wild ace in greer
wild ace in greer
wild ace in greer
Jimmy Carter dies: The 39th U.S. president and global humanitarian was 100
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There’s an ongoing debate in some countries about restricting smartphones for children and teenagers, with some introducing measures to get phones out of school. As more European countries consider the future of children’s lives online, some have put forth measures that would stop them from using their smartphones in schools. A UNESCO report on global education released in 2023 to be used in class only to support learning. A new analysis this year from the UN agency found that more than 60 countries now have such measures in place. Some reports have said that smartphones can cause distractions while children are learning, though experts say there are arguments in favour of their use in school as well. “Nobody has the answer to whether banning them in schools is a good thing or a bad thing,” said Ben Carter, a professor of medical statistics at King’s College London who studies the impact of technology and devices on children. He said that some teachers use them as teaching aids or to deliver homework, while others argue that they can create distractions. “When they're using their smartphone for completing homework, if they’ve got their notifications on, they'll get told about the WhatsApp message that's just been sent by another person from a different class,” Carter said, adding that the evidence on banning them is mixed. Here’s a look at some of the European countries that have banned smartphones in schools or where the legislation stands. In France, cell phones have been prohibited in primary and secondary schools since 2018. This year, the government went further to in nearly 200 schools as part of a test of a “digital break”. This means that 50,000 students had an extended phone ban throughout the school day to reinforce the 2018 law. A Labour MP in the UK recently proposed a new bill that aims to tackle addictive phone use in children which will have a second reading in the House of Commons on March 7, 2025. The bill was set to include a measure to ban smartphones from schools, but the UK government told Euronews Next that it is not planning to implement a smartphone or social media ban for children. “We are focused on finding the best way of ensuring young people are kept safe while also benefiting from the latest technology,” a Department for Science, Innovation & Technology spokesperson said, adding that the Online Safety Act as it comes into effect will provide further protections. The Department for Education, however, did issue non-statutory guidance this year in England on how schools should implement a mobile phone ban, saying it was for school leaders to decide on their policies. According to a survey by Ipsos in September, there is support among the public for a measure banning phones in school. Seven in 10 UK adults surveyed said they would support students putting their phones in a container during class. A ban on the non-educational use of smartphones in the Netherlands in January this year for primary and secondary schools. The ban includes smartwatches and tablets in school, according to the Dutch government, which said smartphones can lead to poor performance and concentration problems among students. There are exceptions, however, for students with a disability, special education needs, or if needed for learning. In Italy, the use of mobile phones in the classroom is banned even for educational purposes between pre-school and secondary school, based on a ministerial decree. There is an exception, however, if they are needed to support individualised education or students with disabilities. Starting in September 2024, Hungary implemented a nationwide ban on phones in schools. There were after the decree, with the head of the teacher’s union calling the move outdated. At the beginning of the year, Spain’s education minister discussed phone policy in schools with regional representatives to form a common response to the issue. At the time, the ministry said that around seven regions in Spain had implemented policies on mobile phone use in schools. The ministry confirmed to Euronews Next that the use of phones in school is a policy handled by the regions. There is work underway in Ireland to establish a way to store phones to implement a nationwide ban on mobile phones in schools. “A significant once-off investment of €9 million has been secured for this scheme, which it is intended will be in place before the end of the school year,” a Department of Education spokesperson told Euronews Next. “The secure, safe, and lockable storage solutions, such as pouches, will be owned by the schools and can be reused into the future,” the spokesperson said. The spokesperson added that this will not be a change for many schools but would make sure there is consistency across the school system “to implement a no mobile phone policy”. In Sweden, mobile phones are not allowed in classrooms unless they are being used for learning purposes, with school officials deciding on how they are used. Local reports say the government wants to go further. The country’s public health agency also recently on children and screen time, stating that children under the age of two should not use any digital media and older children should limit screen time. The French-speaking community of Belgium, known as the Wallonia-Brussels Federation, decided to ban the recreational use of mobile phones and other electronic devices in schools starting in the 2025/2026 school year. The community’s education minister, Valérie Glatigny, said in a statement that the objectives of the ban were to “improve students’ focus and have a healthier learning environment”. As of this academic year, students in Greece keep their mobile phones inside their bags during the school day. Greek Prime Minister Kyriákos Mitsotákis said in August that the evidence was overwhelming about mobile phone use in school. “From distraction to other important issues, it is clear that mobile phones have no place in school during the day,” he said. Students in Latvia up to grade 6 will no longer be allowed to use mobile phones from May 31, 2025. There can be exceptions, however, when phones are required as part of the learning process, according to a statement from the Saeima, the Latvian parliament. From Easter 2025, smartphones will be banned in primary schools for children up to age 11, according to the education ministry. In high schools, students must have “physical distance” between their smartphones during class, with schools free to introduce additional limits. “I am concerned about the effects of excessive smartphone and social media use on our children,” Luxembourg’s education minister Claude Meisch said in a statement. “What is important is the right balance between the digital world and real-life... To achieve this balance, we need clear rules. At home. At school. In our society,” he added. The Finnish government plans to amend legislation to give school officials more power to stop disruptions in the classroom. A proposal set to be adopted next year would have students only be allowed to use their phones for learning purposes or health reasons, according to the Ministry of Education and Culture. A host of other European countries are considering some form of restriction on smartphones in schools or have some limits in place including Denmark, Cyprus, Bulgaria, and Portugal among others. The Organisation for Economic Co-operation and Development (OECD)’s Programme for International Student Assessment (PISA) 2022 report found that “school phone bans appear to be effective in reducing distractions in class”. But the report also said that across OECD countries, nearly 30 per cent of students in schools with a ban reported using their smartphone multiple times a day, showing “that cell phone bans are not always effectively enforced”. Carter at King’s College London added that he thinks the UK legislation being considered to make phones safer is “sensible, needed and well-timed”. “But we need to realise that we can't ban smartphones for under 16s if we don't give them an [alternative]... for educational purposes [and] if we can't replace it with anything”.
