Tags: Big Sky/Eastern washington Eagles/Mason Peatling/SUU Thunderbirds Basketball Associated Press January 25, 2020 /Sports News – Local Peatling propels E. Washington past S. Utah in OT FacebookTwitterLinkedInEmailMason Peatling scored 30 points on 11-of-16 shooting, grabbed 11 rebounds and Eastern Washington rallied to beat Southern Utah 81-78 in overtime.Peatling’s 3-pointer with 24 seconds left in regulation knotted it at 71 to force the extra session. Jacob Davison’s 3 with 53 seconds left brought Eastern Washington within 71-65.Southern Utah led 40-38 at halftime and extended it to 63-52 when Andre Adams made a layup with 9:36 left in regulation. Peatling scored a layup with 7:55 left to start a 7-0 run in just under three minutes.Dwayne Morgan led Southern Utah with 22 points. Written by
USA: Ingalls Newest, Technologically Advanced Warship William P. Lawrence Sets Sail View post tag: Naval View post tag: sail View post tag: News by topic American Flags blew in the wind and crowds of Ingalls shipbuilders lined the banks in Pascagoula Thursday. They gathered to watch the Willia…By Patrice Clark (wlox)[mappress]Source: wlox, May 20, 2011; View post tag: technologically View post tag: Ingalls Industry news May 20, 2011 View post tag: newest View post tag: Navy View post tag: usa View post tag: sets View post tag: Lawrence Share this article View post tag: Advanced View post tag: P. View post tag: William Back to overview,Home naval-today USA: Ingalls Newest, Technologically Advanced Warship William P. Lawrence Sets Sail View post tag: Warship
A government report has found that British universities risk alienating foreign students as tuition fees become increasingly expensive.Oxford University was one of 11 international universities sampled by the Higher Education Policy Institute (Hepi), and was named as one of the most expensive institutions, second only to Harvard. There are currently over 6,500 international students at Oxford University, who make up a third of the total student body. This includes 14 per cent of full-time undergraduates and 63 per cent of full-time graduate students.The Hepi report says that: “UK universities receive on average 8 per cent of their total income from international students.” The tuition fees for non-EU students are wide ranging, with £9,605 for a Bth in Theology; £11,205 for social sciences, humanities and human sciences; £12,810 for a degree in Fine Art, with the highest fee at £23,475 for clinical medicine.Non-EU students are also required to pay the college fee, which vary between colleges, and are likely to be in excess of £4,800 per annum according to the Oxford website.Nisha Sriram is a Singaporean clinical medical student and is at the higher end of the fee-paying spectrum.Nisha described her undergraduate and clinical student fees; “Fees [undergraduate] were about £15,000 pounds a year and college fees were £4000. “On top of this, flights were £2000 and I can’t remember living costs…now fees are up to about £24,000 but flights go down as I don’t go home as often.“Most of the people here are on scholarships and don’t care where they go, because someone else is paying for it”. Oxford does offer some assistance, such as the Reach Oxford scholarships for students from low income countries, however, competition is often fierce.Ingrid Frater is the current representative for all graduate and international students, and works with OUSU’s International Students’ Campaign.When asked about the international student fees at Oxford, she said, “This week I’m going to be preparing OUSU policy on international and graduate fees […] which will be taken to Council in seventh week. “[There is] a University review just beginning, looking at fees policy, but want to consult widely before writing anything.”
