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K-12 Online Education Industry in 2020: Annual Market Overview with Ambow Education, CDEL, New Oriental Education and Technology, TAL, Vedantu,…

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This comprehensive K-12 Online Education Market research report includes a brief on these trends that can help the businesses operating in the industry to understand the market and strategize for their business expansion accordingly. The research report analyzes the market size, industry share, growth, key segments, CAGR and key drivers.

New vendors in the market are facing tough competition from established international vendors as they struggle with technological innovations, reliability and quality issues. The report will answer questions about the current market developments and the scope of competition, opportunity cost and more.

About K-12 Online Education Market

Online Learning is a flexible instructional delivery system that encompasses any kind of learning that takes place via the Internet. Online learning gives educators an opportunity to reach students who may not be able to enroll in a traditional classroom course and supports students who need to work on their own schedule and at their own pace.

This report studies the K-12 Online Education market status and outlook of Global and major regions, from angles of players, countries, product types and end industries; this report analyzes the top players in global market, and splits the K-12 Online Education market by product type and applications/end industries.

Market Summary:

The K-12 Online Education market is a comprehensive report which offers a meticulous overview of the market share, size, trends, demand, product analysis, application analysis, regional outlook, competitive strategies, forecasts, and strategies impacting the K-12 Online Education Industry. The report includes a detailed analysis of the market competitive landscape, with the help of detailed business profiles, SWOT analysis, project feasibility analysis, and several other details about the key companies operating in the market.

This report studies the K-12 Online Education market status and outlook of Global and major regions, from angles of players, countries, product types and end industries; this report analyzes the top players in global market, and splits the K-12 Online Education market by product type and applications/end industries.

K-12 Online Education in its database, which provides an expert and in-depth analysis of key business trends and future market development prospects, key drivers and restraints, profiles of major market players, segmentation and forecasting. A K-12 Online Education Market provides an extensive view of size; trends and shape have been developed in this report to identify factors that will exhibit a significant impact in boosting the sales of K-12 Online Education Market in the near future.

Company Coverage (Sales Revenue, Price, Gross Margin, Main Products, etc.):

Ambow Education, CDEL, New Oriental Education and Technology, TAL, Vedantu, iTutorGroup, EF Education First, Chegg, Knewton, Tokyo Academics.

Scope and Segmentation of the Report

The segment analysis is one of the significant sections of this report. Our expert analyst has categorized the market into product type, application/end-user, and geography. All the segments are analyzed based on their market share, growth rate, and growth potential. In the geographical classification, the report highlights the regional markets having high growth potential. This thorough evaluation of the segments would help the players to focus on revenue-generating areas of the Vertical Farming market.

This report studies the K-12 Online Education market status and outlook of Global and major regions, from angles of players, countries, product types and end industries; this report analyzes the top players in global market, and splits the K-12 Online Education market by product type and applications/end industries.

Regional Analysis

Our analysts are experts in covering all types of geographical markets from developing to mature ones. You can expect a comprehensive research analysis of key regional and country-level markets such as Europe, North America, South America, Asia-Pacific, and the Middle East & Africa. With accurate statistical patterns and regional classification, our domain experts provide you one of the most detailed and easily understandable regional analyses of the K-12 Online Education market.

Competitive Landscape:

The research report also studied the key players operating in the K-12 Online Education market. It has evaluated and explained the research & development stages of these companies, their financial performances, and their expansion plans for the coming years. Moreover, the research report also includes the list of planned initiatives that clearly explain the accomplishments of the companies in the recent past.

Research Methodology

The research methodology of the market is based on both primary as well as secondary research data sources. It compels different factors affecting the K-12 Online Education industry such as historical data and market trends, different policies of the government, market environment, market risk factors, market restraints, technological advancements, forthcoming innovations, and obstacles in the industry.

The content of the study subjects includes a total of 8 chapters:

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Moreover, the research report assessed market key features, consisting of revenue, capacity utilization rate, price, gross, growth rate, consumption, production, export, supply, cost, market size & share, industry demand, export & import analysis, and CAGR.

K-12 Online Education Market Key players influencing the market are profiled in the study along with their SWOT analysis and market strategies. The report also focuses on leading industry players with information such as company profiles, products and services offered financial information of last 3 years, key development in past five years.

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January 9th, 2020 at 6:46 am

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Medical Education Market is Driven by Increase in Preference for Online Education – Voice of Reports

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Transparency Market Research (TMR) has published a new report on the medical education market for the period of 20192027. According to the report, the globalmedical education marketwas valued at nearly US$ 31 Bn in 2018, and is projected to expand at a CAGR of more than 4% from 2019 to 2027. Rise in the number of medical schools and increase in cost of medical education are the major factors expected to drive the global medical education market from 2019 to 2027.

Increase in Number of Medical Schools to Drive the Medical Education Market

Want to know the obstructions to your companys growth in future? Request a PDF sample here

Asia Pacific Medical Education Market to Expand at a Rapid Pace

To Obtain All-Inclusive Information On Forecast Analysis Of Global Market, Request A PDF Brochure Here.

Johns Hopkins School of Medicine, Stanford University School of Medicine, and Siemens Healthineers to Lead the Global Medical Education Market

The report provides the profiles of leading players operating in the global medical education market. These include Gundersen Health System, GE Healthcare Institute, American College of Radiology, Healthcare Training Institute, New Jersey, Olympus America, TACT Academy for clinical training, Zimmer Biomet Institute, Harvard Medical School, Johns Hopkins School of Medicine, Stanford University School of Medicine, Apollo Hospitals, CAE Healthcare, and Siemens Healthineers.

I am Sheila Shipman and I have over 16 years experience in the financial services industry giving me a vast understanding of how news affects the financial markets.

I am an active day trader spending the majority of my time analyzing earnings reports and watching commodities and derivatives. I have a Masters Degree in Economics from Westminster University with previous roles counting Investment Banking.

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Medical Education Market is Driven by Increase in Preference for Online Education - Voice of Reports

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Bootcamps won’t make you a coder: Here’s what will – TechBeacon

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Changing careers isn't easy. I have a lot of respect for people who can learn a completely new discipline later in life and become a professional in that field. When I tried to become a professional programmer, I had several advantages going in. It still wasn't enough.

Programming isn't a least-resistance path to a more secure, better-paying, work-life balanced job. It's a difficult occupation that not everyone is wellsuited for. If it were easy, everyone could do itand then it wouldn't be as valuable.

That's not to say basic programming is hard. It's an exciting rush for just about anyone who completes a few free programming lessons online. That experience might lead you to believe that with just a little extra instruction, in the form of a three-to-six-month coding bootcamp, you canbecome a professional developer. But that's rarely the right approachor mindset.

There are vast numbers of free and low-cost resources available to teach yourself programming online. Educating yourself and building a portfolio without a degree in computer science is absolutely doable, professional developers say.

