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Thursday, September 20, 2018

What to major in college? The most and least valuable degrees | New Jersey 101.5 FM Radio

Actuarial Science is the most valuable college major, says Bankrate.com.  

Photo: Carlos de Andres, Cover/Getty Images

Actuarial science is the most valuable college major, according to a new Bankrate.com survey that ranks 162 majors based on average income and unemployment rates.

Adrian Garcia, an analyst with Bankrate, says actuaries are people you may want to thank or blame for the premiums you pay on car, home and health insurances. It's the top major because the average income is $109,000 and the unemployment rate is just 2.3 percent.

Garcia says the survey looked at how many graduates went on to get a master's or doctorate degree, knowing you may have to dip into your savings or take out loans to do that. But only 22 percent of actuaries did so, suggesting you can get a good job without having to have further schooling.

Actuarial science is considered a STEM (science, technology, engineering, mathematics) degree, which dominates the Top 5 list. At No. 2 is zoology, followed by nuclear engineering, health and medical preparatory programs and applied mathematics — all with six-figure incomes and low unemployment rates.
Read more... 

Source: New Jersey 101.5 FM Radio 


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University guide 2019: league table for mathematics | Education - The Guardian

The study of quantities through analysis, deduction and calculation - including mathematics, operational research and statistics.


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Source: The Guardian


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Digital transformation trends in insurance | Technology - Digital Journal

Photo: Tim Sandle
"Insurance companies continue to struggle when it comes to customer experience, with users complaining of poor service when making claims or because of undue waiting times. Insurance companies are redressing this with new technology" writes Dr. Tim Sandle, Digital Journal's Editor-at-Large for science news.

Photo: DJC
According to the ICS UK Customer Satisfaction Index many consumers remain dissatisfied with the experiences they receive from insurance companies and when making insurance claims. One reason put forward for this is a lack of progress with digital transformation.

In contrast, the industry group finds that banks have made greater strides with offering digital platforms and better customer experiences. The reason why many major banks have upped their game is due to challenges from fintech disruptors. This level of disruption hasn’t been seen with insurance to the same degree; however, this looks like only being a matter of time. 

Some insurance companies have successfully adopted digital technologies, and continue to improve upon the customer experience.

Audatex – fast claims service
The company Audatex has launched an end-to-end digital motor claims management solution, with the aim of reducing the insurance claim process. Using a platform called AudaENOL, this allows policyholders to initiate and control the claims process. Through the platform each step in the claims process is visible, such as the steps for the claimants, insurers, repairers, and accident management companies...

Homelyfe - targeting brokers with new platform
The insurtech startup Homelyfe has launched a new digital insurance platform called Aventus, as a business-to-business application. The platform can be used for the digitisation of books or question sets for insurance processing so that insurance quotes can be rapidly delivered to brokers.
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Source: Digital Journal


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The learning experience is different in schools that assign laptops, a survey finds | Future of Learning - The Hechinger Report

Editor’s note: This story led off this week’s Future of Learning newsletter, which is delivered free to subscribers’ inboxes every Wednesday with trends and top stories about education innovation. Subscribe today!


Tara García Mathewson, staff writer at The Hechinger Report explains, "More students report emailing teachers, collaborating with peers in schools with 1:1 programs."  
 
Photo: Pexels

More than twice as many principals in 2017 said students in their schools were assigned some type of mobile device, like a laptop or tablet, than in 2015. That’s according to the Speak Up Research Project for Digital Learning, which found that 60 percent of principals who responded to its latest survey say they assign these devices, compared with 27 percent two years earlier.

So what does that mean for classrooms? The Speak Up survey, a national initiative of Project Tomorrow, an education-focused nonprofit, also reached almost 341,000 students in 2017, and it found some distinct differences in what students with and without mobile devices said they did in school.

High schoolers assigned a laptop or a Chromebook were more likely to take notes in class, do internet research, create documents to share, collaborate with their peers on projects, check their grades and get reminders about tests or homework due dates...

Schools that distribute mobile devices to students more often lay this foundation, the survey shows. They also give students chances to collaborate with their peers on projects. Nearly half of high schoolers with an assigned laptop or Chromebook say they get to do this, while just one-third of high schoolers without those assigned devices say the same.

