Porn on old website of St Ronan’s Primary School, Newry

Aerial shot of St Ronan's PS

A primary school in Newry, County Down, is trying to have its old website removed as it now contains pornographic material.

Staff and parents at St Ronan’s PS were alerted to the problem on Sunday.

The school’s old domain name had lapsed and was subsequently purchased by another organisation.

In a statement to BBC News NI the principal of St Ronan’s, Kevin Donaghy, said the school was aware of the issues with its old website.

‘Purchased legitimately’

“We are working with the management authorities and the Police Service of Northern Ireland (PSNI) to have it taken down and all issues resolved,” he said.

Kevin Donaghy
Image captionPrincipal Kevin Donaghy said the school was trying to get its old website taken down

The school has brought forward the planned launch of its new website – www.stronanspsnewry.com – and is directing all users to it.

The PSNI said that the domain name had been purchased legitimately.

“Police received a report of an incident in relation to a website in the name of a school in the Newry area,” they said.

“On further police investigation it was established that the lease for this website had expired and it was legitimately purchased by another user.”

“This website is in no way related to the school.”

The Council for Catholic Maintained Schools (CCMS) and the Education Authority (EA) have also been informed about the situation.

Presentational grey line

How could this happen?

Domain names (.com, .co.uk, etc) are purchased and renewed on fixed terms, which can be anything from one year to 10 years.

The registered owner of the domain is responsible for repurchasing the domain when the contract comes up for renewal.

If it is not renewed on time, or after any redemption period, it is possible someone else may come and buy the domain.

This is fully legal.

That gives the new owner full control over the domain to either sell back to the original owner at a higher price, or use it for alternative purposes.

[“source=bbc”]

With a promise of more money and smaller classes, striking Oakland teachers return to school

Teacher Roxana De La O Cortez marches in Oakland on February 21.

Celebrating what they call a victory for educators and students, Oakland, California teachers will be back in class Monday after approving a contract to end a seven-day strike.

Yet their fight isn’t over, they said. They will continue to call for more classroom money, an end to school closures in black and Latino communities, and a ban on charter schools, which the teachers union says divert millions from the school district.
The victory “sends the message that educators will no longer let this school district starve our neighborhood schools of resources,” Oakland Education Association President Keith Brown said after the Sunday vote at the Paramount Theatre. “Oakland educators spoke clearly today at our ratification vote that this agreement will not be the end of our struggle, and we will continue to fight in Oakland and Sacramento,” the state capital.
Prior to the vote, the school district hailed the pact. Superintendent Kyla Johnson-Trammell said, “We cannot fix decades of chronic underinvestment in education with a single contract, but this is an important first step.”

Salaries up, class sizes down

Two tentative agreements compose the contract, the teachers’ union said. The first, which includes a 3% retroactive bonus, was approved 1,269 to 701. The second agreement includes raises for the 2018-2019 and 2020-2021 school years and passed 1,141 to 832.
Oakland teachers are the lowest-paid in the Bay Area and have struggled to keep up with the wealth pouring into Silicon Valley, according to the union. Rent for a one-bedroom apartment would eat up 60% of a teacher’s salary, the union says.
Teachers' union president Keith Brown yells after speaking outside of a school in Oakland on February 21.

More than 500 teachers leave the district annually, the union says. The district serves 36,000 students, almost three-quarters of whom qualify for free or reduced lunches. (The teachers union, East Bay Democratic Socialists of America, private donors, and volunteers helped feed the students during the strike.)
In striking, the union said, teachers won an 11% increase plus a 3% bonus over four years. The school district was offering a 7% raise and a 1.5% bonus before the strike.
Teachers also made a victorious case for smaller class sizes. The district will lower the class size by one student next year in schools with the most need, and again by one student in all schools in 2021. Counselors will also see their caseloads reduced from 600 to 500 by the 2020-2021 school year.
Caseloads will drop also for speech therapists, psychologists and resource specialists, while nurses will get the teachers’ raise plus another 9%, and $10,000 bonuses in 2020 and 2021.

