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Killexams : Symantec Administration learner - BingNews https://killexams.com/pass4sure/exam-detail/250-316 Search results Killexams : Symantec Administration learner - BingNews https://killexams.com/pass4sure/exam-detail/250-316 https://killexams.com/exam_list/Symantec Killexams : The 4 types of learners—and how to know which you are Stacker Logo By Bekah Wright of Stacker | Slide 1 of 5: Have you ever wondered why some people seem to learn things faster than others? It may not be about being smarter—it could just mean that they process and learn information differently. Determined to help demystify the learning process, Neil Fleming and Colleen Mills, academics from New Zealand's Lincoln University in Canterbury, did a deep dive into the different ways individuals approach learning. They developed the VARK model based on their claim that "learners of all ages have different yet consistent ways of responding in learning situations."  The VARK model is an acronym for visual, auditory,  studying and writing, and kinesthetic types of learning styles. Neuro-linguistic programming, or NLP, was key to Fleming and Mill's research. Someetimes described as the "users manual for your mind," NLP has also been characterized by the Association for Neuro Linguistic Programming as a combination of theories, models, and techniques that can be used strategically to  Excellerate learning outcomes. It's important to note that not all educators buy into the idea of learning styles—whether VARK or other forms—as a proven teaching technique. Many educators also believe that people can build and strengthen different types of learning styles, even if they may not come naturally at first. From Fleming and Mill's perspective, using the VARK model to understand learning styles would help empower individuals to adjust their behavior to different learning environments. One recent example of such an environment occurred during the height of the coronavirus pandemic: remote learning. This form of distance learning—which usually involves listening to lessons through video calls—might speak to certain styles such as auditory or visual learners. But for others, it may require supplemental materials to make the information stick. Keeping online learning varied, relevant, and engaging can keep students attuned in the classroom. What's your VARK style? Citing the VARK model, Tovuti LMS outlined the learning model's four core types of learning styles.

Have you ever wondered why some people seem to learn things faster than others? It may not be about being smarter—it could just mean that they process and learn information differently. Determined to help demystify the learning process, Neil Fleming and Colleen Mills, academics from New Zealand's Lincoln University in Canterbury, did a deep dive into the different ways individuals approach learning. They developed the VARK model based on their claim that "learners of all ages have different yet consistent ways of responding in learning situations." 

The VARK model is an acronym for visual, auditory, studying and writing, and kinesthetic types of learning styles. Neuro-linguistic programming, or NLP, was key to Fleming and Mill's research. Someetimes described as the "users manual for your mind," NLP has also been characterized by the Association for Neuro Linguistic Programming as a combination of theories, models, and techniques that can be used strategically to Excellerate learning outcomes.

It's important to note that not all educators buy into the idea of learning styles—whether VARK or other forms—as a proven teaching technique. Many educators also believe that people can build and strengthen different types of learning styles, even if they may not come naturally at first.

From Fleming and Mill's perspective, using the VARK model to understand learning styles would help empower individuals to adjust their behavior to different learning environments. One recent example of such an environment occurred during the height of the coronavirus pandemic: remote learning. This form of distance learning—which usually involves listening to lessons through video calls—might speak to certain styles such as auditory or visual learners. But for others, it may require supplemental materials to make the information stick. Keeping online learning varied, relevant, and engaging can keep students attuned in the classroom.

What's your VARK style? Citing the VARK model, Tovuti LMS outlined the learning model's four core types of learning styles.

© Canva
Tue, 13 Sep 2022 09:07:00 -0500 en-US text/html https://www.msn.com/en-us/news/technology/the-4-types-of-learners-and-how-to-know-which-you-are/ss-AA11N7v8
Killexams : Can You Get Car Insurance With A Learner’s Permit?

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

New drivers with a learner’s permit should have car insurance while learning to drive, even though they are not yet fully licensed.

The good news is that teenage drivers with a permit may already be covered by a parent’s car insurance policy. If you are the parent of a freshly minted driver with a permit, adding them to your policy likely will not cost you anything. The rate increase will come later when the young driver gets their license.

Do You Need Auto Insurance With a Learner’s Permit?

Every driver on the road should have car insurance, including those driving with a learner’s permit.

Depending on the state, a teenager with a learner’s permit may not be legally required to have car insurance. But insurers typically require all drivers in your household to be listed on your insurance policy.

If someone with a learner’s permit is driving your car, it’s best to inform your insurance company. If you don’t inform your insurer and your teen gets in an accident, the insurance company could deny your claim.

When your child is ready to get their learner’s permit, call your insurance company to let them know. If, however, you do not want your teen on your policy, you should exclude the driver from coverage.

How Can You Get Insurance with a Permit?

Drivers with a permit can be added to a parent’s car insurance policy or they can buy their own.

Adding a permit holder to a parent policy

If your teen is a new driver who still lives at home, adding them to your car insurance policy is the easiest way to secure coverage.

Adding a driver with a permit to your existing policy likely won’t cost you anything until the driver gets their license. So, if your teen takes two years to learn how to drive with a permit, you can enjoy that time without an increase in your car insurance rate.

Related: Best cheap car insurance for teens

Buying your own car insurance policy

First-time drivers can buy their own car insurance policy, but this is usually more expensive than adding them to an existing parent’s policy.

Buying your own car insurance policy may be your only option if:

  • You are an adult driver with a permit
  • You are a teenage driver whose parents do not have car insurance
  • You are a young driver who does not share a permanent address with your parents
  • You are an emancipated minor
  • You’ve bought your own car

How Much Car Insurance Do Learner’s Permit Drivers Need?

Drivers who are learning with a permit will need to meet state minimum car insurance requirements, either through their parent’s policy or their own. Most states require a minimum amount of liability auto insurance, and some have additional requirements, such as personal injury protection coverage.

For instance, Florida requires drivers to have at least:

  • $10,000 in liability coverage for bodily injury damages for one person
  • $20,000 in bodily injury coverage per accident
  • $10,000 in liability coverage for property damage
  • $10,000 in personal injury protection coverage

If a new driver causes an accident, having only the state minimum amount of car insurance will likely not be enough. As a good rule of thumb, you should make sure to have enough liability insurance to cover what you could lose in a lawsuit after a car accident.

Related: How much car insurance do I need?

How Much Is Car Insurance for New Drivers with a Permit?

If you’re a parent, it likely won’t cost anything to add a new driver with a permit to your car insurance policy. But, once the driver becomes fully licensed, your car insurance premium will increase significantly.

Average rate increase to add a teen driver to a parent policy

How Can Parents Save on Car Insurance?

Parents adding a teen driver to their policy can save on car insurance by:

  • Shopping around. To find the best deal, take the time to compare auto insurance quotes from at least three or four different companies.
  • Signing up for a driver’s education program. Some insurers offer programs that help teen drivers and offer discounts for the teens who complete them.
  • Checking for discounts. Many insurers offer car insurance discounts that apply to teen drivers, such as good grade discounts and student away from home discounts.
  • Bundling your policies. You could save on premiums by buying auto insurance and homeowners insurance (or renter’s insurance) from the same insurer.
  • Driving safely. Insurance rates tend to go up after a speeding ticket or accident, so encourage safe driving habits for the whole family.

Best Car Insurance Companies 2022

With so many choices for car insurance companies, it can be hard to know where to start to find the right car insurance. We've evaluated insurers to find the best car insurance companies, so you don't have to.

Car Insurance for Permit Drivers FAQ

Does it make sense for a permit holder to buy their own car insurance?

No, it does not make sense for a permit holder to buy their own car insurance unless they have to.