How money, disadvantage and resources risk holding back our brightest students When Ashton was a toddler, his mother noticed something extraordinary: Her little boy was talking long before other kids his age and his curiosity was off the charts. Soon after turning three Ashton could read and write. He wanted to chat over the complex ideas he read about and his language skills were well and truly up to the task. "Mum was really stimulating me, and all of those things came quite naturally," says Ashton*, recounting trips to museums and behind-the-scenes tours that kept his little brain buzzing. An intelligence test later estimated Ashton's IQ at 149: not quite Australia's " " Terence Tao, but with the average human clocking in at around 100, Ashton's level of brain power is found in fewer than about one-in-1800 of us, in the 99.95 percentile. A primary school teacher may encounter a child like Ashton in their classroom only once in a career. But with research showing up to 50 per cent of these high potential, or "gifted", students also underachieve at school, there's another layer to the story of Ashton and kids like him. Most at risk of languishing are those from low socio-economic status families, and gifted programs often still place more boys than girl. What is Australia's obligation to develop the potential of bright students within a stretched education system? Is the system equitable? And what is at stake if their brilliant minds are not cared for in the classroom? What does it mean to be 'gifted'? Humans are remarkably predictable. Cognitive intelligence tests are designed so that scores fall across a symmetrical bell curve with 50 per cent above the benchmark of 100, and 50 per cent below. An IQ score between 85 and 115 is considered average and is reported 68 per cent of the time. This pattern is repeated in the classroom with most students clustering around the centre of the curve. Those on the lower end are likely to need extra help and those at the other are the "bright sparks", the kids who consistently bubble towards the top of the grade. But how should we teach the top 10 per cent, the group considered "high potential", with an IQ above 120? Geraldine Townend, a researcher with UNSW's Gifted Education Research and Resource Information Centre (GERRIC), has spent years looking for the answer. "Everyone has abilities," she says, noting some humans display exceptional capacity in a range of spheres, from art and music, to sport, or emotional and social intelligence as well as intellectual and academic. Townend says academically gifted students learn at a pace and complexity significantly higher and deeper than somebody with an average IQ. Just over four million students are enrolled in schools across Australia. It means as many as 400,000 of them will have a cognitive ability of 120 and above including about 80,000 who have IQs over 130, Townend says. That's higher than 98 per cent of the population. Raising a child with exceptional academic potential, perhaps destined solve the world's most pressing problems, sounds exciting. From to , culture and entertainment reflects our fascination with child geniuses. Many parents anticipate the school years will be a breeze. Yet as the stories of Matilda and Sheldon also show, these "gifties" — as they are known among parents who lurk in social media groups seeking out others who understand — often have a difficult school life. In 1955, an American psychology professor described gifted students as . Almost 70 years later, Townend believes not enough has changed, arguing these top 10 percenters need as much differentiation in learning as a child in the bottom 10 per cent. "If I'm working with a student with an IQ of around 130, they're 30 points above the average. Imagine the speed at which you're capable of learning compared with how things are being taught. Very often these students switch off," Townend says. "Thirteen years of school is a long time to be working at such a different level." But there is a view out there that gifted kids should be left to their own devices, Townend says. The argument goes they have enough brains to sort themselves out, and focusing on these children is elitist when so many others are struggling. In reality, high ability children are at risk of disconnecting from school. The world's most famous dropout is surely Albert Einstein who left high school at 15 without graduating and later wrote: "It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry". Like Einstein, some gifted students leave school having never been recognised by the narrowly focused assessments favoured by educational systems the world over, says Michelle Ronksley-Pavia, a senior lecturer in inclusion and special education at Griffith University. The result is that uninspired and even ignored, they . Some become disruptive, the class clown, and others simply give up: as many as 20 per cent never finish high school and 40 per cent never complete a tertiary degree. Townend goes further. She argues failing to identify gifted children, or leaving them to fend for themselves, is a loss not just to the child but to society. At a time when the world is grappling with complex questions from climate change to pandemics, global conflict and AI, Townend says our brightest students are a resource from where Australia's next generation of scientists, politicians, artists and entrepreneurs could be drawn. What are we doing to find them? Why do so many gifted students underperform? In November, a group of about 300 academics and teachers from across the education sector came together to hear an address from a charming and eccentric 84-year-old Canadian psychologist, Professor Françoys Gagné. For five decades Gagné has been among the on educating gifted and talented students. His (DMGT) is used in most Australian states and territories to underpin gifted education policies. Appearing on Zoom from his office in Montreal, with "my feet in my slippers needing just a nice shirt and tie to appear professional", Gagné talked participants through his theory that explains how the development of academic and other skills relates to the interaction between natural ability, chance, personal qualities and the environment in which a child is raised. The symposium — organised by Ronksley-Pavia from Griffith University — heard that high performing students fell into two categories: those with innate intelligence, the gifted, who would receive high marks on an IQ test. And those with high academic performance, the talented, whose skills would return high scores on, for example, a NAPLAN test. Gagné's message: please do not confuse them as the same thing. All gifted students have capacity to be talented, Gagné emphasised. But not all talented students are gifted. In a group of 100 students, 50 gifted and 50 talented, as few as 20 would be both gifted and talented, once again highlighting the large numbers who underachieve. A student with ability but who does not achieve at school should concern Australian parents and educators, Gagné believes. It can be the , or of a student who has emotionally checked out: less Young Sheldon, more Matt Damon's genius janitor in . The goal must be to find gifted students, with a sharp eye for identifying that underachieving cohort, and clear a path for them to develop their talents, Gagné says. Ronksley-Pavia says Australia's education system is deeply rooted in social justice and inclusive education that enshrines the idea no child is left behind. Yet she believes too often that philosophy does not extend to gifted kids. "Truly inclusive education means supporting all learners across the full range of abilities. Talent development is the ultimate goal of gifted education," she says. But there is wider impact, too, when gifted kids underperform. Australia's stagnation — or fall, depending on how you interpret