Risk adjusted net present value: What is the current valuation of AstraZeneca’s AZD-6234?
( MENAFN - EIN Presswire) Crystal Pullers Market Crystal Pullers market Driving Precision and Efficiency in Semiconductor Crystal Growth Technologies. Atil Chaudhari Transparency Market Research Inc. +1 518-618-1030 email us here Legal Disclaimer: EIN Presswire provides this news content "as is" without warranty of any kind. We do not accept any responsibility or liability for the accuracy, content, images, videos, licenses, completeness, legality, or reliability of the information contained in this article. If you have any complaints or copyright issues related to this article, kindly contact the author above. MENAFN15122024003118003196ID1108995381 Legal Disclaimer: MENAFN provides the information “as is” without warranty of any kind. We do not accept any responsibility or liability for the accuracy, content, images, videos, licenses, completeness, legality, or reliability of the information contained in this article. If you have any complaints or copyright issues related to this article, kindly contact the provider above.Best Amazon Black Friday laptop deals, starting under $200 — save big on Dell, HP, Acer, ASUS and more
Record producer Mike Stock took aim at Bob Geldof over his explanation as to why Band Aid 2 - the 1989 follow-up to the original 1984 charity single 'Don't They Know It's Christmas?' has been excluded from the latest 2024 version. Mike, who is a co-creator of the second version of Band Aid, shared his frustrations on social media. The 1989 single included vocals from the likes of Bananarama and Kylie Minogue, who weren't on the original version, but despite spending three weeks on the UK Singles Chart at the time, their contributions won't be heard this Christmas. That's also in spite of Pete Waterman postponing his wedding to get the supergroup together and record the song, called Band Aid II, along with Mike and Matt Aitken. Explaining the decision to an X radio host, Geldof stated: "We asked Pete Waterman where the tapes were and he said, 'I don't know.' "But Stock... what's Stock's actual name? Ah yeah, Mike Stock, he got a bit miffed and said 'I could've found them' - and we would have put them in, but these are the actual three Band Aid officials..." he continued as he discussed the remake. Mike, who has been responsible for more than 100 top-40 chart hits in the UK during his career, addressed Bob's explanation in a rant on X (Twitter) on Monday. He wrote: "The thing is Sir Bob, while you were outside being feted, lauded and fawned over by the press and TV media, I was the one inside putting the whole thing together. Here's Sir Bob Geldof explaining why the 1989 version of Band Aid 2 was left out @mikestockmusic ?????? pic.twitter.com/VuC8k6CJwu "It was a Sunday. Coincidentally, it was my birthday. You can imagine my surprise to learn that all the effort involved in bringing Band Aid 2 to the attention of the world is now being dismissed and reduced to the level of ‘unofficial’," he exclaimed. "A mere footnote in the history of Band Aid. This is at variance with the general view of the record buyers who supported the cause at the time and loved the record. A feeling which persists to this day. "As well as an unnecessary diminution in the integrity of the charitable trust. I mean, why on earth did all those artists turn up?" He added: "It also reflects badly on the commercial potential of the 2024 version to leave out the artists who were involved in Band Aid 2. Many of whom are still relevant today. "All in all a bit of a mistake if the aim is to maximise appeal in order to raise the most money for the cause. Instead of which decisions appear to have been made on a different basis. People have speculated about this." It comes after Geldof made headlines after Ed Sheeran revealed that he hadn't been asked permission for his vocals to be used on the 2024 version of the single - and would have refused to give consent had he been consulted.
