6/08/2014

Nadal wins 9th French Open, tops Djokovic in final


PARIS — At the French Open, there’s just no one better than Rafael Nadal.

The “King of Clay” proved that again on Sunday, winning the title at Roland Garros for the ninth time, and the fifth time in a row, by beating Novak Djokovic 3-6, 7-5, 6-2, 6-4 in the final.

Nadal improved his record at Roland Garros to 66-1, and stretched his winning streak at the clay-court major to 35 straight. He also became the first man to win the same Grand Slam title nine times.

“For me, playing here in Roland Garros is just unforgettable, forever,” Nadal said on court.

- AP

Universities receive 20,000 complaints from students 'demanding more' for £9,000 fee

Over 20,000 students paying higher tuition fees have made complaints to their universities within the last year - up ten per cent on the previous, a Freedom of Information request has shown.
The Universities Minister David Willetts said this figure shows students are demanding more from their education for the maximum £9,000 fee they can now be expected to pay annually.

The FoI request by the BBC asked 142 universities how many complaints and appeals they had received since 2010. The results from the 120 across the UK who responded revealed the highest number of student complaints being upheld between 2012 and 2013 than ever before.

The amount paid out in compensation by universities has also risen to more than £2 million since 2010, the request found.

Many of the complaints stemmed from students appealing their grades, but others focused on the content or structure of courses.

"If there are more complaints because students are more aware of what they should expect of funding and are more demanding, then I think that's a good thing," Mr Willetts said.

"When there's a fee of £9,000, the university is obliged to show what they're doing and provide a decent service."

Rob Behrens, an independent adjudicator for higher education, said his office had received 2000 complaints in 2012 and has seen a continual year-on-year increase in the past five years.

“I think the decision to raise the fees has had an impact on student thinking," he said. "Students do see themselves more as consumers than they used to. They want the best possible degree they can get.”

This increase has tailed off very recently, which he described as encouraging.

Anglia Ruskin University received the highest number of appeals and complaints - 992 - between 2012 and 2013. A spokesperson for the university said it teaches 32,000 students and has a more generous appeal process than other instituitons. Of the 992, it said fewer than ten were "actually complaints".

"The vast majority were academic appeals where students queried assessment marks or submitted late notification of mitigating circumstances they believe could have affected their performance in an assessment task," the spokesperson said.

“Our process is more generous than other universities. By providing an opportunity for late mitigation to be considered as part of the appeals process, after the main mitigation process has been concluded, our students are able to discuss their situation as part of the appeals process.

"This opportunity has been taken up by a large number of students as they benefit from a more detailed conversation and analysis.”

(Source: Independent.co.uk)

Headline, June09, 2014


''' THE ECONOMIC WALTZ -O'' PROFS :

 AND THE WAILS OF STUDENTS ! '''




The students of economics  -find themselves engaged in  rote learning  of models based on rational choice. They are fobbed off with assurances that acquisition of these skills is a necessary foundation-

For understanding of the great issues of the day; but somehow  ''these great issues never make it into the curriculum''.

They suspect, rightly, that many of their teachers are not much interested.

This is the burden of a powerful and detailed critique of their courses prepared by students at the University of Manchester.  

Their demand for more  pluralism  in the economics curriculum is well made. Yet much of the  'heterodox economics'  the Manchester students suggest including is flaky-

The creation of people with their own political agenda, whether Marxist or Neoliberal; or one of those who cannot do the mathematics the dominant rational choice paradigm requires.

Their professors request the reject the introduction of these alternative schemes for the same good reasons their science colleagues would reject phlogiston theory or creationism.

Yet teachers are mistaken in their conformity to a single methodological approach  -encapsulated in the claim that has taken hold in the past four decades that approaches not based on rational choice foundations:

Are unscientific or   ''not economics''. The need is not so much to teach alternative paradigms of economics as to teach that pragmatism, not paradigm, is the Key to economic understanding.

This eclecticism is reflected in the curriculum proposals being developed by the Institute for New Economic Thinking, led by Professor Wendy Carlin of University College London.

The subject of economics is not a method of analysis but a set of problems  -the problems that drew students to the subject in the first place.

The proper scope of economics is any and all ideas that bear usefully on these topics:

Just as the proper scope of medicine is any and all therapies that help the patient.

And now onwards to the !WOW! equation:

As China slowly moves away from investment towards consumer-driven growth, demand is shifting from what one analyst calls  ''mining to dinning''.

With the super cycle in hard commodities over, the premium on softer ones   -dairy, meat, fish and grains  -has risen.

A Chilean banker recently observed and to boast of his country's booming exports to China  -not of copper,  but of plums, berries, beef, salmon, trout and chicken feet.

If the economics shifts were not enough. Asia has been transformed politically. By this July, Indonesia will join China and India in choosing a new leader.

Asian countries with a combined population approaching  3billion  will be under new management.

