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Kellogg’s GAA Cúl Camps return for Summer 2021

first_imgRoisin Upton excited by “hockey talent coming through” in Limerick Limerick’s National Camogie League double header to be streamed live Billy Lee names strong Limerick side to take on Wicklow in crucial Division 3 clash Limerick Ladies National Football League opener to be streamed live 26 April 2021; Kellogg’s GAA Cúl Camps ambassador and Mayo footballer Cillian O’Connor with brothers Paddy, age 13, left, and Tom Nolan, age 10, of St Brigids GAA Club in Castleknock, Dublin, at the launch of the 2021 Kellogg’s GAA Cúl Camps, in Croke Park, Dublin, as Kellogg celebrates the 10th year of the sponsorship. Starting on 28th June and running up to 27th August, the Kellogg’s GAA Cúl Camps offer children a healthy, fun and safe summer outdoor activity. For more information and to book now, visit www.gaa.ie/kelloggsculcamps. Photo by Stephen McCarthy/Sportsfile *** NO REPRODUCTION FEE ***THE GAA, in partnership with Kellogg, has today launched the 2021 Kellogg’s GAA Cúl Camps, offering children a healthy, fun and safe summer outdoor activity.Starting on 28th June and running up to 27th August, the 2021 Kellogg’s GAA Cúl Camps will run in line with government guidelines and subject to the advice of the relevant authorities. The successful health and safety measures from last year will be implemented again and built on for the 2021 camps.Sign up for the weekly Limerick Post newsletter Sign Up Despite challenges encountered last year, the 2020 Kellogg’s GAA Cúl Camps proved a great success and provided a welcome diversion for over 70,000 children across the country from the Covid-19 restrictions.It also marked an important milestone by welcoming the 1 millionth participant to the Kellogg’s GAA Cúl Camps. The number of camps and capacity at this year’s camps will increase as we get closer to the summer months with some already on sale, but parents are reminded to book early to avoid disappointment as demand is expected to be higher than ever.Kellogg ambassador and Mayo Football Star, Cillian O’Connor was on hand to launch the 2021 Kellogg’s GAA Cúl Camps and will front the ‘Cúl Start’ campaign alongside Kilkenny Camogie Star, Grace Walsh with a range of social video content to be delivered across Kellogg’s social channels throughout the Summer. B*Witched star, Sinead O’Carroll was also in attendance and is looking forward to sending her kids, Samarah and Blane to this year’s camps.Kellogg has also today launched the nationwide on-pack promotion for all GAA clubs across the country to be in with a chance to win prizes worth a total of €40,000. With fundraising activities severely disrupted over the past year, this on-pack competition provides GAA members with an incredible opportunity to raise vital funds for their team.In order to nominate your GAA club, all that is required is to purchase a promotional box of Kellogg’s Corn Flakes, Rice Krispies or Bran Flakes. Using a unique on pack code, log on to kelloggsculcamps.gaa.ie/competition and nominate your club of choice.Sarah Ferguson, Kellogg Ireland General Manager said “Kellogg is very proud to be involved in a partnership which involves children the length and breadth of the country, each of whom will get the chance to meet up with their friends and enjoy themselves in a healthy and safe outdoor environment.“This is the tenth year of our sponsorship and we are thrilled to watch the Kellogg’s GAA Cúl Camps to continue to go from strength to strength and it was particularly pleasing to see how well it worked last year during a difficult year.“Last year, we reached the significant milestone of welcoming the 1 millionth child through the GAA Cúl Camps since Kellogg partnered with the GAA. We are looking forward to welcoming more children this year and for the camps to continue to play such a key role in the summer of budding sports stars.” she said.GAA Cúl Camps co-ordinator Charlie Harrison added “It’s time to make Summer plans! Keeping in line with Government guidelines we are thankfully in a position to deliver the camps during the months of July and August 2021 to children living in all 32 counties.“Naturally, after the year we’ve all had to endure, the idea of finally getting out of the house, being active and seeing other children sounds hugely appealing. We are mindful of the reality that Covid 19 will still be with us however, and we will be very much guided by the government and relevant authorities to ensure all reasonable safety measures and protocols are adhered to in the rollout of our camps.GAA President Larry McCarthy said “The success of our Kellogg’s Cúl Camps in 2020 was one of the GAA highlights in what was a difficult year for everyone. The focus and outlet that it gave to 70,000 of our young players in a safe environment provided a huge boost to them and their families and I am confident the camps can have a similarly positive impact this summer.