TOKYO , Dec. 15, 2024 /PRNewswire/ -- Representatives from China and Japan shared their insights on promoting artificial intelligence (AI) governance and data sharing at a sub-forum of the 20th Beijing-Tokyo Forum in Tokyo recently. The sub-forum contributed eastern wisdom to AI governance and digital social development, demonstrating the significance of international cooperation for the development of the digital economy, according to Gao Shaolin, advisor at Peking University's Legal Artificial Intelligence Research Center. AI governance framework The participants agreed that the next 10 years will be a critical period for the development of AI. Gao Wen, academician of the Chinese Academy of Engineering (CAE), said since China's State Council issued a guideline on developing AI in 2017, the nation has made significant progress in AI research and development and industrial layout, especially in computing power and 5G network construction. By the end of 2023, China had over half of the world's 1.57 billion 5G users, according to the World Internet Development Report 2024. It ranked second globally in AI and computing power scale, which has laid a solid foundation for the rapid development of AI. Tatsuo Yamazaki , project professor at the International University of Health and Welfare, said it was very meaningful for Japan and China to discuss strengthening AI governance rules. Fumihiko Kamio , research director of the Nomura Research Institute, echoed his view. He emphasized that the core goal of AI technology is to improve productivity and eliminate obstacles to social development, and called on Chinese and Japanese experts to work together to build an AI governance framework to cope with the global challenges. Deepening international cooperation China put forth the Global AI Governance Initiative in October last year. In July, the UN General Assembly adopted a China -sponsored resolution on enhancing international cooperation on AI capacity-building. The participants spoke highly of the Global Cross-Border Data Flow Cooperation Initiative recently proposed by China . They agreed that AI governance requires global collaboration, especially in the formulation of international standards and the construction of ethical frameworks, where China and Japan can play an active role. Ding Wenhua, academician of the CAE, said China and Japan have both similarities and differences in technology development and governance priorities, so deepening cooperation will bring unique value to global AI governance. " China and Japan should deepen AI technology cooperation between enterprises, work together in AI security research, talent exchange, and jointly explore more possibilities for the application of technology," Wang Zhongyuan , president of the Beijing Academy of Artificial Intelligence, said. Balancing development & risks AI governance refers to the guardrails established to ensure AI systems and tools remain safe and ethical and respect human rights. Xu Zhilong , editor-in-chief of Science and Technology Daily, stressed that AI, as a revolutionary technology, has far-reaching impacts on all areas of society and economy. However, its potential risks such as data leakage and the spread of false information should not be ignored. "Technological progress and security ethics should be developed in a balanced way to ensure that AI technology always serves the progress of human civilization," Xu said. AI governance should not only heed the current technological ethics issues, but also prevent possible long-term risks, such as AI going out of human control, according to Toshio Iwamoto , senior corporate advisor of NTT DATA. He said AI R&D and application should abide by the principles of fairness, transparency, safety and availability. Yuan Yue, chairman of Beijing Dataway Horizon, shared his view from the perspective of regulatory models. "Policy choices should be based on the current status and goals of national technological development," Yuan said, adding that China prefers to provide a more friendly development environment for enterprises while ensuring an effective response to risks. View original content to download multimedia: https://www.prnewswire.com/news-releases/science-and-technology-daily-promoting-ai-governance-jointly-302332050.html SOURCE Science and Technology DailyAt some point, the Mets might have to relent and sign top pitchers for more than 1-2 years.New $3 million grant at Montana State to support dozens of STEM teachers in rural, underserved areas of MontanaGame-changing holiday gifts for building fires, printing photos, watching birds and more
NEW YORK, Dec. 15, 2024 /PRNewswire/ -- Report on how AI is driving market transformation - The global edtech market size is estimated to grow by USD 162.7 billion from 2024-2028, according to Technavio. The market is estimated to grow at a CAGR of 16.82% during the forecast period. Learners shifting toward ebooks is driving market growth, with a trend towards increased demand for distance learning. However, availability of open-source learning content poses a challenge. Key market players include 2U Inc., Alphabet Inc., Anthology Inc., Chegg Inc., Cornerstone OnDemand Inc., Coursera Inc., D2L Inc., edX LLC, Ellucian Co., Instructure Holdings Inc., Microsoft Corp., Oracle Corp., PleIQ Smart Toys Spa, Promethean World Ltd., Think and Learn Pvt. Ltd., Udacity Inc., UOL EdTech, upGrad Education Pvt. Ltd., Warner Bros Discovery Inc., and Workday Inc.. Key insights into market evolution with AI-powered analysis. Explore trends, segmentation, and growth drivers- View Free Sample PDF Edtech Market Scope Report Coverage Details Base year 2023 Historic period 2017 - 2021 Forecast period 2024-2028 Growth momentum & CAGR Accelerate at a CAGR of 16.82% Market growth 2024-2028 USD 162.7 billion Market structure Fragmented YoY growth 2022-2023 (%) 14.02 Regional analysis North America, Europe, APAC, South America, and Middle East and Africa Performing market contribution North America at 35% Key countries US, Germany, China, Canada, and Japan Key companies profiled 2U Inc., Alphabet Inc., Anthology Inc., Chegg Inc., Cornerstone OnDemand Inc., Coursera Inc., D2L Inc., edX LLC, Ellucian Co., Instructure Holdings Inc., Microsoft Corp., Oracle Corp., PleIQ Smart Toys Spa, Promethean World Ltd., Think and Learn Pvt. Ltd., Udacity Inc., UOL EdTech, upGrad Education Pvt. Ltd., Warner Bros Discovery Inc., and Workday Inc. Market Driver Online learning has experienced substantial growth over the last decade, with educational institutions embracing the internet to offer opportunities for skill acquisition. The COVID-19 pandemic accelerated this trend, as schools, universities, and businesses shifted to remote