Scenarios where a permit holder may be required to buy their own policy include if they don’t have a parent or guardian with auto insurance, they no longer live with a parent or they buy their own car.

Related: Tips for first-time car insurance buyers

When should a permit holder be added to a parent’s car insurance policy?

When your child gets their learner’s permit, you should notify your insurance company. As a driver using your car with your permission, they may be covered under your policy at no charge.

Once your child gets their driver’s license, you can add them to your car insurance policy as a listed operator. At that point, your insurance rate will increase.

Related: Best car insurance for teens

How much will a policy increase by adding a teen driver?

The average cost of adding a young driver—age 16 to 21—to a married couple’s car insurance policy is $1,951 a year, according to a Forbes Advisor analysis of rates from top 11 insurance companies across the nation.

With that in mind, those hoping to find the best cheap car insurance for teens should shop around and compare premiums with at least three or four different insurance companies.

Tue, 11 Oct 2022 01:52:00 -0500 Holly Johnson en-US text/html https://www.forbes.com/advisor/car-insurance/can-you-get-insurance-with-a-permit/
Killexams : North Korea's Crypto Hackers Are Paving the Road to Nuclear Armageddon

It was an astonishing interview for recruiter Elliott Garlock. While screening candidate engineers for a crypto firm in February, Garlock encountered one applicant who raised almost every conceivable red flag. 

The interviewee joined the Zoom interview with his camera off and had to be cajoled into turning it on. There was constant chatter in the background, like he was jammed in a small, crowded room. He claimed to be from San Francisco but, when pressed, wasn't able to pinpoint his location more precisely than "Bay Area." 

It was a strange and unproductive interview. Worst of all, it was the first of many. Garlock, the founder of the Stella Talent Partners recruitment firm, soon encountered another, nearly identical candidate. Then another, and another and another.

"I got annoyed after a while, because it was a total waste of time," Garlock said. "I originally thought the scam was that they  were offshore, trying to take advantage of remote work to just get a salary for not working."

Now there's a new hypothesis: The people interviewing for jobs were North Koreans trying to siphon money to the reclusive nation. That's in accord with warnings from both the FBI and the Treasury Department, which have cautioned about North Korea's escalating risk to the cryptocurrency industry

The danger is more than theoretical, as one catastrophic hack in March showed. The Lazarus Group, a hacking outfit associated with  North Korea's government, managed to drain over $600 million in crypto from a blockchain used by NFT game Axie Infinity. North Korean hackers stole $840 million in the first five months of 2022, according to Chainalysis data, over $200 million more than they'd plundered in 2020 and 2021 combined. 

That is of extraordinary consequence. About a third of the crypto North Korea loots goes into its weapons program, including nuclear weapons, estimates Anne Neuberger, a deputy national security adviser in the Biden administration. It's also funneled to the country's espionage operations. When two South Koreans earlier this year were revealed to have been stealing military information for a North Korean spy, it turned out they'd been paid in bitcoin.

"Crypto is arguably now essential to North Korea," said Nick Carlsen, a former North Korea analyst at the FBI who now works for crypto security firm TRM Labs. "By any standard, they are a crypto superpower."

A crypto superpower with nuclear weapons, that is. A country whose crypto prowess, North Korea watchers say, is directly funding the development of those nukes, with the odds of a new nuclear weapons test growing. The rogue nation has been ratcheting up ballistic missile tests in the past 10 days: Over 5 million residents of Japan were told to seek immediate shelter on Wednesday after North Korea launched a missile over the island of Hokkaido. It's highly likely this, too, was funded at least in part by stolen cryptocurrency. 

The Democratic People's Republic of Korea, as North Korea is formally known, has come to depend more on crypto since the pandemic began. It historically relied on black market trade, exporting coal, meth, cigarettes and labor to Southeast Asia, Russia and especially China. But the zero COVID strategy of leader Kim Jong Un has closed borders, thinning the country's already slight revenues. Trade with China, by far North Korea's biggest economic partner, fell 80% in 2020, and reports of food shortages abound. At the same time, cryptocurrency values have skyrocketed. 

Despite the recent crypto crash, bitcoin is trading 250% higher than before the pandemic. Ether, the second biggest cryptocurrency, is up over 700%. 

Garlock estimates he encountered a dozen candidates he now considers North Korean operatives between February and April. None of them got referred to one of his client companies, which is lucky. North Korean hackers have shown they can cause immense damage if they manage to dupe just one person.

One bad click

A single corrupted file can leave disaster in its wake. The Axie Infinity hack that netted North Korea over $600 million in crypto started with just that: a tainted PDF.

Axie Infinity is a web browser game similar to Pokemon, except that the Axie creatures you battle are owned as NFTs and can be traded for crypto. To support this digital economy, developer Sky Mavis created its own blockchain called Ronin, whose sole purpose is to process Axie Infinity transactions. At its peak in August 2021, the game was generating over $15 million a day. A senior engineer who worked on Ronin was approached by North Korean operatives on LinkedIn earlier this year, according to a report from The Block. After several rounds of interviews, the engineer received a formal job offer via PDF.

The Ronin blockchain runs on a proof-of-authority model, wherein validation control is given to nine handpicked accounts. To gain control of the blockchain, bad actors needed to control five of these nine validator accounts. When the senior engineer clicked the infected link, he unwittingly gave North Korean hackers keys to four of those validators. Once they were inside Axie Infinity's computer system, hackers were able to get keys for a fifth. The $600 million was drained shortly after.

Sky Mavis didn't respond to a request for comment. But in a post-mortem published in April, the company said: "Sky Mavis employees are under constant advanced spear-phishing attacks on various social channels and one employee was compromised. … The attacker managed to leverage that access to penetrate Sky Mavis IT infrastructure and gain access to the validator nodes." 

It's possible the North Korean operatives hired a middleman company to orchestrate the faux employer phishing scheme. That's what they did in 2019, paying an actor to play an executive in fake job interviews with the goal of infiltrating the computer systems of Chile's Redbanc. (North Korea never got to steal from the bank, thanks to an eagle-eyed IT guy, who saw suspicious activity on the network.) 

It's tempting to write off the Ronin hack as a disorganized crypto company being exploited. But the same tactics have worked against world-renowned targets. The infamous Sony hack of 2014, a response to the studio's distribution of Seth Rogan's The Interview, a comedy about an assassination attempt on Kim, was achieved in much the same way. Hackers gained access to Sony's computer network by pretending to be a businessman, former assistant US attorney Tony Lewis told the BBC

Axie Infinity, a once popular NFT-based web game, used its own blockchain, called Ronin. It was hacked by North Korean operatives, according to the FBI. Sky Mavis © Provided by CNET Axie Infinity, a once popular NFT-based web game, used its own blockchain, called Ronin. It was hacked by North Korean operatives, according to the FBI. Sky Mavis

Emails from the businessman, ostensibly about his wish to work with Sony, contained a link infected with malware, a link that at least one employee clicked. Two months later, computers at Sony headquarters went black, and the Lazarus Group, North Korea's most notorious hacking outfit, made its presence known. (At the time, the culprits called themselves Guardians of Peace.)

Months later, North Korean operatives pretended to be a job applicant and sent resumes to employees of Bangladesh's central bank. This time at least three employees clicked the link, according to Symantec cybersecurity expert Eric Chien, giving them access to the bank's computer network. The attackers waited a full year to make their move and, in February 2016, attempted to send $951 million from Bangladesh Bank's account with the Federal Reserve to accounts in the Philippines and Sri Lanka. 

