling for accountability exercises, the basic model of teaching through classrooms on campuses with fixed schedules and timetables is generally accepted as the 'best' one. All that is needed are more resources for more professors and smaller classes. However, for most post-secondary institutions in even the most economically advanced countries, we have seen that this is not going to happen.
The status of Ivy league universities
The closest to the ideal model for the majority of academics, students and the public are the traditional Ivy League universities: Harvard, Yale, Oxford, Cambridge, etc. There is no denying that these offer, in the main, first class university education. Students have relatively close contact with the 'best minds', have small classes and excellent facilities. More importantly, access to these universities opens doors to top quality jobs and influential social and cultural networks. It would be madness for these institutions to change radically. They have a largely unassailable competitive advantage. They are well funded, have enormous student demand for places, and great prestige with governments and the public alike.
The problem though is that too many other institutions wish to aspire to this model. The importance paid to university rankings and mission statements such as 'to be one of the 100 top universities in the world' are symptoms of this aspiration. The Ivy League institutions are by definition elite institutions. It is not a model that can be economically reproduced in very large numbers, and certainly is not a model that can be reproduced with the kind of resources most public institutions are likely to access. It is with these less well-funded public institutions where the real problem lies. They cannot serve large numbers well by using a watered down version of traditional teaching. As a result, many students are getting a poor deal.
The solution then is not to abolish the still valuable if elite and socially divisive Ivy League universities, but to find models that better serve the vast majority of university and college students. This, though, is a challenge if such institutions try to ape – and ape badly – the Ivy League institutions.
When it comes to using information and communications technologies to improve the cost-effectiveness, the governance system of universities militates against major change. For good reasons, in most economically advanced countries, universities are relatively independent of government. Basically the attitude of universities to government is 'Throw the money over the wall and go away.' Governments in some countries have responded to this by demanding greater accountability (e.g. the Spellings Commission in the USA, the Quality Assurance Agency in the UK, and Degree Quality Assurance committees in Canada.) However, these agencies or commissions do not have the mandate to challenge the basic model – they just want to be sure that the existing model is running as well as possible.
Also, in the last 10-20 years, governments have by and large retreated from creating alternative models such as the open universities established in the 1970s and 80s. Where they have attempted to establish new models – such as the UK's e-University – they have often been disasters. The policy in recent years, especially with regard to ICTs, is to hope that the integration of ICTs will lead to change within existing institutions. As we have seen, by and large, this hope for major structural changes has largely been disappointed.
But the real hope for change has to come from within the more traditional, state-funded public universities, simply because that's where the majority of university students are, and where the pressures in terms of increased numbers and less funding are found. Here again, internal governance is a major barrier to systemic change. Sangra (2008) found in an in-depth study of the governance of ICTs in five European universities that in general, the universities had weak governance structures for decision-making and implementation, and in particular lacked well-defined strategic directions or rationales with regard to using ICTs for teaching.
One reason for this is that decision-making is deliberately dispersed in universities. The autonomy of the individual faculty member, and the view that senior academic administrators are there to serve the needs as much of the faculty as the students, means that it is difficult to make decisions for radical change. The demand has to come from the professors themselves, and we have seen that what they want is the traditional, elite model.
There are then no real incentives for change, either internally or externally, and few power levers to bring about such change.
What can be done?
The success of open universities in the 1970s and 80s does suggest that governments acting with wisdom and determination can bring about significant change in the higher education system, and it is probably time to see some more experimentation with new ICT-based models at least sponsored or encouraged by government (although calling them 'virtual' universities is probably not going to be helpful). What is really needed are some models deliberately designed around hybrid learning, to cater for lifelong learners, up-grading of workers in vocational, health and other knowledge based industries, and minority groups not well served by the existing system (such as First Nations in Canada), possibly on a private/public partnership funding model with respect to lifelong learners who have already benefited from a state-subsidised first degree.
Governments do provide guidance and some incentives for change, mainly through increased funding to enable student numbers to increase, and on rare occasions, will direct that money be spent on innovation and change. One example was the government of British Columbia, which between 1994 and 1995, withheld a total of 3.5% of operating budgets over two years, which the institutions then had to bid for through projects that supported innovation and change. One outcome of this policy was the development of WebCT (later bought by Blackboard) at UBC. This development was directly funded from the innovation fund, and had a major impact on the uptake of online learning worldwide. Another example is the Open University of Portugal, which was given clear instructions by the Portuguese Minister of Education in 2006 to modernise or close down. As a result, after training all faculty members in technology and in a constructivist pedagogical approach, it moved all print-based correspondence courses online within 18 months.
Also, it should be recognised that the for-profit sector in the USA and Malaysia especially has been successful in developing online universities, such as Wawasa Open University in Malaysia and Kaplan University, University of Phoenix Online, and Full Sail University in the USA.
But the challenge is whether traditional, public universities can make radical changes internally. Without strong incentives, and more clearly defined governance structures, change is likely to be slow and piece-meal. The danger is that change never reaches a critical mass, and the system is locked into an inefficient traditional model of public mass higher education for ever, or at least until the public gives up, and turns it over to the private sector.
I believe that the cost-effectiveness of the system must be improved. This is because the changing needs of a rapidly growing knowledge-based economy has required (or resulted in) a massive expansion of post-secondary education systems in economically advanced countries. Consequently, the conflicting pressures for increased access, higher quality, and controlling costs require us to consider radical changes to the way post-secondary education is provided.