the figures — in for things like maths, science and literacy could reflect, in part, the fact that that too many gifted students are not reaching their potential and their talents are not being expressed. On the one hand a solution for this underachievement must be found in the classroom: how are gifted children identified, how is their learning differentiated. On the other, research points to an uncomfortable truth: many of those underachievers are from lower socio-economic backgrounds. Researchers are increasingly discovering that high ability but low-SES children are the most likely to miss out on the education they need. have an impact too, with to be found in classes for gifted children. suggests that Australia is also showing a worsening gender gap. Girls have fallen further behind boys in both maths and science subjects with Australia ranked worst among 58 countries. It's about equity, not elitism A child's ease of access to the education they need raises questions that go to the heart of concerns about educational equality in Australia, and makes access to gifted education an issue of equity, not elitism. Children from low-SES areas or from less advantaged backgrounds — including — are at risk of not even being offered opportunities in gifted programs. noted that teachers who are not trained in how to identify gifted students are more likely to recognise it in well-behaved children from a dominant culture and in disadvantaged or minority groups. US research showed smart kids from low-SES areas were or nominated for extension programs than equivalent students at schools with average or above SES. And this was true even after controlling for achievement in standardised maths and reading tests. In Australia, education policies and offer guides on how to . But the outcomes are imperfect. Ashton grew up in a low-SES home and knows he could have been one of those statistics: the smart kid who missed out. It was only his mother's relentless advocacy on his behalf that ensured the government schools he attended acted on his potential. However, the solution — to push him faster and faster through the curriculum, joining classes of children much older than he was — came with unanticipated collateral damage that reflects the mental health risks that can emerge when education systems get the balance wrong. But more on that later. Whatever background a child is from, making gifted education policies work in the real world is complex. Part of the reason is that each state and territory approaches it differently — using strategies including selective schools or classes, streaming, enrichment through special projects or excursions and grade skipping specific subjects or entire year groups. The Catholic school system offers the and independent schools typically have capacity and resources to provide a variety of approaches to gifted students that can be individually tailored. The variety of approaches can feel scattered and overwhelming, leaving parents — and kids — wondering what will work best for them while balancing an individual child's social development. Social media groups are full of parents asking anxious questions about how to take the right step forward. Ashton moved between two Australian states seeking the right mix. But there's another problem. Who anoints the smart? While the gifted policies are research-backed using theories like Gagné's DMGT, agreeing on which kids are gifted learners is less straightforward and typically left to individual teachers and principals. Some may be highly trained and motivated, having taken on additional study in gifted education. And states and territories are with updated programs such as in NSW where gifted education is set to be offered at every school. But unlike special needs — which has compulsory units in teacher training — training to identify gifted students is generally not a core part of teacher training in Australia. Through no fault of their own, many teachers have no formal training in the traits of gifted students and how to identify them. However elective units and post-graduate degrees in gifted ed are offered at universities including UNSW and Griffith where Townend and Ronksley-Pavia work. There can be clashes of opinion between educators and families. And while the reasons are vast and can include unrealistic expectations from pushy parents, the result is that comparatively large numbers of gifted children are removed from formal education altogether and . It's a story advocates for gifted education interviewed for this story have heard plenty of times before, with many noting that a lack of formal pathways to identify high potential children contributes to a perception of elitism. "What very often happens is a systematic program in a particular school is based on one teacher who may or may not have had training in gifted education and has the enthusiasm and the time to be able to do a load of extra work to deliver a gifted program," says Townend from UNSW. "But when that teacher leaves, the risk is that the programme dies." Until the 1980s primary-aged students were commonly given IQ tests to identify children with exceptional academic potential, and then quietly offered extension opportunities related to their results. There is rightly plenty of : cultural biases in testing, particularly towards those who are middle class with Western educations, are well-established. The test environment can be stressful for some. It all adds to the risk of skewed results. Teachers identify gifted children from things like classroom behaviour and standardised test results. The result-focused approach also risks missing the large cohort of gifted kids who underachieve as well as bright kids whose ability is masked by neurodiversity. Some parents send their kids off for a psychometric test administered by a psychologist that can identify high cognitive potential, and also flag neurodiversity. It's relatively common for , a combination known as Twice Exceptional or 2E. But these tests can cost up to $1500 — another blow to the low-SES kids whose families are unlikely to be able to spend so much to prove their child's capacities. Money makes all the difference You can't talk about gifted education in Australia without talking about selective schools. It is a phenomenon that has exploded in NSW that has a network of 17 competitive entry fully selective high schools, far more than any other state or territory. For example, . They have come to represent what many believe gifted education should be. From a pool of around 16,000 applicants, offers are handed out for just over 4000 places in NSW, including to 27 partially-selective schools, with competition for the most prestigious and high performing of these schools far tougher. work on the theory that bright kids are grouped together and challenged with advanced work leading to exceptional exam results. It has similarities with Victoria's program (SEAL) but rather than a separate school, these classes are run within a comprehensive high school environment. Students have opportunities to zoom through the curriculum or add depth and complexity even completing university level courses. Victoria also has that take students from years nine-12. Other states and territories have different systems again. Yet the important point is that fierce competition for entry means potential students are for months and even years before the exams, drilling content and exam technique in order to maximise the chance of gaining a place. Applying Gagné's theory suggests competitive entry schools are not always selecting the brightest children, but the ones who are talented and most successful in learning how to tackle the entry exam. Proponents of gifted education question whether these selective programs are effective in identifying gifted students, particularly those whose response to