It was a carefully orchestrated heist. Hackers spent a year learning about the bank's IT system, and planned the robbery on a Thursday that coincided with both Bangladesh's Friday-Saturday weekend and a Philippine public holiday on the Monday, delaying alerts on both ends. Yet it was hamstrung by a stroke of bad luck. After several transactions went through, the Federal Reserve blocked the next $851 million. The attackers sent money to a Philippine bank located on a Jupiter Street. That triggered an alert because, by sheer coincidence, an unrelated Greek company called Jupiter Seaways Shipping was already on the Fed's sanctions watch list for helping Iran bypass oil sanctions

Though it didn't go to plan, North Korean operatives still managed to steal $64 million from Bangladesh Bank. 

"All of the skills they've learned, they're basically now applying it to crypto," said Soo Kim, a former CIA analyst who's now at the Rand Corporation, a think tank.

North Korea's considerable cyber capabilities are a paradox. In a rare 2017 survey the UN was allowed to conduct, only 1% of North Korean households were found to have internet access. Despite this, the DPRK has developed a formidable army of computer hackers.

"They basically do a talent search when kids from elite families are sent to elementary schools," Rand's Kim explained. "They send these kids abroad to Russia to get the [hacking] skills, and that's how they patriotically serve the country. They find ways to infiltrate networks."

It's estimated that around 7,000 North Koreans work in North Korea's cyber program. Kim Jong Un in the past has called his elite cyberattackers "warriors" that can "penetrate any sanctions for the construction of a strong and prosperous nation."

The US government has charged North Korea with the Sony Pictures hack and the Bangladesh Bank heist. Mario Tama / Staff © Provided by CNET The US government has charged North Korea with the Sony Pictures hack and the Bangladesh Bank heist. Mario Tama / Staff

Crypto is an obvious target for these cyber soldiers. The very point of cryptocurrency is decentralization, meaning there's no Federal Reserve to block $851 million. The Ronin hack was a boon for North Korea. Naturally, it didn't stop there. 

Harmony Bridge is a protocol that allows traders to send crypto between blockchains. It was exploited in June, and drained of $100 million. The FBI has named North Korea as the culprit. The hack started like all the others, with one person making an honest mistake. 

"We believe the hackers … employed phishing schemes to trick at least one software developer to install malicious software on their laptop," Harmony core team member Jack Chan wrote in August

In just two moves, North Korea stole $700 million worth of crypto, over 10 times the amount it burgled from Bangladesh Bank. It's also more than the $650 million the Korea Institute for Defense Analyses estimates North Korea spent on missile tests between January and June

Hard interviews

William Burleson describes speaking to a suspected North Korean operative as "one of the most awkward things I've done in my life." Burleson is head of growth at crypto recruitment firm Up Top Search, and was building the company's Discord channel so recruitment could be done within the popular messaging platform.

In his first week on the job, Burleson encountered three suspicious candidates he now believes were North Korean operatives. 

Just as in Garlock's cases, the candidates were apprehensive about turning their cameras on. In some cases Burleson could hear whispering, as though someone offscreen was trying to tell the candidate how to answer Burleson's questions in real time. 

"Just very weird, delayed responses, hearing the same words or phrases consistently," Burleson said, describing the interviews. "I know they weren't based in the States [as they claimed] due to the time zone difference. I only saw them appearing online on Discord during the Eastern Asia hours."

These candidates typically have poor English skills, but a language barrier isn't what makes these interviews so stilted. Encountering ESL engineers and developers isn't unusual in crypto recruitment — there was something different, something intangibly amiss with these particular candidates. 

"This group of people have these very flat affects," Garlock recalls. "They don't have positive or negative emotions that flash on their face."

Burleson called talking to them eerie. "You could just tell, human to human, something is off." 

He noted that several sketchy candidates, instead of leaving a resume, would leave links on Discord to protocols they had allegedly worked on. When Burleson ran these links through a safety checker, they always failed the test.

Kim Jong Un's strict zero COVID strategy has seen borders tightly shut, weakening the country's already weak exports. The regime has come to rely more on stolen crypto as a result. Kim Won Jin/Getty © Provided by CNET Kim Jong Un's strict zero COVID strategy has seen borders tightly shut, weakening the country's already weak exports. The regime has come to rely more on stolen crypto as a result. Kim Won Jin/Getty

Infected links are a dead giveaway of suspicious activity, but it's not always so obvious. Dan Eskow, founder of Up Top Search, thinks he has a way of identifying these North Korean operatives. 

"Instead of going through your pitch, you ask him, 'How's the weather in Kansas? How's your day going?'" Eskow explained. "They explode. They panic because their instructor, whoever's telling them what to say, hasn't prepared them to answer questions like 'How's the weather?'" 

One time, Burleson said, a candidate left the call after being asked an off-topic query. Most times, a tangential question is just met with an uncomfortable blank stare. 

Operations attributed to North Korea vary in their sophistication. Mandiant, a cybersecurity firm that in July warned of increased North Korean activity in crypto, says there are likely several groups within North Korea working to funnel money from crypto to the regime. The Lazarus Group is the best known cell of hackers, but only one of many. 

Some groups are more skilled than others. Much of what Mandiant detects is sloppy work. Bad actors have presented screenshots of code they claim to have written, only for these pictures to be discovered stolen from freelance job boards. Often these operatives steal resumes but don't even bother changing the names and references.

"There are most likely thousands of these operators attempting to gain employment all over the world, and each individual can run multiple personas all at the same time," said Joe Dobson, senior principal analyst at Mandiant.  

There are several reasons crypto firms are particularly vulnerable to North Korea infiltration. Normalized remote work allows bad actors operating out of North Korea or China to feign US or Canadian origin. Crypto culture also relishes anonymity. Personal details are often rejected at a philosophical level as being irrelevant — the very creator of bitcoin, Satoshi Nakamoto, remains pseudonymous to this day. And while tech companies often hire people to build the company around, Garlock says, crypto companies approach hiring more experimentally: hire liberally, keep them if they're good, cut them if they're not.

Many crypto companies are run by young, first-time CEO entrepreneurs, Garlock explained. People who tend to know a lot about crypto but have little or no experience running a company. "At the same time, they're super capitalized," he said. "You have, like, a 25-year-old crypto CEO, who, between his crypto assets and cash assets, has between $25 [million] and $500 million in capital."

The reasons North Korea targets the crypto industry are easy to understand. What happens after the money is stolen, however, is less obvious.

After the steal

Authorities and researchers are slowly piecing together the details of North Korea's crypto activities, but a few crucial pieces are missing. We know North Korea doesn't liquidate stolen crypto in one big sale. Instead, it sells batches of bitcoin and ether over a period of months or years, trickle feeding the regime millions of dollars at a time. The crypto stolen from the Ronin blockchain in March, for instance, is still being offloaded. 

That's according to Nick Carlsen, the former FBI researcher now at TRM Labs, who tracks North Korea's blockchain activities. Selling all the crypto at once, or at more regular intervals, would make it much easier to trace. 

"What they're doing with this Ronin hack, they're up against the limit of how much money you can launder in the crypto ecosystem," Carlsen said. 

Laundering cryptocurrency is easier than laundering US bills, but it still requires work. Bad guys make use of several tools. First are bridges, like the Harmony Bridge that North Korea hacked, which allow traders to send crypto between different blockchains. Then there are mixers, which mask where crypto comes from. You could, for instance, send 5 bitcoin from Wallet A to a mixer, where it's tumbled around with crypto sent by other people. Five bitcoin are then taken from that pool and sent to Wallet B, making it harder to track its precise provenance. 