When inspectors make a judgement about the quality of education, they’ll consider how much schools are giving pupils the knowledge and cultural capital they need to succeed in life.In the second phase of our curriculum research, we looked at a small sample of schools that were invested in the curriculum. We found that leaders in those schools tended to talk about giving their pupils the knowledge and skills that were lacking from their home environments as a core principle for their curriculum.Crucially, school leaders need to have a good understanding of where children are starting from and a clear concept of what the end point needs to be – for all children. A curriculum that gets them from A to B that is clear, coherent and well sequenced minimises the likelihood of children coming adrift. But we don’t believe schools have to start developing a curriculum from scratch. We say that you can “adopt” a curriculum, and many do.Some the schools we looked at used ongoing assessment sensibly so that they could check pupils’ understanding of the main curriculum elements and respond appropriately through teaching. The curriculum, in a sense, was never complete for them, and they recognised the need for continual review and renewal. But filling those gaps in knowledge, skills and understanding was central to their thinking, because of the aspirations they had for their children. One of my research colleagues observed some girls in a year 7 mathematics class who were struggling to add up in hours and minutes. This had obviously never even been taught by their primary school.Disadvantaged childrenCrucially, the schools we looked at in our sample didn’t put disadvantaged pupils onto a stripped-back curriculum. Instead, most of them made strong links between reading and curriculum access. Two secondary school leaders in areas of high deprivation had included Latin and philosophy as subjects at key stage 3. Primary school leaders had also enriched their schools’ quality of education with well-planned regular trips to the local area and beyond that were tightly linked to their curriculum.That said, our research also found that in a few schools, the local context appeared to lead to low expectations about what leaders believed their pupils could achieve. For instance, in one school with a large cohort of pupils from deprived areas, leaders were more concerned with ‘pupil engagement’ than with curriculum content and so they’d chosen English texts that they thought catered to pupils’ interests, rather than deepening and widening their knowledge and so enabling their progression through the curriculum. That just isn’t the right thing to do for children.I know from the NGA response that many of you have raised concerns about providing a range of rich experiences because of money pressures. Schools are not all equally funded. As I said in a letter to the Public Accounts Committee last October, school leaders have had to work harder to balance their budgets in recent years and we see this leading to some difficult choices. The fact that we haven’t seen the effects flow through into inspection outcomes, or not yet, reflects the efforts your schools have put in to maintain standards of education. And of course, I am aware of the wider context of cuts to local authority children’s services.But our quality of education judgement will make it easier for us to recognise and reward the good work done by schools in areas of high disadvantage, by tackling the perverse incentives that we know can undermine schools. Rebalancing inspection so that it complements performance tables – rather than intensifying pressure on them – means we can really look at how results are being achieved. Good results should flow from strong education for all children. This will empower schools to put children first always and actively discourage negative practices like ‘off-rolling’, teaching to the test and narrowing the curriculum.Special educational needs and disabilitiesWhile it is for school leaders to make sure that good teaching is happening every day, the governing body has a strategic role in making sure the curriculum meets the needs of all children in a school. That obviously includes children with special educational needs and disabilities.This idea and our approach to evaluating the quality of education are so important for these children and young people. It is this group of pupils, perhaps more than any other, who need the curriculum to be sequenced coherently and taught well. The decisions leaders make about what is taught and how it is taught have a profound impact on them. For many, learning can be really hard and they simply can’t afford for leaders to get it wrong.That’s why the curriculum conversation needs to be about all children, not just the ones who will move smoothly through. Inspectors will be considering very carefully throughout inspection which children benefit from the school’s curriculum and which children miss out. Is it always the same children?DataI’d now like to move on to thinking about your second purpose – holding leaders to account for educational performance. And of course, this is one that can happen in different places with different structures.We’ve talked a lot over the past 6 months about data and our plans to shift the focus on inspection away from it. We found in our curriculum research that an over-reliance on data was bending things out of shape and driving some unhelpful practices in some schools: cramming, teaching to the test, narrowing the curriculum. We received a mixed response to our proposal not to use internal progress and attainment data on inspection, with 42% of respondents in favour and 43% against. Headteachers were somewhat opposed whereas teachers and parents were in favour.Some of the concerns really don’t stand up to close examination, like the idea that this would have inspectors put more weight on SATs or GCSE results when the core principle of this new framework is that we are thinking about what pupils have learned and how they have achieved high standards – or not.That’s not to say that we’ll ignore external exam results. External exams are rigorously developed, tested and moderated and therefore comparable across schools. At secondary, GCSEs