feeling out of place at school is to underperform. In NSW attempts have been made to change the entry test to of tutored preparation but whether this will be successful is not yet clear. Of course, some extremely gifted or talented children head in for the test and blitz it with no preparation, but the majority do not. And if you a wondering how much that preparation costs, the answer is a lot. Private tutoring often costs around $100 an hour, or a can be $800 and above per 10-week term for one three or four-hour lesson a week. Some kids are tutored for a few months in advance of the test. For others, it's a lifestyle that begins . This outlay is perhaps one of the reasons why students who access competitive entry programs like selective schools or the SEAL program — even higher on average than students from independent private and Catholic schools. And once again, questions about equity emerge: how can gifted students from low socio-economic families possibly participate? Dr Christina Ho from the University of Technology Sydney is an expert on urban inter-cultural relations with a focus on education. She points out gifted students come from all ethnic and socio-economic backgrounds but the way access to selective schools is carried out "may disadvantage some people". "The problem is that gifted and talented students from disadvantaged backgrounds simply don't apply," she says. Stimulating high potential children outside school also comes at a cost: Music lessons (upwards of $35 for a 30-minute weekly lesson); school holiday camps in drama, coding or science ($100 a day). And how this gifted economy works against inclusion for children from low-income families doesn't end there. Better-resourced private schools that have capacity to differentiate curriculum delivery for different abilities come at significant cost. Even low-cost government schools with good reputations can drive demand for housing in the catchment that . And there can be an emotional cost, too At the heart of all this research and strategy around how best to develop and extend gifted and talented students one voice is often silent: how do the children themselves experience the often high-pressure environment of pursuing academic excellence in 2024? For some it is a game changer, a chance to "find their tribe" and finally flourish and feel like they fit in at school. For others, like Ashton, the social isolation of being extracted from a peer group in pursuit of intellectual challenge came at a cost. Now 27, with a higher degree in science and a job he loves, Ashton says the rapid trajectory of his primary and high school years took a toll on his mental health that continues to affect him. At nine and 10, he was in the classroom with 13-year-olds who didn't welcome his presence. At 15 he had graduated from high school and with a special exemption was at university before he turned 16, studying among adults who were not social peers. Academically he was well-catered for in the end, but Ashton believes now that spending his childhood among much older students harmed his emotional development and left him desperately lonely. "I can't think of a time that I was happy for my entire childhood," he says. He believes his experience should be a warning about what can go wrong when the balance between intellectual and social development fails. "The overriding memory I have of my school years was how isolated I felt from my peers," he says. "I've gained a lot of knowledge and skills, and I do think that I am smart, but that feeling crushes any of the benefits of the advanced learning I was attempted to be given. "The lasting damage and genuine trauma those years inflicted make me concerned about the social cost of what I went through, even though it came from the best intentions." He's not alone. Hannah* is another former child giftie. At 12, she spent one day a week at a different school, in a special class for students whose IQ had been assessed at over 130. "I loved that class. It was creative and off-piste and super engaging. I made great friends," she remembers. "But it made things really awkward for me at my actual school. I got hassled a bit by some kids. I was pretty good at shaking it off, but it did upset me." The experience also possibly impacted other areas of her development. "It amped up the pressure I put on myself," she says. "I burned myself out in high school topping the year every year until Year 10. By the time Year 12 came around I had swung the pendulum too far the other way and cruised through without trying. I regret that I didn't engage fully in the learning but by then I'd rebelled against it." An Australian clinical psychologist who works regularly with gifted students but wants to remain anonymous to protect her patients' privacy, says retaining a peer group is vital for children who are still developing social and emotional maturity. "Skipping grades based on academic achievement alone does feel a bit like a sausage factory," she believes. "I've seen people in the mental health system that have been absolutely scarred by it socially and emotionally." Instead of advancing the curriculum, the psychologist — with personal experience of her own gifted education and that of her children — recommends broadening it out. But importantly she argues this broadening does not have to occur only in a school setting. "You might be able to skip ahead academically but you can't skip ahead in your emotional maturity," she says. "If you skip ahead of your peer group for academic purposes you are missing the richest part of school life, the relationships you form with others and learning about yourself." What works? What might a perfect gifted education look like? Gagné urges schools to move beyond the "age-grade lockstep" that restricts most students to a one-step-per-year learning system even when a gifted student may be capable of learning twice as fast as one with average intelligence. And once again the key is how to spot the underachieving gifties in among the talented over-achievers. In 2016 a group of researchers sifted through into the impact of ability grouping and acceleration on academic achievement. They found grouping children into small ability-based teams within their regular class was more effective than grouping kids in separate streamed classes. Even better was what's known as cross-grade subject grouping whereby students of different grade levels are grouped based on achievement rather than age while also retaining links to their age peers. This is the system used by Adelaide's which has developed cult-like status among certain families searching for a different way to educate their giftie. Some families even move states to access this independent school that accepts students from age five until graduation. "Every child at this school is gifted whereas a lot of other schools have special programs tacked on that cater to gifted students," says Dr Lynda McInnes, the principal and co-founder of Dara that opened in 2017. "There are so many myths about gifted children: they will just learn regardless, you can't accelerate gifted children because it will harm them emotionally," McInnes says. "They actually really need to be with like-minded peers. They need to be nurtured just like any other child. They just need to do it faster." Dara uses standardised testing such as NAPLAN, psychological tests, teacher recommendations and parent insights to screen for entry — a deliberate move away from the competitive entry tests relied on by selective schools. Once accepted, students join classes — mostly taken by teachers with specialised gifted training — based on ability, not age, allowing students to shuffle between year groups and subjects according to which best fits their aptitude. "We'll keep moving the student until they get to a stage where the curriculum is relevant and challenging