The increased use of technology offers one possibility to improve cost-effectiveness, but not on its own. It must be accompanied by major structural changes in both the design and delivery of teaching, and the re-organization of the institution.
However, we are failing to use e-learning to improve the cost-effectiveness of the system. Currently we are merely adding cost to the system, without any clear, measurable benefits. We have not seen in higher education major breakthroughs in organization and management, vastly improved service, or major learning gains as a result of the investment in technology. To use the analogy of the banks, the cash dispenser is still the clerk behind the counter - we haven't moved the ATM outside yet. This is because there are deeply embedded structural barriers, and a complete lack of incentives, for improving the cost-effectiveness of higher education. So it is not so much that e-learning has failed higher education, but more that higher education has failed to maximise the potential of e-learning.
I believe that it will be possible for some state-funded public universities to innovate and radically change their structures and teaching methods, and become more efficient and effective, through the use of ICTs. This will happen though only if there are strong incentives, both externally, and internally. This will require strong leadership committed to fundamental change. Above all, for universities to use technology more efficiently and effectively, an overhaul of traditional governance structures will be required, to ensure faculty engage and buy into the need for change, and to provide the means for ensuring implementation and maintenance of change.
Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium.
Belawati, T. (1998) 'Increasing student persistence in Indonesian post-secondary education' Distance Education, Vol. 19, No. 1, pp. 81-108.
Bowen, G., McPherson, M., and Chingos, M. (2009) Crossing the Finish Line: Completing College at America's Public Universities Princeton: Princeton University Press.
Canadian Council on Learning (2009) The State of e-Learning in Canada, Ottawa: Canadian Council on Learning.
Daniel, J. (1998) Mega-Universities and Knowledge Media: Technology Strategies for Higher Education. London: Kogan Page.
Gilbert, J. (2005) Catching the Knowledge Wave: the Knowledge Society and the Future of Education Wellington, NZ: New Zealand Council for Educational Research.
Hussar, W. and Bailey, T. (2009) Projections of education statistics to 2018 US Department of Education National Center for Educational Statistics: Washington DC.
Instructional Technology Council (2008) Tracking the Impact of e-Learning at Community Colleges Washington, DC: Instructional Technology Council.
Johnson, N. (2009) What Does a College Degree Cost? Washington DC: Delta Cost Project.
Katz, R. et al. (2008) The Tower and the Cloud: Higher Education in the Age of Cloud Computing Boulder CO: EDUCAUSE.
Lee, M. & McLoughlin, C. (eds) (in press). Web 2.0-based e-learning: applying social informatics for tertiary teaching. Hershey, PA: IGI Global.
Organisation for Economic Co-operation and Development, Education at a Glance: OECD Indicators 2008 (Paris: 2008).
Perry, W. (1976) Open University Milton Keynes, UK: The Open University Press.
Sangra, A. (2008) The Integration of Information and Communication Technologies in the University: Models, Problems and Challenges (La Integració de les TICs a la Universitat: Models, Problemes i Reptes) Unpublished Ph.D., Universitat Rovira i Virgili, Tarragona, Spain.
Spellings, M. (2006) A Test of Leadership: Charting the Future of U.S. Higher Education Washington DC: US Department of Education.
Tierney, W. and Hentschke, G. (2007) New Players, Different Game: Understanding the Rise of For-Profit Colleges and Universities Baltimore: Johns Hopkins University Press, 215 pp.
Wellman, J. et al. (2009) Trends in College Spending Washington DC: Delta Project on Postsecondary Education Costs, Productivity and Accountability
White, D. (2008) Innovative Learning for Europe, EDEN Annual Conference, Lisbon.
World Economic Forum (2008) Report of the Global Advisory Committee on Technology and Education Dubai: World Economic Forum.
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Whether you have saved money for days to get your hands on that scooter or it is a gift, your scooter is a priceless asset. The bond one shares with one's two-wheeler is intrinsic and difficult to explain to someone who doesn't like zooming around on two wheels. However, with the thrill and fun attached to riding a scooter comes risk.
Risk not just for your scooter but for yourself and others on the road as well. So, what can be done to avoid accidents? This is a question that doesn't have a direct answer. However, if the question is how to avoid financial losses arising out of a scooter accident, then the answer is two-wheeler insurance.
Read ahead to know four reasons why a Comprehensive Two-wheeler Insurance Policy is beneficial for your scooter.
Reason Number 1 – Compliance
The Motor Vehicles Act, 1988 has made it mandatory for all scooter owners to insure their two-wheeler. This is made compulsory to safeguard the financial interests of those third parties that might be affected by an accident involving your scooter. Thus, it is mandatory to at least opt for a Third-party Liability insurance policy in order to comply with the law. Failing to do so can land you in trouble, as riding a two-wheeler without a valid Third-party Liability insurance policy is a punishable offence as per Indian law. A Comprehensive two-wheeler Insurance includes the mandatory Third-party Liability insurance component along with several other features.
Imagine you are riding your scooter and a speeding car overtakes you from the left and skids in front of you. In a reflex move, you swerve your bike to the right and crash it in the vehicle parked nearby. You end up damaging a third-person's property without any fault. In such cases, scooter insurance takes care of the damages on your behalf. You get this benefit with a Third-party Liability policy also. But by paying slightly more, you get the advantages of a Comprehensive Two-wheeler Policy as well, which ticks the compliance aspect and enhances your insurance cover.
Reason Number 2 – Covers Your Scooter
Comprehensive Two-wheeler Insurance has two key components, Third-party Liability and Own Damage. Its Own Damage cover protects you financially in case of an accident. In case your scooter is damaged in an accident, the insurance company reimburses the repair cost (as per their terms and conditions) as a part of the Own Damage cover.
Reason Number 3 – More Coverage
A Comprehensive Two-wheeler Insurance policy insures your scooter against financial losses arising out of unfortunate events such as natural and man-made calamities. It also provides you a theft cover.
Reason Number 4 – Add-ons
You can also choose from a number of beneficial Add-ons to fortify your Comprehensive Two-wheeler Insurance. If you regularly ride with a co-passenger, the Pillion Rider Cover is a good option. Those who reside in flood-prone areas can go for Engine Protection Cover. Other popular Add-ons include Roadside Assistance and Zero Depreciation.
Add-ons increase the two-wheeler insurance price amount slightly but provide an extra layer of financial security. It is not necessary to go for all Add-ons. You need to pick and choose the Add-ons that meet your requirements.
Scooter Insurance Online
You can now insure your scooter within minutes by simply logging on to a digital insurer's website. Select required Add-ons, check the two-wheeler insurance price for budgeting, change few components if required and make sure to thoroughly go through what is covered and what is not covered before making the online payment. Your Comprehensive Two-wheeler Insurance policy will be delivered to your inbox on making the payment.