But before you jump into a bootcamp that will separate you from your hard-earned money, there are several caveats you need to consider. That's the focus for the initial sections of this article.

Theres also a lot of noise around the question"How do I become a coder?"This article removes a lot of the bad, time-wasting advice and will make you more aware of what challenges await you if you're trying to become a professional programmer.

Instead of another list of things to do, you'll learn what not to do, which is equallyimportant.

[ Get up to speed on quality-driven development withTechBeacon's new guide. Plus: Download the World Quality Report 2019-20 forlessons fromleading organizations. ]

TechBeacon has previously conducted a review of coding bootcamps, gathering details about24 programs. The findings showed that 17 of 24 programs claimed that 90% or more of their students got full-time programming jobs or freelancing positions within sixto12 months of graduation. But those numbers can be misleading.

Most of these 90%+ job placement claims are largely unaudited. HackReactor, Turing School, and Lighthouse Labs are among the few that report student outcomes.

Course Report, a site that hosts reviews and resources for coding bootcamps, has conducted student surveys (with over 1,000respondents from many reputable, in-person bootcamps) for the past three years forits annual Alumni Outcomes & Demographics Study.

The 2014 report claims that no more than 75% of graduates of coding bootcamps gained employment as developers after graduation. In 2015 that number dropped to 66%. For 2016 it jumped back up to 73%. By the 2018 reportthe number had hit 78%.

Not all bootcamp attendees are starting from scratch. Some aren't there to get a developer job, and some students are already professional developers who are just trying to acquire new skills. While the study doesn't say who went from "zero to developer," the surveys do cast doubt on many programs'90% job placement claims.

[ Get up to speed with TechBeacon'sGuide to Software Test Automation. Plus: Get theBuyers Guide for Selecting Software Test Automation Tools ]

It's not hard to find a litany of bad bootcamp experiences online. You can find plenty of positive reviews as well, on sites such as Course Report, but people considering bootcamps may not hear as much about negative experiences.

Graduates cite several reasons for this. For example, they may not want to devalue something on which they spent so much time and money, or they don't want to get into a confrontation with the bootcamp provider after posting a negative review.

Many of the negative reviews that do get posted are criticisms of individual instructors. Basel Farag, an iOS developer with experience as a bootcamp mentor, admits that finding good teachers is hard. "You don't get paid much, so you have to really love doing it," he said. Although several schools have highly qualified, well-paid teachers, many bootcamps fill teaching assistant and mentor positions with less-experienced developers, he said.

The practice of bootcamps hiring their own graduates as mentors immediately after graduation is widespread, Faragsaid. Not only does that help to fill a shortage of teaching assistants, but it's also an easy way for bootcamps to improve job placement stats. "It's a very common practice," he said.

It's nothing new, and it's not restricted to bootcamps. "We see law schools doing this all the time."

Another concern is that, when working with inexperienced teachers who don't have a lot of time to spare, there is always a danger that your bootcamp experience could resemble this anonymous reviewer's story:

"A few of our teachers hadnt even been in tech longer than two years. Their teaching skills lacked and they got increasingly frustrated when students didnt understand the material."

Because of their lower pay, mentors need to take on additional students (if they're paid by the number of students they mentor, as they were in the bootcamp I attended) or work at a second job. This can cause some of the mentors to make themselves less available to students, or to provide low-quality feedback, as some online reviews claim.

Bootcamp students who come into programs as beginners are not prepared for a development job when they graduate.

It's possible that you might qualify for a junior developer or internship position after graduating from one of the more rigorous bootcamps, Farag said, "but it's going to be very hard to stand out from the increasing number of bootcamp graduatesand thousands of computer science graduates. You can't truly become a developer in threetosix months."

The problem comes when companies interview graduates and find that their programming skills arent fundamentally sound. Even though developer interviews have problems of their own, Farag saidthat a technical interviewer will eventually find out if you can't implement evensome of the most basic algorithms.

Many coding bootcamps don't spend much time on algorithms. And many courses focus on learning tools rather than onprogramming. Ken Mazaika, co-founder and CTO of the Firehose Project, an online coding bootcamp, also sees this trend.

"The good coding bootcamps out there will cover CS topics around algorithms and data structures, but 9 out of 10 coding bootcamps won't cover these topics at all because these topics can be difficult to teach."

Mazaika's view of the industry is particularly jaded, as the title of his 2015 post makes clear: "The Dirty Little Secrets About The Worst Coding Bootcamps Out There: 9 out of 10 programs are outright scams."

Many of the top coding bootcamps teach frameworks, such as Ruby on Rails, that favor convention over configuration. That is, students learn the usage conventions for a specific tool, but not the fundamentals of how web development actually works across tools and technologies.

These frameworks give students just enough knowledge to start building simple web apps. After getting a handful of projects under their belts, many graduates believe they are ready to enter the job market. Unfortunately, they still lack a solid foundation.

It's surprisingly hard to stand out in today's junior developer job market because, according to the Coding Bootcamp Market Sizing Report, low-skilled developers continue to flood into the job market. According to the2019 report, the number of bootcamp graduates has gone from 15,400+ to 23,000+ in the past year.

With so many new coding bootcamps, and so many bootcamp grads hitting the job market over the past couple of years, "finding a job as a junior software engineer in the Bay Area is not as easy as it once was," saidMarcel Degas, a senior software engineer at Autodesk and a General Assembly bootcamp graduate.

A few years ago, bootcamps took off when entrepreneurs sawa shortage of developersas an opportunity. They thought they could close the gap by creating coding bootcamp businesses that could train anybody in basic development skills. But professional developers, even junior ones, need experience in many different aspects of programming to be effective software engineering professionals.

While it's unclear whether coding bootcamps significantly helped alleviate the developer shortage in the job market, hiring managers aren't as impressed by bootcamps as they once were, saidTed Whang, a developer at Pike13 and a 2014 coding bootcamp graduate.

"You dropped everything in your life and dedicated three months straight to learning how to code? 'Thats amazing!' You wont hear those kind words of praise anymore, except maybe from your mother," he said. Some developers even worry that a stigma is attached to bootcamp graduates, marking them as sloppy coders.

Anyone can learn programming. Not everyone can gain enough coding expertise to be a good software engineer.

When the learn-to-code movement arrived in 2012, the don't-learn-to-code movement followed soon afterward. This blogging backlash by Jeff Atwood, "Uncle Bob" Martin, and others might have seemed mean-spirited and egotistical, but some complaints about the programming profession raised legitimate concerns.

John Kurkowski, a user experience (UX) engineer at CrowdStrike, said programming isn't an inviting field because even the most mature technologies have been roughly cobbled together over the years, and developers often spend much of their time hacking together libraries that were never meant to be used together. Maybe in 10years, he said, developers will have tools and platforms that work more elegantly and are easier to work with.