“The reach and success of the camps is not limited to Ireland only; their growing popularity across our international network is a great source of pride and seeing the distinctive playing gear, not just across the island but in pockets around the globe, is fantastic.“A special word of thanks to Kellogg for a decade of supporting this vital project. It is without doubt one of the best and most and successful summer initiatives for children with Gaelic games and fun at the heart of it all.”For more information on the Kellogg’s GAA Cúl Camps visit www.gaa.ie/kelloggsculcamps Twitter Email RELATED ARTICLESMORE FROM AUTHOR Advertisement LimerickNewsKellogg’s GAA Cúl Camps return for Summer 2021By Meghann Scully – April 27, 2021 213 center_img Linkedin TAGSGAAKeeping Limerick PostedlimerickLimerick Post Previous articleLimerick Post Show | Martyn CosgraveNext article€339,000 of Suspected Drugs Seized on April 26, 2021 in Limerick City – Three Men Arrested Meghann Scully WATCH: “Everyone is fighting so hard to get on” – Pat Ryan on competitive camogie squads Facebook Print Donal Ryan names Limerick Ladies Football team for League opener WhatsApplast_img read more

International Graduate Research

first_imgIn 2015, the University of Georgia College of Agricultural and Environmental Sciences (CAES) expanded a program that funds graduate student research travel, with remarkable results.For the first time this year, the UGA CAES Office of Global Programs (OGP) offered travel grants to three graduate students to enhance their doctoral research and help them build a network of international scientists who share their interests. In the past, the office has only offered one Global Programs Graduate International Award a year.“We had such a large number of excellent proposals that we couldn’t narrow our decision to just one award,” said Vicki McMaken, OGP associate director. “Fortunately, we were able to allocate funds for an additional award from our office, and a third was funded by the CAES Office of Academic Affairs.”The award allowed plant pathology doctoral student Stephanie Bolton to find other scientists working on mycotoxins, or toxins produced by fungi.Bolton’s research focuses on the large number of Fusarium fungi that can produce harmful mycotoxins in grapes in the southeastern United States. She was having a difficult time finding a community of scientists focused on the same topic.With her graduate travel grant, she attended the European Fusarium Seminar (EFS) in Puglia, Italy, and spent the conference talking Fusarium with researchers from Brazil, Japan, the Netherlands, Spain and, of course, Italy.“I’ve presented at other conferences, but it has always felt like my research topic didn’t quite fit in, since it is of an interdisciplinary nature. At EFS, I was talking about wine, Fusarium fungi and mycotoxins constantly, sometimes until 2 a.m., with all of the rock stars in the field,” Bolton said. “And, best of all, they were very interested in the work we are doing at UGA.”While at the conference, Bolton won a prize for her research poster, but the highlight of the conference was tapping into the ideas of a network of scientists who shared her interests, she said.Yi Gong, a doctoral student in Food Science & Technology, presented his research in China at the Annual Conference and Exhibition on Functional Foods, Nutraceuticals, Natural Health Products and Dietary Supplements.Gong’s research focuses on the nutritional and health-promoting components of U.S. pecans, including evaluation of the antioxidant capacities found in pecans and use of liquid chromatography and mass spectrometry to compare phytochemicals found in the tree nuts. At the conference, Gong presented his research comparing selected and bioactive nutrients found in pecans and Chinese hickory nuts.“The aim of this research is to provide consumers with detailed nutritional and healthful bioactive facts about pecans in order to promote an increase in per-capita consumption through targeted marketing efforts by the industry and to secure the long-term competitiveness of U.S.-grown pecans,” Gong said.Gong’s research on the health benefits of pecans has already benefitted the United States and, more particularly, Georgia’s economy, as China has opted to reduce tariff rates on pecans from 24 to 10 percent.Brad K. Hounkpati, a doctoral student in entomology, used his grant toward completing his research on ladybugs. Hounkpati visited five different countries on two continents over the course of 30 days as part of his research on the West African Coccinellidae (WAC)—commonly known as ladybugs or ladybird beetles—and their potential for bio-control programs in Africa.During that time, Hounkpati collected 128 WAC species in Benin, Ghana, and Togo, West Africa. In Belgium, Germany and Senegal, Hounkpati photographed ladybug specimens, which will allow him to make definitive identifications of the insects that he and others have collected. While in Senegal, he was given a curated collection to bring back to Georgia and use as part of his identification efforts.