ISCED 2011 is an updated version of the previous classification, ISCED 1997, and provides a framework for organizing education programs according to their level of complexity and content. The classification is designed to facilitate the comparison of education systems across countries and regions, and to improve the collection, reporting, and analysis of education statistics.
ISCED 2011 introduces several changes and updates, such as the introduction of a new level of education called “early childhood education,” the expansion of the tertiary education level to include short-cycle tertiary education, and the inclusion of a separate category for vocational education at the secondary level. The classification also includes detailed descriptions of the content and characteristics of each education level, as well as guidelines for classifying educational programs that do not fit neatly into the existing categories.
ISCED 2011 is widely used by national and international organizations, including UNESCO, to collect and report education data, and it provides a common language for discussing education across borders.
Classic British comfort food. The origin of the recipe can be traced back to the United Kingdom in the mid-20th century. The dish’s name, “bangers,” comes from the habit of sausages bursting open (banging) while cooking due to their high water content, particularly during World War II when meat was scarce, and fillers were added to sausages.
The popularity of sausages and mashed potatoes as a meal likely dates back much further in British culinary history. Sausages have been a part of British cuisine for centuries, and mashed potatoes have been consumed in the UK since potatoes were introduced to Europe in the 16th century. It has long since become the go-to meal for college students seeking a satisfying, simple, and budget-friendly option during their academic years.
Ingredients:
Pork sausages (traditional British bangers)
Potatoes (such as Russet or Yukon Gold)
Butter
Milk or cream
Salt and pepper to taste
Onion gravy (optional, for serving)
Instructions:
Start by preparing the sausages. You can grill, pan-fry, or oven-bake them until they are cooked through and nicely browned.
While the sausages are cooking, peel and chop the potatoes into chunks. Place them in a pot of salted water and bring to a boil. Cook until the potatoes are tender and can easily be pierced with a fork.
Drain the potatoes and return them to the pot. Mash the potatoes using a potato masher or a potato ricer.
Add butter and a splash of milk or cream to the mashed potatoes, and continue mashing until you achieve your desired consistency. Season with salt and pepper to taste.
Serve the cooked sausages on top of the mashed potatoes, and if desired, pour onion gravy over the dish.
The History of “Bangers and Mash” as a College Meal:
Simplicity: The dish is easy to prepare, requiring basic cooking skills and readily available ingredients, making it ideal for students who may have limited cooking facilities or time.
Affordability: Sausages and potatoes are often budget-friendly ingredients, making “Bangers and Mash” a cost-effective meal for students on tight budgets.
Comfort and Nostalgia: The dish’s hearty and comforting nature brings a sense of nostalgia and home-cooked goodness to college students, especially those living away from home for the first time.
Social Meal: “Bangers and Mash” is a dish that can be shared with friends or hallmates, making it a popular choice for communal meals in college dormitories or shared kitchens.
Overall, “Bangers and Mash” has not only been a staple in British cuisine but also a go-to meal for college students seeking a satisfying, simple, and budget-friendly option during their academic years.
Accreditation and certification are relatively modern concepts that have evolved over time as formalized methods of establishing and maintaining standards in various fields. The concept of accreditation or certification, as it is understood today, may not have existed in the same form in the distant past. However, there were likely individuals or groups who played roles similar to that of accreditation or certification specialists in history, although the formalized systems of accreditation or certification that exist today were not present.
For example, in ancient times, there were guilds and associations in various professions that set standards for their members, oversaw training and apprenticeship programs, and ensured the quality of their work. These guilds and associations, which existed in various civilizations such as ancient Egypt, Greece, and Rome, could be seen as early forms of accreditation or certification bodies.
Similarly, in religious contexts, there were individuals who held authority to certify or accredit others. For instance, in medieval Europe, there were religious orders, such as the Knights Templar, who were known for their specialized skills and were often called upon to certify the expertise of others in their areas of knowledge, such as architecture or finance.
In the field of education, ancient universities and centers of learning, such as the ancient Indian Nalanda University or the Islamic madrasas, could also be seen as early forms of accreditation or certification bodies, where scholars were recognized and certified based on their knowledge and expertise.
However, it’s important to note that the formalized systems of accreditation or certification that we are familiar with today, with standardized processes, documentation, and oversight, have developed over time and are relatively modern phenomena. The history of accreditation or certification is complex and multifaceted, with various practices and traditions that have evolved and influenced the modern systems we have today.
Iowa Wesleyan University is a private university in Mount Pleasant, Iowa with a founding affiliation with the United Methodist Church. It is Iowa’s first co-educational institution of higher learning and the oldest of its type west of the Mississippi River. It is one of several colleges and universities in the United States funded through the National Institute of Food and Agriculture program. These institutions receive funding for research, education, and outreach programs related to agriculture, food, and natural resources.