for them," McInnes says, acknowledging the bespoke nature of the school and complex timetabling only works because it remains very small. Fewer than 100 students attend. While hitting many of the gold standard targets gifted research promotes, how Dara performs over time is yet to be tested. It's most recent NAPLAN results show students performing well above state and national averages, perhaps a sign that these gifted students are also displaying their talents. And of course, as a private school, attending Dara comes at a cost. At just over $7000 a year, Dara is modestly priced compared with some private schools, but it again shows that money and access are everything. Overall, the picture that emerges is that all the research and thoughtful policy in the world can't predict how an individual child will respond. For some, advanced and enriched work is the sweet spot. For others social connection with like minds is the most important goal. Either way educators and parents have their work cut out. And the solution will be as unique as the intriguing minds of the individual children it's designed to serve. *Names have been changed Credits Catherine Taylor Gabrielle Flood and Lindsay DunbarWe probably could count the number of recipes that we shared on air and online in 2024 — but it could easily take us another year to do so. And while we don’t like to pick favorites, we couldn’t end the year without celebrating the incredible chefs, cookbook authors and social media stars who entered the TODAY kitchen. From and to newer faces like Tineke “Tini” Younger and , 2024 was filled with good food and even better company. A few recipes stood above the rest, though. We rounded up the top 20 recipes that TODAY readers came back to time and time again. The most popular of all? . The actor and mom of three joined her own mother in our kitchen to share their family’s favorite summer recipe. “I take it to every potluck because it’s easy and everyone loves it,” said Garner’s mother, Pat, in a earlier this year. Another mom we love to spend time with? Donna Kelce. While her topped our charts in , this year, we couldn’t get enough of her . These easy dinner rolls that marry sweet and savory flavors are made with store-bought crescent roll dough and jumbo marshmallows. “They’re really, really fun,” she said, adding that they’re a staple at her Thanksgiving and Christmas celebrations. Whether you’re looking for weeknight dinner inspiration or a crowd-pleasing dessert, these recipes will be memorable well beyond 2024. We welcomed Jennifer Garner and her mother into the TODAY kitchen earlier this year when they shared this recipe for a jammy blackberry crumble. It’s made with a whopping three cups of blackberries, plus a sweet almond topping. Chef Tineke “Tini” Younger broke the internet when she shared her go-to macaroni and cheese recipe. It calls for Dijon mustard and smoky paprika, which give it a sharp, flavorful edge, plus a trio of ooey-gooey cheese. Dress up a basic box of yellow cake mix with a bright and zesty twist: one package of lemon gelatin. It helps the cake to retain its moist texture with a sweet and tart flavor profile. During the cold weather months, stuffed cabbage is one of the best dishes to make. It’s also extremely labor-intensive. Enjoy all the flavors of Eastern European dish without any of the fuss, thanks to this seven-ingredient recipe. This is no ordinary crescent roll recipe. Donna Kelce shared her recipe for sweet marshmallow rolls with TODAY in November and within one month, it became one of our most popular recipes online all year. We’ve seen just about every way to , but this may be one of the best. It starts by spatchcocking the bird, which cuts the cook time by about half, followed by a luxurious herby cream sauce made with heavy cream, tarragon and mustard. An easy berry cake for hot summer days! Studded with two cups of berries and a generous, moist texture, this cake will disappear from your table in a flash. Of all the recipes she’s ever created, Ina Garten tells TODAY that this apple tart is her favorite. With a homemade pastry, layers of Granny Smith apples and apricot preserves, it’s easy to fall in love with this dessert. It’s no secret that our TODAY readers love a cozy, comforting chicken recipe that’s easy to boot. This one delivers on all fronts, which means it’s no surprise that it broke our top 20 most popular recipes in 2024. Inspired by the flavors and ingredients used in an Italian pasta salad, this tuna sandwich features basic pantry ingredients like marinated artichokes, capers, roasted red peppers and Calabrian chilies. It’s the ultimate easy lunch. Inspired by the popular takeout dish, this Mongolian-style beef bowl starts with flank steak, which is an inexpensive and flavorful cut of beef. The umami-packed sauce is made with coconut sugar, soy sauce, fresh ginger, garlic and sesame oil. Get ready for game day with Dylan Dreyer’s soup recipe, which will warm you up from the inside out. Thanks to convenient store-bought ingredients like canned beans and corn, canned diced tomatoes and chicken broth, it’s easy for busy parents to execute on a weeknight. Inspired by the classic French gratinée, this one-skillet dinner features caramelized onions, chicken thighs and lots of sharp melty cheese. It’s an easy, hands-off dinner that the whole family will enjoy. If you like snacking on leftover brownie batter in the bottom of a mixing bowl, then you’ll love inspired by that very treat. These bars are made with creamy peanut butter, coconut oil, almond flour, cocoa powder and melted chocolate chips. Emeril Lagasse’s son E.J. is sharing his take on a popular Portuguese pastry. It can easily be made at home, starting with frozen and thawed puff pastry. Make an easy orange-vanilla custard to fill the pastry cups and bake until browned. From the punchy, umami-packed dressing, sweet mango, crispy fried wontons, crunchy cabbage and meaty chicken, this salad has a little bit of everything. it’s one of Wolfgang Puck’s most popular recipes — and one of TODAY viewer’s favorites. This twist on a classic chicken salad sandwich will transport you to the Mediterranean — no plane ticket necessary. Instead of the usual celery, grape and mayo combo, this version features marinated artichoke hearts, roasted red peppers, Calabrian chile peppers and red wine vinegar. TODAY viewers can’t get enough of Dylan’s easy, flavorful and family-friendly recipes. This tomato risotto is no exception. Inspired by a recent trip to Italy, her recipe calls for tomato paste, bacon and sour cream. Dylan understands the importance of getting a nourishing and family-friendly dinner on the table in as little time as possible. Here, she takes advantage of store-bought Caesar dressing and pre-seasoned breadcrumbs to zhush up chicken cutlets. The is less than two months away! Practice your chicken wing cooking skills with this ultra-crispy version. “The fat from the mayo helps keep the chicken moist while all the spices penetrate into the wings,” says recipe developer Joe Sasto. Recipe Editor, TODAY
