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What is Experiential Learning?
About Dr. Gallant Ho Yiu Tai
About the Launch Ceremony
Experiential Learning Fund
Project Lists
EL at 10 Faculties
Application forms & procedures
GHELC Contact
2022-232021-222020-212019-202018-192017-182016-172015-162014-152013-142012-13
Experiential Learning Fund Staff-initiated Project 2017-18
Project Coordinator(s)
Innovative Pedagogies
Course code: TBC
Number of undergraduate students participating: 12 Ms. Candace Mok
Collaboration in designing T&L materials: Experiential Learning Project in India
Course code: BBED6783
Number of undergraduate students participating: 20 Dr. Margaret Lo
Developing resilient student teachers by nurturing resilience in vulnerable groups in Cambodia
Number of undergraduate students participating: 12 Ms. Jessie Chow
An Experiential Approach to Learning and Teaching in a Regional Educational
Institution: Broadening Student Engagement
Number of undergraduate students participating: 20 Dr. Valerie Yip
Developing the competence in STEM education
Environmental Monitoring in Vietnam
"Cost-Sharing Flats" Pilot Project
Course code: BUSI2816
Number of undergraduate students participating: 50 Ms. Juan Du
Strategic Landscape Planning for the Greater Mekong
Course Code: ARCH4704
Number of undergraduate students participating: 22 Mr Ashley Scott Kelly
Living Museum: Re-Housing Peitians Craft Heritage
Number of undergraduate students participating: 70 Mr Donn Holohan
Human Landscape—E.CO Habitat
Number of undergraduate students participating: 20 Mr Wallace Ping Hung Chang
Transformative Business Immersion
Number of undergraduate students participating: 60 Mr Beau Lefler
International Capstone Experience (Dentistry)
Course code: DENT6131
Number of undergraduate students participating: 21 Prof Gary S.P. Cheung
Urban Farming Technologies in Myanmar:
A multidisciplinary experiential learning experience bridging students in developed and developing country
Number of undergraduate students participating: 15 Dr C.K. Chui
Tropical & Temperate Marine Ecology Field Course to Australia
Course code: BIOL3305
Number of undergraduate students participating: 15 Dr Bayden Russell
Nutritional Health and Environmental Assessment in Cambodia (Capstone)
Course code: BIOL4962/BIOL4964/ENVS4966
Number of undergraduate students participating: 25 Dr Jennifer Wan
Walking Through The Socio-Cultural Landscape of Quarry Bay:
Learning about Swire and the Community in Quarry Bay through Cultural Tours
Course code: SOCI2055
Number of undergraduate students participating: 50 Dr Gary Pui Fung Wong
Behind The Fair Trade Label
Number of undergraduate students participating: 15 Ms Elsa Lam
GloCal Solutions – Hygiene, Water & Sanitation
Course code: FOSS2019/CIVL2109/CLIT3019
Impact Assessment of Micro-finance Project in Johannesburg, South Africa
Number of undergraduate students participating: 5 Ms Elsa Lam
Reporting on Sustainable Development Goals in Southeast Asia
Number of undergraduate students participating: 15 Prof Keith Richburg
Digital Verification Corps: Global Summit 2018
Number of undergraduate students participating: 4 Ms Lindsay Ernst
Experiential Learning Fund Student-initiated Project 2017-18
2017-2018 Ying De Group Winter Service Trip
Number of undergraduate students participating: 28 Ms. Jane Ka-yuet Chan
Mindoro SwarmBots Project
Number of undergraduate students participating: 12 Mr. Sidhant Gupta
Hanoi WaterBots
Number of undergraduate students participating: 12 Mr Priyank Sharma
Medical Student Volunteering in Mae Tao Clinic
Number of undergraduate students participating: 2 Ms Florence Ka Sen Lee
LKS Faculty of Medicine
Beyond Belief - A Football Pitch Construction Project at Cambodia, Siem Reap
Number of undergraduate students participating: 9 Ms Tsang Ka Yuet
Facutly of Arts
Pathfinder – Cambodia Summer Education Volunteer Service
Number of undergraduate students participating: 10 Mr Derek Ka Ming Yuen
Staff-initiated Project
Ms. Candace Mok, Faculty of Education
Number of undergraduate students participating: 12
This course introduces innovative pedagogies to students, engages students in critical examination of the current education system at primary and secondary level and offers experiences for students to practice innovative pedagogies in real, situated contexts. This course places emphasis on practice of theories in real life situations and in a practical manner. Students will work with a community partner of their own choice based on interests and chosen topics in a 3-month placement. After this course, students should be able to select and design innovative pedagogies both suitable and practical for specific contexts regardless of their teaching level or teaching environment. On-going support and facilitation with be provided by the course instructor throughout the course while mentoring and guidance will be provided by community partners during the placement. Students' performance in the course will be evaluated through a variety of means including in-class presentation, reflective writing, and invention and design of T&L materials. Designed materials will be adopted and used by the community partners.