In Europe, Banks aren't lending across borders anymore, period. Why would a German banker want to take a bet on Spain or Italy when there is still no common way of insuring deposits or winding down  too-big-to-fail banks.

And then China has  $10.2 trillion  of loans on its books, and up to 30% of them may go bad!

The bottom line is that all this is The End Of Easy Money. It's getting tougher and tougher for capital to move around the world.

But as I sum up, allow me one more economic sweep, and state that : The Philippines, the regions perennial laggard is growing at 7pc. It has low debt, low inflation, and a young, expanding workforce that will add a percentage point-

To growth each year, just as China's shrinking one will shave off 0.4 percentage points.

Sri Lanka,  for years at war, is also growing at  7pc. As if to underline the shock of  the new, Japan  -growing at 5.9pc     -is outpacing  India   even if that is just a one-quarter aberration resulting from a tax change.

Every economic waltz  - O''students is damn dangerous for everyone. Just remember the history  of wars, insecurities, crisises, hot flows,  inflation, interests  -or

Think of flares and the magic wands too. That, for sure, would be interesting and may even help keep the temperatures and tempers down!

With respectful dedication to the Students, Professors and Teachers of economics. See Ya all on !WOW!  -the World Students Society Computers-Internet-Wireless:


'''  Knock - Knock  '''

Good Night & God Bless!


SAM Daily Times - the Voice of the Voiceless

Gunman Subdued by young heroes At Seattle Pacific University


June 6, 2014, Seattle, USA: A lone gunman reached the entrance of Otto Miller Hall in Seattle Pacific University and started shooting at students. A 19 year old boy died and two others were seriously wounded. The moment this gunman stopped firing to reload his gun, one student sprayed pepper in his eyes to disarm him. Other young people around him stepped up and subdued the gunman.


The incident could turn more tragic as the gunman had additional rounds and a knife.

The man in custody was not a student at the school, Assistant Police Chief Paul McDonagh told a news conference.

Four people, including the young man who died, were taken to Harborview Medical Center. A critically wounded 20-year-old woman was in intensive care late Thursday after five hours in surgery, hospital spokeswoman Susan Gregg said. A 24-year-old man was hospitalized in satisfactory condition. A Seattle Fire Department official said the man suffered "pellet type wounds" to his neck and chest.

A 22-year-old man was treated and released, Gregg said. Police said he suffered minor injuries during the struggle with the suspect.

The university locked down its campus for several hours, and it alerted students and staff to stay inside. Some students were taking finals in the building that the shooter entered.




Student Chris Howard was at Otto Miller Hall when the shooting happened. He said he saw the wounded woman on the floor being tended to by a classmate. Her chest was bloodied. Her phone was covered in blood, but she asked her helpers to look through her phone for her mother, aunt and best friend.

"She was panicking," Howard said. "She said 'I think I'm going to die.'"

Soon after, police arrived. By then the suspect had been subdued. Howard ran outside and back through the lobby where he saw the man pinned on the floor.

"The suspect was calm. Not speaking. Not moving. Not struggling. Just there," Howard said.

The shooting came a week before the end of the school year.McDonagh said he did not know the gunman's motive or intended target. Detectives are "working as quickly as we can to figure it out," he said.

"It appears the suspect acted alone," McDonagh said.



Last month, according to police, Elliot Rodger killed six people and injured seven before turning his gun on himself in a rampage in Isla Vista, California, near two universities. Seven people were killed and three injured when a 43-year-old former student opened fire at a tiny Christian school, Oikos University, in Oakland, California, in 2012. A gunman killed five people and injured 18 when he opened fire in a Northern Illinois University lecture hall in 2008.

In 2007, 32 people were fatally shot in a dorm and classroom at Virginia Tech in Blacksburg, Virginia, before the gunman killed himself.

Seattle Mayor Ed Murray, noting previous mass shootings in the city, said: "Once again the epidemic of gun violence has come to Seattle."

Do students need classes on sexual consent?

"I'm 16 and I only learned the true meaning of sexual consent this year," says sixth-form student Abigail Beamish. "The obvious 'no' is often ignored in sexual relationships, but consent is more complex than that.

"When a girl says she doesn't want to have sex, it is rape. When a girl is too drunk to consent, it is rape. But when a girl isn't enjoying herself or expressing desire, is that rape?"

Tension surrounding sexual violence, misogyny and consent has grown on campuses in the UK and in the US over the past year.

A recent survey of over 2,100 students in Cambridge found that almost half had been "groped, pinched or grabbed" during their time at university and that over 100 had experienced "attempted serious sexual assault".

A similar survey of 700 students at the University of York, found that almost a third have experienced sexual harassment. In America, the White House has said that one in five female students is assaulted.

"Virtually every woman I know has experienced some sort of non-consensual contact," says Elli Wilson, a 19-year-old student and member of the sex education group Sexpression, which works with young people and students. "From being groped in a club or on public transport, to being raped by a boyfriend."