Just as money launderers shift money between different banks and institutions, crypto launderers send money between bridges and mixers in order to hide blemished tokens within bags of clean ones. To disguise funds stolen from Ronin, tokens have been sent between 12,000 different crypto addresses, according to Chainalysis.

The US Treasury in August banned Tornado Cash, a cryptocurrency "mixer" that masks the origin of cryptocurrency sent between wallets. Bloomberg/Getty © Provided by CNET The US Treasury in August banned Tornado Cash, a cryptocurrency "mixer" that masks the origin of cryptocurrency sent between wallets. Bloomberg/Getty

The US is trying to make this process harder for crypto launderers in general and North Korea in particular. Citing the threat from the Kim regime, the US Treasury banned bitcoin mixer Blender in May, followed by the Tornado Cash mixer in August. 

"We are taking action against illicit financial activity by the DPRK and will not allow state-sponsored thievery and its money-laundering enablers to go unanswered," Brian Nelson, the US Treasury's undersecretary for terrorism and financial intelligence, said in May. 

Perhaps the biggest obstacle is the crypto exchanges you or your friends might use. Exchanges like Binance and Coinbase are dead ends for blockchain tracers. It's easy to see that money is sent to an exchange like Binance, but tracking those tokens within the exchange — between different user accounts, for instance — is impossible without subpoena power, said Convex Labs head of research Nick Bax. 

It would be too strong to call exchanges like Binance safe havens. They have anti-money laundering protocols, some with genuine teeth: Binance in April recovered $5.8 million in crypto stolen from Ronin, for instance. Still, to researchers like Bax, the barriers that exchanges throw up are far harder to penetrate than mixers like Tornado Cash.

"Roughly 25% of the funds deposited in Tornado over a certain timespan originated in the Ronin hack," Bax said. "You can't hide that amount of money in that size anonymity pool, it just doesn't work."

"We can trace the funds in and out of Tornado," he added, "but the centralized exchanges, Coinbase, Binance, Houbi, are a mixer unless you have subpoena powers."

Bax sees both sides of the issue. The same wall that obstructs his investigations, he points out, has also stopped Russian President Vladimir Putin's regime from tracing crypto sent to imprisoned political opponent Alexei Navalny.

The downside to North Korea's modus operandi is that it takes time and patience, which has proven costly. In the months since the Ronin heist, for instance, the $600 million haul has been devalued to about $250 million. But the advantage for the regime is that it can obscure some of its movements. While FBI and crypto researchers are often able to confidently say North Korea is behind a certain hack, it's less clear who's buying North Korea's crypto, and for how much.

It's thought that much of North Korea's stolen crypto is offloaded to Chinese buyers, but few particulars are known. The Department of Justice in 2020 found two Chinese nationals guilty of laundering some of the $100 million North Korea stole from a Hong Kong-based exchange in 2018, but that charge was an exception. What happens after dirty crypto is laundered remains largely opaque.

North Korea is "not going to get 99 cents on the dollar for its crypto," Carlsen explained. "What the genuine rate is, I don't think anyone has a really solid answer on that. But the kind of guy who's going to buy $20 million worth of stolen bitcoin is not going to pay $20 million."

Footage in a South Korean TV station of a North Korea missile test in January. The Kim regime has restarted aggressions against its southern neighbor after a few quiet COVID years. Jung Yeon-Je/Getty © Provided by CNET Footage in a South Korean TV station of a North Korea missile test in January. The Kim regime has restarted aggressions against its southern neighbor after a few quiet COVID years. Jung Yeon-Je/Getty

Mass destruction

Though precise details about buyers are unclear, there's little doubt about where the profits from North Korea's stolen crypto are funneled. "It's going to illegal weapons programs," Rand's Soo Kim said. "It's going to funding Kim's luxurious lifestyle." That ill-gotten crypto gains are funding North Korea's weapons program has also been flagged by the Treasury

The risks entailed by Kim's weapons program were simultaneously highlighted and overshadowed by the political spectacle of Donald Trump's presidency. But over 5 million Japanese residents were reminded of those risks on Wednesday when North Korea launched a ballistic missile over the island of Hokkaido. The launch triggered Hokkaido's air-raid alerts, and any resident watching TV was urged to take shelter immediately.

It was the fifth launch from North Korea in a week, with other missiles landing in Korean and Japanese seas. After staying relatively quiet during the pandemic, the Kim regime has resumed an aggressive stance against the US and South Korea, its perennial rival. In September, North Korea's parliament rubber-stamped a new law stating nuclear missiles would be launched if South Korea or the US tried to assassinate Kim. 

When South Korea's new president, Yoon Suk-yeol, offered Kim economic incentives for denuclearization, the DPRK regime balked. Kim's sister, Yo Jong, said Yoon was "still childish" and "should shut his mouth." 

"No one barters their destiny for corn cake," she added. 

North Korea is recognized by the Bulletin of Atomic Scientists as one of the potential flashpoints for a nuclear war. Formed by Albert Einstein after atomic weapons flattened Hiroshima and Nagasaki, the Bulletin maintains the Doomsday Clock. As unwelcome as your 6 a.m. alarm may be, this alarm clock is far worse: The closer the Doomsday Clock is set to midnight, the closer Bulletin scientists estimate we are to our end. 

In January, it was set as late as it's ever been in its 75-year history: 100 seconds to midnight. For comparison, in 1949 after the Soviet Union exploded its first atomic bomb, the Doomsday Clock was set at 3 minutes to midnight. When the Soviet Union dissolved in the early 1990s, the clock was wound back to 17 minutes to midnight. 

Recent worries about nuclear war have understandably been concentrated in Ukraine. Facing embarrassing battlefield failures in its war there, Putin has made increasingly explicit nuclear threats. Another problem country is Iran, which is slowly building its nuclear capacity. Like North Korea, Iran has been besieged by economic sanctions. But the Khamenei administration is buoyed by flowing oil reserves. North Korea is unique in its utilization of cryptocurrency to avoid the sanctions tied to its nuclear program. 

Vladimir Putin's invasion of Ukraine has raised questions about nuclear escalation, but that's not the world's only nuclear threat. Bloomberg/Getty © Provided by CNET Vladimir Putin's invasion of Ukraine has raised questions about nuclear escalation, but that's not the world's only nuclear threat. Bloomberg/Getty

North Korea's recent missile tests are thought to be partially in response to US Vice President Kamala Harris' visit to South Korea in September. Experts like Rand's Soo Kim think they presage a nuclear weapons test, which would be the first since September 2017. 

"Some people think it's bluffing and, to an extent, there is going to be a little bit of that," Kim said. "But if Kim [Jong Un] was not serious about using the weapons, he would not be displaying them, he would not be flaunting them, and he would not be doing it so diligently."

Nuclear weapons act as an invaluable set of cards for North Korea, Rand's Kim explained. Even if it has no intention of dismantling its weapon program, the regime can play that hand when it needs to. The stakes are so high that officials in Washington and Seoul are forced to take note. Meanwhile, the most effective way to confront North Korea would be with the help of China, North Korea's biggest unofficial trade partner. The trouble is, Soo Kim said, North Korea is itself a bargaining chip for China. It could help rein its raucous neighbor in, but what is Washington willing to do in return?

While this game is being played, the Doomsday Clock ticks on. 

Teach a man to phish

The US government is limited in what it can do to stop North Korea's crypto heists. The Treasury Department is actively trying to dull laundering tools used by the regime, leading to its bans on Tornado Cash and Blender. Perhaps more significantly, the FBI has been working to recover stolen funds. Collaborating with blockchain analytics firm Chainalysis, the FBI in September froze $30 million in crypto stolen from Ronin.