subset: commoncrawl


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The man who built the Kansas City Royals into World Series champions brought a message of faith and motivation to Salina. Royals General Manager Dayton Moore was the featured speaker at the Salina Area Chamber of Commerce Annual Banquet and Membership Meeting Tuesday night.
Prior to the banquet event, Moore met with the media. He touched on a variety of topics, including his "C" You in the Major Leagues Foundation.
"It's a full time job," said Moore. "We started this because we really wanted to give back to the Kansas City community."
Moore's foundation helps families in need overcome hardships. It also supports many Kansas City faith based organizations. While in Salina, Moore also discussed the icy Major League Baseball off-season, the current status of star first baseman Eric Hosmer, the fan experience at Kauffman Stadium, and recent Kansas City trades.
Along with Moore's presentation, the evening consisted of remarks from outgoing Chairman Guy Walker and incoming Chairman Mark Ritter and a brief review of the Chamber's accomplishments in 2017.
The chamber has a history of bringing big name speakers for their annual banquet and membership meeting. Last year former Chairman and CEO of Hewlett-Packard, best-selling author, and challenger for the 2016 Republican Presidential Nomination Carly Fiorina was the speaker. Other speakers have included Emmy-Award winning journalist John Stossel, cancer surviving hall of fame figure skater Scott Hamilton, presidential candidate and former Arkansas Governor Mike Huckabee, NFL Hall of Fame quarterback Terry Bradshaw, former Alaska Governor and vice presidential candidate Sarah Palin, Former President George Bush, Former British Prime Minister John Major, sports journalist Bob Costas, and Major League Baseball hall of famer Cal Ripken Jr., among others.


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Sept 21nd running
until Oct 27th
Saturday and Sunday's
11 to 5
Cash Only
Military personel and imediate family receive 1.00 off hayrides with proper ID
Birthday Parties
New for the 2019 Season see the party page.
On weekends groups of 15 or more receive 1.00 off Hayride tickets when purchased at the same time.
2 and under Free
2 and up 6.50
The farm is available to rent for private parties after hours on the weekend or through the week. Renting the Farm includes hayrides until dark and private campfire. Rates are 6.50 per-person(Minimum of 40 people). Deposit required. Contact farm for more details.(Hayrides till dark only)
Schools or groups wanting tours during the week get a hayride and petting zoo food.
5.00 per Person
7.00 per person with pumpkin
Chaperones/parents are 5.00 each and paid teaching staff are included free. Minimum group size is 15 people. Available by appointment only. Book in advance to secure your desired day Mon-Friday only.


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I love red cabbage to freshen up a lot of dishes; it's great in tacos and on tostadas for instance. But my Red Cabbage Slaw Mexican takes this idea to a whole new level. Just a little sweet with a hint of fire make this a perfect side for just about anything Mexican!
Best of all, Red Cabbage Slaw Mexican can be made just how you like it. If you are serving something fiery hot, tone down the amount of jalapeno so the slaw is cool and refreshing. If you're serving something pretty mild add more to give the dish a little heat for those that want it. I think it's perfect just like it is but I do tinker now and then.
About Red Cabbage Slaw Mexican:
If you follow my site (and if you don't, you can sign up for emails, there's never any spam, or follow on facebook, twitter & Pinterest, all along the right hand sidebar – now that was a shameless plug!) you know I love love love Mexican food. And Southwestern & Mexican American. Not too long ago, I gathered up all my Mexican and related recipes into one post, Recipes for Cinco de Mayo or Anytime, if you'd like to check it out.
Mexican Red Cabbage Slaw is such a killer slaw, I just had to share out the recipe. I use it whenever I want something fresh and bright with my Mexican food. Sometimes, it's just a side but I really love it with casual Mexican food "Street Food" like tacos or tostadas. It's a great sub for any type of avocado salsa if you can't wait for your avocados to ripen and of course the bonus is that cabbage is much cheaper than avocados, anyway. Not that I'm dissin' the avocado, though! Think of how good Mexican Red Cabbage Slaw would be with fish tacos, either freshly grilled or battered and fried!
You can hardly go wrong using Red Cabbage Slaw Mexican to freshen up any casual Mexican dish! I'll give you a little secret, too. While just about any Classic Cole-Slaw is good with pulled pork or brisket, a little of this Red Cabbage Slaw Mexican takes them to a whole new level. Just sayin.' 🙂 The little bit of heat and the sweet, spicy citrusy dressing in Red Cabbage Slaw Mexican take just about anything to a while new level.
Making Red Cabbage Slaw Mexican:
You can easily vary amounts and ingredients in your Mexican Red Cabbage Slaw. The recipe is very forgiving and though it's great as is, it can also be used as a guide to make your own ultimate slaw. If you don't have radishes, no problem. Maybe you'd like to add jicama, fantastic. If you don't like cilantro, try parsley. And so on. No jalapeno? Try another pepper or use a few red pepper flakes.
The dressing, though, with both the lime and the orange and that hint of honey is fantastic! It can be whisked together in a small bowl as a simple vinegarette or all the ingredients, except the oil can be whirred in the blender, then the oil added to make a thicker emulsion. I tend to go the easy route because usually if I'm serving Mexican food, I'm already serving it with lots of sides and getting a lot of items out of the fridge. Cheese, Sour Cream, hot sauce and so on.
Red Cabbage Slaw Mexican tastes best if made about 30 minutes ahead and only gets better with more time in the fridge. After a day or two, the red cabbage in the slaw will color the other veggies, though. If you want to make it ahead, just prepare the veggies and the dressing separately and toss it all together a little before you plan to serve it so the flavors can meld together.
Saving Money on Red Cabbage Slaw Mexican:
Just about any cabbage slaw is cheap and easy to make, and good for you, too. A little red cabbage goes a long way, and while it keeps well (even after it's been cut) you'll need ideas to use up the rest. I hate to let cabbage languish away in the fridge! I've done it often enough times though that I know even if it is discolored on the outside leaves or the cut edges, that can be cut away to reveal fresh cabbage underneath.
Because I never use a whole head of cabbage for my Mexican Red Cabbage Slaw, I try to plan ahead and think of other uses for the rest of it. If I have something else in mind, I can just shred the whole head of cabbage & get the mess all done with at once.
Red cabbage is beautiful in my Vietnamese "Salad" Pork Larb and with my most marvelous Mexican shredded chicken, Tinga de Pollo. or my Instant Pot Chicken Tinga. Red Cabbage is gorgeous, too, sprinkled in other cabbage slaw recipes. Here's the link for my collection of Cabbage and Other Slaws. You might find some inspiration there.
Mexican Red Cabbage Slaw
- 1/4 to 1/2 head red cabbage, finely shredded
- A few radishes, thinly sliced
- 1 or 2 carrots, finely shredded or grated
- 1 jalapeno, minced or red pepper flakes, to taste, optional
- 1 orange, freshly squeezed
- 1 lime, zested and freshly squeezed
- 2 tablespoons chopped cilantro leaves
- 1/4 teaspoon cumin (more to taste, if desired)
- 1 tablespoon honey
- 1/4 cup extra virgin olive oil
- Salt and pepper to taste
Mix cabbage, radishes, and carrot in a bowl. In a small bowl or jar add the rest of ingredients. Whisk or shake. Combine with cabbage mixture, toss.
Best refrigerated for at least 30 minutes before serving. Taste and season with salt and pepper as desired.
- This dressing may support a bit more oil if desired.
- The dressing may be done in the blender, giving a thicker emulsion. Add in all the dressing ingredients except oil, blend, and with blender running, slowly add the oil.