work. Initially, institutions responded with emergency remote learning. However, as the pandemic progressed, they adopted more comprehensive online learning solutions. Many schools have reopened, but the popularity of online education persists. Top-tier universities, such as Stanford and Harvard, now offer courses online in subjects like computer science, engineering, mathematics, business, art, and personal development. This democratization of education is fueling the expansion of the global EdTech market. The Edtech market is thriving with innovative trends, catering to various segments like Physical Disabilities, Preschool, Business, and Consumer. Educational content is being transformed into Audio format for Vocabulary and Interpretive Reading. Integrated Facilities Solutions offer Facility Scheduling, Work Orders, and IoT for Smart Classrooms. AI technology and Big Data fuel Adaptive Learning Platforms, providing Personalized Learning Experiences. Venture Capitalists invest in Game-based Learning and Digital Transformation in the Corporate Training Space. Edtech includes Digital Tools for Educators, Online Learning Platforms, Educational Apps, and Digital Learning Tools. Remote Learning Solutions and eLearning Platforms are essential in today's world. AI and Multimedia (Animations, Video, Graphics) enhance engagement, while Data Privacy Norms ensure security. Upskilling and Reskilling through interactive Displays and AI are key trends in the industry. Request Sample of our comprehensive report now to stay ahead in the AI-driven market evolution! Market Challenges Discover how AI is revolutionizing market trends- Get your access now! Segment Overview This edtech market report extensively covers market segmentation by 1.1 Hardware- The Edtech market encompasses various hardware segments, including educational PCs, interactive displays, classroom wearables, sound systems, projectors, and lecture capture solutions. Notably, the adoption of educational PCs, such as desktops and laptops, has witnessed significant growth due to the large student population in higher education institutions. Technology-enabled classrooms increasingly rely on computing devices to facilitate information access and dissemination. Higher education institutions are also investing in digital displays with touch screens. Document cameras have gained popularity due to their benefits, enabling the recording, sharing, and live streaming of lectures. Tablets remain a significant hardware component in Edtech, with sales increasing by approximately 19.2% in Q4 2020 compared to the previous year, according to IDC data. Detachable tablets have gained traction, with sales growing by 27.9% during the same period due to their productivity, flexibility, and ease of use. Slate tablets also experienced a 13.7% growth in sales during Q4 2020 as consumers sought entertainment options. Despite this, the growth of the global Edtech market is expected to remain slightly affected by the increasing sales of detachable tablets. Download a Sample of our comprehensive report today to discover how AI-driven innovations are reshaping competitive dynamics Research Analysis Educational Technology, also known as Edtech, refers to the use of digital tools and online learning platforms to enhance and transform the education experience. This includes educational apps, digital learning tools, and remote learning solutions that offer personalized learning experiences. Artificial Intelligence plays a significant role in Edtech, providing innovative solutions for the corporate training space and facilitating digital transformation. Upskilling and hardware are essential components of Edtech, with virtual classrooms and e-learning platforms becoming increasingly popular. Digital content, available in both eBook and printed formats, can be accessed on various devices, making education more accessible to a wider audience. Language learning, accommodating physical disabilities, and providing educational content in audio format are other key areas where Edtech is making a difference. Integrated facilities solutions, including facility scheduling, further streamline the educational process. Market Research Overview Educational Technology, also known as Edtech, is revolutionizing the way we learn by integrating digital tools and online platforms into education. Digital learning tools include educational apps, interactive displays, tablets, laptops, and cloud deployment services. These technologies offer personalized learning experiences and remote learning solutions, enabling educators to reach students beyond traditional classrooms. Artificial Intelligence (AI) plays a significant role in edtech, powering adaptive learning platforms and chatbots for instant feedback and support. The COVID-19 pandemic has accelerated the digital transformation in education, creating a new normal for hybrid learning models. While the corporate training space and upskilling/reskilling initiatives have embraced e-learning platforms, the consumer end-user segment is also adopting mobile learning, microlearning, and gamification. Infrastructure challenges and the digital divide persist, but innovations like virtual reality headsets, learning management systems, and virtual classrooms are bridging the gap. Edtech also caters to diverse needs, such as eBooks, digital content, and multimedia for various languages and physical disabilities. Data analytics and learning analytics provide insights into student performance, while hardware and IoT solutions streamline facility management. Data privacy norms and AI technology ensure secure and effective learning experiences. Venture capitalists continue to invest in edtech, fueling innovation in preschool, business, and consumer segments. The future of edtech is bright, with game-based learning, virtual level, and interactive whiteboards shaping the landscape. Table of Contents: 1 Executive Summary 2 Market Landscape 3 Market Sizing 4 Historic Market Size 5 Five Forces Analysis 6 Market Segmentation 7 Customer Landscape 8 Geographic Landscape 9 Drivers, Challenges, and Trends 10 Company Landscape 11 Company Analysis 12 Appendix About Technavio Technavio is a leading global technology research and advisory company. Their research and analysis focuses on emerging market trends and provides actionable insights to help businesses identify market opportunities and develop effective strategies to optimize their market positions. With over 500 specialized analysts, Technavio's report library consists of more than 17,000 reports and counting, covering 800 technologies, spanning across 50 countries. Their client base consists of enterprises of all sizes, including more than 100 Fortune 500 companies. This growing client base relies on Technavio's comprehensive coverage, extensive research, and actionable market insights to identify opportunities in existing and potential markets and assess their competitive positions within changing market scenarios. Contacts Technavio Research Jesse Maida Media & Marketing Executive US: +1 844 364 1100 UK: +44 203 893 3200 Email: [email protected] Website: SOURCE Technavio MENAFN15122024003732001241ID1108995587 Legal Disclaimer: MENAFN provides the information “as is” without warranty of any kind. We do not accept any responsibility or liability for the accuracy, content, images, videos, licenses, completeness, legality, or reliability of the information contained in this article. If you have any complaints or copyright issues related to this article, kindly contact the provider above.Fulks scores 23 as Milwaukee beats Akron 100-81