In focus groups, students say they really like the idea of peer-to-peer learning, Evans said. Sometimes teachers can’t explain things in ways they understand. Their peers can fill in the gaps.
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Source: The Hechinger Report


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Complimentary Trainers Guide | Association for Talent Development

Whether you are just getting started as a trainer or are a seasoned talent development professional, planning your training sessions is an important key to success. 

Download Now

The topics covered in this guide will help you think beyond modules and training sessions and instead help you deliver effortless learning experiences.
The learner’s experience is an essential factor determining whether or not the learning will stick. Their experience doesn’t start when they enter the classroom, it starts when they sign up for the course. Are you doing everything you can to make that process painless and exciting?
Download Now

In this guide, we’ll go over how to:

  • Create nurturing learning environments.
  • Identify the five most effective skills trainers need to have.
  • Deal with challenging participants.
  • Keep your training programs funde
Source: Association for Talent Development


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Wednesday, September 19, 2018

Watch movies for free online? EU study reveals users face THOUSANDS of malware threats when visiting sites that offer pirated digital content | Daily Mail

  • Experts found the files hidden in fake game installers and other free software
  • The 200GB of malicious files were analysed by law enforcement Europol
  • This revealed websites containing malware were mainly hosted in the US
  • Websites with .com domain names were also the most likely to contain malware

Experts from the European Union Intellectual Property Office in Spain uncovered the files hidden in fake game installers and other free programmes that give hackers access to your device, as Daily Mail reports. 

Downloading movies illegally online isn't just putting you at risk of falling foul of the courts, a new study suggests. Thousands of users are putting themselves at risk of infection by malicious apps when they visit websites that offer pirated content (artist's impression).
Photo: European Union Intellectual Property Office 

Downloading and streaming movies illegally isn't just putting you at risk of falling foul of the law, according to a new study into malware.

Thousands of users are putting themselves at risk of infection by malicious apps when they visit websites that offer pirated content.

European Union (EU) researchers located 4 000 malicious files in their search, which originated from approximately 100 individually developed pieces of malware.

That includes fake game installers and free programmes to promise to let you access and stream pirated content, but actually give hackers access to your device...

The files extracted by the researchers came from sites and mobile applications suspected of sharing pirated films, music, video games and TV shows.

They were designed to lure users into sharing credit card details, social network logins or other personal data.

'Our previous research has shown that over half of digital natives say they consider the safety of a site to be a priority when accessing content online,' said Christian Archambeau, acting executive director of the EUIPO.

'Our findings are important for all online users, of whatever age, as they highlight the inherent dangers in copyright-infringing sites.

Source: Daily Mail


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How to share difficult feedback with employees | Community - TrainingZone.co.uk

"Being the bearer of bad news is neither fun nor easy. While many in this situation default to beating around the bush, or worse, avoiding the critical feedback altogether, managers have more success by being direct (although not harsh) very early on." summarizes Jennifer Kirkwood, focus is making training relevant to employees and organizations.

Photo: Pexels
First, take a few minutes to talk about something other than work. Research shows that as little as a few minutes of upfront conversation unrelated to the matter at hand dramatically increases the level of collaboration going forward.

Next, ease into the conversation with a gentle warning that emotionally prepares the listener: “I have some unfortunate feedback to share with you.”

Proceed by sharing three pieces of information:
  • Your attitude toward the employee
  • The feedback itself
  • How you feel about the feedback
For example, “I really value you as a member of our team, and would like to see you grow with the company. Nevertheless, I cannot promote you at this time. I feel bad, and wish this weren’t the case.”...

One of the hazards to be wary of in this type of conversation is the conflation of your relationship with the decision at hand, e.g., “If you really appreciate me as a worker, you would promote me.” Should you encounter this, address both aspects of the assertion independently. First, address the relationship component (e.g., you must not appreciate me as a worker) until the matter is resolved. For example, “I do appreciate you. I’m sorry if I haven’t done enough to express that appreciation. I have tried, though, and will continue to try. Have there been other times you haven’t felt appreciated?” Once that has been addressed, share the reasons behind your feedback/ decision.