School closings and charter schools

The district also agreed to table a plan to close or consolidate up to 24 of the 86 district-run schools and collect more community input. Most of the schools slated for potential closure are in black and Latino neighborhoods, the union says.
“Oakland educators will continue to fight against school closures that hurt working-class neighborhoods in Oakland,” Brown said.
To that point, Brown said, teachers also will continue to oppose “the proliferation of unregulated charters,” many of which have taken up residence in schools closed by the school board.
Educators reach a deal after days of striking
Educators reach a deal after days of striking 02:03
Charter schools, of which the district currently has 34 serving almost 14,000 students, drain $57 million from the district, a study cited by the union found. The union says billionaires and outside interests have convinced Oakland school board members to support the privately managed, publicly funded charters.
The teachers kicked off their strike February 21 after two years of negotiations. Their contract expired in July 2017.
“We built power. We united the community during the seven days of the strike and we have won because of the power of parents, students uniting with the community and labor,” Brown said. “Through this powerful strike, the people of Oakland have spoken.”
Before the vote, Brown said he thought the teachers’ return to the classroom Monday would be “a joyous experience.”
[“source=cnn”]

Woman gets a college football scholarship to play defense on men’s team

Toni Harris is an undersized defensive back with huge dreams. The free safety wants to be the first woman to play in the NFL.

While that may be a long-shot wish, she is the first woman who has signed a letter of intent to attend college on a full football scholarship. Harris, 22, accepted the scholarship this week with Central Methodist University to play at the NAIA school.
“It feels super amazing and it’s been a long time coming,” she said Friday. “It’s overwhelming but I feel blessed to be in this position.”
Harris fielded several scholarship offers before selecting the school in Fayette, Missouri.
“I always try to push myself every single day and keep my faith in God to let me go as far as I want to go,” she said earlier this month before Toyota aired an advertisement about her during the Super Bowl.
The ad focused on how people underestimate her as a player.
“I’ve never been a big fan of assumptions,” Harris, who told CNN she is 5-foot-7 and 166 pounds, says in the spot.
Harris was diagnosed with ovarian cancer when she was 18.
“I had a tumor inside of my stomach,” she told CNN affiliate KCBS/KCAL, in 2017. She went into remission later that year.
She said people try all the time to talk her out of playing football and one said she couldn’t move from high school football to college.
“I had a coach tell me before that I would never get to the next level because I was a lot smaller and not as fast as the other guys, so that moment taught me to never give up,” she told CNN. “From that moment then I told myself no one’s ever going to decide what I am going to do with my life. That’s my decision.”
Her mother said Harris is very headstrong.
“If she puts her mind to it, that’s what she is going to do,” Uriia Jones said.
Last year, Harris played three games as a sophomore for East Los Angeles College, and had three tackles and one pass breakup, according to the football team’s website. Her team went 4-6.
Central Methodist also went 4-6.
“As a coach, giving someone the opportunity to go to college and assist them in getting a degree, that’s what it’s all about,” head coach David Calloway said of Harris.
Jones said her daughter had to fight in high school — when she lived in the Detroit area — to be on the team. She and her mom met with school officials to convince them to give her the chance.
ESPN reported that kicker Rebecca Longo in 2017 signed a scholarship letter of intent to play at Adams State University, an NCAA Division II school in Colorado. Division II schools give partial scholarships to most players.
Longo, who redshirted during the 2017 season, did not appear in a game last year.
Another defensive player, Shelby Osborne, played at NAIA Campbellsville University in Kentucky on a partial scholarship, ESPN reported. According to the school’s website, she played in one game in the 2018 season.
[“source=cnn”]

MHRD Invites Application From Graduates For 2019 Korean Government Scholarship Program

MHRD Invites Application From Graduates For 2019 Korean Government Scholarship Program

MHRD has invited application for 2019 Korean Government Scholarship Program

NEW DELHI: 

The Ministry of Human Resource Development (MHRD) has invited application from eligible Indian Nationals for the “2019 Korean Government Scholarship Program (KGSP) for International Students enrolled in Graduate Program”. The scholarship will be awarded for Master’s, Doctoral, and Research Programme. The number of nominations available is 15 out of which 10 will be awarded scholarship by the Government of Republic of Korea.