Starlink is seeking a licence to provide internet service in Guyana, Vice President Dr Bharrat Jagdeo has revealed. Starlink is a satellite internet constellation operated by Starlink Services, LLC, an international telecommunications provider that is a wholly-owned subsidiary of American aerospace company SpaceX, founded by Elon Musk. Speaking to reporters during his weekly press conference on Thursday, the Vice President explained that Starlink’s interest is “actively being considered” by the Government. He explained that if the licence is approved, it means the company will have to pay taxes to the Government. Currently, private individuals would import the Starlink equipment and provide internet services to sections of the local population, specifically in hinterland areas. Jagdeo said this practice is unfair to other companies providing similar services, since those companies are subjected to paying taxes. He explained that this was one of the topics discussed between President Dr Irfaan Ali and tech giant Elon Musk, founder of Space X, in July. The Office of the President had issued a brief statement on that meeting, stating that “discussions focused on the advancement of Guyana’s economy, particularly in the areas of innovation and technology, and the opportunities that exist in the respective sectors.”Prime Minister Dr. Harini Amarasuriya, on assuming duties at the vocational training ministry, is reported to have highlighted “the importance of integrating school education, higher education, and vocational education as interconnected components of the education system”1. This policy goal of education is in line with the London University’s educationist Alison Wolf who said that education matters only if it involves both education and training and is connected to economic activities2. According to the Government Finance Statistics Manual or GFSM of IMF which follows the International Standard Classification of Education or ISCED of UNESCO, expenditure on education includes services provided to pupils and students to upgrade their knowledge, expenditure on curriculum development, and assessment3. Therefore, public education includes expenditure in any part of the government service, including military colleges that offer civilian courses, to upgrade the knowledge base and skills of citizens. They should not necessarily be in schools run by the education ministry. Hence, education reforms should address the entire gamut of education, learning, and training structure of society. But what is of importance is to make education relevant by inculcating creativity in citizens. This helps Sri Lanka to develop creative capital, and that creative capital will generate inventions, and those inventions are used in practice for producing commercially viable goods and services by entrepreneurs through a process called ‘innovations’4. Thus, in today’s context, both inventions and innovations should go hand in hand. What it means is that without innovations, inventions become fruitless; without inventions, innovations could not take root. This is evident from a few inventions made by scientific minds. The first Apple Macintosh desktop was invented by a creative engineer called Stephan Wozniak. It would have remained just a prototype invention unless, an innovator by the name of Steve Jobs had assembled resources necessary for bringing it out as a commercially viable product5. Later in 2004 when the first iPhone was produced by Apple Incorporated, the scratch-free unbreakable gorilla glass for the screen came from Corning Incorporation which had invented it in 1960 for the US Airforce but remained unutilised until Steve Jobs chose to use it for the new iPhone6. Inventions are created by scientific minds that are produced by education, training and research activities undertaken in a society. Innovations are produced by entrepreneurs who are also trained by the educational system supported by a culture conducive for entrepreneurship. Hence, education is at the core of both invention and innovation. Since wisdom is global and not confined to a given geographical territory, the objective of education should be to develop a global citizen who would respect knowledge coming from any part of the world with no pre-biases or pre-prejudices7. The 4th century BCE Indian Guru, Chankaya, also known as Kautilya, too said so in Ethics of Chankaya when he said that “no land is foreign for a scholar”8. The founding Vice Chancellor of the Vidyodaya University, the predecessor to the current University of Sri Jayewardenepura, Rev Weliwitiye Sri Soratha Maha Thero, is reported to have stressed this point when the university was opened in 1959. The erudite Thero had advised the university students that they should be ‘probing, critical and rebellious’. Though all these three attributes stressed by him are interconnected and cannot be separated from each other, for ease of understanding, they could be analysed separately in their reverse order. ‘Being rebellious’ means that university students should be intellectually rebellious by questioning the existing and accepted wisdom. For that, they should be sceptical and should not accept anything as being presented to them. Being critical requires them to evaluate both the good side and the bad side of an issue that demand their attention before deciding on their own stand on it. What he meant by probing was that university students should not accept anything presented to them without exploring them. He, therefore, advised students to get into a culture of ‘questioning, evaluating and exploring’ if they wanted to be learned men and women. These three attributes constitute the foundation of evidence-based decision making which leads to the creation of a creative society. Later, Soratha Maha Thero in an address made to undergraduates highlighted the quality of the