AndMike Hadlow, a freelance C# developer with more than 20 years of software development experience, points out that software development is harder than people think. It's one of the few highly skilled occupations that require no professional certification (although some believe it should), and it might just be the only highly skilled job where other workers in the industry give copious amounts of their free time and energy to help train people off the street (and still, there's a huge mentoring gap).

That free entry is both good and bad, because, as Martin, author of the Clean Code Handbook, points out, the industry usually doesn't benefit from hoards of novices, but needs carefully trained individuals. He compares good developer training to a flight school, adding that not many bootcamps are that intense, nor require as many hours of training.

Despite these voices of caution, some foresee a blue-collar coding revolution on the horizon, and others predictably have scoffed at this idea in the same way that the learn-to-code movement was criticized.

There are many valid arguments on both sides, butAtwood, the co-founder of StackOverflow, perhaps sums it up best:

While I love that programming is an egalitarian field where degrees and certifications are irrelevant in the face of experience, you still gotta put in your ten thousand hours like the rest of us.

You've felt that first sip of power that programming gives you. You finish your first program, then all of the syntax starts to make sense after you build a few more, and perhaps complete a course on Codecademy or Coursera. At that moment, you think: "I could do this for a living."

But at this stage of the game, you still have no idea what you're doing. You haven't stayed up until 2 am three nights in a row trying to fix a bug or solve a problem. You haven't had to spend the rest of your day sorting out version control issues and getting stuck going down multiple rabbit holes. You haven't had your app stop working, even though you're sure that you didn't change anything.

You need an extreme level of commitment and patience to work all the way up to an entry-level developer position, and exponentially more for the rest of your career. "It wasand isthat persistence that allows me to stay in this field," saidFarag.

Going in, bootcamp students may not realize that computer science is actually a low-success educational field. And there's plenty of evidence showing that even college-level computer science programs don't have stellar graduation rates. Between 30% and 60%of first-year students in university computer science departments fail their first programming course. So why would anyone expect bootcamps to be significantly more successful?

What's more, developers who get computer science degrees say that they are largely self-taught, according to the 2016 Stack Overflow Developer Survey. Even computer science departments can't keep up with the rate of change in the industry. Developers can never stop learning.

Need any more discouragement? A 2008 survey of nearly 900 developers on Stack Overflow revealed that, if your interest in programming didn't start between the ages of 8 and 18, your chances of being motivated enough to become a developer are low.

Its still possible to become a programmer at any age, but as you can see from the second bar chart (in red), mostdevelopers in this Stack Overflow survey said they started before age 20. The number of developers who started after that age was very low. Source: How old are you, and how old were you when you started coding?, Stack Overflow.

It's still possible to become a programmer in your early twenties, of course; it's just a lot harder when most of your time is spent working to support yourself.

From these stats, you can see that bad practices aren't the only reason coding bootcamps are failing to take many people from zero to developer in just a few months. Programming is fundamentally hard, and people who are considering these bootcamps should be honest with themselves as to their level of commitment to programming. Software engineering is not an easy way to get rich quick.

If you really want to find out if software development is the right career path for you, ask yourself these questions:

If you can say yes to all of the above, then you should be able to surmount the obstacles to becoming a developer with or without the help of a bootcamp. You also won't fall flat, as many students do after attending a bootcamp, because the class was the only thing pushing you to keep working.

There are plenty of people out there who have nothing but good things to say about their bootcamp experiences, and some landed jobs a few months after completion. But with a little extra time and more awareness of the resources at their disposal, those people probably could have succeeded without investing thousands of dollars in a bootcamp.

Documentation for all of the open-source tools, languages, and frameworks that bootcamps teach are available online. There are countless free online tutorials on just about any development technology that bootcamps will teach you.

All you need to do is pick a technology and run a Google search. The learning path may not be as streamlined as a bootcamp, but everything you need is out there for free. You just need to get good at looking for up-to-date resources, which some bootcamps will have trouble providing on a consistent basis. Nothing is more up to date than the new resources the coding community and open-source maintainers provide online.

Many people start their coding journey because they want a better career with better pay, but your motivation won't hold out if youcode just whatever some class or tutorial tells you to code. It's okay if you dont know what you want to code at first,when you're in the initial exploratory phase of discovering if you enjoy the basics. You need some time to learn what's possible and generate ideas for exciting projects.

Obviously, you'll want to try creating things that grow your knowledge even if those projects don't produce an end product that sparks joy. But treat those assignments as steppingstones toward building more intriguing projects so that you maintain your motivation in those instances as well.

Build something that would improve your life. Something that you wish existed. Something related to your current job or areas of interest. Want to build a game? Figure out how to build one. Enjoy music? Try to build a Spotify feature you always wanted. Do you like to follow certain topics online? Build a web scraper. Wish you could automate some tedious tasks at your job? Watch "Automate the Boring Stuff with Python."

It doesn't matter what it is; just code things that you want so badly that you'll keep grinding through bugs and maybe even learn to love the countless hours of research. Doing otherwise is a reversal of priorities. As a student of programming, you should take some advice from someone who wasn't an amazing programmer, but he was an amazing experience designer: "Start with the customer experience and work backwards for the technology."

For your personal coding projects, the customer is you. Figure out what you want to create and then research which languages and tools would be good options for making that thing.

If youve spent a bunch of time reading"What Programming Language Should I Learn?"articles, you're already doing this wrong.

If you decide to start learning just whatever language or framework is currently in vogue or those that are more common in developer job postings, then you're not really learning programming. Programming is learning to solve problems using the right tools for the job. If you just learn one framework, you're only learning one way of thinking about problem solving.

I mentioned previously that bootcamp graduates are often done a disservice when programs teach them one framework, trapping them in that framework's conventions. You don't want to be tied down to one way of thinking. Try learning several languages and tools and you'll learn more about the core concepts behind programming rather than focusing on onlyone piece of the picture.

In the same spirit of not overthinking the language or tools you use, you also shouldn't overthink the projects you decide to build.

One of my favorite stories about building skills comes from the book Art & Fear: Observations On the Perils (and Rewards) of Artmaking. To summarize: There are two groups in a ceramics class. One group has to create a piece every day and submit their best work at the end of the class. The other group is allowed to work on a single piece for the entire length of the class to produce a masterpiece.

When the class was finished, the best work consistently came from the group who had completed pieces every day.When learning programming, the same principle is true. You learn better and faster when you code and finish small projects frequently.

It's still good to work on passion projects that are specifically relevant to you, as mentioned earlier, but it's not good to spend more than a few hours deciding your next project or researching the perfect next step.

It's fine to work on something weird or fun for temporary amusement, as long as it's something that works. Jennifer Dewalt, the founder of Zube, showed that there are 180 different things you can code in a single day. With each new project, she added to her portfolio and gained new skills.

You don't have to be completely random with your project choices, either. It's good to try a wide variety of projects so that you expand your ability to handle many different programming scenarios. Just don't overthink it. Stop researching and theorizing, and start writing software.