In this project, undergraduate and post-graduate students will work together as a task force to exchange teaching and learning ideas concerning lesson and curriculum design with the FT teachers of partner school in India. The collaboration this year aims to provide valuable learning opportunities for student teachers to work across subject boundaries, to contribute to the development of work of our community partners (Happy Tree Social Services) and stimulate critical thinking and reflection on educational issues through sharing perspectives and experiences in an international experiential learning trip to Delhi, India. Students in this course will be mentored by the course instructors, Happy Tree Social Services (our local NGO that we have partnered with) and the teachers on site in India. Undergraduate and post-graduate students will also co-mentor each other which will be a truly innovative part of the course and will help reinforce the constructivist theories that underpin the UG and PGDE Teacher Education programmes at HKU.
Dr. Margaret Lo, Faculty of Social Sciences
This elective course is designed to develop in UG Education Majors the knowledge, skills, beliefs and awareness needed to be an effective mentor and advocate for disadvantaged youth to address social and educational inequality. The course integrates regular university-based interactive seminars on mentoring skills with an experiential learning component in which each participant mentors a secondary learner, supporting and advocating for the learner academically and socially on a regular basis across two semesters.
Student-teachers will meet with the secondary learner-mentee on a one-to-one, face-to-face basis for eight to ten meetings and also contact their mentee electronically (e.g. whatsapp) once a week to provide social and academic support. The mentor-protégé meetings will be primarily outside of school to broaden proteges' experience and horizons. Two excursions in Hong Kong will be organised for all mentors and mentees to visit a part of Hong Kong unfamiliar but of interest to the mentees, or undertake an activity which is new/unfamiliar to mentees.
Mentees (protégés) from secondary schools will benefit socially and academically from having a personal mentor as they navigate the challenges of secondary education and adolescence. The school will benefit from having additional support for their students, many of whom live below HK's poverty line. Student-teachers in the Faculty of Education enrolled on the course will develop mentoring skills and a deepened understanding of society which will contribute to their overall development as education professionals.
Ms. Jessie Chow, Faculty of Education
The programme sets out to build a long-term relationship between the Faculty of Education at HKU and a rural school in Cambodia which houses children impacted by trafficking and poverty. The focus will be to co-construct a curriculum to develop resilience for the children there with the teachers and volunteers of the school by adopting a 'train the trainers' model of professional development. Through this sustained relationship we aim to attend to both the rural Cambodian and the HKU communities by developing global leaders with social awareness and empathy. Research demonstrates that teachers' resilience enhances their job satisfaction and teaching effectiveness, and at the same time, allows teachers to nurture resilience in their own students to cope with the challenges of the 21st century. Since 2015, the Faculty of Education of HKU has endeavored to advance teacher education by designing dynamic experiential learning programmes both abroad and here in Hong Kong. The current program highlights one of the key approaches that contextualizes the knowledge of teachers' resilience in working with a vulnerable target group and carefully incorporates Kolb's (2015) reflective learning cycle into the program. Student teachers learn to integrate academic theories and actively experiment through continuous observation, trial-and-error and reflection. Students also receive structured input sessions and reflect through ongoing guided reflective exercises.
Dr. Valerie Yip, Faculty of Education
The course "An Experiential Approach to Learning and Teaching in a Regional Educational Institution" (BBED6742) has widened the learning horizon of BEdBSc students in 2015-2017. In SETL 2015-16, our nine participants particularly valued the opportunity to deepen their understanding of the real-world problem (mean score – 88.9), the field experience (86.1) and the support from the HKU supervisor (91.7) and Thailand mentors (88.9). Based on the recent GHELF project 2016-17, HKU students have indicated strong expectations on this program, particularly on teaching science in an overseas context.