With an enrollment consistently below 1000 students the university will close at the end of the 2022–23 academic year owing to financial challenges.
As of January 2022, there were a few municipalities in the United States that allowed non-citizens to vote in local elections, but no entire states. These municipalities included:
San Francisco, California: Non-citizens are allowed to vote in school board elections.
Chicago, Illinois: Non-citizens are allowed to vote in school board elections.
Takoma Park, Maryland: Non-citizens are allowed to vote in local elections.
It’s worth noting that these policies may change over time as local governments make decisions regarding voting rights. For the most up-to-date information, it’s best to consult the specific laws and regulations of each municipality or state.
“Election Day, 1944” | Norman Rockwell for the Saturday Evening Post
School bond elections — either at county or district level — are processes through which communities vote to authorize the issuance of bonds to fund various projects and improvements in their local school districts. The elections determine the quality of educational settlements –new school buildings, renovating existing facilities, upgrading technology, and improving safety measures. The outcomes of these elections directly affect the quality of education and learning environments for students within the county. Successful bond measures can stimulate economic growth by creating jobs and attracting families to the area.
Community involvement and voter turnout are essential in determining the allocation of resources and shaping the quality of life for its citizens. In recent years, however, voter ambivalence about the education “industry” in general, the rise of home schooling and other cultural factors, complicate choices presented to voters.
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When the electric grid and the internet are down and there is no cell service, radio can still work to help communities stabilize. Starting 2024 we will break down our coverage of the radio frequency technology standards used in educational settlements into into two categories:
Radio 300: Security and maintenance radio. These usually use a single radio channel and operate in a half-duplex mode: only one user on the channel can transmit at a time, so users in a user group must take turns talking. The radio is normally in receive mode so the user can hear all other transmissions on the channel. When the user wants to talk he presses a “push-to-talk” button, which turns off the receiver and turns on the transmitter; when he releases the button the receiver is activated again. Multiple channels are provided so separate user groups can communicate in the same area without interfering with each other.
As of this posting APCO International has no public consultations on any titles in its public safety radio standards catalog.
Radio 400: Student radio. College radio stations are typically considered to be public radio radio stations in the way that they are funded by donation and grants. The term “Public radio” generally refers to classical music, jazz, and news. A more accurate term is community radio, as most staff are volunteers, although many radio stations limit staff to current or recent students instead of anyone from the local community. There has been a fair amount of drama over student-run radio station history; a topic we steer away from.
The Low Power FM radio service was created by the Commission in January 2000. LPFM stations are authorized for noncommercial educational broadcasting only (no commercial operation) and operate with an effective radiated power (ERP) of 100 watts (0.1 kilowatts) or less, with maximum facilities of 100 watts ERP at 30 meters (100 feet) antenna height above average terrain. The approximate service range of a 100 watt LPFM station is 5.6 kilometers (3.5 miles radius). LPFM stations are not protected from interference that may be received from other classes of FM stations.
We follow — but do not respond — to consultations on titles covering the use of radio frequencies for the Internet of Things. At the moment, most of that evolution happens at the consumer product level; though it is wise to contemplate the use of the electromagnetic spectrum during widespread and extended loss of broadband services.
Maxwell equations: Four lines that provide a complete description of light, electricity and magnetism
We do not include policy specifics regarding the migration of National Public Radio beyond cultural content into political news; though we acknowledge that the growth of publicly financed radio domiciled in education communities is a consideration in the technology of content preparation informed by the Public Broadcasting Act of 1967.
We drill into technical specifics of the following:
Radios used for campus public safety and campus maintenance
Student-run campus radio stations licensed by the Federal Communications Commission as Low Power FM (LPFM)
Facilities for regional broadcast of National Public Radio operating from education communities
Off-campus transmission facilities such as broadcast towers.
Grounding, bonding, lightning protection of transmission and receiving equipment on buildings
Broadcast studio electrotechnologies
Radio technology is regulated by the Federal Communications Commission with no ANSI-accredited standards setting organizations involved in leading practice discovery and promulgation. Again, we do not cover creative and content issues. Join us today at 11 AM/ET using the login credentials at the upper right of our home page.
New update alert! The 2022 update to the Trademark Assignment Dataset is now available online. Find 1.29 million trademark assignments, involving 2.28 million unique trademark properties issued by the USPTO between March 1952 and January 2023: https://t.co/njrDAbSpwBpic.twitter.com/GkAXrHoQ9T