Writing lots of applications is important because that process will help you quickly discover if the satisfaction you get from completing a variety of projects will sustain a long-term interest in coding. Eventually, you'll finish some of your passion projects, and when that happens, will you want to continue coding to feel that satisfaction again? Will you still have the curiosity to learn more? Will you be able to find new passion projects?

Personally, I was more than happy to code for two hours, five nights a week, within the framework of a course syllabus. But when that course was done, it was hard to keep motivating myself to write code every day,as many bloggers now recommend.

I thought by the end of my course I would be close to getting a programming job and then I could start growing my skills in my day-to-day work rather than in my free time on nights and weekends. Maybe the best question aspiring professional coders can ask themselves is"Do I enjoy coding enough that I don't mind spending 20 hours of my free time per week doing it?"

If you find that your motivation is lasting after several months, I don't think you need to to take the "write code every day"advice literally. Sure, you need to practice often, as you would when learningasport or musical instrument, but coding every day is unnecessary. People need breaks. People need to take long vacation periods and unplug. This prevents burnout.

You could argue that coding every day might even be detrimental to your ability to code. The brain needs time to rest and process difficult problems in the background while you sleep, relax, and work on other things. Taking a day off is actually good for that problem-solving process.

And if you lose motivation and fall off track on your programming goals, then perhaps its a sign that coding isn't the right path for you. Taking breaks from coding will help you step back and see if you want to return to coding in a few days, putting that motivation to test.

This can be one of the hardest things on this list to do, but it's also the most important. Coding in isolation or with only a mentor online is only going to take you so far. You need some kind of partner or mentor that you can meet with on occasion for two main reasons:

Having a friend or a mentor who encourages you to keep up with their pace is the best motivation for a self-taught coder. Without that social connection, it's very easy to let your progress fall by the wayside, because no one will notice.

Experience in coding on projects with others is another key component to your path toward becoming a professional. In most jobs, you'll be working with others, so this experience will help you learn how to navigate those interactions and learn from them.

Working in isolation makes it difficult to solve hard problems when there's no one to help introduce you to new ideas. Other humans are sometimes more helpful than Google.

I'd recommend that you keep trying several strategies to find a partner in coding:

I'd even suggest you go to the extreme of taking time off from coding to spend more time on searching for a coding partner or mentor. That's how important it is.

If you do decide to enroll in a coding bootcamp, consider programs where you can meet with classmates locally first. Then try to make long-term friends and coding partners out of those classmates. This is still possible with an online bootcamp, but it takes a lot more effort and discipline. You should pick only online bootcamps that have you work on projects with other classmates.

After the bootcamp, you should get some classmates to commit to video conference meetings and pair programming sessions every week to work on projects until you all find jobs. You can even help each other with your job searches.

There are manyfree online resources to help you become a programmer without needing to join a bootcamp, but that also means there's a lot of noise to sift through. It's not hard to find hundreds of articles that are simply lists of learn-to-code sites. But your goal is not to spend weeks reading;you need to spend most of your time in your code editor, writing code, and using resources mainly for reference.

Go back to the first piece of advice in this article: Find something to code. The resources you choose should match the thing youve decided to build, not the other way around. Your main resource should always be Google and the documentation for the language, framework, or library you're currently working with.

If you still want some helpful starter resources, or courses to follow along with before you figure out whichprojects you want to build, these are probably the best resources you could start with:

Codecademy: If you've hardly written any code before, this is the place to go and see if you enjoy how it feels to solve coding puzzles. It's not going to teach you how to assemble custom applications, but it's good for learning the syntax of different languages and computer science concepts.

The Learn Programming subreddit: The common questions a beginning coder asks are already answered in the resources section on this subreddit's homepage. Do some searching for even more helpful starter information.

FreeCodeCamp: This site and its instructional videos are widely regarded as the best free content for teaching yourself to code web applications, frequently topping learn-to-code site lists. It also has forums where beginners can help each other on their journey.

Free online university courses: FreeCodeCamp also has another killer feature, which is that it updates this convenient list of links to hundreds of massive open online courses (MOOCs) on programming every month. These are great when you need to learn programming and computer science fundamentals through some purpose-built projects. For learning computer science concepts, introductory courses at Harvard, MIT, and Stanford have beenwell received.

"Teaching Yourself to Code to Become an Employable ProgrammerWhat to Learn, Where to Learn, and More": Although this is essentiallya "how to learn to code"type of article, it's probably the most comprehensive, well-articulated one you can find. True, the author is trying to promote his own bootcamp, but if you want a good look at the progression of a typical self-taught programmer and you need an additional resource list to read in your free time (after you've done some coding first), then it's a good one-stop shop for this topic.

Just those five resources are already more than enough to bog you down in plenty of reading, so make sure you're doing as much coding as you are reading when exploring these.

The resource list above is not meant to be a prerequisite reading list, but something to use to start coding. If you find yourself falling down rabbit holes of tutorials and resources instead of keeping momentum on your coding projects, you may lose motivation when these rabbit holes cause your progress to slow down.

One of the biggest challenges for programmers throughout their careersbut especially asbeginnersis getting unstuck. Resource saturation and rabbit holes are an obstacle to that goal, so your first stop anytime you're stuck should be to look at the docs for the language, framework, or library you're working in. Then search foryour problem or error message. If the problem is conceptual, then try to articulate that in an onlinesearch.

If you've been stuck on the problem after 30 minutes of troubleshooting and research, then its time to try posting a question on StackOverflow or in a forum like r/learnprogramming, Codenewbie, or FreeCodeCamp's forums. If you can afford it, check out Codementor if you need serious one-on-one help getting unstuck or for some learning advice.

Most of your learning should be driven by trying to get various lines of code to run and work properly in your project, not by reading through some list of top resources or tutorials. Get good at Googling.

Many coding advice resources tell you to try reading great code to learn how to write great code. This is true to an extent, but it's simply a bad idea for beginners learning Ruby on Rails to try reading the Ruby on Rails source code in their spare time. It's going to make absolutely no sense and waste your time. It would be as daunting for you as it would be forLittle League baseball players to compare themselves to a professional in the Major Leagues.

A better option is to take simple templates for certain frameworks that you're already familiar with and trying to modify those to learn how they work. At one time I was building a blog on the Jekyll static site generator. I found out that there were blog templates, and I used one of those rather than building a blog from scratch. It helped me understand a lot more about how the system worked and how the template worked.

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Bootcamps won't make you a coder: Here's what will - TechBeacon

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From exoskeletons to education at the Consumer Electronics Show – ABS-CBN News

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LAS VEGAS - Exoskeletons to give wearers super-human strength and games to playfully teach children software skills for coding -- such innovations were on display at the Consumer Electronics Show this week.