The swelling reports of sexual violence and misogyny on campuses has led Cambridge University to consider making sexual consent classes compulsory for both male and female students.

The hour-long workshops, created by Cambridge University's women's officer Lauren Steele, would involve discussion of what consent means and attempt to dispel common myths.

These include: once a man is sexually aroused, he cannot help himself and has to have sex; rapists are men hiding in the bushes or in dark alleys; women often falsely accuse men of sexual assault or rape; and agreeing to do one thing sexual means that you have agreed to do everything else as well.

"The rape culture we're surrounded by is telling people that there are blurred lines and that boundaries aren't certain," says Steele.

"Having a workshop on consent that's not a preachy campaign and that gets people involved in discussion is a positive way to tackle the problem."

The workshop explains that rape culture is "an environment in which rape is prevalent and in which sexual violence against women is normalised".

Examples on campus are not hard to find: from the story of a girl followed into the toilets by a man who undid his trousers though she repeatedly said no, to the female student punched in the face seven times for telling a man in a club not to sexually assault her.

In an attempt to combat this culture, some students have created their own version of consent workshops. In America, Jonathan Kalin, a recent graduate of Colby College, set up a programme he called "party with consent".

He says a friend's sexual assault was the motivation behind the scheme, which works with groups of male and female students to encourage healthy thinking around sex.

"Students struggle with coercion versus consent," Kalin says. "Our programme poses questions like: 'if I asked you to have sex 20 times, and on the 21st time you agreed to stop me annoying you, is that consent?"

A similar programme set up by students and graduates in the UK, called the Good Lad Workshop, deals with the prevalence of "lad culture" through workshops which encourage "positive masculinity".

Dave Llewellyn, who runs the programme, argues that the approach works because it talks directly to men and offers them a way to be part of the solution, rather than labelling them as a problem.

"If someone comes up to me and tells me that I'm a potential rapist, I don't identify with that," Llewellyn says. "And I don't necessarily want to engage with them. I think naturally, when you're told that you're the problem, you back away."

A common criticism of consent workshops run by universities, as well as by independent groups, is that they are offered too late, and that instead the school curriculum needs to be changed to bring in better relationship education.

"We can talk about consent classes when people get to uni, but that's too late - we need to talk about it a lot earlier," says Charlotte Hayden, who is about to start her final year of medicine at Leicester University.

But those in favour of consent workshops at university, argue that it doesn't have to be one or the other. "It should definitely be at school, but it's not," says Steele.

"When people first come to uni there's a lot of pressure to get drunk and to fit in and I think to have workshops at that time is a good thing."

But should they be made compulsory?

"I definitely think it's good to make them compulsory," says a first-year history student at Cambridge University. "It puts everyone in the same boat. If you make it so that people can choose, the people who go will be the people who are already aware of consent as a concept."

However, workshops alone will not solve the problem, argues a recent graduate from Oxford University.

"Consent classes are a good step, but it needs to be broader than that. On campus there's not just a problem with consent, but with attitudes towards women, and that needs to be tackled."

What students say

Lucas Fothergill, a first-year student at Newcastle University

"When I first heard that universities are seriously discussing introducing compulsory sexual consent classes I was shocked. Are things really that bad? Are mandatory classes really the cure? If they are, employing them at university level is a mistake. If classes really are necessary, they should be implemented in school, before sixth form."

Joe Deeks, a final-year student at Swansea University

"If you don't understand that if a girl says no to sex, it means no, then you're not intelligent enough to be at university. It's such a basic thing. Consent classes for men are not the solution. It could be worn as a sort of badge for people who are into banter culture. I think empowering women is the way forward. It should become embarrassing if a man is known to have slept with a girl when she's too drunk and she hasn't given consent."

Yasmine Summers, a first-year law student at the University of East Anglia.

"At university, if students are out drinking heavily there may be difficulties distinguishing what constitutes consent. As a law student I've read a case where two people went out together and drank lots of alcohol before having sex. She was so drunk that she passed in and out of consciousness. I think it needs to be established that consent is not ongoing. Once it has been given it doesn't mean it can't be revoked, whether verbally or through passing out."

Anonymous female college student from Essex

"When I go to university I don't want to experience anything worse than I already have done. I've had boys make sexist comments to me in the past and I want to be safe when I am in a place of education. Understanding of sexual consent is an important thing and I'd feel better if these classes could be offered at universities. Making boys aware of how they treat girls and that 'no means no' could help reduce sexual assaults and sexism."

Anonymous female first-year history student at Cambridge University

"It's definitely not too late for these classes when you get to university. Lots of people consider uni to be a fresh start and you can quickly get sucked into lad culture. I think it's important that universities let students know where they stand on the issue. I wish people wouldn't see it as an attack on men in general. I think people should realise its a problem that affects men and women and not make it into a gendered debate."

• Do you think that sexual consent classes should be made compulsory at university? What about at school?

(Source: TheGuardian)