Built on the previous success, this project will aim to:
broaden the student engagement by inviting BEd/BEng students to join this program so that they can collaborate with BEdBSc students in teaching and learning (interdisciplinary learning);
emphasise STEM education in the immersion period (interdisciplinary learning/internalization)
extend the field experience to teach grade 6 so that our participants can better understand the importance of transition between primary and secondary levels (innovation)
produce quality teaching (STEM) materials for the Thailand school to use (innovation and impact)
The UGs will attend a few sessions to understand issues and trends in science (STEM) education. During the immersion period, they will be supported by HKU instructors and Thailand mentors to develop curriculum materials, and organize
science/cultural activities for both primary and secondary students. This proposed study will broaden the HKU student learning experience as discussed above.
Science, Technology, Engineering and Mathematics (STEM) education adopts an integrative, cross-disciplinary approach for pupils to acquire the knowledge and skills necessary to tackle real-life problems. To achieve this goal, it is essential to develop HKU STEM-related major students to become proficient STEM educators. This project will adopt a multiple-track approach to provide the flexibility for students to decide which area(s) they would like to focus on, and hence reflect more critically on their roles in STEM education. They will work closely with teachers, academic unit, non-governmental, governmental and commercial stakeholders to support the ultimate beneficiaries – the school pupils. All HKU students will have the opportunities to learn from mainland or overseas STEM industries/STEM learning centres to broaden their understanding about the issues related to STEM education.
"This project aims to support HKU undergraduates (UGs) in:
developing better understanding of scientific research, environmental monitoring and environmental education in a different regional context (Vietnam), and hence reflecting critically on their roles as educators and responsible global citizens;
interdisciplinary collaboration as HKU BEdBSc and BSc will work together in learning and teaching activities;
collaborating with overseas experienced university educators, representatives of Bidoup-Nui Ba National Park (BNBNP, Vietnam), college students not only in scientific research and education, but also in cultural exchanges.
In this project, HKU will work closely with the iRES, a non-governmental organization that has been established to engage young people in carrying out research and to support them in becoming proficient STEM (Science, Technology, Engineering and Math) educators in the future. Through the iREs Biodiversity Ecosystem Environmental Science Expedition that has been implemented for more than five years, the two co-founders have established strong network with Vietnam universities, the National Park and local/overseas colleges in bringing their students for environmental education on-site.
Within the three months (Jun-Aug 2018), the UGs will join training sessions and work with the community partners both in HK and Vietnam. They will supervise the college students in carrying out environmental monitoring in BNBNP. "
Course code: ARCH7264 & ARCH7563
Ms. Juan Du, Faculty of Architecture
This Experiential Learning Project will be incorporated into two seminar courses in the Department of Architecture – ARCH7264 Contemporary Urbanism – Adaptive Reuse and Regeneration (Fall 2017) and ARCH7563 Community Building Workshop (Summer 2018), both courses taught by the Project Coordinator. The goal of the project is to expose students to the real life issue of the lack of affordable housing in Hong Kong, and guide them to participate in a live project developed by the Project Lead in collaboration with the NGO Society for Community Organization (SoCo) to improve the living qualities of low-income working families that are cramped into Subdivided Units in old high-density neighborhoods in Hong Kong's city centers.
Mr Ashley Scott Kelly, Faculty of Architecture
"Strategic Landscape Planning for the Greater Mekong" builds on five years of design-based experiential learning across mainland Southeast Asia by the Division of Landscape Architecture. This year, focusing on the regional impacts of China's Belt and Road Initiative in northern Laos, students will spend one term engaging in issues of environmental conservation and development vis-a-vis landscape architecture to define problems and produce innovative planning proposals. During this process, students will develop and deliver a 120-page research report to civil society and international NGOs, conduct fieldwork, individually design future scenarios through large-format maps, models and video, and have their work juried by a cross-disciplinary panel of experts. Students will actively participate in the expansion of Landscape Architecture into regional development arenas, paralleled by high-impact work on sustainable development by their HKU teachers. Supported by a multidisciplinary team of landscape designers connected to policy experts and scientists through the World Wide Fund for Nature (WWF), this work offers an urgently needed model of design-research collaboration. It has been disseminated to governments in Myanmar, Thailand, Cambodia, Laos and Vietnam, the Asian Development Bank, construction firms, civil society and agencies across Southeast Asia.