Mechanical muscle A Guardian XO exoskeleton made in a collaboration between Sarcos Robotics and Delta Air Lines let CES goers easily lift a 50-pound (22.7 kilo) suitcase with one hand with "technology fit for a superhero."

The battery-powered body suit carries its own weight and "handles the heavy lifting" for wearers, according to Delta. Workers wearing the suit may be able to lift up to 200 pounds (90.7 kilos) for as long as eight hours straight without strain or effort, according to Delta, which planned to have baggage handlers test the exoskeleton.

Meanwhile, Panasonic touted its own "support robot" exoskeletons that will be used by support crews to tote weights and other heavy equipment for competitors at the coming Paralympics in Tokyo.

Playing at code My Creativity Box showed off a "Mochi" game that playfully takes children's eyes off screens while teaching them software coding skills.

Mochi kits let children create a robotic ride for a plush toy bear and command it according to stories in a book.

Subject themes include shapes, colors, animals and numbers.

"My three-year-old daughter and I came up with the idea," said Creativity Box technology chief Mihran Vardanyan.

"It's a screenless experience, so kids are not getting addicted to screens, plus they learn about coding and other useful subjects."

'Frozen' software smarts Aspiring software savants of any age were invited to "enter the magic coding kingdom" with an online learning scheme created in partnership with Disney.

The Disney Codeillusion program freshly launched in the US uses an array of popular Disney film characters to make learning how to write computer code more entertaining.

"For example, with 'Frozen' you can learn how to create Elsa's snow magic," Life is Tech USA chief executive Satoshi Miyagawa said while demonstrating the teaching tool.

"For 'Zootopia,' you create a website to recruit new police officers."

The online courses were created with school age children in mind, but partner Life is Tech caught on that lots of adults are interested in code and want a fun way to learn the skills.

"We wanted to build a bridge from kids coding to adult coding, and keep learners motivated," Miyagawa said of the program, which is priced at $1,900.

Sound of the future Oscar winning composer Giorgio Moroder debuted a piece created in a collaboration with FPT Industrial to serve as a sound for silent vehicles, such as electric cars, that are replacing noisy combustion engines.

"And now you know the engine is working," Moroder exclaimed after a crowd heard his auto-engine composition for the first time.

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From exoskeletons to education at the Consumer Electronics Show - ABS-CBN News

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More people taking teacher prep courses – Arkansas Online

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A recent three-year drop in the number of people enrolled in Arkansas teacher preparation programs appears to have bottomed out, and the number is on the upswing, preliminary data from the Arkansas Division of Elementary and Secondary Education show.

The number of enrollees in the state's teacher preparation programs for 2018-19 was 4,443.

That is almost 400 more enrollees than the 4,062 enrolled in the 2017-18 year and 854 more than the 3,589 teacher candidates enrolled in 2016-17, according to the state data. The most recent total, however, falls short of the 5,258 program enrollees in 2013-14.

The teacher preparation enrollment data will be included in the state's next annual Educator Preparation Program Report that is released by the state agency in early summer.

Ivy Pfeffer, the state division's deputy commissioner, attributed the higher counts to "really careful focus and attention" in recent years on recruiting individuals to the teaching profession and retaining current teachers.

"Kindergarten through 12th-grade education is the single largest employer in Arkansas with more than 71,000 employees, when you look at certified and classified staff," Pfeffer said.

"As far as the workforce, it is larger than state government and any industry. You think about the impact that the education workforce has in terms of our state, that's why it is really exciting to be able to start seeing the data moving back to the direction of increasing. We hit the bottom in terms of those enrollments. I think there is a renewed interest, a renewed excitement and a renewed importance on teaching as a profession."

[GRADE POINT ARKANSAS: Sign up for the Democrat-Gazette's new education newsletter arkansasonline.com/emails/gpa]

The 2018-19 annual teacher preparation program totals include participants in traditional educator preparation programs -- college and university-degree programs -- and alternative routes to teaching credentials. That includes the Arkansas Professional Pathway to Educator Licensure, or APPEL, that enables a person who has a degree in a field other than education to work as a teacher while meeting requirements to obtain a standard state teaching license.

The enrollment in nontraditional teacher licensure programs is actually showing the steeper and more consistent gains, with 1,860 enrollees in 2018-19, up from 1,425 just the year before.

The traditional programs totaled 2,588 enrollees in 2018-19, down from 2,637 the previous year but up from 2,315 in 2016-17. Overall, traditional program enrollment in 2018-19 remained below the 3,555 count in 2013-14.

Efforts to expand the pool of people preparing to teach include promoting teaching as a profession to middle and high school students through Orientation to Teaching courses or a Teacher Cadet program, Pfeffer said.

As many as 1,800 students in some 100 of the state's 300 high schools are currently in such programs, said Sharlee Crowson, a program adviser in the state agency's teacher recruitment and retention unit.

Crowson and other state education leaders want to see those numbers grow and programs expanded to the point that students graduate from high school with credentials that qualify them to be paraprofessionals or teacher assistants, which could be a source of income and experience as they go through a college degree program to be a teacher.

In addition to building up the pool of people in teacher preparation programs, the state has worked to improve the retention of its teacher force, which already exceeds national averages. For example, Arkansas has a 92% retention rate after one year of work in the classroom, 75% after five years and about 56% after 10 years, Pfeffer said.

Nationally, those percentages are 90% after a year, 60% after five years and less than 90% after 10 years, she said.

Retention efforts include expanding experienced educators' mentoring of new teachers through the state's 15 education service cooperatives. Each of the cooperatives also employs a teacher recruitment and retention specialist who provides guidance on licensure and employment issues, and on high school programming, to cooperatives' member districts.

Another effort is Gov. Asa Hutchinson's and the General Assembly's legislation to increase the minimum starting salaries for bachelor- and master-degreed teachers. The starting salary for a beginning teacher must be at least $36,000 by 2022-23, as a result of the new law.

Also, the state has recently modified its licensure system to include "lead" teacher and "master" teacher certifications for those who have at least three years of teaching experience and want to do more while still teaching.

"We kept hearing, over and over, that teachers wanted to find ways to lead from the classroom without leaving the classroom," said Joan Luneau, program coordinator in the state's educator preparation unit. "This is a way they can provide leadership without giving up the classroom."

Districts are still exploring ways to provide compensation to those lead and master teachers, Pfeffer said. State education leaders are planning in the coming weeks to roll out some options and pilot programs to support efforts by districts to alter the traditional teacher salary schedules that are built around teacher education levels and years of teaching experience.

Also in regard to licensure, the state pays for the test fees for teachers who agree to add to their licenses a certification to teach a subject in which there is a shortage of teachers. Teacher shortage areas, announced every year, have typically been special education, math and science, among others. One of those -- library/media -- has recently been removed from the list as the result of awarding "ancillary" state licenses. Those licenses qualify people to work in schools if they have master's degrees in the fields but do not have education degrees.