"It's like we're in a catchup game," Soo Kim said, "where you're not fast enough to actually meet North Korea at the destination, but you're always just following after them." 

A more effective route, according to Convex Labs' Bax, is to stop the hacks from happening in the first place. "We always take the reactive approach, chasing the money after it's been stolen," he said. "That money is being reinvested into criminal enterprises. We have to prevent it before it happens. That's the only way." 

Bax points out that North Korea specializes in phishing scams — estimating that around half of all crypto phishing scams come out of North Korea — and so helping people detect phishing attacks should be a priority. He also advocates government-subsidized security audits. It took only one engineer to be phished for Ronin's funds to be drained, while attackers needed only two signatures to steal $100 million from Harmony Bridge. 

Major hacks attributed to North Korea have died down in recent months. The crypto winter, when bitcoin and ether plunged in value amid recession fears, has led to a hiring freeze. The regime is also still busy laundering the funds it stole during the first half of the year. But the industry has proven too lucrative for North Korea to cease operations. 

"It's going to take a really critical moment, some major incident that really shocks people, and then there's going to be a lot of pressure to do something," said Carlsen. "It's a constant waiting game. 

"There's going to be another one coming." 

Sun, 09 Oct 2022 08:18:34 -0500 en-US text/html https://www.msn.com/en-us/news/technology/north-koreas-crypto-hackers-are-paving-the-road-to-nuclear-armageddon/ar-AA12L9wS
Killexams : Become a lifelong learner — you'll be a better partner at work

A wise sage once told me, "Education is what you have left over after you have forgotten everything you've learned."

My good friend Nido Qubein, a fellow member of the National Speakers Association and president of High Point University, explained the difference in education vs. training, as he views it: "Training is imitative; education is creative. The difference between a trained person and an educated person is the difference between a parrot and an orator."

His point was that once you learn a training procedure, you keep repeating it for as long as the task is useful. Training has a beginning and an end.

Education, on the other hand, teaches you to develop your own procedures, solve your own problems and move on to other challenges. Education is a process that has a beginning, but no end.

"In today's business world, a well-educated person is far more valuable than a well-trained person," Nido said. "Employees who are well-trained but not well-educated may perform their tasks with skill, but they aren't motivated to look beyond the specific task."

Researchers at the Pew Charitable Trust found that a four-year college degree helped protect young people from low-skilled jobs with lesser wages and unemployment. The U.S. Census Bureau estimates that a college graduate earns nearly $1 million more over a career than a high-school graduate.

Nido insists that education is more than a paycheck, though.

"When you get educated, you can become your best self in every possible way. Educated employees become partners," he said. "They see themselves as part of the organization. They share its goals, buy into its vision and exult in its success."

I will go one further than Nido Qubein: School ends, but education doesn't. You are not educated once for a lifetime. You should be educated all your life.

There is a famous story about Oliver Wendell Holmes Jr., one of America's most distinguished Supreme Court justices. Holmes was in the hospital when he was over 90 years old, and President Theodore Roosevelt came to visit him. As the president was ushered into the hospital room, there was Holmes studying a book of Greek grammar.

President Roosevelt asked, "Why are you studying about Greek grammar, Mr. Holmes?"

Holmes replied, "To Excellerate my mind, Mr. President." Ninety ... and still trying to learn something new!

Why not make continuing education a new priority?

Education is an investment. Consider it a capital improvement.

Please don't misinterpret these words as pertaining only to a college education. Any education — in the trades, self-guided or purely for a change of pace — is a critical part of our ongoing development. Studies have shown that we use a very small part of our brains, so there is plenty of room for more learning.

Take courses, either in a classroom or online. Go to seminars. Listen to educational and self-improvement podcasts. Network at trade group meetings. Upgrade your skills.

You cannot ever afford to rest on what you learned in high school or college. Enhance what you already know and pick up new material. Computers. Language. Public speaking. Writing. Continue your education.

Think about it: Once you have learned something, it's yours to keep forever — and use however you wish. You have the capacity to adapt knowledge to various situations, to apply what you have learned and Excellerate an outcome. Your education can pay for itself over and over.

Mackay's moral: Education is the gift that just keeps on giving.

Harvey Mackay is a Minneapolis businessman. Contact him at 612-378-6202 or e-mail harvey@mackay.com.

Sun, 18 Sep 2022 07:05:00 -0500 Harvey Mackay text/html https://www.startribune.com/become-a-lifelong-learner-youll-be-a-better-partner-at-work/600208044/
Killexams : 5 Ways Teachers Can Collaborate to Support English Learners

When it comes to providing English learners with an equitable education, some researchers point to the need for more-strategic collaboration between general classroom and content teachers and multilingual specialists.

About 10 percent of all public school students were classified as English learners in 2019. While only 2 percent of all public school teachers teach English as a Second Language as their main assignment, 64 percent of all public school teachers have at least one English learner in their class, according to the latest federal data available , which is from the 2017-18 school year.

At the Sept. 28 to 30 conference of the WIDA consortium—which offers language assessments for English learners in 36 states, several U.S. territories, and federal agencies such as the Bureau of Indian Education—tips and tricks were shared on how to best meet the needs of this growing student population, including the call for collaboration among educators.

Andrea Honigsfeld, a professor of teacher education for teachers of English to speakers of other languages, or TESOL, at Molloy University in New York, and Valentina Gonzalez, an educational consultant and author for Seidlitz Education, a consulting group for those working with multilingual learners, presented actionable practices that teachers can use when working with English learners and multilingual certified in their districts.

The hope is that if all educators in a district view multilingual learners as their students, rather than just the responsibility of certified or an add-on to their already packed workload, it prevents marginalization of these students and benefits teachers as well.

“When we collaborate with one another, we’re reducing the workload we have,” Gonzalez said.

The co-presenters shared the following five key strategies to bring about effective collaboration.

Collaborative planning

Collaboration starts at planning meetings. Schools should create opportunities for at least a weekly common planning time where grade-level teams at the elementary level, or content-area certified at the secondary level, can work together with the English language development team or specialists. They would examine the curriculum and plan out how they will scaffold and differentiate instruction for multilingual learners and others who need the extra support, Honigsfeld said.

In an ideal world, she added, administrators would set up two of these weekly planning periods so that one could be a larger group or team meeting to focus on questions such as what are the curricular goals and grade-level standards. The second meeting would dive deeper into students’ individual and group needs.

Questions in these collaborative planning meetings should also consider: what type of academic language and literacy opportunities are embedded in the lesson; how can teachers ensure all students can be successful and participate fully; and how to use scaffolding to ensure students understand the content while being appropriately challenged.

Intentional partnership building

At some point during the school week there may be teachers who are doing exemplary work when it comes to supporting multilingual learners alongside their peers and others who are still learning what strategies work best. This is where educators can intentionally build bridges by, for example, inviting colleagues to visit during certain class periods to either observe or offer feedback, Honigsfeld said.

“Many seasoned teachers might have started out their careers with the notion of ‘my classroom, my kids, I close the door and behind the door it’s my way of reaching these students,’ ” Honigsfeld said. “And with the best of intentions, we’re creating silos or pockets of excellence.”

In cases of resistance to such partnerships or to partnerships with a specialist within the classroom, finding ways to build trust among colleagues is key, Gonzalez said.

“Sometimes just talking less and listening more offers the other partner space to contribute, aiming for parity in the lesson, aiming for parity in the classroom, or in planning, and sharing the spotlight with one another,” she added.

Content and language integration

The ability to incorporate academic language lessons into a multitude of subjects is key for supporting multilingual learners and their peers.