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In 2023, the global arms trade has reached an unprecedented level. Incomes and profits from the sale of weapons and military services have surged to US $632 billion, or nearly Rs 22 Lakh crore, an increase of 4.2% from the previous year, according to the Stockholm International Peace Research Institute (SIPRI). Today in this modern world, we have several international treaties that are supposed to reduce the effect of arms and lethal weapons, still, the world is witnessing an unstoppable arms race amid increasing geopolitical tensions, regional conflicts, and unchecked militarisation of weapons. This unwanted growth in weapons is a direct threat to future of the humanity, as even the smallest arms can spread fear, chaos, and destruction. On the other hand, the rise of artificial intelligence (AI) and autonomous weapons systems equally is adding a dangerous new dimension to the global arms race. These new technologies can operate with minimal or no human intervention. Self-directed drones, for example, can select and engage targets without direct human oversight. it increases the risk of miscalculation or unintended escalation in conflict zones. Additionally, AI-driven cyber weapons have the potential to disrupt critical infrastructure, further destabilising regions already inundated by war and conflict. There is hardly any strong international regulation to yet control autonomous or AI-driven weapons as the majority of them are in the development stage. These advancements without any global check are challenging to existing treaties and make conflicts more unpredictable and shocking. A World Overflowing with Weapons From the wars in Ukraine and Gaza to escalating tensions in West and East Asia, and some parts of the African continent, conflict is driving demand for arms. The global arms industry has become a juggernaut, thriving on the instability of international politics and conflict. According to SIPRI, nearly three-quarters of the top 100 arms companies increased their revenues in 2023. This surge is not limited to traditional powers like the United States and Europe, South Korea, Japan, and Middle Eastern nations have also emerged as weighty players. While some argue this is a response to legitimate security concerns, the proliferation of arms often aggravates the very conflicts it means to address. Smaller arms producers, particularly those in Russia and the Middle East, are ramping up production to record levels to meet the growing demands. In one of the latest examples , t he United States supplied controversial weapons such as landmines to Ukraine amid its war with Russia a month ago. Reports also suggest that cluster munitions were also supplied. This decision drew widespread criticism due to the indiscriminate harm these weapons can caus e . The use of landmines has been condemned globally, yet the U.S. justified their supply to Ukraine as a measure to bolster defence capabilities and stop the advancing Russian soldiers in Ukraine’s territory. Similarly, Cluster Munitions are also banned under the Convention on Cluster Munitions by over 120 plus countries. They have a history of causing civilian casualties long after conflicts end. Several political pundits say this sets a dangerous precedent and undermines international norms against such weapons forcing many countries to rethink the international treaties. International treaties as we all know are meant to impose order on the misuse of weapons and regulate the chaos of the arms trade. The Arms Trade Treaty (ATT), ratified by nearly 120 plus states, aims to regulate the sale of conventional weapons to reduce human suffering. Similarly, the Non-Proliferation of Nuclear Weapons (NPT) attempts to prevent the spread of nuclear arms and promote disarmament. In addition, some other international treaties like the Ottawa Treaty banning landmines and the Chemical Weapons Convention, are also attempting to ban some of the indiscriminate categories of weaponry. Yet these treaties are violated many times. Some of the leading global powers like the United States, Russia, and China, have refused to ratify key international treaties. The Ottawa Treaty of banning landmines for example has not been signed by countries like the U.S., Russia, India, and Pakistan. These countries continue to manufacture and stockpile landmines. The NPT, for example, has been unable to halt the modernisation of nuclear arsenals by existing nuclear powers, which collectively possess over 13,000 warheads. Countries like India, Pakistan, and Israel remain outside the treaty’s framework. Meanwhile, the Comprehensive Nuclear Test Ban Treaty (CTBT), which aims to prohibit all nuclear explosions, has yet to come into force due to the refusal of key nations to ratify it. Profiting out of Conflicts Arms production is big business, deeply entrenched in the economies of many nations. In the United States, arms revenues reached $317 billion in 2023, accounting for half of the global sales. American firms like Lockheed Martin and RTX dominate the industry, driven by domestic and international demand. Europe remains a critical player. Companies like Germany’s Rheinmetall have increased production of ammunition and tanks, responding to the war in Ukraine and other regional conflicts. However, Europe’s reliance on complex, long-term contracts has slowed its ability to adapt to immediate shifts in demand. Asia and the Middle East are also emerging as key arms markets as said by SIPRI. South Korean and Japanese companies have recorded substantial revenue growth, fuelled by military build-ups and regional tensions as reported by the research of SIPRI. In West Asia, Israel and Turkey have seen unprecedented demand for their weaponry, particularly in response to the conflicts in Gaza and Ukraine. Presently, the arms race is not confined to traditional weaponry. It has gone beyond it. Drones, cyber weapons, and autonomous systems are rapidly reshaping the battlefield and modern weapons with most armies. Nations are investing heavily in these new technologies, often bypassing traditional regulatory frameworks that worry those who are fighting to regulate these weapons. Another current example is Turkey’s Baykar. The company has become a global leader in armed drones, which have been extensively used in Ukraine and other conflicts. These drones are known for their precision and also raise ethical and legal questions about accountability in warfare. The development of fully autonomous weapons capable of selecting and engaging targets without human intervention is even more controversial, with many calling for a pre-emptive ban. Space militarization is another frontier. The Outer Space Treaty of 1967 prohibits placing weapons of mass destruction in space, but it does not address conventional or emerging weapons. As tensions between the U.S., China, and Russia spill into space, the lack of comprehensive regulation could have catastrophic consequences. The human cost of these deadly weapons cannot be ignored. We all have seen in the last two years how from the trenches of Ukraine to the streets of Gaza, the proliferation of weapons has done more collateral damage in cities where civilians have been living. They have suffered the most. Civilian casualties, destruction of their houses, hospitals, schools massive displacements are heart-rending shocking consequences of a world awash in arms. In Yemen, for example, the Saudi-led coalition has used U.S.