Mr Donn Holohan, Faculty of Architecture
First year students of architecture will travel to the ancient village of Peitian, Fujian province to collaborate on the construction of a "Living Museum ". This project focuses on creating a place for Peitians disappearing intangible cultural heritage, and centers on the continuing decline of its craftsmen – whose skills and traditions are in danger of dissolution. Initially, through a series of material workshops and site visits with carpenters and other craftspeople, students will experience, examine and document the tools and processes associated with Peitian's vernacular architecture – contributing to a growing archive of local material practices. Students will then develop construction details and prototypes based on integrating these practices with digital tools and will work together on the design and construction of the museum. In the final phase, and in collaboration with the wider community and teachers, students will become part of a process of creating a programme for the new community space, through the design and realization of a series of exhibits, installations and workshops.
Mr Wallace Ping Hung Chang, Faculty of Architecture
"Amidst the new dynamics in the changing context of Hong Kong, there are local issues relating to the advancement of global concerns. The possibilities and potentials of where, what and how people live and adapt to green habitats are critically significant to providing and designing liveable settings and habitable spaces for the people here and now. With the global paradigm shift, the Green Way of living/learning is forming and shaping our cultural preferences—an engagement of the natural resources, an intervention of green living, a new perspective of green architecture, as well as an open system for sustainable environment. Thus, the concept of human landscape is to allow students to rethink and react to our way of life in the highly urbanized city of Hong Kong.
The focus of the course will be a tripartite-model manifested as 'theory-proposal-action' guided by both practitioners and local community towards a revival of human landscape. It aims at providing students a learning platform between theory and action to appreciate and design green habitats for both human beings and urban wildlife through the following perspectives,
Green Living Concepts and Architectural Expressions
Living Ecology and Co-habitats
Sustainable Systems and Green Communities"
Mr Beau Lefler, Faculty of Business and Economics
Students in this experiential learning project will immerse themselves in an unfarniiiar culture and business environment in a nearby developing country. For around one month, they will live with local families in homestays and they will work with local governments and small businesses. The students wilt share basic business management principles like accounting and marketing to selected businesses, and in some instances will partner with local government-run economic development programs. These principles will enable the owners to better provide for their families and help grow the local economies. Students will contribute to a reflective blog, and will prepare consulting reports for the businesses with which they work.
Prof Gary S.P. Cheung, Faculty of Dentistry
"This course aims to develop our dental students as a global citizen and professional of the future. In particular, it allows students:
To experience the provision of dental service in an outreach (rural and/or less privileged) environment;
To improve communication skills, especially when meeting people of different social and cultural backgrounds;
To plan and execute an oral health-related project and raise the awareness of the targeted population;
And, for the overseas target population:
To improve the oral health awareness of the target population in order to reduce their dependency on professional dental service in the long run; and
To educate local oral health care-givers in maintaining a preventive strategy."
Urban Farming Technologies in Myanmar: A multidisciplinary experiential learning experience bridging students in developed and developing country
Dr C.K. Chui, Faculty of Engineering
This project is a continuation of the pilot project funded last year under this scheme. The goal of the project is to engage Engineering students from HKU through a series of project-based experientiai learning activities that lead to a finai weeklong visit to Dagon University in Myanmar. A key objective of this project is to ailow students from the two locations to understand and appreciate the role of technologies in developing a sustainable urban living environment in spite of their geographical and socio-econornical differences. It serves as a unique learning experience for HKU students as they have to develop, prepare and deiiver the teaching materials, as well as to construct the proiect with students in Myanmar throughout this process. Learning from last year's experience, we intend to focus this year's project on the theme of urban farming and food production. The focus on farming and food production adds an important dimension to the project where HKU students, who are mainiy brought up in weil developed urban settings, and Dagon University students, who are living a deveioping country, can engage in intellectuai exchanges through technologies that aim to address a common global problem on food production.
Dr Bayden Russell, Faculty of Science
This course will use a field-based approach to provide students with an advanced understanding of marine and estuarine ecology in both tropical and temperate regions. Students will compare these ecosystems in Hong Kong and Australia, experiencing their similarities and differences. The course is experiential learning, using hands-on field sampling techniques to familarise the students with scientific techniques used in ecological sampling, environmental assessment and field ecology. It will also integrate cultural aspects of contemporary and Indigenous Australian culture and understanding of the environment which will be compared to the more developed environment of Hong Kong.