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TODAY is a big day for all the #TMI fans as myself, we have a big match between Jace Wayland from The Mortal Instruments Saga by Cassandra Clare vs Scot Zachary Moore from Shift and Shade by Jeri-Smith Ready.
So I'm participating in this contest, is worldwide the odd are pretty low but anyway I wanna give a try.
Here is the call made by Cassandra Clare on the blog-site.
Thanks to all of you, Jace won his round in the YA Crush Tourney against that devious ice price, Ash! And as a celebratory prize I posted the Jace POV Manor House scene from City of Glass.
Now, tomorrow Jace goes up against sexy Scot Zachary Moore from the excellent Shift and Shade by Jeri Smith-Ready. If you haven't read the books, I recommend them, and Jeri — who I met briefly at Romantic Times — is a doll. So if you gotta go Team Kilt, I understand. But since this is the last round of the Tourney, which means whoever wins the round wins the entire contest, it's time to pull out the big guns.
1) TMI fans, I want you out spreading the word! Link to the Tourney on Twitter any time after 8am tomorrow (use the #teamjace hashtag ) on Facebook, on your blog, on Tumblr — anywhere! Go here and leave a link to your post and you'll be entered into a contest to win all sorts of awesome things like a set of personalized books, TMI jewelry, signed posters, chapter samplers for upcoming books, and other coolness.
2) So I took a poll (a short one) http://twtpoll.com/1646lf and here's special content that won. It's what I'll post if Jace wins.
a) The unedited version of the Dirty Sexy Club scene (a Jace and, well, guess who, scene from City of Lost Souls) . . . before I toned it down.
I will also throw in the second runner up:
b) A substantial teaser of a *spicy* scene from CP. Tessa & ..someone. 😉 Because why should ID be left out?
Bonus: If Jace wins by more than a thousand votes, I'll post one of Magnus&Alec's kissing scenes from CoLS. 😉
3) And finally, if Jace wins, I'll donate $500 dollars to Reading Is Fundamental, the same charity that the Mortal Instruments jewelry store supports. http://www.etsy.com/shop/hebelmet
Instructions on how to vote at the YA Sisterhood blog (http://ya-sisterhood.blogspot.com/search/label/YA%20crush%20tournament) and all that other good stuff will be posted tomorrow. Voting will start at 8am!
So stay tune, tomorrow I will give more info about this, also the link where u can go and vote. Thank u for reading and please support me.


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Silk Kurtis
Silk Kurtis
The kurti is an increasingly popular garment from India that is now worn more and more here in the West. This can perhaps most easily be described as either a short dress, or a long top. Either way, it can be worn over the top of trousers or over a skirt, and won't look out of place.
Other aspects of the kurti include the deep, horseshoe neckline, and the lack of sleeves. That said, kurti tops now come in a variety of styles and almost all the 'rules' are broken at some point or another!
The silk kurti is of course just such an item, but is by definition made from silk. Silk kurtis have all the advantages of any other kurtis, only they are also incredibly soft and comfortable to wear and to touch, and have a shimmering color and flowing texture. Because the kurtis is often worn over other items of clothing, it is well suited to this lighter material.
Benefits of Kurtis
There are several reasons that kurtis have become so popular.
The first is that they are so incredibly versatile. As mentioned, a kurti can be worn over the top of trousers, and it is commonly worn on top of jeans to create a very casual look. This can work well with a silk kurtis as an option for office wear for instance.
At the same time though, a kurti can also be worn over the top of a skirt in order to create a slightly more dressed-up look, and in some cases, a kurti can even be worn on its own as a longer dress. Typically, the term kurti is used to describe a slightly shorter variation of the item, whereas the word 'kurta' might be used to describe the longer version. Sometimes however these terms are used interchangeably, or to refer to the different genders.
Kurtis tend to come in both more traditional styles with beautiful, embroidered patterns, and more modern styles with bold, colorful prints. This way, you can find an item to suit whatever occasion you are dressing for.
This versatility again means that a kurti top can be worn to a casual get together with friends, or to an important formal affair. Many women today say that they keep a kurti and pair of jeans in the wardrobe and this is often all they need for a wide variety of occasions!
Our Kurtis
Our kurtis include a huge selection of different styles and fashions to suit every occasion and every style. You should be able to find whatever style of kurti you are looking for, and on this page you will see our wide selection of silk kurtis. If this isn't what you're looking for, then be sure to browse our other store pages!