Still other efforts by state education leaders to meet goals to recruit teachers and encourage longevity include a recently completed Teach Arkansas lecture series directed at teachers around the state, and a campaign to appeal to people to return to work if they have left teaching or otherwise allowed their licenses to expire.

The state-set goals include:

Increase the number of candidates entering Arkansas educator preparation programs by 20% in five years.

Increase the number of beginning teachers in Arkansas public schools by 10% in five years.

Decrease the Arkansas teacher attrition rate by 15% in five years.

Increase the number of teachers reentering the teaching profession in Arkansas by 5% in five years.

Increase the number of minority-group teachers in public schools by 25% in five years.

Pfeffer said she believes the state can eventually eliminate teacher shortages by operating more strategically.

"To realize our goal of having equitable access -- where every student has an effective teacher every day -- we have to create that talent pipeline," she said. "That takes in recruiting to the profession, getting them through high-quality programs, providing support as they enter the profession and giving them opportunities that make them want to stay."

Metro on 01/05/2020

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Gym class without the gym? With technology, it’s catching on – Richmond.com

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ALEXANDRIA - Grace Brown's schedule at West Potomac High School in northern Virginia is filled with all the usual academics, and she's packed in Latin, chorus and piano as extras.

What she can't cram into the 8:10 a.m. - 2:55 p.m. school day is gym class.

So she's taking that one minus the gym, and on her own time.

The 14-year-old freshman is getting school credit for virtual physical education, a concept that, as strange as it may sound, is being helped along by the availability of wearable fitness trackers.

For students whose tests and textbooks have migrated to screens, technology as gym equipment may have been only a matter of time.

Grace, who lives in Alexandria, wears a school-issued Fitbit on her wrist while getting in at least three 30-minute workouts a week outside of school hours. She has an app on her computer that screenshots her activity so she can turn it in for credit.

While online physical education classes have been around for well over a decade, often as part of virtual or online schools, the technology has made possible a new level of accountability, its users say.

"We're asking kids to wear this while they do an activity of their choice, and they can change the activity as they desire, as long as it's something that they understand is probably going to get their heart rate up," said Elizabeth Edwards, department head for online physical education at Fairfax County Public Schools, which includes Grace's high school.

Though a physical education instructor isn't shouting from the sidelines, teachers do guide assignments by setting goals such as fat burn, cardio or peak, relying on the technology to be their eyes and ears. Students also are required to sign in for a weekly 60-minute to 90-minute classroom session with the teacher.

Teenagers who play soccer, swim or dance all year may satisfy the workout requirements without doing anything extra. Grace has been adding bike rides and jogs to her days.

For her, online PE freed her up to take three elective courses, instead of two in school. For others, it's a welcome way to take a required class that students otherwise may find socially or physically challenging.

"We definitely exercise more in online PE," Grace said. "There's a lot of standing around in regular PE. Online, I do much harder workouts."

A survey of more than 3,000 fitness professionals by the American College of Sports Medicine named wearable technology the top trend in fitness for 2020.

It's not clear how many schools are embracing the trend. It comes with some cautions.

Technology and the collection of any student data always raises the specter of student privacy concerns. And some worry that students exercising on their own may miss out on important social concepts such as teamwork.

"There is a difference between physical activity and physical education," said Chris Hersl, former vice president for programs and professional development at SHAPE America, which wrote national standards for K-12 physical education.

Joliet Township schools in Illinois uses fitness trackers as part of a blended learning conditioning program that has students who sign up for it work out two to three times a week in the gym with an instructor and the other days on their own.

"It's a flexible schedule where they still have in-person physical education classes and there's still instruction happening, but they're able to use the Fitbit to monitor how students are working outside the classroom," said Karla Guseman, the district's associate superintendent for educational services.

She said it's one of numerous blending learning options that Joliet Township High School offers to give students both more control over the pace and time of their work, and more responsibility to get it done.

"We're trying to give them an opportunity to see what post-secondary might look like," Guseman said, "when you don't meet every day but you're still expected to do work for a course or preparation between class periods."

A virtual school that is part of the Springfield, Missouri, public school district started with a single class -- physical education, said Nichole Lemmon, the creator of the program, called Launch, which uses Garmin fitness trackers.

"Eight years ago, it was the very first online class by our developers to meet a really niche student who could not fit PE courses into their schedule," Lemmon said. "Maybe they wanted to take more honors level courses, or advanced placement, or international baccalaureate classes and PE was hard to fit in, so we allowed them to do it outside of the school day."

A telling illustration of the technology-driven 24/7 school day is the peak log-in time on the school's portal system: 10:03 p.m.

"They may not be working out at 10 p.m., but that's when they're turning in their workout. The notion that education now runs 7:30-4, 8-3, is really antiquated," Lemmon said, "and our students are begging to be able to have more flexibility in the time of day they learn."

During the past summer session, there were 22,600 students enrolled, and the most popular courses were PE, she said.

Teachers help students set up their fitness devices, entering the student's height, weight and age, and coming up with a target heart rate. As an added layer of instruction and accountability, Launch students are required to send video back to the teacher, who checks their technique as they stretch or lift weights, for example.

"They work with their PE instructor to set a fitness goal and then they get their workout however they want to," Lemmon said. t really does promote lifelong fitness because it's about working out the way they want to, not they're required to do a particular activity in gym."

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4 major education trends that will influence schools in 2020 – Study International News

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Technology will continue to disrupt education in K12 schools in 2020. Source: Shutterstock

The education landscape is transforming before our very eyes, where teaching approaches are becoming more student-centered and classroom designs are becoming more flexible in schools to allow for more collaborative learning.

With the rapid growth of the educational technology industry, teaching methods today are also relying more and more on technologies like artificial intelligence and even robots.

In this era of disruptive technologies, whats in store for your school in 2020? Heres a look at some key education trends that will shape and influence schools in the coming year.

The role of the teacher in schools is slowly changing. Instead of feeding information to students and lecturing from the front of the room, teachers are playing a facilitating role instead guiding students towards thinking for themselves and carrying out projects and activities for students to work on in groups.

Assisting teachers in this new role is artificial intelligence (AI). According to Online Education for Higher Ed, AI use in US classrooms will grow by 47.5 percent in the next three years.

The technology is predicted to allow teachers more time to focus on more human-specific teaching skills like emotional intelligence and creativity. AI will take over the time-consuming and monotonous tasks like checking papers for plagiarism or tests.

Parents who choose to homeschool their kids have plenty of support nowadays thanks to technology. If they have gaps in their knowledge or are unable to teach a subject effectively, they can use online modules or face-to-face classes in a more traditional schooling environment to supplement their education.

This is known as hybrid homeschooling, and its predicted to become more popular in years to come. It allows for more flexibility, particularly for parents who want to homeschool their children but are unable in one way or another to do so.