For instance, in math class, teachers can think about typical sentence structures that the students use in a math lesson, such as the comparative forms of “less than” or “greater than.” Within the math lesson, teachers can explore these language forms and other nuances of academic language (such as using “than” rather than “then”) as part of the content area, Honigsfeld said.

Integrating content and language also means coming up with creative opportunities for class participation like a talking activity where students articulate the thinking that goes beyond solving a math problem.

And teachers must remember that “every student, even your highly gifted monolingual, English-speaking student will be an academic language learner,” Honigsfeld added. “It’s not an add on, it is not something that now we’re taking away time from all the other students. Instead, we’re supporting all students in their academic language development.”

Technology integration

Honigsfeld and Gonzalez advocate for teachers to use technology as a tool both for collaborating with fellow colleagues (such as sharing resources on Padlet), and for better engaging all students, and particularly English learners.

Multilingual learners, for instance, can benefit from watching prerecorded lectures they can pause and rewind and then dig deeper into with the teacher in class. This is something that can benefit their monolingual peers as well, Honigsfeld said.

Tools like Flipgrid can also allow students to record themselves, so they respond orally rather than in writing and practice that aspect of language acquisition.

Coaching and consultation

Recognizing that there are school districts that struggle to recruit and retain enough certified to support their English learners and the heavy workloads teachers already have, coaching and consultation among educators in a school is helpful, Honigsfeld said.

This can look like teachers across class periods sharing materials and strategies to support multilingual learners since they each only get about 15 or 30 minutes to work directly with these students, she added.

It goes back to the importance of all educators thinking of themselves as the teachers of multilingual learners even when that student population isn’t as sizable in their school as other groups. And district and school administrators play their own role by giving teachers the time and resources needed to make all five of these strategies work, Honigsfeld said.

Fri, 07 Oct 2022 10:59:00 -0500 en text/html https://www.edweek.org/teaching-learning/5-ways-teachers-can-collaborate-to-support-english-learners/2022/10
Killexams : Are today’s learner drivers ready to swap to electric cars?

Obviously, the other major part of this equation is the learners themselves, so what do they think? Seventeen year old Ella Woolley recently passed her test and was full of praise for the EV experience. “I absolutely loved it. The opportunity to learn in an EV was great, and the only thing to get used to was the lack of noise. But what I also noticed was that learning in a larger car [the Peugeot e-2008] gave me added confidence, and I feel like I could drive anything now. For anyone thinking of learning in an automatic, I’d definitely recommend it.”

Incidentally, it’s difficult to establish the number of driving tests taken in an EV because the Driver & Vehicle Standards Agency bundles them in with automatic cars, but their figures do show that those are rising while the number of manual tests are falling. 

One last thing we’ve not yet touched on is cost. For learners it’s comparable to a conventional automatic car, so only slightly more expensive than a manual. For instructors, The AA says that a franchise costs from £219 per week, and although higher than for a petrol model (the equivalent Peugeot 208 is £169 per week) taking into account the fuel and recharging costs sees the electric car come out fractionally cheaper overall. 

As for the experience as a whole, the ringing endorsements from instructor and learner alike are clearly good news for the industry as we make the transition to an electrified future.  We’ve certainly come a long way from the noisy old Austin Metro that this writer passed his test in, but for those getting behind the wheel for the first time there certainly seems nothing to fear from going electric.    


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Sat, 08 Oct 2022 23:31:00 -0500 en-GB text/html https://www.telegraph.co.uk/cars/features/todays-learner-drivers-ready-swap-electric-cars/
Killexams : How MNPS Is Investing in Its English Learners, and How It Could Do Better

Maria Paula Zapata

According to Metro Nashville Public Schools’ open data portal, of Nashville’s roughly 82,600 students, 22,069 — about 27 percent — are active English learners or have transitioned out of the district’s English Learners program within the past four years. These students bring 129 languages to the district and represent 145 countries. The top five most-spoken non-English languages are Spanish, Arabic, Kurdish, Somali and Burmese. 

But multilingual students represent much more than numbers and data points. They and their families have a lot to offer to the district. Former English learners include MNPS student board member Abenezer Haile and former student board member Angelie Quimbo. Quimbo was also a co-valedictorian at Hillwood High School — one of the 18 2021-22 valedictorians and salutatorians who, at some point in their education, received services through MNPS’ Office of English Learners. MNPS’ executive director of English Learners Molly Hegwood tells the Scene that many students who exit the EL program outperform their peers whose primary language is English.

Audrey Sika Mvibudulu-Feruzi was an EL student who later became an EL teacher, though she’s since moved out of the district. “Initially, when I went to college, I just wanted to be a general teacher,” Mvibudulu-Feruzi tells the Scene via Zoom. “After two years and a half in, I just told myself, ‘No, let me work with the EL population, that’s where my heart is at, that’s where I came from.’ ” Drawing from needs she had as a student, Mvibudulu-Feruzi created an afterschool program that helped EL students take charge of their education. 

There are many roles within the district that support EL students, from immigrant youth transition certified to EL teachers, parent outreach translators, student ambassadors and more. There’s also the more targeted Students With Interrupted Formal Education program for those who have large gaps in their education — typically refugees or asylees. The state requires a ratio of one EL teacher for every 35 students. MNPS has only 67 in-person interpreters to serve the thousands of students who are active or recent English learners — along with their families — but the district also utilizes an over-the-phone interpretation service, which it was able to expand using federal COVID-19 relief money. Those dollars also provided more opportunities for teachers to get EL certifications, but whether those resources will continue at this level when those dollars run out remains to be seen.

As is the case throughout MNPS, EL students could certainly benefit from more staff support. Though the district was not able to provide exact vacancy numbers in time for the publication of this article, Hegwood tells the Scene: “I wouldn’t say our staffing is any better or worse than any of the other areas. It’s very similar in the sense of trends across the district.” Efat Welson is an MNPS interpreter and a translator for the special education department. She tells the Scene she’d still like to see the district hire more interpreters — a request she made directly to the board of education in April.

EL teachers who work with students are not interpreters, and they don’t necessarily speak the languages of the students they serve. “Teacher fluency in the students’ native language is not required for strong English language instruction, but it certainly is a plus,” says former school board member Gini Pupo-Walker, who directs equitable-education advocacy group Education Trust in Tennessee. “That said, hiring bilingual staff at all levels is important and should be a priority for districts.” 

Serving multilingual families means more than providing interpreters and classroom assistance. It takes a spectrum of wraparound services to truly support students — EL and otherwise — but those services aren’t always executed perfectly. While the district has interpretation services, for example, it can be difficult for some families to know how to access them.

“I think there’s a lot of information that’s available — I don’t think there’s enough information that’s accessible,” says Maria Paula Zapata, director of programs at community nonprofit Conexión Américas. “And that point of, ‘How does it become accessible?’ I think is a greater question that we would need to involve families to really get at, like what does that mean?”

Conexión Américas has a Parents as Partners program that allows Spanish-speaking parents to connect with one another and learn about the school district. Zapata describes the program as a “really beautiful peer-to-peer model, where it’s not just a staff member saying, ‘Here’s what you need to do.’ But it’s genuine parents saying, ‘Hey, I’ve gone through this program as well. I’ve had children in the school system … and here’s some things that we think can be helpful.’ ”

While programs like these are often helpful, they don’t exist in all languages spoken in the district. 

MNPS leverages outside support through its Community Achieves initiative, which connects students and their families with services that can tend to a range of needs. There’s also a collaborative effort from local organizations, led by Nashville’s teachers’ union, the Metropolitan Nashville Education Association, to implement their own community schools model.