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Fashion Law: Nike and Skechers in Patent Battle
Only two weeks into the New Year and 2016 is already proving to be the year of infringement battles in the fashion industry. Athletic wear giant, Nike Inc. has filed a second trademark lawsuit in Oregon district court against Skechers USA claiming the company infringed upon numerous footwear designs.
Included in the lawsuit was a 168-page document outlining all infringed shoe designs to include Skechers' Burst, Women's Flex Appeal, Men's Flex Advantage, Girl's Skech Appeal and Boy's Advantage. Also included in the suit were customer review documents that specifically noted the design similarities between both brands.
Nike commented, "…on information and belief, an ordinary observer will perceive the overall appearance of the designs of the Nike Patents and the corresponding designs of Skechers' infringing shoes to be substantially the same."
The lawsuit was filed on January 4th but no court date has been set yet. Skechers declined to comment.
Unsure of how to patent your own designs so as to avoid a similar infringement case? Check out the legal experts at www.fashionboss.com for advice!by


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Rankings For Best Internet Marketing Companies Under Different Categories
1st Globally
Office 15.C, Lahore Center, Gulberg 3 Lahore Pakistan
Pak SEO Services is the Pakistan Leading SEO Company in Pakistan that Providing SEO in Pakistan with Pakistan's top seo expert in Pakistan and seo consultant in Pakistan. Pak SEO Consultant in Pakistan 're .....
2nd Globally
Bhatti Colony Lahore Punjab Pakistan 54000
3rd Globally
Office #6-A, K.D.A Appartments, Block A, North Nazimabad Karachi Sindh Pakistan 75500
4th Globally
Suite 5C Askari Towers 1, block 1, DHA Phase 2
5th Globally
Jeff Heights, Gulberg Road، Lahore, Pakistan
6th Globally
Block 2, Township
7th Globally
734-F Main Blvd Gulshan-e-Ravi, Lahore Lahore Pakistan 54000
8th Globally
Office #91, Falak Corporate City, Near Pakistan Post Office, Railway Road Karachi Pakistan 74000
9th Globally
Suite No. 412, 4th Floor, Al Amin Tower, Gulshan-e-Iqbal, Block 10, Main NIPA Chorangi Karachi Paki...
10th Globally
Block B, Divine Gardens
Are you planning to set up a small business? Here are the companies that would guide you about how to grab quantum of customers. You must be facing a great competition with a large number of businesses moving towards online platforms. 10seos offers the list of best SEO services for small business in Pakistan. SEO vendors highlighted in the listings are best performers within the industry. These firms were found having great client bases. Regardless of which industry you're in, you'll always have competitors. These companies will make you move steps ahead of your contenders.
When it comes to local link building, small business owners often don't know from where to start. To get into technicalities of SEO, they need to hire an SEO expert that has been working in the same domain for a long period of time. 10seos fetches the names of best SEO services for small business in order to introduce its visitors with Pakistan's best companies.
11th Globally
49# Gohar Center Main Wahdat Road، Muslim Town
12th Globally
2nd Floor, Plaza # 46 Commercial Area, Z-Block DHA, Lahore, PAKISTAN
13th Globally
Office #601 Gold Center Liberty Market Gulberg III Lahore Pakistan 54000
14th Globally
67c, 11th Commercial Street, Phase 2 Commercial Area, Phase 2 Commercial Area
15th Globally
#108F, Umar Centre, Akbar Chowk,, Lahore
16th Globally
House no 275,Street no 100, i-8/4
17th Globally
A 60, Gulshan-e-Maymar
18th Globally
DHA Phase V lane 7 Plot 12C
19th Globally
14, D.H.A Phase II Extension, 14th Commercial Street, Defence Housing Authority
20th Globally
Abbasia town,rahim yar khan
21th Globally
North Nazimabad Karachi Pakistan
22th Globally
917C, Faisal Town, Maulana Shaukat Ali Road
23th Globally
Office no. 5, Khalid Plaza, Block H-3, Johar Town Lahore
24th Globally
Zainab Tower, Office #7, 2nd Floor Model Town,Lahore Lahore Pakistan 54000
25th Globally
Sky Mark Tower,Plot A/13,Shahrah-e-Faisal Road
26th Globally
Jammu Road
27th Globally
Commercial Area, 1st Floor, 257 CCA, FF, Sector FF Dha Phase 4 Lahore Pakistan 54000
28th Globally
B-12 Gulshan-e-Iqbal
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Unusual Arkanoid for two players. Each of you has your own paddle. You have to bounce the ball and collect bonus points. How long can you do it right? Two player puzzle games require reflex and precision - so it's here. Try to do everything in your power to also this time hit points to your winning account. Just stay focused and train your hands - don't let ball to be able to escape you the field. Does your buddy will be good enough to beat you? There you'll find until you try, therefore - to work!


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Boro's youngest-ever player Nathan Wood captained England Under-17s to a 3-0 win over Russia in the second game of a mini-tournament played on home soil on Sunday.
Wood, who became our youngest-ever player in the Carabao Cup first round victory over Notts County back in August, led the Young Lions to a second win in the space of a few days after defeating the USA on Friday.
Joseph Gelhardt grabbed a double for the Young Lions, with Haydon Roberts also getting on the scoresheet for the Under-17s.
The Young Lions take on Brazil in the final game of the competition tomorrow night.
Meanwhile, Boro's Northern Ireland duo George Saville and Paddy McNair could face off against club teammate Mo Besic against Bosnia & Herzegovina tonight as the international action continues.
Tonight's UEFA Nations League clash between Northern Ireland and Bosnia could be the second all-Boro match-up in the space of a few days after Darren Randolph and the Republic of Ireland shared the spoils against Martin Braithwaite's Denmark.
McNair and Saville both started for Northern Ireland in their Nations League defeat to Austria on Friday night, while Besic was an unused substitute in Bosnia's goalless draw in a friendly with Turkey.
Tonight's meeting is the second time the two nations have faced off in the Nations League, with Besic's Bosnia edging a 2-1 win in the opening game of the competition.
Randolph and the Republic of Ireland are back in Nations League action on Tuesday night when they host Wales, while Braithwaite and Denmark entertain Austria in a friendly.


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Search the Community
Showing results for tags 'turion'.
Found 1 result
Hackintosh AMD Turion II X2 P540
AliShaikh posted a question in AMD processorsHi, I have an old Laptop with AMD Turion II X2 P540 ATI Radeon HD 4250 Could you please guide if and how can I get OSX to work on my laptop. Also which version I should install and which tools are required to do so. Thanks in advance.