Mike McShane, director of national research at US education reform organisation EdChoice wrote inForbes: For many families, the costs and obligations related to homeschooling are simply too burdensome. Some parents dont have the confidence in their own abilities to teach every subject to their children. Others cannot devote themselves to homeschooling full-time. Perhaps most of all, many homeschooling families want their children to socialise with other children to learn how to share, cooperate and get along with others.

Enter hybrid homeschooling, a model where children split their time between homeschool and a more traditional schooling environment. This could be three days at home and two days at school, two days at home and three days at school, part of the day at home and part of the day at schools, or a variety of other options.

AR is becoming popular in schools, allowing more three-dimensional experiences that bring abstract concepts to life for students.

This interactive experience adds digital elements by using a camera on a smartphone to a live view, such as Snapchat filters.

In classrooms, AR animated content could be a tool to motivate children to study. They can understand topics better if extra data such as fun facts, historical information or visual 3D models are added to classroom lessons. Or when they can scan parts of their books, there are texts, audio snippets or videos from teachers that pop up.

Compared to AR, VR is more immersive, where students can be transported to different worlds with the use of VR goggles such as Google Lens.

It is also becoming more widely used in schools, as the industry is seeing major growth with heavy investment around the world, leading to a bigger market and more affordable products in the edtech sector.

With VR, students can experience what they read beyond word descriptions and book illustrations. Tricking the body into thinking its a new place, VR tools like Google Expeditions allow students to visit cultural sites around the world without ever leaving the classroom or even go back in time to a historical setting such as the land of the dinosaurs.

4 European edtech start-ups to look out for in 2020

4 UK-based EdTech start-ups that are transforming the way we learn

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Online or In Person: Whats the Better Way to Get a Loan? – Nasdaq

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If youre looking for a personal loan, your options are increasing. Theres the traditional route visit a loan officer at your bank or the more modern option of an online lender that can get you a loan virtually overnight, if you qualify.

Financial technology companies that offer personal loans online are encroaching on banks in the lending business. Fintechs originated almost half (49.4%) of unsecured loans in March 2019, up from 22.4% in March 2015, according to a recent study by credit bureau Experian.

While some large national banks dont offer personal loans, others are responding to the competition with online offerings of their own. PNC Bank, one of the largest banks in the U.S., launched online personal loans this year to capture customers it couldnt serve at brick-and-mortar locations, says senior vice president for personal lending Chris Dervan.

Like many industries, theres been a big trend toward digital, and that trend will continue, he says. But part of what were seeing is that theres still a substantial customer base who likes that personal touch.

The heightened competition means consumers can handpick where they get a personal loan, be it online or at a bank branch. Here are four questions to ask when choosing between a bank loan and an online loan.

One of the obvious differences between bank and online lenders is the face-to-face exchange you can have at a physical bank.

If you value personal interaction and the security of knowing who is handling your loan, a bank might be for you, says Eric Simonson, a Minneapolis-based certified financial planner and owner of Abundo Wealth.

Some people like to just know that theres a person that makes sure the loan goes through smoothly for them, he says.

Also, you may have the opportunity to negotiate a lower rate or qualify with a lower credit score if youre talking to a person you already have a relationship with at a bank, Simonson says.

But the personal touch might come at a premium, says Oklahoma-based CFP Kyle Jackson. He says brick-and-mortar banks tend to pass on to the consumer operational costs that online lenders dont have, which can result in higher rates or fees.

If you need a loan quickly, online might be the way to go.

Online lenders and traditional banks with an online option can sometimes process an application and make a decision more quickly than banks that dont have an internet presence, Jackson says.

Some of those lenders can fund the loan the same day you apply, or the following business day.

Lenders with an online presence can also expedite your research process if they post their rates, says Todd Nelson, senior vice president with LightStream, the online lending arm of SunTrust Bank.

If youve got good credit, you dont really worry whether youre going to get approved, he says. What youre more concerned with is Am I going to waste my time with applying for a loan and getting back an offer I dont want?

For an online loan application, youll need to electronically share information like your Social Security number, education history and bank account information, which might require granting the lender access.

Especially in those cases, beware of scammers. Wisconsin-based CFP Ben Smith with Cove Financial Planning says that if you dont feel confident that you can tell whether an online lender is legitimate, the safest option would be a physical bank.

Managing a loan online, which typically means your only contact with the lender is via a customer service representative, can prove challenging for folks who arent financially or technologically savvy, Jackson says. If this is you, the online-only experience may not be a good fit.

The chief considerations when shopping for a loan should be its rate, fees and terms, Nelson says, rather than whether its from an online lender or a bank branch.

Some online lenders let you pre-qualify and see your potential rate, which is helpful information to have as you shop around.

Simonson notes that if you have less-than-desirable credit or are seeking a loan for a nontraditional reason, a community bank or credit union might be more willing to take on the risk of lending to you than a big bank or online lender would be.

More From NerdWallet

Annie Millerbernd is a writer at NerdWallet. Email: amillerbernd@nerdwallet.com.

The article Online or In Person: Whats the Better Way to Get a Loan? originally appeared on NerdWallet.

The views and opinions expressed herein are the views and opinions of the author and do not necessarily reflect those of Nasdaq, Inc.

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Online or In Person: Whats the Better Way to Get a Loan? - Nasdaq

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Genesee Valley Educational Partnership teacher Receives Distinguished NYS Award – The Daily News Online

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WYOMING/PAVILION Genesee Valley Educational Partnership (GVEP) teacher Elizabeth Slocum earned the Ferdinand DiBartolo New York State Distinguished Foreign Language Leadership Award this year.

Slocum is a teacher of French and Spanish at the middle, high school and undergraduate levels. Slocum holds permanent state certification in French and Spanish, as well as certification as a school district administrator and supervisor. She is a GVEP seventh- and eighth-grade Spanish teacher and serves both the Wyoming and Pavilion Central School districts.

Serving on the executive board of New York State Association of Foreign Language Teachers has been an incredible experience. It has been an honor to represent New York state teachers and students of world languages at the local, state and national levels, Slocum said. I teach because I believe that languages are at the heart of the human experience. Languages will open doors and make connections for our students at home and abroad.

As a 25-plus year member of New York State Association of Foreign Language Teachers (NYSAFLT), Slocum has been an active member of the association through her participation on various committees as well as serving on the NYSAFLT Board of Directors. She holds the distinction of chairing two annual conferences, including the 100th Annual Conference and Gala. She was selected to represent NYSAFLT at American Council on the Teaching of Foreign Languages (ACTFL) inaugural Leadership Initiative for Language Learning (LILL) and remains an active member of LILL Cohort 1. She will participate in a LILL panel at ACTFL 2019 in Washington, DC on the topic of Growing Our Leadership.

In 2017, Slocum was honored by Genesee Community College with the Chancellors Award for Excellence as an Adjunct Instructor of World Languages. She works with the Genesee Region Teachers Center as a member of the Policy Board and coordinator of the regional World Language Teachers Network.