university and the graduates who pass out from the university as follows: “It is our mission to present the society with intellectual and not merely to breed graduates. If one endeavours to transform this sacred abode to a place where degrees are sold, or to a place in which students are given degrees in a mere mechanical fashion that will only lead the University as well as the country to be dragged in disgrace. If our graduates are not proven with the expected intellectualism that their degree claims them to possess, people will indubitably arrive at the conclusion that our university is a ‘store’ where degrees are ‘sold’. Thus, everybody affiliated to the University should keep in mind not to engage in any act that will undermine the quality of our degree and the research work”9. Such a culture cannot be developed merely at the university level in Sri Lanka today. That is because, before entering the university, students spend nearly 12 years at schools and the culture at schools is not to question the existing knowledge but to accept it blindly. The culture of questioning, or in the words of Rev Soratha Maha Thero, the culture of being rebellious, should be developed in the school system by teachers. But what is observed in the school system in Sri Lanka is, instead of encouraging students to question, they are trained to observe and uphold conformity. The pressure of examination too does not allow students to learn by questioning. All they are required to do is to learn by rote the matters that would be questioned at examination papers and get the highest marks possible so that they can ensure a place at a local state university. A student who does not get enough marks to enter a university is labelled as a failure by the system, including his or her family members. Then, why should one bother to learn by questioning when one can have a safe journey to a university simply by following the opposite. This is obvious when students celebrate commerce days in schools. Though they follow a stream that leads to a profession involving ‘buying and selling’ or functioning as middlemen, the short dramas they often perform on stage on school commerce days have a paradoxical theme: That is, labelling the middlemen as exploiters of both consumers and producers thereby suggesting that they should be eliminated. It is a paradox that they are suggesting that they themselves should be eliminated. This is because students learn not by exploring, evaluating and questioning but by simply accepting the society’s views on traders. But if the students explore by themselves, they will find that the middlemen serve both the consumer and producer by reducing the inconvenience to them – called transaction costs in economics – and facilitating the exchange of goods by buying from producers and selling to consumers. The aberration of the system occurs when the middlemen hold monopoly power over information which he uses to his advantage. Thus, instead of identifying the problem, students cry like parrots that middlemen should be eliminated from the system. The pressure of the present examination system has forced students not to devote time for learning any other subject or engage in any other pastime. Hence, they do not read, discuss, debate or interact on matters other than what is needed for them to pass the examinations. Thus, the general knowledge, world outlook and aptitude of students become very narrow. When students do not question teachers, teachers too do not have incentive to learn anything other than what is needed for preparing students to sit for examinations. Hence, the education system in the country has got into a vicious circle of ignorance: teachers do not encourage students to question; students do not want to follow a path involving learning by questioning, evaluating and probing; since students do not question, teachers do not have incentive to have the capacity to answer the possible questions; since teachers are unable to answer the questions, they do not encourage students ask questions. Hence, the school education system in Sri Lanka moves around this vicious circle of ignorance. When these students enter the university, they expect the university lecturers too to function as schoolteachers who would do nothing but prepare them for examination papers. The prescribed readings for students are rarely read by them before lectures. With modern technology, most of the lectures are presented in the form of PowerPoint Presentations. Hence, students have given up even the habit of taking down notes of lectures. If a question is asked from the previous lecture, not many can answer it because they do not even practice the reflection of what was taught previously before the next lecture. All they do at the university is not going through a continuous learning system but collecting lecture printouts and other materials till the announcement of the examination and start learning by rote. But by that time, it is too late for them to have a critical knowledge of the subject being taught to them. The Swiss writer Rolf Dobelli, in his 2013 book The Art of Thinking Clearly10, has distinguished between two types of knowledge, the chauffeur knowledge and the Planck knowledge by referring to a story attributable to the 1918 Physics Nobel laureate Max Planck. In this story, Planck, after being awarded the Nobel Prize, had gone on a lecture tour across Germany where he had delivered the same lecture to every new audience he had met. After some time, it had become boring for him to do so. But his chauffeur who had been with him throughout had learned the lecture by heart and had proposed to his master that they could exchange positions in the next lecture just to kill the boredom: Chauffeur impersonating Planck and delivering the lecture while Planck enjoying it in the audience dressed in chauffeur’s uniform. Everything had gone on well until the question time when one academic in the audience had asked a question. The chauffeur had been taken completely unawares but instead of revealing his identity had played the smart card. He had ridiculed the questioner saying that it was such a simple question that even his chauffeur could answer it. So did the chauffeur who was in the audience. Based on this story, Dobelli makes a distinction between the chauffeur knowledge and Planck knowledge. Planck knowledge is the real knowledge acquired in the hard way learning all facts and depths of a subject. Chauffeur knowledge is, on the other hand, learning simply to put on a show by imitating someone or just presenting what someone has said. Though it is difficult to distinguish between the two, Dobelli gives a clue to do so. Those who have the real knowledge know the limit of