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Van Cleef & Arpels 50 years of luck
This winter let the Alhambra collection and its newest creations sweep you away.
The Alhambra collection was first introduced in 1968 with its very first clover-pattern, gold necklace. In 2018, the collection celebrates its 50th birthday. Representing luck, the iconic clover can be found on rings, bracelets, necklaces and even watches.
Always keen to tell a story, Van Cleef & Arpels showcases the Diamond Breeze collection in a magical universe. Let the forest animals sweep you away and make you discover the enchanting collection.
Recommended reading
The brand
Each of Van Cleef & Arpels' creations is imbued with jewelry and watchmaking excellence, drawing inspiration from whether nature, couture or the imagination. Its creations evoke a timeless world of harmony and beauty.Find out more >
All the news >
Contact brand >
All the watches >


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The wait is finally over. Our Shape Of You singer Ed Sheeran is all set to perform at Jio Gardens in Mumbai tonight. But, before that Ed Sheeran enjoyed a lavish party hosted by none other than our favourite Farah Khan. Farah posted a couple of pictures from the party on Instagram, which surely made us Happier.
Farah Khan's party had all the A-listers. The party was attended by Farah's close friends like Shah Rukh Khan, Malaika Arora, Neha Dhupia and star kids such as Sara Ali Khan and Janhvi Kapoor, who are prepping for their debut films. Sharing the picture with Ed Sheeran, Farah wrote: "And the party begins!! He loves the shape of me!! @edsheeran."
Thank u @farahkhankunder for a lovely nite …. #edsheeran @vahbizmehta @delnazd
A post shared by Malaika Arora Khan (@malaikaarorakhanofficial) on Nov 18, 2017 at 1:48pm PST
Thank u @farahkhankunder for a lovely nite …. #edsheeran @vahbizmehta @delnazd
A post shared by Malaika Arora Khan (@malaikaarorakhanofficial) on Nov 18, 2017 at 1:48pm PST
Malaika Arora also shared a couple of pictures with Ed Sheeran, and, of course, the hostess – Farah Khan. In one of the pictures, posted by Malaika, Ed Sheeran was sandwiched between Malaika and Farah while in the other Malaika and Ed Sheeran posed for a perfect picture with their friends.
This is what we are talking about:
For Farah Khan, the highlight of the party was her best friend Shah Rukh Khan and Farah can never 'miss a chance to kiss him.'Shahid Kapoor, who is awaiting the release of his upcoming film Padmavati, was photographed with wife Mira Rajput and Farah Khan.
Other stars, who attended the musical party, were Bhumi Pednekar, Masaba Gupta, Mouni Roy, Sushant Singh Rajput among others.
Ed Sheeran's concert is a part of the Asian leg of his world tour to support his third studio album Divide. The tickets were sold out within a day of going on sale. Ed will take the stage tonight (November 19) and is expected to perform to his hit tracks like Eraser, Perfect, Hearts Don't Break Round Here, Happier and, of course, Shape Of You.


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Mick Jagger portrait drawn with HB and 2B pencils.
Sir Michael Philip "Mick" Jagger (born 26 July 1943). English musician, singer and songwriter, best known as the lead vocalist and a founding member of The Rolling Stones. Jagger gained much press notoriety for admitted drug use and romantic involvements, and was often portrayed as a counterculture figure. In the late 1960s Jagger began acting in films (starting with Performance and Ned Kelly), to mixed reception. In 1985, Jagger released his first solo album, She's the Boss, and was knighted in 2003. In early 2009, he joined the eclectic supergroup SuperHeavy.
Jagger's career has spanned over fifty years. His performance style has been said to have "opened up definitions of gendered masculinity and so laid the foundations for self-invention and sexual plasticity which are now an integral part of contemporary youth culture". Allmusic has described Jagger as "one of the most popular and influential frontmen in the history of rock & roll". His distinctive voice and performance, along with Keith Richards' guitar style, have been the trademark of The Rolling Stones throughout the career of the band.
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The Lower Colorado River Authority is providing $100,000 each to Burnet and Llano counties to help the counties recover from recent historic flooding along the Colorado and Llano rivers.
LCRA is making the contributions to the counties, with the county judges deciding how best to use the funds for cleanup in their local areas to ensure public safety.
"LCRA is very pleased to provide this financial assistance to Burnet and Llano counties to help them clean up after the flood," said Timothy Timmerman, chair of the LCRA Board of Directors.
Since mid-October, much of the Highland Lakes watershed has received 10-15 inches of rain, sending an enormous amount of water rushing into the Highland Lakes. At the peak of the flood, flow into Lake Travis was estimated at 375,000 cubic feet per second. That rate of flow would fill up the Astrodome in less than two minutes.
"This $200,000 will help these counties in removing debris from the rivers and lakes to ensure public safety," said Phil Wilson, LCRA general manager. "While floodgate operations remain in effect at Mansfield Dam, at the base of Lake Travis, we believe it's safe to begin debris removal."
About LCRA The Lower Colorado River Authority serves customers and communities throughout Texas by managing the lower Colorado River; generating and transmitting electric power; providing a clean, reliable water supply; and offering access to nature at more than 40 parks, recreation areas and river access sites along the Texas Colorado River, from the Hill Country to the Gulf Coast. LCRA and its employees are committed to enhancing the lives of Texans through water stewardship, energy and community services. LCRA was created by the Texas Legislature in 1934. For more information, visit
Media Contact Clara Tuma 512–578–firstname.lastname@example.com