“My knowledge about the taxonomy and biology of WAC has increased dramatically as a result of my research in the field and in natural history museums,” Hounkpati said. “I also established a strong network of collaborators in West Africa.”Hounkpati’s research is part of a collaborative program that includes scientists in seven West African countries—Benin, Burkina Faso, Côte d’Ivoire, Ghana, Niger, Nigeria and Togo—and has the goal of producing major taxonomic works on WAC. Additionally, the researchers hope that by broadening the knowledge of ladybugs in West Africa, the insects might be used as pest control agents and could contribute to food security. In addition, Hounkpati said he hopes the work will increase the awareness of small-holder farmers about the potential consequences of misuse and safety aspects of synthetic pesticides.While working in Ghana, Hounkpati was visited by his father, who expressed pride in his son’s accomplishments and thanks for the support that Hounkpati has received.“Everywhere I go, people know more about your work and commitment to give back to our communities,” Hounkpati’s father told him. “I’m so proud of you. But please do not forget to tell all the people who are contributing to make this happen that I say, ‘thank you.’”For more information on applying for the 2016 Global Programs Graduate International Travel Award, go to global.uga.edu/scholarships/GlobalProgramsGraduateInternationalTravelAward.last_img read more

WHINSEC: Excellence Starts Here

first_imgBy Dialogo August 17, 2009 Good morning!!! Let me introduce myself, I am from Chile and I am a Second Lieutenant Officer in the Army, in the year 2008, I was in Whinsec completing a leadership course for cadets as part of my military tour, I am now postulating the Peace Operations in my country, and therefore I direct myself to you because it is my wish to have some sort of training in Whinsec to improve my knowledge and in so doing add a “plus” to the other postulants of the mission. I hope that with my military capacity I could begin to complete some course, with the possibility of me footing the bill for any costs. Thank you in advance, many thanks!! my colonel, your editorial is very well done I feel so proud to have been in these whinsec classrooms since the training that received was put in practice in my unit here in Colombia, although it’s been a long time, having been there in 2008 for the 04/ITC course but the knowledge is not forgotten thanks to you and the team of instructors as well as whinsec many thanks I. INTRODUCTION.- The constant challenge faced by institutions involved in the dynamic process of teaching and learning has to do with the quality of instruction offered by a highly qualified teaching staff, capable of exercising a positive influence on student behavior in the efficient performance of their work and consequent fulfillment of their mission. The Staff and Faculty Development Department (SFDD) of the “Western Hemisphere Institute for Security Cooperation (WHINSEC)”:https://www.infantry.army.mil/WHINSEC/ has taken up this challenge as part of the educational system, committed to the department’s primary responsibility of training the instructors who will form part of the Institute’s faculty and those who, after successfully completing the Instructor Training Course (ITC), will take on this role in their home institutions and countries, becoming messengers and replicators of our doctrine and philosophy as graduates of our Institute. This responsibility is the benchmark for our efforts and the inspiration for our motto, “*EXCELLENCE STARTS HERE*.” Teaching excellence should be understood as an interactive behavior incorporating imagination and creativity as important parts of a rich repertoire of pedagogical resources. Its principal aim is to foster the development of the student’s personal abilities, encouraging and motivating cooperation among students and always demonstrating enthusiasm, energy, and dedication, especially with students in need of additional support. The objective of teaching excellence is to equip students with the capability to face new challenges and threats with a forward-looking, wide-ranging, professional, and competent vision. In line with these considerations, every institution aspires to achieve “excellence,” although it is harder to maintain than to achieve, in a complex world in which competition and high expectations are constant and the instructor’s role is a weighty one. In order to develop this focus, we should start from a basis that will permit us to define our instructional goals objectively. In order to do so, we should answer three questions that will guide this process. *What is going to be taught?, For what purpose is it going to be taught?, and How is it going to be taught?