The Ferdinand DiBartolo NYS Distinguished Foreign Language Leadership Award is presented annually to the president of NYSAFLT in recognition of his/her dedication and service to our organization and to the profession.

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A New York Times column on ‘Jewish genius’ draws criticism for linking to a debunked University of Utah study – Salt Lake Tribune

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When it was first published last week, a controversial New York Times column about the secrets of Jewish genius linked to a 2005 study from a researcher labeled an extremist, revered by white supremacists and discredited by scientists and who, for years, worked as a distinguished professor at the University of Utah.

Citing the late U. anthropologist Henry Harpending, expectedly, touched off criticism. Hours after it appeared online, The Times commentary was updated with an editors note saying it had been a mistake to mention the study, which has been widely questioned and long seen as an argument of racial superiority.

The note suggests that conservative columnist Bret Stephens did not know that Harpending promoted racist ideas. It also says Stephens was not endorsing the study or its authors views but acknowledges that his reference to the research, nevertheless, left an impression with many readers that Mr. Stephens was arguing that Jews are genetically superior. That was not his intent.

The paragraph Stephens wrote about Harpendings research has since been deleted online. And on Friday, the University of Utah deleted a complimentary memorial post from its Department of Anthropology that had said Harpendings scholarly and personal footprint will be long lasting in the field.

The U. also noted in response to the column that none of the three authors of the paper Harpending, Gregory Cochran or then-student Jason Hardy work at the school any longer. Harpending was there from 1997 until he died of a stroke in 2016.

Statements attributed to Henry Harpending that promote ideas in line with white nationalist ideology stand in direct opposition to the University of Utahs values of equity, diversity and inclusion ... " said Annalisa Purser, the universitys spokeswoman.

As such, we will meet these words with ours: Racist views and rhetoric that position one race as superior to another are inaccurate and harmful," she said. "The University of Utah is bolstered by its diversity, which allows individuals from different backgrounds and perspectives to come together to address challenges in new and creative ways.

Neither Cochran nor Hardy could not be reached by The Salt Lake Tribune for comment. Its unclear why none of the researchers faced censure while at the university for publishing the piece, though Purser added, Speech even when it is racist is protected by the U.S. Constitution and is necessary for the free exchange of ideas.

This has been a very painful time already for Jews in the United States, said Amy Spiro, a Jewish journalist whose work has been published in Variety, Jewish Insider and The Jerusalem Post. And then this column came out, she told The Tribune in a phone interview. Its just generated a lot of controversy. It doesnt seem like this is helpful in any way.

In their disputed study, the U. researchers focused on Ashkenazi Jews, or those who settled in central and Eastern Europe (as opposed to Spain or the Middle East). Among supremacists, the group is often seen as pure because many are white.

Harpending, Cochran and Hardy argue that Ashkenazi Jews have higher IQs, on average, than the general public (including other non-Ashkenazi Jews). Their theory is that in medieval times, individuals in the faith group in Europe were pushed into finance jobs because of the Christian prohibition of usury, or lending money for interest. Over time, many became rich and had more surviving children than poorer families who worked on farms. They also married within the community and stayed fairly isolated.

The University of Utah has long been known as an expert in genetic research, but this paper Natural History of Ashkenazi Intelligence is typically seen as a low point in that expertise. The authors created their own algorithm for determining genetic makeup and cited several scientists also viewed as racist.

The researchers have been criticized on and off since the study came out in 2005 and was published in The Journal of Biosocial Science the next year; that publication was previously called The Eugenics Review up until the 1970s. Eugenics is the controversial pseudo-science popular among Nazis for improving the human race by forced sterilization of poor people.

The Times piece on the study was largely uncritical beyond that; it was written by reporter Nicholas Wade, who later wrote his own book on genetics that shares some ideas with Harpending and Cochran. (Cochran had previously written about incorrect claims that being gay was caused by an infectious disease.)

The head of New York Universitys human-genetics program said: Its bad science not because its provocative, but because its bad genetics and bad epidemiology.

In a 2007 press release about later research by Harpending, the school acknowledged his 2005 paper had created a stir and that critics had questioned the quality of the science.

Harpending continued to speak, though, including at white supremacist conferences, about his also inaccurate ideas that black people are genetically prone to be lazy. His profile on the Southern Poverty Law Centers page lists him as a white nationalist and an extremist who believed in eugenics.

In other words, as an anthropologist looking around the world, he said in 2009 at the Preserving Western Civilization conference, what I see is that men work and produce things when theyre forced into it, and when theyre not, they quit. And Im thinking about, you know tribes in central Africa, but you know its true in Baltimore too, right?

His obituary noted he came to Utah from Pennsylvania State University after earning his doctorate at Harvard.

Stephens, who is Jewish, ultimately argues in his column that theres a cultural not genetic explanation for Jewish genius, stemming from Judaisms religious tradition of encouraging believers to not only observe and obey but also discuss and disagree. He also believes group members became more innovative and creative by typically being in the minority wherever theyve lived.

His original mention of the study read: The common answer is that Jews are, or tend to be, smart. When it comes to Ashkenazi Jews, its true. Ashkenazi Jews have the highest average I.Q. of any ethnic group for which there are reliable data, noted one 2005 paper. During the 20th century, they made up about 3 percent of the U.S. population but won 27 percent of the U.S. Nobel science prizes and 25 percent of the ACM Turing awards. They account for more than half of world chess champions.

That data on awards is not technically wrong, though it broadly counts anyone as Jewish who has a grandparent with ancestry in the faith.

Stephens mentioned Albert Einstein and Franz Kafka and Karl Marx as prime examples of Jewish intelligence, before asking: How is it that a people who never amounted to even one-third of 1 percent of the worlds population contributed so seminally to so many of its most pathbreaking ideas and innovations?

His use of the paper is just stunning, Kennedy told The Tribune, saying the study was obviously a main tenet of Stephens argument, and not a minor point, like the editors note suggests. I think it should have been killed before it ever got published.

In the later edits, all references to Ashkenazi Jews (which also appeared in two other places in the column) were removed. Many have questioned why Stephens referred to Ashkenazi Jews at all if he didnt agree with the paper and was generally talking about Jewish culture, and not superiority.

What was even the point of the column? Spiro asked. Its confusing.

Stephens joined The Times in 2017, after winning a Pulitzer Prize for his work at The Wall Street Journal in 2013 and serving as editor in chief of The Jerusalem Post. He has previously come under fire for bullying a professor who called him a bedbug.

Some have called for his resignation, particularly liberal readers who disagree with his more conservative pieces, but Kennedy believes the Jewish genius piece is a new low. The associate professor, who teaches ethics in journalism at Northeastern, said the commentary needed more than an editors note about the concerns raised.

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A New York Times column on 'Jewish genius' draws criticism for linking to a debunked University of Utah study - Salt Lake Tribune

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