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Back in 2002 Nintendo ported the SNES classic The Legend of Zelda: A Link to the Past to the Game Boy Advance alongside an extra game entitled The Legend of Zelda: Four Swords. New to the franchise, it focused on cooperative multiplayer exclusively to the point of requiring players to play with at least one friend via the system's link cables to even play the game. The entry also appeared on the Nintendo GameCube as The Legend of Zelda: Four Swords Adventures, a separate game entirely which featured greatly enhanced graphics but allowed people without friends locally to play the game by themselves. Both games had their own sets of issues since they required each player to have their own cable to link together. So when Nintendo announced a free (until May 2012) port of the GBA version with new extras for the Nintendo DSi Shop (also playable on the new Nintendo 3DS) that utilized the system's wireless connectivity, needless to say many fans were excited at the prospect of cable-free gameplay. And after playing it, we can say that Nintendo succeeded on this front.
For those who never played the original or the GameCube spin-off, it can be summed up in two words: multiplayer Zelda. It was designed specifically for multiplayer as each player takes control of a differently-colored link with up to four players playing at any given time. And depending on the number of players partaking in the stage it scales in size and scope accordingly. Being a competitive multiplayer game at heart, whoever obtains the most rupees at the end of the stage (made up of three levels including a boss level at the end) will come out on top. Because of this, participants need to decide when it's best to work together or when it's best to throw your opponent off a cliff or push them into an enemy to grab those extra rupees.
Needless to say, four-player matches are incredibly fun and exhilarating because of this mechanic and it really plays into the "just one more round" mentality. The fact that players can easily connect to each other wirelessly instead of connecting clumsy cables breaks down a lot of the barriers that negatively affected the acceptance of the original version.
Just this would have been a good enough upgrade for what's a free title, but Nintendo and developer Grezzo, who most people know as the developer of the The Legend of Zelda: Ocarina of Time 3D remake, went the extra mile by including two new stages that are unlockable after fulfilling certain conditions in the original stages. The first stage, Realm of Memories, which is unlocked after defeating the final boss Vatti once, transports players into levels modeled after Link to the Past, Link's Awakening and the original Legend of Zelda for the NES. Each stage is true to the original sprite art right down to even "downgrading" each Link's sprite depending on the level. The effect itself is entirely cosmetic as the enemies and puzzles are the same as in the other levels but it definitely tugs at the memories of long-time fans of the series who want to take a trip down memory lane. The second stage is called Hero's Trial, and it ups the ante with new challenges that will test the mettle of even the most hardened long-time Zelda fans.
Since the multiplayer is local-only and most players might not always have friends with a Nintendo DSi, Nintendo DSi XL or Nintendo 3DS available, Nintendo wisely added the ability to play single-player by having the player take control of two Links either with one tagging behind the other or taking control of one Link while the other sits there invulnerable to enemy attacks. In the case of enemies which required two or more players to work in tandem the computer will automatically carry out the other player's action, although occasionally this doesn't always work as planned and can lead to some frustration. The new functionality certainly works but it's definitely not the way the game was meant to be played and parts of the stages become incredibly boring and rote as a result of some bosses becoming much more challenging than they should be when the player has to switch back and forth quickly to carry out actions. For example, with bosses that required projectiles to be bounced back and forth before they can hurt them. All in all if you can get at least one friend to play the game wirelessly you should, otherwise the single player is an acceptable alternative.
Final Thoughts
The Legend of Zelda: Four Sword Anniversary Edition, for being free, is a great experience if you can grab friends together to play it and it's still an adequate experience even if you are forced to play through the at times wonky single-player mode. The original game was near-perfect and had tons of lasting appeal and this carries over into this enhanced version. Anyone who is a Nintendo fan or even has a inkling of interest in the Zelda franchise should download this immediately. You won't be disappointed.
|No annoying cables.
|Some quality new areas.
|It's free.
|Really needs to be played multiplayer.
|AI partner isn't the best.
|Nobody wants to be the purple Link.


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Palace launches freedom of info online
Starting today, people seeking information from agencies under the Office of the President may file their requests online.
Malacañang on Thursday announced it would begin implementing the Freedom of Information (FOI) in the executive department with the launch of the "electronic FOI" or e-FOI system of 15 pilot agencies.
Presidential Communications Assistant Secretary Kris Ablan said the project was intended to carry out President Duterte's Executive Order No. 2, which mandated FOI in the executive branch.
He said the launching of the government website www.FOI.gov.ph would be held exactly 120 days after the President issued the order, allowing public access to documents, reports and projects of government offices.
"The e-FOI is an online facility wherein citizens are able to lodge their (FOI requests)," Ablan told a news briefing in Malacañang.
Due to technical limitations, he said only 15 agencies were currently ready to accept and process FOI requests sent through the Internet.
These are the Presidential Communications Operations Office, the Department of Information and Communications Technology, the Department of Budget and Management, the Department of Finance, the Department of Justice, the Department of Transportation and the Department of Health.
Also included in the list were the Philippine Statistics Authority, the National Archives of the Philippines, the Philippine National Police, the Philippine Health Insurance Corp., the Office of the Government Corporate Counsel, the Presidential Commission on Good Government, the Office of the Solicitor General and the Public Attorney's Office.
Subscribe to INQUIRER PLUS to get access to The Philippine Daily Inquirer & other 70+ titles, share up to 5 gadgets, listen to the news, download as early as 4am & share articles on social media. Call 896 6000.


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Contact Us
Contact Information
We'd love to hear from you!
If you are interested in learning more about our cross-tabulation platform, we are happy to schedule a meeting with you. Please fill out the form below. We've also included some key contact information, if you wish to email or to call us directly.
Call or email to schedule a demo
North America
Steve Molkenthin
212 695 1590 Ext. 15
United Kingdom
Celia Jones
+44 1590 718723
Hong Kong
Elaine Fung
+852 5411 6577
United States Headquarters
576 Fifth Avenue, Suite 903
New York, NY 10036-4825


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Dear Friends,
Greetings from Olympia! This week marks the final few days of the 2019 legislative session – the regular session, that is, meaning the 105 days allotted by the state constitution. Although lawmakers have put in many long hours, we still do not have final operating, transportation and capital budgets because Democrats are proposing unnecessary taxes. These proposed taxes are unnecessary because we have almost $4 billion above and beyond what we anticipated. Unless the budgets and the bills to implement them are adopted by the end of the day Sunday, we will have to go into a "special" session. That would be a huge disappointment, as the state economy is doing great and has provided more than enough revenue to write a budget within our means and finish the legislative session on time – all without the need to raise taxes this year.


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2019 Defender of Distinction – Patrick Berrigan, Lead Trial Counsel, Western Capital
Patrick Berrigan is the Lead Trial Counsel for the Western Capital Office. He has served in that position since 2011.
2019 Outstanding New Defender – Kerina Ibarra, APD, Jackson Trial Office
Kerina has been an Assistant Public Defender in the Jackson Trial Office since March 2018.
2019 Excellence Award – Cindy Malone, Mitigation Specialist, Central PCR
Cindy began working for the Central PCR Office in September 2005.
2019 District Office of the Year – Clayton Trial Office
The Clayton Trial Office is the fourth recipient of the District Office of the Year Award.
Rory Ellinger Award – Matthew Mueller
Matthew Mueller, Bond Litigation Counsel, is the 2019 recipient of the Rory Ellinger Award for Public Interest Litigation. Attorney Mueller was recognized at the Empower Missouri awards brunch on June 8, 2019.