The subject fields for which the scholarships will be awarded are:

  • Korean Language and Literature
  • International Relations (including Korean Studies)
  • Bio-Technology
  • Electronic Engineering

Age Limit

Candidates applying for Master’s/Doctoral Programme must be under 40 years of age as of September 1, 2019, that is they must be born after September 1, 1979.

Candidates who are working as a professor must be under 45 years of age as of September 1, 2019, that is they must be born after September 1, 1974.

Qualification

For Master’s programme scholarship, the candidate must hold a Bachelor’s degree or equivalent degree relevant to the proposed study by August 31, 2019.

For Doctoral programme scholarship, the candidate must hold a Master’s degree or equivalent degree relevant to the proposed study by August 31, 2019.

For Research programme scholarship, the applicant must have received an invitation from one of National Institute for International Education (NIIED’s) designated Korean universities and must have the following qualification relevant to proposed study:

(i) Postdoctoral Research Program: Applicants must hold a Doctoral degree or an equivalent degree by August 31, 2019.

(ii) Professor Exchange Program: Applicants must hold a Master’s degree or a degree equivalent to or higher than a Master’s degree by August 31, 2019.

(iii) Program for Education, Science, Culture, (International Professionals): Applicants must hold a Master’s degree or a degree equivalent to or higher than a Master’s degree by August 31, 2019.

Application

Candidates willing to apply for this scholarship can find more details and apply through Sakshat portal (http://proposal.sakshat.ac.in/scholarship/). Last date to apply is March 20, 2019.

[“source=ndtv”]

Roorkee: College owner held for swindling scholarship funds

Representative imageRepresentative image
ROORKEE: The special investigation team (SIT) probing the multicrore SC/ST scholarship scam in the state arrested the owner and chairman of a group of colleges in Roorkee for allegedly submitting names and details of as many as 1,100 fake students to swindle scholarship funds to the tune of Rs 14 crore. Om Tyagi, 70, is the chairman of Amrit group of colleges which includes Amrit Law College (ALC), Amrit College of Education (ACE) and Amrit Ayurvedic Medical College (AAMC) at Dhanori in Roorkee. Tyagi has been booked under sections 420 (cheating), 120b (criminal conspiracy) and 409 (criminal breach of trust).

Haridwar SP (crime) Manjunath TC, who is heading the SIT, said that it was found that fake SC/ST students were shown in ALC and ACE to swindle scholarship money of Rs 6.3 crore from the social welfare department between 2012 and 2015.

“We found that AAMC also received scholarship money of Rs 8.5 crore between 2014 and 2017 for students whose names and details matched with those who availed funds in the other two colleges owned by the group,” he said.

Tyagi’s arrest comes just a fortnight after Ankur Sharma, owner of the Institute of Professional Studies at Bedpur in Roorkee was held for allegedly submitting names and details of as many as 2,000 fake students to avail funds worth Rs 6 crore. The SIT found that those whose names were submitted as students were from nearby villages and employed as daily wage workers or rickshaw pullers.

[“source=timesofindia.indiatimes”]

Emerson 2019 ASCO Engineering Scholarship program applications now open

Emerson is now accepting applications for its 2019 ASCO Engineering Scholarship program, which is meant to reward students who have potential for leadership in the field of engineering and help win the talent wars. Applications will be accepted through Apr. 23.

The program awards two $5,000 scholarships to US engineering students, provides $1,000 grants to their colleges’ engineering departments and hosts the students at “The Amazing Packaging Race” at PACK EXPO International in 2019.

“When you think about the amount of change happening in the manufacturing industry and all the diverse fields and career tracks that students can pursue, you are reminded how important it is to reward their success,” said Andy Duffy, vice president of sales for fluid control and pneumatics at Emerson. “The job opportunities in manufacturing are changing, and with that comes greater focus on new innovations and technologies. Emerson is built on that innovation, and that’s why we’re supporting students who can contribute significantly to the future of the industry through the ASCO Engineering Scholarship.”