their competence and if a question is asked beyond it, they would simply apologetically respond that they do not know it. Chauffeur knowledge holders on the other hand would continue to play the game by pretending that there is no limit to what they know. In another chapter, Dobelli has advised those intending to think clearly to be sceptic of everything they see as patterns or revelations because it may be due to an illusion in the brain. For instance, he advises that if someone sees Jesus Christ in a pancake, he should immediately ask the question why Jesus wanted to reveal himself in that manner. This scepticism he says should be extended to every authority on issues because authorities are not correct always. His advice has been simple: when one encounters an authority, challenge him. What Dobelli has said here is simply an echoing of what the Buddha said in the Kalama Sutra some 2,600 years ago. He told those from the Kalama clan: ‘Don’t go by reports, by legends, by traditions, by scripture, by logical conjecture, by inference, by analogies, by agreement through pondering views, by probability, or by the thought, “This contemplative is our teacher”11. Sri Lankan education system, both at school level and at the university level, produces people with chauffeur knowledge and not those with real or Planck knowledge. Accordingly, students go through the education machinery but come out not as really learned men and women but those who are unable to think clearly. This must be changed if the country wants to align its education system to the innovation economy to be set up with the implementation of the social market economy policy being pursued at present. Until and unless this target is met, spending money on education is a waste of resources. That is why it is necessary that Sri Lanka should provide relevant education to its students enabling them to think clearly and creatively. It will build up a creative capital and not just a human capital. Israel, a leading innovation economy in the modern world, built its creative capital by allowing students to be sceptic all throughout and thinking out of the box when it comes to providing solutions to issues, they have faced, according to Dan Senor and Saul Singer who documented the story of Israel’s economic miracle in their 2009 book ‘Start-up Nation’12. The purpose of education should be to develop creative capital and not mere human capital as has been traditionally emphasised. Such creative capital should be global in outlook rather than national or territorial. They are today known as global citizens. The foundation for creating such global citizens should be laid from the very beginning of a student starting his education at the school level and continued through his tertiary education at universities. The role of the Government is to create the necessary environment conducive for citizens to become such creative people. This is what PM should do in her education reforms. 1https://www.pmoffice.gov.lk/news.php?para=RU5vekFVR2dpQTd2VGRiMkZUNE4wT3FBS2R2RkxuVE5GVVdmM2QvSWNDLzU2NG1VZTJ3Yzk1RGI1Vm5PaDBqdQ== 2Wolf, Alison, 2002, Does Education Matter? Myths About Education and Economic Growth, Penguin Books, London. 3IMF, 2014, Government Finance Statistics Manual, pp 166-8. 4It was Austrian American economist Joseph Schumpeter who made the distinction between invention and innovation in his 1912 book, The Theory of Economic Development (in German and later in 1934, translated into English). 5Isaacson, Walter, 2011, Steve Jobs, Simon and Schustor, New York, Chapter 3 6Vogelstein, Fred, 2013, Dog Fight: How Apple and Google went to war and started a revolution, William Collins, London, p 37. 7This was the message delivered by Dr P J Lavakare in a lecture delivered at the Asian Institute of Technology recently. Visit: http://www.ait.ac.th/news-and-events/2015/news/creating-global-citizens-through-internationalization-of-education/view#.VkQjEnruGrW 8Ethics of Chanakya, (Translated by Tantrik Yogi Ramesh), 1998, Sahni Publications, New Delhi, p 31 9http://www.sjp.ac.lk/news/commemoration-speech-on-rev-weliwitiye-sri-soratha-thero/ 10Dobelli, Rolf, The Art of Thinking Clearly, Visit: http://www.dobelli.com 11http://www.accesstoinsight.org/tipitaka/an/an03/an03.065.than.html 12Senor, Dan & Singer, Saul. 2009, Start-up Nation: The Story of Israel’s Economic Miracle, US: Twelve.Alabama A&M football player Medrick Burnett has died from complications from a head injury after a head-on collision with another player suffered during an October 26 game. Burnett, 20, took a head-on blow during a game against Alabama State, sending him to the hospital. Now, a month after the game, he has died from his injuries, the Daily Mail reported. Not long after being admitted to the hospital, Burnett was listed in stable condition. However, he had “several brain bleeds and swelling of the brain,” said his sister, Dominece. “He had to have a tube to drain to relieve the pressure, and after 2 days of severe pressure, we had to opt for a craniotomy, which was the last resort to help try to save his life,” she added. The school has released a statement lamenting the loss of the redshirt freshman. “Today, our Bulldog family is heartbroken by the loss of Medrick Burnett Jr.,” Alabama A&M Athletics Director Dr. Paul A. Bryant said in a statement. “Medrick was more than an exceptional athlete; he was a remarkable young man whose positive energy, leadership, and compassion left an indelible mark on everyone who knew him.” “While words cannot adequately express our grief, we are humbled by the strength of his family, who stood by his side throughout this unimaginable ordeal,” the statement added. Burnett’s family has set up a GoFundMe page to help with his family’s medical and housing expenses. “Medrick Burnett Jr. will forever be remembered as a Bulldog. His spirit will remain an inspiration to all of us, reminding us of the importance of unity, resilience, and love,” the team said in a statement. Follow Warner Todd Huston on Facebook at: facebook.com/Warner.Todd.Huston , or Truth Social @WarnerToddHuston