* II. DEVELOPMENT. What is going to be taught? The answer to this question is related to clearly identifying the needs of the student as an important and active contributing part of his institutional, national, and hemispheric context. Our answer should concentrate on the work that our students will perform, and so we need research to shed light on these unknown factors and ongoing evaluations to alert us to changes in the initial frame of reference. This task is performed by WHINSEC through the evaluations conducted by the SFDD and the Quality Assurance Office (QAO). For what purpose is it going to be taught? This question has to do with meeting the expectations of WHINSEC’s users, so that the product offered by the student in the practical performance of his tasks meets the needs identified in the first process. Asking “For what purpose is it going to be taught?” highlights two concrete objectives. The first is to engage each student’s “zone of proximal development” and is addressed in the Instructor Training Course (ITC) through curricular content: Principles of Adult Learning, Instructional Objectives, Test Development, Instructional Methods, Instructional Aids, Communication Techniques, Control and Interaction Techniques, Portfolio and Lesson-Plan Development, and Human Rights, Armed Forces, and Democracy. The second objective is to engage the group’s “zone of potential development” through the concept of “teamwork,” addressed in the Small-Group Instructor Training Course (SGITC). This course covers the Experiential Learning Cycle; Group Development, Consensus, and Feedback; Interventions; the Johari Window; and Theory and Practice of Small-Group Instruction. How is it going to be taught? This question basically refers to choosing the methods and techniques to be used, establishing the essential conditions, space requirements, and pedagogical requirements, determining the number of students, and everything else that has to do with creating a suitable instructional environment. These three benchmarks are based on an educational framework that clearly defines the governing concepts for the entire instructional process. Granted, there are a variety of theories that might offer us guidance; nevertheless, military and police instruction today, in the author’s judgment, should be based on four pillars that shape modern education: Learning to learn, Teaching to learn, Learning to teach, and Teaching to teach. Learning to learn. Many individuals are unfamiliar with or have not developed learning strategies to facilitate the learning process, and when faced with this difficulty, they intuitively use the method they have always used in the past, which does not always turn out to be the best one. Learning to learn is important for today’s instructors and students, since we live in an environment in which technology provides an abundant flow of information, and we need techniques and methods to help us organize and classify the information and knowledge that we obtain. Teaching to learn. Learning is a skill that the instructor should develop in his students, familiarizing them with the techniques, methods, and tools that will permit them to learn correctly and efficiently. This objective is related to the previous one and differs from it only in that the instructor should teach the student how to study in order to learn. Learning to teach. Undoubtedly, this objective brings the SFDD closer to the Department’s specific mission, which is to develop our students’ knowledge of the process of teaching. The instructor, in addition to knowing the subject matter he will teach, should be familiar with different instructional techniques and methods and make use of suitable instructional aids in developing his class. The SFDD fulfills this objective in WHINSEC. Teaching to teach. The replicator effect sought as part of educational philosophy should take into account this aspect of an instructor’s training, since this training should teach him to teach the content of a subject or specialty, producing a replicator effect that expands the horizons of learning. These pillars are the essential guide to our objectives and to the Department’s vision, based on the guidelines of the U.S. Army Training and Doctrine Command (TRADOC). III. CONCLUSION.- We start from the foundation of excellence as the aspiration of every institution that takes its educational mission seriously, considering three questions the answers to which guide the educational process, a process that in the author’s judgment should be based on four pillars of the modern concept of education. Without doubt, the thrilling dynamics of teaching and learning require the design of ambitious and up-to-date programs that shatter old paradigms as the only means to find new and better ways of solving current problems and confronting future ones. Excellence rests on the activity of the instructor as the process’s principal actor, who should be engaged in constant study and research in pursuit of personal development, so as to be an inexhaustible source of knowledge. He should develop habits and aptitudes that set an example for his students. He should stay humble, recognizing that he does not know everything and that he wants to share generously what he does know. He should remember that as an instructor he has an opening that gives him a great opportunity to penetrate his students’ minds, hearts, and spirits, to engrave on the marble of their consciences the principles and values appropriate to an upright man – the supreme reason for an instructor’s apostolate and the one that will make him forever a true teacher.last_img read more