Since the first award 11 years ago, $110,000 in scholarships have been granted to 22 U.S. students, making a significant contribution to the engineering profession. In addition, the engineering departments of the colleges where the recipients are enrolled have received $22,000 in grants for education research.

The ASCO engineering scholarship is named for Emerson’s brand of solenoid valves, invented in 1910. According to Emerson, it is the company’s mission to support and inspire the next generation of innovators. The scholarship is merit-based and will be awarded on the candidate’s experience and potential for leadership, particularly as it relates to the application of fluid control and pneumatics technologies. A panel of Emerson executives and independent judges will select the recipients.

Students seeking to submit a scholarship application must be enrolled full-time in an undergraduate or graduate program in an instrumentation, systems, electrical, mechanical, or automation engineering discipline at an accredited U.S. educational institution for the 2019/2020 academic year. Candidates must also maintain at least a 3.2 cumulative GPA on a 4.0 scale and be a U.S. citizen or legal U.S. resident.

The scholarship will be awarded at “The Amazing Packaging Race” held the third and final day of PACK EXPO International, Sept. 23–25 in Las Vegas, Nevada. The race, sponsored by Emerson, is an educational event that pits teams of college students, from programs around the country, against each other in a race to gather points by completing tasks at specific PACK EXPO booths.

How A Women in Leadership Scholarship Got Me Into One Of Australia’s Top MBA Programs

Marietta received AGSM's Women in Leadership Scholarship on applying to the school

It is no secret that female representation in business is still an issue, particularly when it comes to female leaders. Only 4.8% of Fortune 500 companies have female CEOs, in spite of the proven benefits of having women in the boardroom.

At the same time, expensive MBA tuition fees are an obstacle for many women looking to take a step up in their careers. According to GMAC, 30% of female business students in the US said funding was the biggest obstacle they faced when applying to a business school as opposed to 9% of male applicants.

Such troubling statistics make scholarship opportunities—allowing women access to top-tier business schools—vital for developing female leaders.


Women’s scholarship

Take Marietta Delvecchio, who wanted to do an MBA but would have struggled to take time off work to study full time at a business school without funding. She is the recipient of the Women in Leadership Scholarship for the 2019 cohort at the Australian Graduate School of Management (AGSM) at the University of New South Wales Business School in Sydney.

Marietta possesses an expansive career in television, spanning over 17 years. She worked on the BBC’s The Apprentice and Britain’s Next Top Model in the UK before Australia’s prime time news and entertainment show The Project where she was promoted to Head of Entertainment.

“The business side of the company started to pique my interest and I realized I wasn’t going to be able to elevate myself to those positions unless I had a qualification with business acumen,” Marietta explains. “The more I looked in to studies, the more MBAs kept coming up.”

When asked why she chose the Australian Graduate School of Management, she attributes the supportive attitude of staff and impressive faculty as vital when it came to sealing the deal.

“They’re not just academics, they’re in business and leading, it’s a real-world experience that you can’t just find anywhere,” she says. Indeed, the Australian Graduate School of Management is consistently ranked in the top 100 full time MBAs globally, according to the Financial Times.


Levelling the playing field 

With many sectors using business schools to hire their top talent, the issue of gender representation in the workplace often begins at business school. While many schools have pledged to improve their numbers, gender parity has only been reached by a select few.

The AGSM cohort for 2019 is 51% female, a rare example of equal representation in business schools. For female students like Marietta, this acts as an incredible confidence boost.

“We have entered this year knowing that we are on an equal playing field,” she says. “There are many women out there like me who have been in industries that are predominantly male and we are really lucky in this cohort to be equally represented.

“Women are going to leave this program and be far more empowered than when they came in to it.”

As well as the Women in Leadership Scholarship, AGSM offers further opportunities for women in business such as the Anita Pabhu Women Leaders in Business Award, which was created to support female students and alumni working in management positions. The school also offers a four-month Women in Leadership course designed for working female executives.


Getting ahead

Broadcast journalism and television production are frequently cited as male dominated industries, with studies finding that management teams in Australia’s largest TV production companies are comprised of just 30% females, in spite of women making up just over half of the population.