-supplied weapons, including cluster munitions, killing hundreds of civilians. In Syria, the use of chemical weapons has been documented despite the Chemical Weapons Convention’s prohibitions. Non-State Actors Non-state groups, from militias to terrorist organisations, often gain access to weapons through black markets, looted stockpiles, or state sponsorship. The black and dark market of illegal sales of weapons is equally flourishing. The proliferation of small arms and light weapons has fuelled conflicts in regions like Africa and the West and East Asia, where weak governance and porous borders exacerbate the problem. In Somalia, arms intended for government forces have ended up in the hands of al-Shabaab militants. Similarly, weapons supplied to Syrian rebels have often found their way to extremist groups, complicating efforts to resolve the conflict. In South Asia, we have seen the consequences in Afghanistan and now in Pakistan. The unchecked growth of the arms industry needs to be arrested. An urgent need for stronger international cooperation and regulation is the need of the hour. Existing treaties must be reinforced and made accountable with forceful enforcement mechanisms to check the menace of these weapons including control of emerging new technologies. Diplomacy and dialogue are the first steps to control the growing race of arms manufacturing. Equally, public awareness is necessary. Civil society organisations, from grassroots activists to global NGOs and international organisations have been instrumental in pushing for bans on landmines, cluster munitions, and other inhumane weapons but still, it needs more effort. We have seen how some of the weapons like laser guns that would blind soldiers were banned before their use or all those chemicals that once were used in World War I and II were banned. One example is the International Campaign to Ban Landmines (ICBL), which played a pivotal role in the adoption of the Ottawa Treaty by mobilising public opinion. The world stands at a crossroads without much action to stop the arms race. In return, the modernisation of lethal weapons and war machines continues to threaten humanity leading to cycles of violence and suffering. By confronting the forces that drive the arms trade and committing ourselves to a vision of shared security and peace, the global community can chart a different course. A cooperative campaign and action can do wonders to stop the indiscriminate proliferation of weapons for economic growth. As we all many times keep discussing the arms race is just an outcome or a symptom of deeper geopolitical and economic imbalances. Addressing these root causes may help in curbing inequality, resource competition, and ideological divisions. It requires a strategic effort by the business tycoons, tech giants and individuals rather than the governments to support the implementation of the rules of war. It is time we all invest in conflict prevention and peacebuilding that can save nature, and human life and much-needed attention to climate change and the future of our planet. The time to act is now, before the balance tips toward destruction. The arms race is not just a battle for dominance but a test of humanity’s capacity to choose peace over profit. Author is National Editor, Greater KashmirGREEN LAKE, Wis. (AP) — A Wisconsin man who faked his own drowning this summer and left his wife and three children has been located in Eastern Europe and is communicating with law enforcement, but he has not committed to returning home, authorities said. Ryan Borgwardt began communicating with authorities Nov. 11, after they tracked him down, Green Lake County Sheriff Mark Podoll said Thursday. The sheriff showed a video that Borgwardt sent police that day from an undisclosed location. The sheriff said no charges have been filed and that he doesn't think they will be necessary while authorities “keep pulling at his heartstrings” to come home. Here are some things to know about Borgwardt and his disappearance: Who is he? People are also reading... Borgwardt, who is in his mid-40s, lived with his wife and children in Watertown, a city of about 23,000 people northwest of Milwaukee that is known for its German heritage, parochial schools and two dams on the Rock River. When did he disappear? The sheriff has said his department was told Aug. 12 that Borgwardt had not been heard from since the previous day, when he traveled about 50 miles (80 kilometers) from home to Green Lake to go kayaking. Borgwardt’s wife said he texted her at 10:49 p.m. to say he was heading to shore. How was the search conducted? Deputies found Borgwardt’s vehicle and trailer near Green Lake. His kayak was discovered on the lake, overturned and with a life jacket attached to it, in an area where the water is about 200 feet (60 meters) deep. An angler later found Borgwardt’s fishing rod. The search for his body continued for more than 50 days, with divers scouring the lake on several occasions. How did authorities find Borgwardt? Clues — including that he reported his passport lost or stolen and obtained a new one a few months before he disappeared — led investigators to speculate that he made it appear that he had drowned to go meet a woman he had been communicating with in the Central Asian country of Uzbekistan. Podoll declined to comment when asked what he knew about the woman, but he said law enforcement contacted Borgwardt “through a female that spoke Russian.” His identity was confirmed through asking him questions that the sheriff said only Borgwardt would know and by a video he made and sent them Nov. 11. He has spoken with someone from the sheriff's department almost daily since. However Podoll said Thursday that Borgwardt's exact location in Eastern Europe was not known. Why are U.S. authorities struggling to pinpoint his location? Podoll said Chief Deputy Matt Vande Kolk has been the one communicating with Borgwardt and their conversations have all taken place via email. Vande Kolk told The Associated Press in an email Friday that authorities are trying to determine Borgwardt's exact location. But that might not be easy even with modern surveillance technology. Scott Shackelford, executive director of the Center for Applied Cybersecurity Research at Indiana University, said authorities should be able to locate Borgwardt through his device's internet protocol address, a unique number assigned to every device connected to the internet. But he said it's very easy to mask an IP address and make it appear as if the device is in one country when it's really in another. Software exists that can route your IP address across the globe, Shackelford said. Police may not have the expertise, the manpower or any interest in digging through multiple layers of cyber deception, he said. What was in the video Borgwardt sent to law enforcement? Wearing an orange T-shirt, Borgwardt, unsmiling, looks directly at the camera, apparently filmed on a cellphone. Borgwardt says he is in his apartment and briefly pans the camera, but mostly shows a door and bare walls. “I’m safe and secure, no problem,” he says. How did he fake his death? Borgwardt has told authorities he overturned his kayak on the lake, dumped his phone in it and paddled an inflatable boat to shore. He told authorities he chose Green Lake because it is Wisconsin's deepest at 237 feet (over 72 meters). He then rode an electric bike stashed by a boat launch about 70 miles (110 kilometers) through the night to Madison, the sheriff said. From there, by Borgwardt's account, he traveled by bus to Detroit and then Canada, where he boarded a plane. Police are still verifying Borgwardt’s description of what happened, Podoll said. Why did he do it? Borgwardt faked his death and fled because of “personal matters,” thinking it was the right thing to do, the sheriff said. Investigators found that he took out a $375,000 life insurance policy in January for his family. “He was just going to try and make things better in his mind, and this was the way it was going to be,” Podoll said. What's next? Borgwardt has not yet decided to return home, and if he does it will be of his own free will, according to Podoll. Deputies are stressing to him the importance of returning home and cleaning up the mess he made. The sheriff suggested that Borgwardt could be charged with obstructing the investigation into his disappearance, but so far no counts have been filed. The search for Borgwardt, which lasted more than a month, is said to have cost at least $35,000. Borgwardt told authorities that he did not expect the search to last more than two weeks, Podoll said, and his biggest concern is how the community will react to him if he returns. This story was updated to correct the spelling of Scott Shackelford’s last name, which had been misspelled “Shackleford.” Copyright 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed without permission. Stay up-to-date on what's happening Receive the latest in local entertainment news in your inbox weekly!