obviously matter a lot to children themselves. We’ll continue to consider outcomes, but in the context of what is being taught. It’s worth asking yourself this: are these the results of a well-taught curriculum or the result of cramming, teaching to the test and a narrowed curriculum? If a broad and balanced curriculum is well taught, the exam results should almost take care of themselves.Other concerns are more understandable, and some of you may share them. Let me put your minds at rest. Even though we won’t be looking at it, schools can still collect and use assessment information – that’s up to your school – but it should be done for its value for education, not done for Ofsted.Assessment of course has many uses, but it doesn’t have to result in mountains of data in order to have value. Regular low-stakes testing, like quizzes, can be helpful for consolidating learning without any need to record scores or report them upwards. Knowing how well pupils are understanding and remembering what they are taught is also helpful for teachers in planning and adapting their lessons, for leaders reviewing the curriculum more broadly.Internal data that your school uses certainly shouldn’t be collected in a way that puts undue pressure on teachers’ time. If someone shows you a great big spreadsheet, you might want to ask who pulled it together and for what purpose. Who does the data help? Does it add value beyond what you’d get from talking to a teacher or head of department? Was it worth the time taken out of the teacher’s day to enter all those numbers?You may be aware of the DfE’s Teacher Workload Advisory Group report, ‘Making data work’, published last November. It recommends no more than 2 or 3 data collection points a year and recommends that data collected should be used to inform clear actions.So, if your school is using more than those 2 or 3 points each year, they should set out clearly how they will interpret the data they have collected, and what actions will flow from it. If we find that a school’s system for data collection is disproportionate, or inefficient or unsustainable for staff, we’ll reflect this in our inspection report, and it could affect the grade that is given. But we are certainly not prohibiting the use of data.Predicted grades and pupil premiumAnd please tread carefully with predicted grades. You need to think about how, and on what basis, they have been compiled. Has the school made these predictions based on a careful understanding of where a child is with a particular subject – what they know and what they’re able to do? Or has the school just pulled through the SATS results from primary school? And is it even helpful to be asking schools to predict? An overblown interest in predictions can drive schools away from the substance of education. I can understand the superficial attraction, but it’s sometimes allowing the wrong things to happen.As Professor Becky Allen says in her blog, “there isn’t any research out there that can tell you the impact of using target grades, predictions or flightpaths.”And just because a number is written on a spreadsheet doesn’t make it gospel, and predictions are at least as likely to be wrong as they are to be right. So please let’s put a little less faith in them. We’re not saying you can never use them, but do remember they can do more harm than good. It is possible to do them well, but what purpose do they serve, and where else could that time and effort be used?I have similar misgivings about flight paths. The progress children make when they learn a subject is not necessarily linear. Progress should be measured by how much a child has learned of the curriculum, rather than when or whether they are hitting a particular target.Similarly, with the pupil premium, we know that you have a responsibility to oversee how it is spent and we’ll certainly look at your rationale for how it’s spent and what your school wants the impact of that funding to be. But all we’re doing is making sure you do what the DfE is telling you to do.We won’t be asking for any specific document or plan other than looking at your school’s pupil premium strategy. And we certainly won’t need any further school-generated data relating to individual students or to closing gaps within classes or within the school. The data just isn’t particularly helpful here because the numbers of pupils are usually too small – another point made in ‘Making data work.’So instead of looking at spreadsheets, inspectors will go into the classroom, talk to pupils and teachers and look at examples of work to see the impact of assessment on the curriculum.For those charged with overseeing strategic vision and ethos, and holding schools to account for education performance, it’s about having the right conversations with school leaders. These conversations should encompass the themes of substance and integrity – which means looking at the curriculum and doing the right thing for children. And please do speak to parents and pupils.I hope the new framework will enable you to lift your eyes up to the big, strategic picture that you need to be involved in, rather than drawing you down towards reams of data, or thinking you need to spend time in the classroom observing individual lessons or looking through books.Inspector training and MATs the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement. Thank you for inviting me here today. I’m not in the least surprised to see so many governors out at the weekend. I was a governor myself for 7 years and I really understand the commitment, the thought, the amazing energy that goes into the work that you do. I’m looking forward to going back into the world of being a governor one day.A big thank you for engaging so fully with our recent consultation, and for the thoughtful and comprehensive NGA (National Governance Association) response. Today I hope to expand on some of the issues you highlighted and unpack some of the detail for you.It’s been a few weeks since we published the final framework and handbooks. I hope that some of you have had a chance to look at them, as they lay out how we’ll inspect and what we’ll be looking at on inspections from this coming September.This was the biggest consultation we have