However, Marietta has set her sights elsewhere, and is hoping to utilize her extensive television background, combined with her MBA to pivot in to another industry. “17 years in TV has been a really long time, and the industry isn’t really evolving as much as I wish it were” she confesses. Instead, she is looking to use her MBA to transition in to social and digital media.

The sixteen-month, Full-Time MBA program at the Australian Graduate School of Management focuses on preparing its students for leadership roles, combining real world learning with classroom teaching to develop their students’ soft skills. “We learn what makes for better managers, you can have the academic knowledge but if you don’t have the people skills then it is all for nothing,” Marietta explains.

Receiving AGSM’s Women in Leadership Scholarship has been vital for Marietta, who admits that she wouldn’t have been able to participate without it.

“I feel incredibly privileged to have the university investing in me,” Marietta smiles. “[At AGSM], you just look around and know you’re in a room full of future leaders.”

[“source=businessbecause”]

Notre Dame is offering a free online class on Roman architecture

Image result for Notre Dame is offering a free online class on Roman architectureThe Eternal City has a voice. This class will help you hear it.

Tourists and pilgrims are equally awestruck upon witnessing the glory of Rome. The city’s ancient architecture allows each building to stand as a masterful monument to the past, but while the artistry of each individual structure may speak to us, the city as a whole has a “voice” that requires an understanding of its architecture to hear.

Now, we can all learn to hear a city’s “voice,” thanks to a free online course, The Meaning of Rome: The Renaissance and Baroque City, offered by the University of Notre Dame on Class Central. Students will focus on Rome during the Renaissance and Baroque periods and how the city utilized urban form, art, and architecture to project its image to the citizens and the world.

One of the course’s professors, David Mayernik, explains the artistic significance of a city in the accompanying video:

“In the past, society strove to make their cities manifest their values and aspirations. Cities were works of art, deliberately designed to say something about those aspirations and the societies that made them. If we find [these cities] as particularly beautiful, it is because that beauty was a vehicle for ideas … The city, in many ways, was the richest of all art forms, because it was lived in and experienced dynamically.”

Rome was shaped through ongoing investments from popes, architects, scholars and sculptors. Each addition worked to create a narrative that would become a visual history of the city, as well as a force to encourage harmony between citizens and the growth of a shared societal identity.

“The Meaning of Rome: The Renaissance and Baroque City” is organized around three themes—the city and memory, the city as reliquary, and the city as theater. The teachers believe that by learning to uncover the meaning of Rome students will be equipped with the necessary skills to determine the meaning that could be attached to our own modern cities and communities.

The course is estimated to take between 4-6 weeks to complete. It is self-paced, meaning the student will complete the work on their own schedule, although it is suggested to reserve 4-6 hours of study per week. The course is completely free of charge, so sign up now.

[“source=aleteia”]

LaeLar start-up offers online classes at affordable prices

Ko Ye Linn Wai is the co-founder of LaeLar online learning platform, which launched in 2017. Photo: LaeLar

The job market is becoming more competitive and challenging. It is difficult to get a senior-level position with just a single degree.

You could take extra language or business classes, but either you don’t have enough free time or the class hours are inconvenient. If only there was a way you could “LaeLar” (which means “study” in Myanmar) a language at home and in your native tongue.

LaeLar online learning, launched by Ko Ye Linn Wai and Ko Kyi Zaw Win, aims to make learning convenient, affordable, and available anywhere, anytime on your mobile device. LaeLar provides users with free and subscription-based online video lessons in the Myanmar language that can be downloaded. After a student completes the course they receive an e-certificate. 