Throughout the conversation, provide an opportunity to ask questions and to share the employee’s perspectives (supported by data). Ensure that he or she understands the feedback and rationale, since understanding generally leads to acceptance.
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Source: TrainingZone


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What Are We Communicating to Students When We Write? | Teaching Professor Blog

"Do we communicate more with students in writing than we used to?" according to Maryellen Weimer, PhD.
 

Photo: iStockphoto
 I think so. In addition to the course syllabus, the usual handouts, and written feedback on papers, projects, and performances, we now share all kinds of electronic messages with students. We exchange emails, post announcements on course management systems, and participate in online discussions. Those who use PowerPoint tend to make rather text-heavy slides. And if you happen to teach online, then virtually all your communication with students occurs via some written format.

First and foremost, all of these written materials communicate messages about the course and its conduct. But beyond this explicit information are other, more subtle messages. They are conveyed not as much by what we say as by how we say it. Without the benefit of tone, facial expressions, and other nonverbal cues, written communication creates new challenges for establishing a positive learning environment.

Several parameters guide our written communication with students. We need to be polite, and most of us are. We need to be professional, and most of us don’t have a problem with that either...

The syllabi study did not consider how impressions about the course and instructor are mediated when the teacher presents and discusses the syllabus in person. But often the syllabus is now a stand-alone introduction to the course and instructor. That’s almost always the case in online courses, but even in face-to-face courses the syllabus is often posted on the course website before the class convenes. So, students start to form their impressions before the first class.

I wonder if we are as aware of the “tonal” messages in our written communications as we should be. Often, we have so many assignments to grade that we get tired and the comments can become cryptic. Students, personally vested in their work, respond viscerally to teacher comments, especially those that point out flaws. Yes, they need to grow up and learn from negative feedback, but growing up is a process. How can we make it a constructive experience?
Read more...

Source: Teaching Professor Blog


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Tuesday, September 18, 2018

Predicting? Then optimize prediction not modeling | Cambridge University Press


Prediction, one of the most important practical applications of statistical analysis, has rarely been treated as anything more than an afterthought in most formal treatments of statistical inference.

Predictive Statistics
Analysis and Inference beyond Models
This important book aims to counter this neglect by a wholehearted emphasis on prediction as the primary purpose of the analysis. The authors cut a broad swathe through the statistical landscape, conducting thorough analyses of numerous traditional, recent, and novel techniques, to show how these are illuminated by taking the predictive perspective.' 
Philip Dawid, University of Cambridge.



  • Connects statistical theory directly to the goals of machine learning, data mining, and modern applied science
  • Positions statisticians to cope with emerging, non-traditional data types
  • Well-documented R code in a Github repository allows readers to replicate examples
  •  
    Connects statistical theory directly to the goals of machine learning, data mining, and modern applied science Positions statisticians to cope with emerging, non-traditional data types Well-documented R code in a Github repository allows readers to replicate examples Aimed at statisticians and machine learners, this retooling of statistical theory asserts that high-quality prediction should be the guiding principle of modeling and learning from data, then shows how. The fully predictive approach to statistical problems outlined embraces traditional subfields and 'black box' settings, with computed examples.  
    Read more... 

    Enjoy your reading!

    Source: Cambridge University Press


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    The 37 New Skills You Can Now Learn on LinkedIn Learning | Learning Blog - LinkedIn Learning

    Paul Petrone, Marketing Manager at LinkedIn says, "Each week presents a new opportunity for you and your team to learn the skills necessary to take on the next big challenge."
     

    Photo:  Learning Blog - LinkedIn Learning

    And, at LinkedIn Learning, we want to do everything we can to help make that happen.
    So, each week, we add to our 12,000+ course library. And this past week was no different, as we added 37 new courses covering everything from sales to IT to user experience.

    The new courses now available on LinkedIn Learning are:
    Read more... 

    Recommended Reading  

    Photo:  Learning Blog - LinkedIn Learning
    You know all those articles predicting of a time when artificial intelligence will take over the world, forever changing it? Well, those days are no longer theoretical.

    Source: Learning Blog - LinkedIn Learning


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