Juan Mata feels the frustration after Manchester United’s defeat to Southampton

first_img Boos rang around Old Trafford following the final whistle of the Barclays Premier League contest as United boss Louis van Gaal endured what he later described as the worst reaction he has heard from supporters yet during his time in charge. The Red Devils – frequently derided of late for playing in a dull, uninspiring way – had just one shot on target in a match that was settled by Charlie Austin’s late header. Mata has no doubt results must improve. United’s next match is an FA Cup tie at Derby on Friday, and the Spain international added in his message to the fans: “Football doesn’t stop and now it’s time for the FA Cup and we want to fight for this trophy for you. “We feel bad every time we get a bad result, but it hurts even more for you. “We must get better results for you. “I thank you for your support in the bad times, and I assure you that our only goal is to do things much better to move up the table in the Premier League and try to lift the FA Cup. “Thanks to all of you. I’m sure that better moments will come sooner or later, and we will enjoy them much more, aware of how tough it is to get there.” Van Gaal and his players have had both Sunday and Monday off – as was always scheduled – and are due to return to work on Tuesday. They are now five points off the top four in fifth place and have won only three of their last 13 matches in all competitions. Van Gaal has expressed his own frustration, saying: “I’m very disappointed that I cannot reach the expectations of the fans. “They have – or they had – great expectations of me, and I cannot fulfil them.” Meanwhile, Mata – who came on as a half-time substitute in the defeat – said in a message posted on his blog on Monday: “Once again I’m writing with a bad taste. “After several games without being defeated, we lost 0-1 to Southampton in Old Trafford. And it hurts, it really does. “It was the perfect time to get the three points and stretch the good streak in 2016, but we couldn’t make it. “It wasn’t a good game from any of the teams, a draw would have been a fair result (although not good enough for us), but a late goal from Austin after a free-kick took the points away from us. “It’s another tough moment, for you and for us, but we must get through this. I understand your frustration, because we feel the same way, but we have to carry on.” Manchester United forward Juan Mata has stressed the frustration within the camp is the same as that of the club’s fans after Saturday’s 1-0 home loss to Southampton. Press Associationlast_img read more

Worlds economies show similarities in economic inequality

first_img The value of vegetation Scientists Arnab Chatterjee and Bikas Chakrabarti from the Saha Institute of Nuclear Physics, along with Sitabhra Sinha of the Institute of Mathematical Sciences, both in India, have analyzed a variety models explaining different sets of data, and found striking similarities. The results show that the poorer majority of the population follows one distribution, while a small proportion of the wealthiest people veers off in a tail following a power-law distribution, in essence reflecting how “the rich get richer.” The studies included large sets of data from sources such as income tax returns and net values of assets in societies including Japan, the U.S., the UK, India, and nineteenth century Europe. The data, taken from a large number of recent publications by several groups, represented a variety of different economies and stages of development. Generally, the lower 90% of the population (in terms of income) followed a log-normal distribution, characterized by an initial rapid rise in population followed by a rapid fall as income increased. Economists who yearn for the redistribution of wealth in an ideal society are up against history. According to a recent study, the uneven distribution of wealth in a society appears to be a universal law that holds true for economies in many different societies, from ancient Egypt to modern Japan and the U.S. This distribution may reflect a simple natural law analogous to a 100-year-old theory describing the distribution of energy in a gas. However, the top 2-10% of the population deviated from this bulk distribution, as scientists discovered more very rich people than would be expected using the log-normal model. Instead, this top tier followed a power law with a certain exponent called the Pareto exponent, named after Vilfredo Pareto, who first observed this power law in the 1890s.