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If you notice that your Fitfam motivation is waning, give more attention to your diet. Do your goals involve weight loss, health, nutrition or being more active? These steps can guide you to achieve what you want.
Stay on top of your nutrition.
To help maintain your energy throughout the day, build balanced meals and snacks. For meals, combine at least three of the five food groups. This helps ensure that you take in all the nutrients your body requires each day, and enable you to feel satisfied after each meal.
Pair at least two food groups for snacks. A protein-rich food with a nutrient-rich carbohydrate choice is the best combination. Carbohydrates are the main energy source for your muscles and brain while protein provides the building blocks required to build and repair your muscles.
Think about what you really want to achieve.
Your goal may include physical activity changes, such as running two miles without stopping or practising yoga two mornings each week. Or, it may be altering your eating behaviours, such as preparing at least three healthy, balanced meals at home each week or eating one fresh fruit each day.
Remember that keeping fit or losing weight is not a goal; it is a result.
Goals are the actions that you take to reach a result. Set short-term goals (about two to six weeks long) and take some time to create your list.
Make each goal as specific as possible, achievable, and something that you desire. In order to make your goals come true, the desire to achieve it has to come from you.


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Can't Stop MS Word Auto-Scrolling Back to the Top of the Page
It was suggested that I post my question in this forum.
If you've got time could you have a look at it please.
Solutions to the Problem Can't Stop MS Word Auto-Scrolling Back to the Top of the Page
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Repair the Works installation on the computer and check if the issue persists in the Works application.
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- Click on the Start button on the Taskbar.
- Type "System Restore" (without quotes) in the Search box and hit Enter or,
- Click on System Restore (when you see System Restore pop up in the list of search results).
- Make sure the "Recommended restore" radio button is checked on the restore utility window.
- Click on Next and follow the instructions given.
Note: There is the option on the restore utility to select "Choose a different restore point". Unless you have a specific reason to select a different date and time than what Windows recommends, just select the recommended option stated in the steps above. If you choose to select another one, follow these steps:Click on that desired date and time, and Windows 7 will perform a scan for any affected programs in that restore point.
Once completed, click Next and follow the instructions given.
Once you have selected the restore point, your system will start the restoring process, after which you will have to restart the system.
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photo by: Chris Chrisman
In my work I am drawn to the processes of birth, death, and renewal. What lies
below the surface fascinates me and I try to capture the qualities of the "unseen" that
express the sense of wonder that I feel in my daily existence. I am attracted to glass because it can do everything that other sculptural media can; in addition, it offers an inner space and transmits light.
Christina Bothwell


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Changes in Guty:
I've been getting some comments on about issues with my guty-blocks repo not building correctly. There was one big change about how we import components that I needed to fix:
const {
} = wp.block;
const {
// components and stuff!
} = wp.editor;
Components are now coming from wp.editor instead of wp.blocks… which makes sense as it's a bit more explicit. But I still wonder if that was necessary.
The git repo should now be updated and should build without errors. Let me know if there are any issues you run into.
I've been really busy…
I've not been able to write anything as I've been so busy at work. I've been building a lot of things with Vue lately, and I recently implemented a way to include Vue components (much like Web Components) in a cms. Here is a proof of concept if you're interested.
Future of Gutenberg Editor
Taking a look at the github repo Gutenberg has a way to go.
One of the most difficult things to address is that the structure of attributes in a block is completely stored in a post's body. This makes it very resource intensive to filter through posts based on what attributes are in the post.
So some suggestions to get around this is to create another table in the DB that will explicitly store the "JSON" from each block. Each post in this case has an associated table of information about the blocks in that post. It seems to me that this is an ugly thing to coordinate… but some people are doing it.
At any rate, there aren't any good solutions right now. I figure that things will move more and more to the front end/headless world and php will need to know less and less about the content of the post.
Soon to come…
Should I have the time I'd like to write about:
- Some projects where I dabble in canvas and the math behind image processing
- Using Vue in a CMS as a sort of hybrid application
- I really want to create a headless WordPress and record what learn
I just need more time!


text:
Piran Rwanda Limited
Piran Rwanda Ltd holds mining licenses over the Musha-Ntunga mines in the eastern province of Rwanda. The company currently extracts Sn-Ta concentrate and is rapidly increasing production. An aggressive exploration programme is planned for the next 1 year to 18 months with the aim of defining significant new resources.
Job offers
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text:
Adam Vonk explains that a hydrocarbon is a molecule made up of hydrogen and carbon. Hydrocarbons can be very simple structures of one carbon atom and four hydrogen atoms (CH4 – methane) or they can be much longer, complex chains. As the hydrocarbon molecules get longer, they move from existing in a gas state to a liquid state. The liquids become progressively more waxy until, eventually, they have the consistency of tar. This means that the longer and more complex the hydrocarbon chain is, the more difficult it is to get it out of the ground, as it cannot flow freely.
A hydrocarbon is… is a molecule made of hydrogen and carbon. They can be very simple hydrocarbon molecules, in which case you have one called methane, which is a gas – its chemical formula is CH4. As the hydrocarbon molecule gets longer and more complex, then eventually you go from a gas into a liquid, and then the liquid becomes more waxy. So the longer the hydrocarbon chain, the more waxy the oil becomes, until eventually you get a very sticky tar sort of bitumen type substance, which has a very long and complex chemical formula. So, say if you had a sticky bitumen type long chain hydrocarbon to get out of the ground, it would be very difficult because it doesn't flow as easy.
Lloyd Homer – GNS Science
John Mainstone


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Is there anything more beautiful than a dumpster being delivered to your home?? Hooray! It's Demo Day!!! If you've been following the past few months, you know
Bathroom Remodel: Happy Demo Day!
Is there anything more beautiful than a dumpster being delivered to your home?? Hooray! It's Demo Day!!! If you've been following the past few months, you know
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