ever done, with just north of 15,000 responses. I’ve been greatly encouraged by it, as it showed very strong support for the direction we are moving in.It also included more than 100 face-to-face events, and I’m grateful to NGA for inviting some of my Ofsted colleagues to talk about what we’re doing and listen to the views of governors at the events that you held.As part of developing the framework, we’ve also been carrying out pilot inspections – actually the biggest pilot programme we’ve ever done. By September, we’ll have done more than 250 pilots in all kinds of education providers.And we’ve been training all our inspectors in the run-up to this framework, building their knowledge and their understanding of what feeds into the new judgements. We’ve involved them in our curriculum research, we’ve held training conferences, sent them on pilots, and run workshops. Coupled with the 5-day training package for inspectors this summer, this will equip all of them to inspect consistently under the new framework. I should say here that this is an education framework that goes all the way through – from childminders and nurseries to post-16. But today I know that your focus is schools.Getting to the heart of it, this new framework is about 2 things: substance and integrity. It puts the real substance of education, the curriculum, back at the centre of inspection and supports leaders and teachers who act with integrity. To put it another way, we want to help people put as much time as possible into the things that make the most difference for children.And we want governors and trustees to be able to support their schools well, and to be able to ask the right kind of strategic, big-picture questions without getting dragged down into the weeds.Four judgementsAs I’ve said before, the new framework represents an evolution, rather than a revolution. But it is rebalancing what we look at on inspection. Let me run through the 4 judgements we’ll make.Quality of education judgementFirst, we’ve introduced a quality of education judgement. This has the curriculum at its core; the education that a school offers to all its pupils. For a number of years, the curriculum had only a very small place, under the leadership and management judgement, and apart from teaching, assessment and standards. Now it is a core part of the first judgement. It’s about what the school chooses to teach. And it’s about how they teach it; how well this curriculum is ordered and structured. It’s also, of course, about standards. Standards matter. So, the quality of education does also consider how well pupils are doing in national assessments and qualifications. These should be the reflection of what children have learned, not the totality.Personal developmentOur second judgement is personal development. It’s about what the school does for children’s broader development. It’s about the school playing their part – along with parents and others – in children learning to be good citizens, confident and resilient, able to take on the challenges of the future. I should say, with personal development, that we’re not attempting to judge the outcome. We’re looking at what schools are putting in to it and how they’re approaching it.Behaviour and attitudesOur third judgement, behaviour and attitudes, is about getting the environment right. Is this a school in which pupils can learn? It’s about creating a calm, ordered environment where children can flourish and achieve their potential. It’s about how the school responds effectively to low-level disruption and bullying. It’s essential: if a level of bad or disruptive behaviour is normalised, then children have less chance to learn.Leadership and managementAnd our fourth judgement, is leadership and management, essentially the same judgement as it is now. This is about the way that leaders – and of course governors and trustees – support and help their people, and about how they work with them to improve their subject knowledge and their teaching, including the essential behaviour management. And it’s about integrity: recognising those who do the right thing for their pupils, and who resist the temptation to take short cuts. It’s about doing the right thing.The role of governanceAnd that leads me neatly on to where you come in. What do we mean, exactly, by governance and the roles of governors and trustees?The governance landscape has evolved in recent years. It isn’t the neatly defined thing it once was when every school stood alone and had its own board of governors. We have many different structures now, with academies and community schools and voluntary-aided schools and sprinklings of many other types. The split between the roles of the executive and the non-executives can be different in different structures. What’s a management task in some schools or groups is part of governance in others. We’ve bent our minds to this evolving landscape and what it means for inspection.Coming from a MAT background myself, I know how frustrating it can be when the rest of the education system doesn’t recognise where responsibilities actually sit. So it mattered to me to make sure we really captured this in the new handbooks. Accountability mechanisms like inspection should match the world as it actually operates, not an idealised world that’s neat and convenient but doesn’t reflect the way things work on the ground.So we’ve changed the handbook quite a bit to reflect the evolving governance landscape. And the feedback from NGA was that you liked this.And I need to say another big thank you for helping us to train our inspectors on the different leadership and governance models that schools, and especially MATs, operate with. You have certainly helped to bring clarity. But in the new framework, governance is still considered in the leadership and management judgement. Inspectors will still explore how governors carry out their responsibilities, and the contribution you make to the oversight and direction of schools.You already know the purposes that DfE sets out in its governance handbook. There are 3 of them: And, of course, you have to check compliance with statutory and contractual requirements.But I’d like you to think about that first, really important purpose – ensuring