The Myanmar Times sat down with Ko Ye Linn Wai, a 24-year-old developer and entrepreneur, to get more insight into his mission.

laelar-02.png

LaeLar offers over 30 online courses. For K7000 you can take the basic art class (pictured above) and the ROS Basics is offered for free. Photo: LaeLarLaeLar offers over 30 online courses. For K7000 you can take the basic art class (pictured above) and the ROS Basics is offered for free. Photo: LaeLar

The birth of LaeLar

At the age of 15, Ko Ye discovered that he had a passion for technology after being self-taught. During his university days at the University of Computer Studies Yangon (UCSY), he founded a computer science club focused on online learning, where he and other members would meet weekly to download lectures and lessons from the web to discuss, he said. This was the spark set for him to launch his start-up. The club displayed their online learning experience at a student showcase at the university in 2014. Its success led to invitations from universities in other cities, such as Mandalay, to share their venture. When he posed the question, “Have you ever studied online before?” the students replied that they couldn’t due to the language barrier. After returning to Yangon, Ko Ye interned at two local start-ups and worked as a technology community liaison at Phandeeyar. He also successfully completed CS50, an online computer science course by Harvard University. With this accumulation of experience, he decided to start his own company.

“In May 2017, I went to the US, where I met with the software engineer and Google’s engineer in Mountain View, California. I asked them what kind of technology to use in an online learning platform,” said Ko Ye. In addition, he went to Harvard and reached out to a former professor to ask for advice. “After collecting the information and knowledge, I returned to Myanmar and founded LaeLar Technology Co with my co-founders. They supported me a lot. I only had the idea and passion. They supported me financially,” he said.

Challenges await

But things did not go smoothly in the beginning. LaeLar was based on video content, which is still relatively new to Myanmar people. Mobile internet usage in Myanmar was quite high two years ago and people were afraid to open videos due to their high data usage.

Another challenge they faced was more of a cultural one. “Since we were students, we needed to be pushed. We have a lack of self-study skill. That is a challenge, because for online courses, you need discipline. You need to set a goal and manage your time. When we launched the course, students would take lecture one and lecture two but not complete it. We tried to encourage them to finish the course.”

It was the same for Myanmar instructors teaching students online. It was a new concept. Ko Ye reached out to high-profile instructors, but it was hard to get them involved, as they assumed that offering lessons online meant people would no longer attend their institutions. Thus, he made the decision to find young instructors who have experience in the digital world. “There is a huge impact. You just need to teach one time, and students from not only Myanmar but Myanmar nationals overseas will be able to take the course,” Ko Ye said. 

laelar-03.jpg

Behind-the-scene of a filming for a online course at LaeLar's office. Photo: LaeLarBehind-the-scene of a filming for a online course at LaeLar’s office. Photo: LaeLar

The instructors have mostly been discovered on Facebook, and some already had their own online classes in group pages, he said. “Actually Facebook groups are not designed for online learning. You have to manually check the assignment, which is good in the short-term. But, for the long-term, they need an actual online learning platform. The instructors need to focus on their content, and the rest will be taken care of by [LaeLar] to make a successful online course. We support the technology, the editing process, video production, etc.” The initial idea for LaeLar was to build a platform where instructors could upload their own content, but the idea didn’t work as most instructors were not familiar with the technological aspect and did not have time to edit a video, he said.

During its launch in 2017, LaeLar offered only 20 online courses. Now it offers 35, which include technology subjects and languages. It has about 10,000 users, including those living in Japan, Thailand, South Korea. The contents are provided by the instructors based on their own curricula. “The instructor needs to submit a lesson plan and we review it,” he said. “We have an assessment system, learning management system, auto-grading system, and students can take a multiple choice exam at the end of the course. We also listen to student feedback. We reach out to them personally. Some said our video size was very big so we tried to reduce the size.”

Customer is king

LaeLar uses a peer-to-peer system and values its students’ feedback. “We collect the student feedback and publish it on our Facebook page. Those interested in taking our classes do not need to believe us. They can read what students say,” Ko Ye said. “Since we are not meeting in-person, we always keep a line of communication open with our students. If a student reports the problem, we reply within one hour. Some students said they have never experienced such a feeling of genuinely being cared for. That is because the students’ success is our success.”

The prices of the classes are also affordable. Ko Ye wanted the platform to be self-sustaining and thus charges per course. The classes cost only 20 percent of what a student would pay at a training centre. “When we started, we wanted to offer every subject, but as we had a limited budget and resources, we chose languages, business and technology. We offer Python programming classes, which are not available anywhere else,” he said.