Zapata notes that details matter. Bilingual signage and friendly staff can be the difference between a positive experience with the district or a negative one. “The warmth of your front office? It is a really big indicator of whether families feel included in your school,” she says. 

Like many students, English learners could benefit from more support. This can mean donating resources, donating money to organizations that support them, tutoring kids and responding to schools’ specific needs. Also, as Mvibudulu-Feruzi points out, “Just take the time to learn where children are coming from. … I know that when I was younger, when I had an educator … who was interested in my culture or interested in where I came from, or even interested in me having a different accent than the Southern accent … that brightened my day. That made me feel safer at school. [It’s also important to make sure you’re not] looping everyone into one culture because we don’t all have one culture, and even within a culture, there are subcultures.”

“We need to start seeing EL students not for the additional supports that they may need, but how much potential they have to shape and contribute to our community — if we give them all the things they need to be successful,” says Zapata. “If you want [a] multicultural, multilingual, diverse workforce … you need to invest in them now. Otherwise, we’re losing out on everything that we say we want for the future. And I think that that’s the most important [thing]. We’re not talking about poor little kids who don’t speak English now, we’re talking about the future of a multicultural workforce.”

Fri, 14 Oct 2022 05:52:00 -0500 en text/html https://www.nashvillescene.com/news/citylimits/how-mnps-is-investing-in-its-english-learners-and-how-it-could-do-better/article_63b4a83a-4684-11ed-a2e0-83a106c4a33c.html
Killexams : How Monolingual Teachers Can Support English Language Acquisition for Multilingual Learners

“What do you want your teacher to know about you?” Esther considered the question, sitting in a small room with Ms. Odette, the interpreter who was working with her to complete her learning profile—a tool that helped us learn about new students and tailor instruction to meet their needs. Ms. Odette guided Esther as she wrote her answers in English.

“I want my teacher to know I’m Smart in Swahili.”

I was Esther’s teacher. She wanted me to know that although she could not yet speak English, she felt confident as a learner in her first language. It’s so important that Esther spoke up about this. Research shows that students who are classified as English language learners may be perceived by teachers as less capable than their non-ELL peers. And universal assessments that test multilingual students in English can provide inaccurate information that teachers use to guide their practice or can wrongly indicate learning disabilities.

Esther was my student five years ago at my former school, where I taught in an accelerated learning pilot program designed to service students in danger of aging out of high school due to their age at enrollment. My students were all newcomers, which is defined differently across states, but generally refers to students enrolled in U.S. schools for less than two years. At the time, Esther was 19 years old, the mother of a toddler, living in a home with her extended family, speaking only Swahili. During the interview for her learner profile, she reported that her family emigrated from a refugee camp after fleeing the Democratic Republic of Congo, and that her formal education in her home country was interrupted by events beyond her control.

What mattered most to Esther was that she felt understood.

Unfortunately, I never had the opportunity to provide the support she asked for and needed. Esther was only in my class for two months before she and her family relocated to an adjoining state where other relatives had also immigrated. Our paths never crossed again, but her words have shaped my teaching and my brief time with her crystallized my understanding of the importance and necessity of identifying language acquisition and intellect as two distinctly separate realities for immigrant children.

My understanding of the dilemma for students who are both learning content and acquiring a new language deepened my focus the following year, when I asked students in my class what they thought Esther meant when she said, “I want my teacher to know I’m Smart in Swahili.” One student raised her hand and thoughtfully responded after a long pause. “Miss, she is telling you that you can’t see what she knows.” The student, who speaks five languages and is also from the DRC, looked directly at me—her monolingual teacher—mentally calculating whether or not it was safe to challenge me, but she bravely proceeded. Her peers waited and listened. Then she shared what she believed Esther would have said if her English was stronger: “She might say to you, I don’t think you can see (in English) what I know in Swahili.”

This student, in her direct, unflinching and logical assessment, identified my responsibility to gather data, to evaluate and assess each learner, to deeply understand their abilities across languages, and to plan strategies to provide instruction so all students can learn. Her calm, clear observation was intent on disrupting a system of oppression that weighed on her and her peers. A system in which many of their teachers, myself included, speak only English.

This advocate wanted me to understand that she knew that the success of an English language learner depends on their teachers’ ability to see them, to get to know them and to design learning experiences that meet their needs as a whole learner.

Acknowledging and Countering Bias

I am a teacher who speaks only English and works with multilingual learners. People often ask me how many languages I speak when they learn what I do, and are regularly taken aback when I respond: “just English.” I explain that I rely on proven instructional strategies and set high expectations for students to support their academic language acquisition. The reality is that I work daily without the support of bilingual instructors or interpreters. It’s just my students and I, without a live interpreter. I often rely on Google translate, teach students to use word-to-word dictionaries and integrate hands-on materials and visual aids—and my experience is typical for the field.

It is isolating to not understand and to not be understood. As an English-speaking teacher of English language learners, I need to sit with the discomfort of the truth that I play a role in that isolation. And in order to fully support my students, I need to acknowledge that while it might be a temporary problem for some students, and there are immediate strategies and accommodations I can make, it’s still a very real feeling that shapes my students’ daily experiences.

As I’ve moved forward over the years, working with other students in new classes and recently, a new school, I’ve carried Esther’s words with me. Today, I teach world history and geography to newcomers in a Title I school in Chattanooga, Tennessee, where nearly 60 percent of the 1,550 students enrolled in our school are Hispanic and speak Spanish, and many speak a Mayan language. My roster is also much larger than it was in the pilot program at my prior school. I teach nearly 170 students, so I must modify my instructional strategies to accommodate working solo in my classroom, without co-teachers and with so many more students.

Since teaching Esther, I readily express respect that my students speak more than one language when I am only fluent in one, by really listening to their words and by collaborating with interpreters when I can, so my students have an opportunity to tell me what they want me to know about them. Esther’s words taught me that letting my guard down and being vulnerable with students evokes empathy, support and care. Being honest and forthright that what we’re experiencing in the classroom is a shared language barrier, not just a barrier for the student, establishes early respect.

How Monolingual Teachers Can Support English Language Acquisition

As a monolingual teacher of newcomers, I operate on the understanding that my students may not yet have the language skills to provide reliable evidence of their learning. That means as a teacher, I do not always have adequate academic evidence needed to fairly assess my students’ academic growth and development until they have had time to produce work in their new school. I need to provide ample time for students to settle into a new learning environment, offer opportunities for them to get to know their peers and develop my own understanding of who each student is as a person and a learner, before I can fairly evaluate where they are academically. Just the recognition of this counter narrative has changed my teaching. But there are also other steps I’ve taken to change my practice.

One of the critical goals of my role as a content teacher is to adapt curriculum, to design lessons and assignments to meet standards that are tailored to each learner, and to develop assessments that fairly evaluate each learner’s progress. But this is complicated because I currently teach six classes with an average of 25 students in each, spread out over a two-day rotating block schedule. I strive to get to know my students quickly and identify their needs and strengths, but it’s a lot to manage.

To do this, I rely on resources provided by WIDA, a nonprofit organization that provides resources for teachers supporting multilingual learners adopted by 41 states and U.S. territories, including Tennessee, and hundreds of schools across the globe. I regularly refer to the Can Do Descriptors, which provide standard guidance to educators for assessing the current language proficiency of students in reading, writing, speaking and listening, and for planning instruction based on what students “can do.” These easily accessible charts use grade level bands to identify what students are currently capable of and what they’ll be capable of in the future. Importantly, they create a universal, neutral platform for discussion of the language acquisition levels of students, free of judgment.