“While the distribution of the richest 10% does indeed follow a different behavior (power law) than the rest (Gibbs or log-normal), one need not assume different dynamics at work in the two cases,” Chatterjee explained to PhysOrg.com. “In fact, both types of distributions can arise from the same model. In the case of the random savings model, the agents having the highest savings fractions will have a higher probability of ending up in the richest 10% of the population, while in the random thrift model, the agents with higher thrift value generally tend to be the richest.“As an agent gets richer, a feedback effect occurs by which the rich are more likely to gain from a transaction than the poorer agents—thereby resulting in an accumulation of assets for the richer players that is manifested as a power law tail.” When comparing these income and wealth distributions to a physical model called the Gibbs distribution, the scientists found that the economic model of the poorer 90% seemed to fit very well with this natural law. Proposed in the late 1800s, the Gibbs distribution is a thermodynamic model that describes the distribution of energy in an ideal gas in equilibrium.The economic model and the gas model share basic characteristics. As Chatterjee et al. explain, the asset- (e.g. money-) trading process can be viewed as a molecule scattering process—in both cases, assets or molecules are conserved (on the time scale of the model). Also, even though an individual does not see asset exchanges as random, the scientists show that, from a global level, exchanging assets or scattering molecules are indeed random processes.“As described in our paper, the Gibbs form seems to be a better fit for the data than the log-normal form (which is preferred by many economists),” Chatterjee explained. “Note, for a particular [savings factor], the resultant [distribution] only fits the lower 90% of the population. To fit the entire range, including the power law tail, one needs a suitably distributed saving propensity. In the thrift model, one obtains realistic values of the Pareto exponent (i.e., as seen in society) by assuming a distribution of the thrift parameter. Hence, both these models can explain both the features of the observed income distribution.”Aside from these general models, the scientists also discovered some interesting details within their results. When comparing wealth (i.e. one’s net worth) with income, they found that wealth is much more unequally distributed than income (wealth models always have lower Pareto exponents, for any society). Also, while most of the data for the models is based on individuals, data from companies also seemed to follow the same models. Even though the model shows a widespread inequality among citizens in a society, however, the scientists’ findings might also provide guidance for experts trying to distribute wealth more evenly.“With uniform savings and large saving propensity, our model would yield a narrow peaked income distribution, which corresponds to a socialist economy,” Chatterjee said. “Note that, here, the super-rich are absent, and the bulk of the population is described by a narrow most-probable income distribution, or everybody ending up with the average money in the market—a socialist’s ideal dream.”Since the richer agents demonstrate certain characteristics in savings and thrift, the scientists explain that certain characteristics might make citizens in a society “more” financially equal.“A way to exercise this would be to modify the saving patterns of the individuals, making all of them have a similar and large saving propensity, to be precise. In isolated sectors where such manipulations with savings propensities were possible, our predicted effects had indeed been seen earlier by social statisticians (such as J. Angle) and analysts (such as G. Willis and J. Mimkes).“In the thrift model,” Chatterjee continued, “introducing different distributions of thrift among the agents can result in more or less equitable distributions. Also, introducing certain forms of taxation in random asset exchange models have resulted in more equitable distributions. These could help experts make policies for a more equitable distribution of wealth in society.”Citation: Chatterjee, Arnab, Sinha, Sitabhra, and Chakrabarti, Bikas K. “Economic Inequality: Is it Natural?” Currently at arxiv.org/abs/physics/0703201 ; To be published in Current Science.Copyright 2007 PhysOrg.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed in whole or part without the express written permission of PhysOrg.com. Explore further This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. Citation: World’s economies show similarities in economic inequality (2007, April 6) retrieved 18 August 2019 from https://phys.org/news/2007-04-world-economies-similarities-economic-inequality.html The graph at left shows how 90% of a population follows a log-normal wealth distribution, while the richest 10% veers off in a tail following a Pareto power law distribution. Examples of this model with data from different countries are shown at right. Credit: Chatterjee, et al.last_img read more