clarity of vision, ethos and strategic direction.What is a good curriculum?It was great to see in the NGA response the statement that a curriculum reveals a lot about a school’s ethos, priorities and values.The curriculum is absolutely something that you as governors and trustees should be thinking about and talking about with school leaders. As you have that curriculum conversation with them, what do you need to consider? There isn’t and there won’t be an Ofsted-approved curriculum and indeed, the National Curriculum and Early Years Foundation Stage, as well as the specifications for GCSEs, A-levels and other qualifications, should do much of the heavy lifting here.So, what do you need to understand about what makes a good curriculum?We did some of the curriculum research in different phases over the past couple of years. The second phase of our curriculum research clearly showed that it’s possible to educate well with different approaches. Our framework is clear about the need for coherence and good sequencing, putting the right things in the right order. But it doesn’t prescribe a model.What should form the basis of your discussions with school leaders? Well, what does your school want children to know and to be able to do? You may want to think about what fits with your ethos. What is going to help the children in later life – whether that’s academic or vocational qualifications, a broad curriculum with plenty of arts education and PE, or something else that helps with their wider personal development.What will help children develop cultural capital? This is described in the national curriculum as: Ensure clarity of vision, ethos and strategic direction. Hold executive leaders to account for educational performance and staff performance management. Oversee financial performance and make sure that money is well spent. There’s another matter I’d like to pick up on – how and when inspectors will speak to governors and trustees on an inspection.As we know, MAT trustees sometimes delegate some of their powers to a local governing body or committee at school level. If inspectors are told that a local governing body has delegated responsibilities, they will establish clearly which powers reside locally, which sit with the trustees, and which are with the leaders of the MAT, and make sure that their inspection activities and reporting reflect this.Inspectors need to speak to those responsible for leadership and governance during an inspection and the lead inspector will confirm arrangements for those meetings. They’ll be guided by the school as to who they need to meet in the structure of a MAT. They’ll arrange a meeting with the chair of the governing body, or the chair of the board of trustees and as many governors or trustees as possible. Inspectors will also ask the school to invite governors or trustees to attend the final feedback meeting.SafeguardingWe have had some queries from NGA members on safeguarding, which is the responsibility of governors. Let me reassure you again. As governors and trustees, you are responsible for making sure that safeguarding procedures are properly followed in schools. But that doesn’t mean you have to go through your school’s central record yourself. You need to make sure the overarching culture is right. What is your school doing to identify children that may be at risk of harm? How is your school helping those children and fulfilling its duties? This, too, is when it’s more helpful to look up at the big picture, rather than down into the detail.So finally, I commend the work that you do. You are all volunteers who give up your time, your energy and your skills to help schools and to give back to your communities. But you also, through the NGA, influence and improve the way we work, and you have a voice at the heart of government. We are all part of education – not outside of it. We’re in this together for the good of children and young people.Thank you.
Hosanna Heysanna Sanna Sanna Ho A new rock musical based on a familiar story is premiering in Denver. Tony and Pulitzer-winning playwright Robert Schenkkan (All the Way, The Kentucky Cycle) has penned The 12 with composer Neil Berg. The musical takes place after the crucifixion and before the resurrection. It opens at the Denver Center for the Arts. Please don’t ask WWALWD. We already know. from $49.50 Here’s a quick roundup of stories you may have missed today. Chicago Merry Murderesses Are the Cats Meow Come on, babe. Why don’t we paint the town…7,486 times?! On November 23, the Tony-winning revival of Chicago will surpass Cats as the second longest-running show of all time. No need to look out for number one—Phantom’s got eight years on everybody. Nevertheless, we can’t wait to rouge our knees, roll our stockings down and salute the razzle-dazzler this fall. Related Shows View Comments This Performance Contains Pig’s Blood Immersive theater is all the rage—and now infamous musical thriller Carrie is joining the ranks of Wayra and Sleep No More. Suddenly your dream of getting doused in pig’s blood at the prom along with this outcast telekinetic teen will finally come true. Just head to L.A.’s La Mirada Theatre for the Performing Arts in March. Tip: wear red.
Star Files Frank Langella Frank Langella in ‘The Father'(Photo: Joan Marcus) View Comments Related Shows Show Closed This production ended its run on June 19, 2016 The Father The Tony-nominated play The Father has extended on Broadway through June 19; the American premiere of Florian Zeller’s work had previously been set to shutter on June 12. Led by 2016 Tony nominee and three-time Tony winner Frank Langella, the translation by two-time Tony and Oscar winner Christopher Hampton is directed by Tony winner Doug Hughes.The Father looks inside the mind of Andre (Langella), a retired dancer living with his adult daughter Anne and her husband. Or is he a retired engineer receiving a visit from Anne who has moved away with her boyfriend? Why do strangers keep turning up in his room? And where has he left his watch?The cast also includes Kathryn Erbe, Brian Avers, Charles Borland, Kathleen McNenny and Hannah Cabell.The Father officially opened on April 14 and is playing at Manhattan Theatre Club’s Samuel J. Friedman Theatre.