Sen. Chuck Schumer wants expanded surveillance and drone detection systems for the tristate area following numerous reports of the unmanned flying vehicles disturbing residents . Schumer, D-N.Y., said federal authorities should hand more power to state and local law enforcement to deal with the drones. “Locals should not have to shake an eight ball to get desperate answers on nonstop drone sightings when the feds can do more to help,” Schumer said Sunday. New Jersey residents have been bothered by drones since late November, and numerous recent sightings have been reported in Queens, the Bronx and the Hudson Valley . On Friday night, runways at Stewart International Airport in Orange County were shut down for an hour due to drones. Gov. kATHY Hochul said Sunday that the federal government had approved a “state-of-the-art” drone detection system for the state. But that was only one system, a small step in the desired effort, according to Schumer’s office. Schumer specifically focused on a company called Robin, which makes drone detection technology. Over the summer, the Netherlands purchased 51 Robin drone radar systems and sent them to Ukraine . “I want (Robin) deployed across New York and New Jersey and the metro area widely to help give us concrete answers on what is going on and from where,” Schumer said Sunday. “The (briefings) I have had tell me there is no evidence that this is a government or foreign activity and so we have to answer the logical question of ‘Who?’” Federal authorities have downplayed the threat of the drones . The FBI and Department of Homeland Security said Thursday there is no evidence of the drones flying in restricted airspace. In fact, according to the feds, many of the reported “drone” sightings were actually “manned aircraft, operating lawfully.” Republican lawmakers and leaders have urged the federal government to take more decisive action by simply shooting the drones down. It is illegal for private citizens to shoot down drones so the military would have to handle any such action. “Can this really be happening without our government’s knowledge,” President-elect Donald Trump wrote Friday on social media . “I don’t think so! Let the public know, and now. Otherwise, shoot them down!!!” It is illegal to fly drones in New York City without a permit , leading New York leaders to call for help from the feds. “Our federal partners are deploying a state-of-the-art drone detection system to New York State,” Hochul said in a statement. “This system will support state and federal law enforcement in their investigations. We are grateful to the Biden Administration for their support, but ultimately we need further assistance from Congress.” Hochul mentioned a bill that would allow state and local authorities to respond to drones without consulting the feds first. The bill has not yet hit the Senate floor. ©2024 New York Daily News. Visit nydailynews.com . Distributed by Tribune Content Agency, LLC.Risk adjusted net present value: What is the current valuation of Nippon Shinyaku’s Brogidirsen?
Airline CEOs and Transportation Secretary Buttigieg fight over regulations even after electionThe Minister of Education, Dr Mauruf Alausa, says the Federal Government has, henceforth, cancelled foreign trainings for scholars. Alausa, who said this at the opening ceremony of a three-day conference organised by the British Council, on Tuesday in Abuja, said that scholars would now be trained within Nigeria. The theme of the conference is, “Building Sustainable and Relevant Tertiary Institutions and Systems in Africa”. The minister said that the Federal Government would be spending substantial money in building simulation lab, as well as building and developing the country’s universities. “We have just decided to canceled foreign training for scholars. The amount of money we are spending to train one scholar abroad, we could use it to train 20 people here. We will be training everybody here. “We will unleash capacity in our universities. We are going to be spending more money now on research, innovation, and also on welfare, both on our academics and non-academics,” he said. The minister said that the Federal Government was poised to use education to empower the youths. “I have just spoken about the first component of our six-pillar agenda. The second component will be focusing heavily on technical, vocational and educational training,” he said. He said that young Nigerians would be incentivise to go to technical college and acquire technical knowledge. “We will pay for their tuition as a second step, and as a third step, a master craft person, when they will get their practical training, we will pay them as well. “The curriculum will be 80 per cent practical on-the-job training and 20 per cent didactic, and as they are finishing, we will also give them entrepreneurial grants, not loan,” he said. Speaking on education budget, he said that people only looked at the money on the budget without considering what the government spends on tertiary institutions. READ ALSO: According to him, people just look at what is budgeted to the education ministry, but not really counting the fact that it is also funding federal universities, polytechnics and colleges of education. Earlier, Dr Richard Montgomery, the British High Commissioner to Nigeria, said that with the growing African population that might hit 2.5 billion by 2050; Africa needed to build strong and sustainable tertiary institutions Montgomery said that such institutions should be able to produce skilled and employable graduates. “Africa is growing, it has a hugely young population. It is going to be 2.5 billion people by 2025 “So you need to harness the demographic dividend, and we need to work harder to build institutions that are sustainable and resilient. “We need to evolve higher education systems, so that they are better able to harness talent, and are better able also to produce graduate skills and knowledge, which aligned to the growing economies,” he said. According to him, social progress and economic prosperity rely on a healthy tertiary education system. “The transnational education partnership that we have agreed in Nigeria is creating more linkages between Nigerian higher education institutions and UK universities “We hope in time, that it is going to unlock more finance, more expertise, more partnerships between UK institutions and Nigerian institutions. “In 2022, we had about 750,000 overseas students who came to the UK to study in our higher education institutions, and many of them, tens of thousands of them, come from the African continent,” he said. Mr Steve Smith, the UK Prime Minister’s International Education Champion, said that the UK’s international education strategy emphasised the importance of education as a tool for social and economic transformation. Smith said that it sets out the UK government’s ambition to foster strong internationally connected education systems that enabled knowledge sharing, innovation and a welcoming environment for students globally. “In Africa, this has to include listening to African voices and leaders to develop respectable and equitable UK-Africa partnerships that enhance people-to-people links. “That will also support research collaborations and align educational goals with the evolving needs of society, all on the basis of mutual respect ” he said.