Every new school year I think about Esther’s words as I strive to create an environment for my students that supports language acquisition and learning through social studies content. I wish I could thank Esther and tell her how much I have learned from our brief acquaintance. I would tell her about Juan, a current student who recently reminded me that I was his first teacher in the United States last year and asked if I remembered how scared he was. He asked if I recalled that he didn’t believe he would ever speak English. Then he said, in English, “Look at us now.” It was a poignant reminder of how vulnerable students feel and how their interactions with teachers are critical for their success. I would tell Esther that she paved the way for the success of Juan and so many other students in my classes.

If given the chance to see her again, I’d tell her how impressed I was with the confidence she had in herself as a learner and by her recognition of the fact that while she needed time and space to acquire a new language, she was not limited by her intellect or ability to learn. I’d express how grateful I am that she was bold enough to speak up about it during that interview for her learner profile, because her words that day have impacted every student I have taught since. And I want all of my students to know that I recognize that they are smart in Swahili, and Spanish, and that I celebrate the richness that brings to our learning environment.

Thu, 22 Sep 2022 05:01:00 -0500 en text/html https://www.edsurge.com/news/2022-09-19-how-monolingual-teachers-can-support-english-language-acquisition-for-multilingual-learners
Killexams : How online Math learning can make Math more fun for early learners How online Math learning can make Math more fun for early learners How online Math learning can make Math more fun for early learners

There are hardly any kids who have Math as their favourite subject as it can be quite daunting, especially in K5 learning. Many adults share experiencing nightmares of failing their math exams even long after school. Some even use fear before the math exam or its results as a reference for different life situations. That is the scare math children experience from a very young age. However, there are ways to make the subject more interesting for them and less scary.

One way is to find out what type of math they are interested in and then focus on that area. For example, some kids might be interested in learning about geometry, while others might be more interested in solving puzzles. Once you know what type of math your child is interested in, you can find ways to make it more fun. Online math learning is a great way to do this. You can also help them see math's relevance in their everyday lives by showing them how to use it to solve real-world problems.

WHY IS MATH LEARNING IMPORTANT FOR YOUR CHILD?

Introducing math as a core subject in K5 learning puts children well on the path to academic success in primary school and beyond. According to the India Early Childhood Education Impact Study, 2021, math learning is one of the key school readiness competencies that influences a child's early grade learning outcomes.

Math has been acknowledged as one of the most important foundational skills for building critical and logical thinking. Eventually, this transforms into the overall cognitive development of a child.

APPLICATION OF MATH LEARNING IN DAILY LIFE

Many might question the application of online math learning in daily life. But math is a skill that is intricately connected to other important development aspects of a child's growth.

Math teaches logical thinking

Mathematics, as a subject, follows logic. Any mathematical equation will have a predictable outcome. And to reach that outcome, the learner has to execute a sequential set of steps. This follows logic, and the child learns to think logically.

Math teaches critical thinking

Through learning math, you can develop critical thinking skills for your child. For example, ask a student to describe analytically the steps they followed to arrive at a particular mathematical outcome. Math learning centres encourage learners to ask critical questions to bring out analytical thoughts.

Math teaches life skills

One of the most important reasons learning math is a compulsory element of early childhood education is its obvious connection with financial literacy. With the help of math learning, children start getting familiar with the concept of money, and its related calculations.

Other mathematical concepts like percentages or fractions help them to make important decisions later on in life, like investments or starting a new business.

Math facilitates education in continuum

Most careers today rely on skills such as analytics, counting, or geometrical calculations. All these are founded on your basic math skills. Many job roles that are seemingly unrelated to math, like curating a program for online math learning, require you to have foundational skills in the subject.

5 EFFECTIVE WAYS TO INCREASE YOUR CHILD'S INTEREST IN LEARNING MATH

Online math learning is one of the many ways to increase your child's engagement with the math subject.

Here are some very effective methods to ensure your child is engaged in math learning with interest:

1. USE TLM TO TEACH MATH:

The use of Teaching Learning Materials (TLM) inevitably increases a kid's interest. A subject like math relies heavily on abstract concepts, so using toys and other aids to explain numbers and representation can be extremely beneficial.

2. INTRODUCE GAMES TO TEACHING:

Many board games or other activities like quizzes or mental games require the knowledge of Mathematics. You can engage your child in games that require problem-solving or decision-making skills based on mathematical concepts like addition or subtraction.

3. LEVERAGE ONLINE MATH LEARNING:

Generally, using technology in the 21st century to facilitate K5 learning is a great idea to familiarize your child with both abstract concepts and technology.

4. SUPPLEMENT LEARNING WITH REAL EXAMPLES:

It is important to establish from an early age that math is an integral part of everyday life. It is present in simple, daily chores like grocery shopping to more advanced activities like planning a holiday.

5. ESTABLISH MATH AS A FOUNDATIONAL CAREER SKILL:

While you don't want to pressure your child with career goals from an early age, it is important to underline the role of math and its related skills to make professional progress.

Online math learning can be hard for kids. That's why parents are looking for new ways to help their children understand. Edtech startups such as Convegenius, offer adaptive and personalised learning tools designed to help kids learn math through interactive media and make it fun for them.

That way, the subject doesn't appear daunting eventually, allowing the child to embrace the concepts more seamlessly.

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Thu, 22 Sep 2022 18:01:00 -0500 en-IN text/html https://www.msn.com/en-in/news/techandscience/how-online-math-learning-can-make-math-more-fun-for-early-learners/ar-AA129nOG
Killexams : Save cash by opting for temporary learner driver insurance

New research has revealed younger drivers, and their parents, can pay nearly nine times more when adding a learner driver to a car insurance policy. On average, learner drivers can save over £2,000 by opting for temporary learner driver insurance by the hour instead of being added to a policy.

Temporary car insurance is essentially a standalone policy. Young drivers can get insured by the hour whenever they want to practise in the family car, and parents are able to protect their no-claims bonus.

The average cost to add a learner to a parent’s annual policy worked out to be £2,253. As costs continue to soar, learning how to drive can set Brits back almost £4,000.

According to the Driving Standards Agency (DSA), learners need around 44 hours of lessons to pass their driving test. In addition, it’s recommended that drivers complete an additional 20 hours on average, of supervised practice, outside of lessons to help their confidence ahead of their test.

Through a price comparison website, it would cost a family living in Bristol £498.99 to insure a 2011 Vauxhall Astra Active. Adding their 19-year-old son to the policy as a named driver, who is learning to drive, would cost an additional £1,292.65, pushing their premium to £1,791.64.

If the same learner driver opted for temporary learner driver insurance instead, and got insured by the hour, at an hourly rate of £11.39, it would cost the young driver £227.80 to complete the additional 20 recommended hours, outside of his lessons.

Darryl Bowman, from car insurers Cuvva, said: “So many learner drivers are paying over £2,000 to be added to their parents' car insurance policy when there are more cost effective and smarter ways to get practice time behind the wheel without breaking the bank. With household expenses spiralling out of control, there is a great opportunity to save.

“Tailored, temporary cover specific for learner drivers works out a lot cheaper as you only have to pay for the time needed instead of being added as a named driver to the family’s annual policy, which doesn’t make sense as you are only practising occasionally. As the policies are separate, should an accident happen, the car owner’s policy and no-claims bonus are not affected.”

For more stories from where you live, visit InYourArea.

Tue, 27 Sep 2022 15:51:00 -0500 en text/html https://www.walesonline.co.uk/news/uk-news/save-cash-opting-temporary-learner-25122852
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