Sign up for our COVID-19 newsletter to stay up-to-date on the latest coronavirus news throughout New York Bethpage Black, long considered one of the top public golf courses in the nation, will play host to five PGA tournaments in the next decade and beyond after once again luring The Barclays tournament to the challenging, sprawling course.Gov. Andrew Cuomo announced Tuesday that Bethpage Black, the most challenging of the five courses at Bethpage State Park in Farmingdale, will be the destination of The Barclays tournament in 2021 and 2027. The event, which kicks off the PGA Tour Playoffs, will also be played at Bethpage Black in 2016. The site will also host the PGA Championship in 2019 and Ryder Cup in 2024.“Bethpage State Park is one of the best public golf courses in the nation, and we are proud to welcome The Barclays back for two more tournaments,” Cuomo said in a statement. “We look forward to welcoming golfers and spectators to these world-class competitions and urge them to also experience all that Long Island has to offer.”The Barclays was last played at Bethpage Black in 2012. The course has become a favorite among PGA professionals who seem to embrace the raucous crowds that meet each player at every hole—a stark contrast to the more restrained crowds at courses across the country.With Long Island favorite Phil Mickelson getting up their in age (he’ll be 51 in 2021 and 57 in 2027), fans may have to find other top players to align themselves.“We’re thrilled to bring the first event of the FedExCup Playoffs to such a well-respected and challenging course again in 2021 and 2027,” PGA Tour Commissioner Tim Finchem said.
ShareShareSharePrintMailGooglePinterestDiggRedditStumbleuponDeliciousBufferTumblr Last year we had the fervor of Apple Pay launching in the financial services industry. This year we have round two of buzzing anticipation of the launch of both Android Pay and Samsung Pay solutions — just in time for the holidays. And in the thick of it is, of course, The Members Group whose credit union clients experienced the Apple Pay tidal wave last year with 75% of their clients using the solution. Now they get to add yet another couple of options with Android and Samsung. continue reading »
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The global COVID-19 pandemic has forced many institutions to switch to digital platforms to carry on with their work. Universities are no exception.After holding lectures online for some time, two universities in Yogyakarta – Gadjah Mada University (UGM) and Yogyakarta Muhammadiyah University (UMY) – have decided move their compulsory community work (KKN) program online. Traditionally, the KKN program sends participating students to live on-site for about two months.To comply with the government’s large-scale social restrictions (PSBB), UGM has created a customized program called COVID-19 Care Online KKN. Read also: ‘New normal’ protocols to be applied in Yogyakarta in JulyIrfan added that students in KKN programs traditionally stayed in villages for two consecutive months. During the pandemic, however, they had been doing the service from their respective dormitories, rented rooms or houses.“All of the students receive online supervision from their lecturers. The students provide services that involve education based on the condition of each village,” he added.This year’s community service program has taken health resilience as its theme. Participating students are focusing on educating villagers about the prevention, handling and mitigation of COVID-19. “[The students] are advised to disseminate correct information about the coronavirus, which is a part of our fight against hoaxes,” said Irfan, adding that the virtual KKN program would likely continue as Indonesia embraced a long fight against COVID-19. So far, 4,300 UGM students have applied for the online KKN program. Risma Sari Septianingrum, an UGM student in environmental geography, was supposed to participate in a regular KKN program from March 12 to April 30. She and 20 other students, were stationed in the Hargotirto and Hargowilis subdistricts of Kokap district, Kulonprogo regency, Yogyakarta. However, on the fifth day of their stay, the UGM rector required them to leave their KKN sites because of the COVID-19 outbreak. Risma said the online program was economical for KKN participants. Read also: COVID-19: 14 simple tips for better online teaching“It’s sad, however, that they cannot mingle with local people at the KKN sites like in the regular program,” she said. Risma is a volunteer in the university’s disaster response unit. Supervising lecturer Dwi Umi Siswanti said the online KKN program had prevented students from face-to-face interactions. “We assist the students by supervising their programs as well as [helping them] make maps, leaflets, posters, websites, pocket books and learning videos. Also, we provide them with learning assistance,” she said. Similarly, UMY head of publication, research and community service Aris Slamet Widodo said the university had provided students joining this year’s KKN with an online program. The program features community teaching and supervision for small and medium enterprises (SMEs).“We are currently open for registration,” Aris told The Jakarta Post recently.Topics : The latest batch of online KKN, which runs from May 4 to June 22, involves 354 students serving 18 villages in Yogyakarta province, Sleman regency, Kulonprogo regency, Gunungkidul regency and Yogyakarta city. The 354 students are the sixth group of online KKN participants.UGM community service director Irfan D. Prijambada said the pandemic had forced the university to come up with the new policy on KKN. “It’s impossible to let the students stay in villages for two months,” he said in a recent statement.