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Ben Sheizaf Appointed as Board Member and Chairman of the Board Tel-Aviv, Israel, Nov. 25, 2024 (GLOBE NEWSWIRE) -- Ellomay Capital Ltd. (NYSE American; TASE: ELLO) ("Ellomay” or the "Company”) , a renewable energy and power generator and developer of renewable energy and power projects in Europe, Israel and the USA, announced today that Shlomo Nehama, after serving as chairman of the board for 16 years, has decided to resign from the Company's Board of Directors. Mr. Nehama served on the Board of Directors and as the Company's Chairman of the Board since March 2008 and is a controlling shareholder of the Company. In connection with Mr. Nehama's resignation, the Company's Board of Directors unanimously appointed Mr. Ben Sheizaf as a member of the Board of Directors and as Chairman of the Board. Mr. Sheizaf will serve as a director until the Company's 2025 annual general meeting, at which he can be nominated for reappointment to the Company's Board of Directors. Mr. Sheizaf, 67, is the founder and CEO of B.P.O. Ltd., a consulting firm since 2019, and has held many senior positions in the Israeli finance and insurance sectors. Mr. Sheizaf currently serves as a member of the board and chairman of the risk management committee of Isracard Ltd. (TASE: ISCD) and as chairman of the board of Detelix Software Technologies Ltd. Between 2008-2019 he held several positions in Phoenix Financial Ltd. (TASE: PHOE), including Deputy CEO and Head of the Long-Term Savings Division, CEO of The Phoenix Pension and Provident Fund Ltd. and a board member of other companies in the group, chairman of Excellence Provident Fund Ltd. and a member of the board of Excellence Investments Ltd. (between 2018-2019), and chairman of Shekel Insurance Agency (2008) Ltd. (between 2012-2015). Mr. Sheizaf holds a B.A. in Accounting and Economics from Tel Aviv University and completed a supplemental year of accounting studies. "Having served as chairman of the board for 16 years, it is time for me to step down. We have achieved extraordinary growth and expansion with an impressive geographical spread as well. I am proud of what we have accomplished. It is with great pleasure that I thank the shareholders for their trust in us, the board members, and management for their responsible and accurate implementation of our strategic plans. The future holds many opportunities for us. I am pleased to announce Benny Sheizaf's appointment. I am confident that he will bring impressive knowledge and experience. This will help move the company forward to new heights. Needless to mention that if so requested or required I shall personally assist the board and the chairman in all aspects,” said Mr. Nehama. "It is my pleasure to thank Shlomo and the members of the board for their confidence in me. Together with Ellomay's excellent team, I am confident that we will lead the company to significant and sustainable growth,” said Mr. Sheizaf, the incoming Chairman of the Board. About Ellomay Capital Ltd. Ellomay is an Israeli based company whose shares are listed on the NYSE American and the Tel Aviv Stock Exchange under the trading symbol "ELLO”. Since 2009, Ellomay Capital focuses its business in the renewable energy and power sectors in Europe, USA and Israel. To date, Ellomay has evaluated numerous opportunities and invested significant funds in the renewable, clean energy and natural resources industries in Israel, Italy, Spain, the Netherlands and Texas, USA, including: Information Relating to Forward-Looking Statements This press release contains forward-looking statements that involve substantial risks and uncertainties, including statements that are based on the current expectations and assumptions of the Company's management. All statements, other than statements of historical facts, included in this press release regarding the Company's plans and objectives, expectations and assumptions of management are forward-looking statements. The use of certain words, including the words "estimate,” "project,” "intend,” "expect,” "believe” and similar expressions are intended to identify forward-looking statements within the meaning of the Private Securities Litigation Reform Act of 1995. The Company may not actually achieve the plans, intentions or expectations disclosed in the forward-looking statements and you should not place undue reliance on the Company's forward-looking statements. Various important factors could cause actual results or events to differ materially from those that may be expressed or implied by the Company's forward-looking statements, including changes in electricity prices and demand, continued war and hostilities in Israel, Gaza and Lebanon, regulatory changes, including extension of current or approval of new rules and regulations increasing the operating expenses of manufacturers of renewable energy in Spain, increases in interest rates and inflation, changes in the supply and prices of resources required for the operation of the Company's facilities (such as waste and natural gas) and in the price of oil, the impact of continued military conflict between Russia and Ukraine, technical and other disruptions in the operations or construction of the power plants owned by the Company and general market, political and economic conditions in the countries in which the Company operates, including Israel, Spain, Italy and the United States. These and other risks and uncertainties associated with the Company's business are described in greater detail in the filings the Company makes from time to time with Securities and Exchange Commission, including its Annual Report on Form 20-F. The forward-looking statements are made as of this date and the Company does not undertake any obligation to update any forward-looking statements, whether as a result of new information, future events or otherwise. Contact: Kalia Rubenbach (Weintraub) CFO Tel: +972 (3) 797-1111 Email: [email protected]
For many aspiring students, the dream of studying at the prestigious Indian Institutes of Technology (IIT) is a goal they hold dearly. However, with limited seats available, this dream remains out of reach for most. Every year, nearly 13 lakh students fill out forms for JEE Main, but only the top 2.5 lakh are eligible for the JEE Advanced exam. Out of these, around 17,000-18,000 students are able to secure a spot in one of the 23 IITs across the country. This leaves many students feeling disheartened. However, there are alternative options that can help you achieve your IIT dream without having to take JEE Advanced. Here are some pathways for students to explore: GATE If you missed out on a BTech degree from IIT, you still have a chance to pursue a post-graduate course at IIT through the GATE (Graduate Aptitude Test in Engineering) exam. GATE allows students to apply for M.Tech or MTech-PhD integrated programs at IITs. There is no age limit for appearing for the GATE exam, and it can be an excellent route for students who want to study engineering at the post-graduate level at IIT. Olympiads IIT Kanpur recently announced that starting from 2025-26, it will offer direct admission to Olympiad medalists without the need for JEE Advanced. The admission will be available for BTech and BS programs in five departments, including Biological Science & Bioengineering, Computer Science & Engineering, Chemistry, Economics Science, and Mathematics & Statistics. The application process for Olympiad medalists will begin in March 2025, and the selection process will include written exams and interviews at the departmental level. IIT Bombay and IIT Gandhinagar have already been offering this route for some time. Common Admission Test (CAT) If you are a graduate and want to pursue management courses from IITs, you can take the CAT (Common Admission Test). IITs offer MBA and other management programs based on CAT scores. This option allows students from any field to apply for management courses at IITs without the need for JEE. Undergraduate Common Entrance Exam for Design (UCEED) IITs also offer various design courses, and UCEED is the entrance exam for admission to BDesign courses. If you're passionate about design, you can take the UCEED exam, which is held annually for admission to prestigious design programs at IITs. Common Entrance Exam for Design (CEED) Similar to UCEED, CEED is a national-level exam for admission to M.Design courses. This is an excellent option for students aspiring to pursue design at the post-graduate level at IITs. Joint Admission Test for MSc (JAM) If you have completed your B.Sc and wish to pursue an M.Sc from IITs, you can take the JAM exam. This exam will help you secure a seat in some of the best institutions for your post-graduate studies in various science subjects. Humanities and Social Sciences Entrance Exam (HSEE) For students interested in pursuing a five-year Integrated MA program in Humanities and Social Sciences, IITs offer admission through the HSEE. Students can apply for programs like Integrated MA in Development Studies or Integrated MA in English Studies. Short-Term Courses at IITs In addition to degree programmes, IITs also offer several short-term certification courses in specialized areas. Some of these include: Cloud Computing and DevOps Certification Program Generative AI and Machine Learning Certification Program UI/UX Design Certification With these alternative routes, students can still fulfill their dream of studying at an IIT without having to rely solely on JEE Advanced. Whether you aim to pursue engineering, design, management, or humanities, IIT offers numerous opportunities to shape your career.