“Opportunities are better than in 2010 – now we have affordable and fast internet. Students should take this opportunity to learn new subjects and move forward. For instructors, if you want to educate many students, you should prepare your lectures for online content. Please don’t be afraid about losing your content or that no one will enrol in your university. You can educate many students through online education. For the government, online education is a really huge opportunity for them to offer online education for civil servants.”

You can find more about LaeLar on their website or Facebook page. LaeLar is also available on android and iOS, launched in June 2018.

laelar-04.jpg

Photo: LaeLarPhoto: LaeLar

LaeLar may have started in 2017 but it has won many international awards. Here are the awards it won:

As a co-founder & CEO of LaeLar, Ko Ye Linn Wai has been selected to be one of the 25 Young Founders for the Spring 2019 Westerwelle Young Founders Programme. I will attend the Young Founders Conference from 2nd to 6th of April 2019 in Berlin. Almost 2600 applications applied from over 120 countries. The Westerwelle Foundation selected 25 outstanding young founders all over the world.

LaeLar Technology Company graduated from YC Startup School 2018.  ( Y Combinator – YC is an American seed accelerator, started in March 2005. Y Combinator has spawned a number of highly successful companies (Airbnb, Stripe, Dropbox, Reddit, Docker, GitLab, Twitch, Weebly) and is consistently ranked at the top of U.S. accelerators. )

It also won Startup Israel 2018 1st runner. The competition is organised by MCF: Myanmar Computer Federation & Embassy of Israel.

 3rd winners of Seedstars Yangon 2018. ( Seedstars ASIA Summit x True Digital Park bridges the gap between ecosystems and connects regional stakeholders to promote and foster entrepreneurship & technology in emerging markets as way to impact people’s lives & reach the Sustainable Development Goals (SDGs). An event with the purpose to shape the future of Asia! )

– 3rd runner. Myanmar Young Entrepreneurs Association Mini Pitching Competition.

[“source=mmtimes”]

#CareerBytes: Why are online-classes better than coaching for UPSC preparation?

UPSC preparation: 5 reasons why online-classes are better

The UPSC Civil Services Examination (CSE), also known as the IAS exam, is one of the most challenging competitive exams but one can crack it with the right preparation.

While there are a number of institutes available for IAS coaching, online preparation classes are gaining popularity as the preferred choice of many aspirants.

Here are 5 reasons why online classes are better than coaching.Online coaching costs only a fraction of coaching classes

#1

Online coaching costs only a fraction of coaching classes

One of the biggest advantages of online preparation classes is that they are much affordable compared to coaching institutions. Aspirants who can’t afford coaching classes can get study material and other resources at reasonable prices or even free of cost.

Nowadays, information about almost anything is available online and aspirants can crack the UPSC exam by taking online classes which is a cost-effective option.

#2

A time saving and convenient option for exam preparation

Online coaching is also a time-saving and flexible option for UPSC aspirants as they don’t need to travel anywhere and study at their convenience.

Especially for aspirants who are full-time employees or college students, online coaching is the best option. They can study/revise at their own pace, whenever they get time.

Managing work/college and attending coaching classes could be hectic for such aspirants.

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Online platforms offer good study material with updated content

#3

Online platforms offer good study material with updated content

In order to crack CSE, having the right study material is essential. Online platforms are known for offering study material with updated content as per the latest UPSC exam syllabus requirements.

Online platforms offer good quality study material and other exam preparatory resources, including video lectures, question papers, current affairs, etc.

However, some coaching centers, despite charging high fees, might offer outdated material.

#4: Online coaching helpful for self-study, self analysis

For aspirants, online coaching is also helpful for self-study and self-analysis of their performance. Online platforms also offer question papers and mock tests for CSE Prelims and Mains that help aspirants familiarize with the exam pattern and test how effective their preparation is.

#5

Many online platforms offer 24×7 doubt clearing services

Nowadays, several online platforms offer 24×7 doubt clearing services, sessions with experts, and dedicated mentors that could be advantageous for aspirants preparing for the UPSC CSE.

While IAS coaching centers offer the guidance of tutors with vast experience, some students might not be able to get their doubts cleared due to large batch sizes and numerous distractions in the classroom.

[“source=newsbytesapp”]