Duff & Phelps Utility & Infrastructure Fund CEO buys $18,480 in stockTwo Queens residents allegedly responsible for dealing $2 million in stolen retail goods were busted in a crackdown that Gov. Kathy Hochul and Queens District Attorney Melinda Katz announced Tuesday. The bust occurred just days before the biggest shopping day of the holiday season, Black Friday — something that officials drove home during the presser at the Queens DA’s office on Nov. 26. Standing before a large table overflowing with stolen perfume, t-shirts, makeup, and even portions of 3D printed guns, Hochul and Katz stressed that the arrests would help safeguard retailers from theft and protect buyers from potential gouging. Hochul herself didn’t mince words about criminal elements benefiting from businesses’ financial losses. “We’ve had enough with criminals preying on our citizens. We are sick and tired of our citizens feeling they’re vulnerable, whether it’s random crimes on the streets or whether it’s the sophisticated organized crime rates — we are coming after you,” Hochul said. “I saw enough videos of people behind the counter being assaulted in brazen attacks, sometimes in broad daylight, and they’re so vulnerable, especially if they are the only person in the store or in a gas station when it happens.” Prosecutors said husband-and-wife duo Yvelisse Guzman Batista and Cristopher Guzman allegedly operated the sophisticated operation. The two suspects, both residents of Kew Gardens Hills, allegedly worked alongside accomplices Johanny Almonte Reyes and Rosa Rodriguez Santana in directing a horde of shoplifting crews, also known as boosters, to steal large quantities of merchandise from storefronts. Batista and Guzman then allegedly sold the hot merchandise from their home, online, and out of a brick-and-mortar store in the Dominican Republic, prosecutors noted. The duo, authorities said, even allegedly resorted to bribing truck drivers to divert products bound for retailers such as Sephora and Ulta Beauty from manufacturer warehouses directly to locations under their control. Police cracked down on the illegal business through an operation Katz dubbed “Fashionably Fencing.” Undercover operatives made controlled purchases of merchandise from the suspects after contacting them via social media. According to the D.A’s office, the undercover gained access to the Guzmans’ basement, which was set up as a retail store with shelves of stolen merchandise. Upon their arrests, law enforcement agents found more than $1 million in products in Batista’s and Guzman’s possession. They were charged with fostering the sale of stolen goods, the first time this newly adopted crime has been charged in New York. “This investigation and these arrests are about holding the defendants accountable and are also a great opportunity to warn people to be extremely careful when it comes to their purchases especially approaching the holiday season,” Katz said. “This marks the first time in New York anyone has been charged for the crime of fostering the sale of stolen goods, a new measure passed by the legislature and signed into law by Governor Hochul to stop the sale of stolen goods through both online platforms and brick-and-mortar locations.” Katz lauded recent laws that Hochul signed that helped police recover $40 million in stolen goods and led to the creation of dedicated Retail Theft Teams within the New York State Police, whose undercover units participated in the investigation leading to this indictment. “Retail theft not only financially impacts a business, but also presents peril to business owners, retail workers and patrons,” New York State Police Superintendent Steven James said. “State Police remains fully engaged on this issue and will not tolerate the actions of individuals responsible for stealing tens of thousands of dollars in merchandise, victimizing both retailers and the public.” Katz dubbed the takedown operation “Fashionably Fencing,” which also saw undercover operatives make controlled purchases of merchandise from the Guzmans after contacting them via social media. Photo by Dean Moses Katz dubbed the takedown operation “Fashionably Fencing,” which also saw undercover operatives make controlled purchases of merchandise from the Guzmans after contacting them via social media. Photo by Dean Moses