Dr Jennifer Wan, Faculty of Science
This capstone project aims to transfer the knowledge skills of HKU students in the field of nutrition. biological science and environmental science to the people and students of Cambodia. Specifically, the project aims to promote both public health nutrition, health science and agricultural practice to the general public of Cambodia. The HKU students, mainly from science-related disciplines, will be obliged to transfer the teaching and project tools to the Cambodian university students, as well as for use in the field study in the rural villages. This project is already supported by the tertiary education, government and third sector in Cambodia with whom we already have long term connections. The project will help improve the Cambodians' livelihood which is heavily dependent on agriculture and garmenting industries.
Walking Through The Socio-Cultural Landscape of Quarry Bay: Learning about Swire and the Community in Quarry Bay through Cultural Tours
Dr Gary Pui Fung Wong, Faculty of Social Sciences
The project investigates the social and cultural history of Hong Kong and the city's development as a global hub through a case study of the involvement of Swire in the development of Quarry Bay from the 1920s to 2010s. Students will be trained to carry out archival research at the state-of-the-art archive hub of John Swire & Sons (H.K.) Ltd. in Hong Kong and its digital repository at the School of Oriental and African Studies, University of London. Students will also attend professional training workshops for the development of cultural tours and tourist maps and given mentoring to co-organise a public exhibition with the Swire Properties Community Ambassador Programme in the lead up to Swire's 150 anniversary celebrations in Hong Kong. There are four community partners and stakeholders with strong network in local and international communities specialising in tourism, publishing, history and business culture. Students will consolidate their learning through a critical reflection on the representation of Hong Kong through cultural tourism. In addition to bringing the students closer to the local community in Quarry Bay (through interviews and cultural tours), this project will benefit the overseas community through the examination of British companies' involvement in Hong Kong.
Ms Elsa Lam, Faculty of Social Sciences
This multi-disciplinary initiative is built on a 2016 pilot project between Faculty of Social Sciences and Department of Comparative Literature about the fair trade stories for tea pluckers with a focus on mother child well-being in Sri Lanka. Website, Videos and booklets have been produced for marketing purposes as a result. In 2018, the project will expand its deliverables to include new elements of oral health and child protection/safety by having students from the Faculty of Dentistry. Building on the students' field deliverables in 2016, the students will spend their first part of internship to assist "Save the Children" to track the maternal child health project progress by capturing how tea pluckers' life changes. After getting a whole picture of the context, the students will work on second deliverable with a focus on oral health promotion for mother and child which will be led by dentistry students. For the third part of this two-month internship, students will work with the tea pluckers and tea estate managers, with a special focus on the child protection/safety issues. The students will use their systematic need analysis skills, as well as the creative writing skills from their respective disciplines to develop creative community promotional materials for the child protection/safety issues. Results will be presented in the final community meeting. Students from 2016 will also help with the pre-trip orientation in 2018.
Building on the previous collaboration, this project in the rural area of Vietnam will continue to provide an overseas and multi-disciplinary collaboration platform to optimize the current respective flagship internship courses from Comparative Literature, Social Sciences and Civil Engineering. This year, the three disciplines will work together to address different development issues from the past two years: hygiene, water and sanitation. At the end of this two-month partnership with World Vision Vietnam (WVV) and the local community in Tien Lu District, there will be a new toilet in the secondary school built, a need assessment report on water and sanitation, and promotional materials for promoting locally appropriate hygienic practice in the area. 20 students from these three very different disciplines, under the supervision of WVV would take turn to lead the successful delivery of these three field deliverables. The project would make an impact on the local community in terms of "hardware" construction and "software" for community mobilization for promoting water and sanitation among the secondary school (Grade 6-Grade 9) students. Prior trainings on global development model, country information, needs assessment, ethical issues in experiential learning, narration and project management will be conducted.
Number of undergraduate students participating: 5
This project will give the Social Sciences students first-hand experience to understand the strength and weakness of "access to credit" as a solution to the poverty issues in Bangladesh. By collaborating with an international NGO, the students will conduct an impact assessment on the effectiveness of a micro-finance project after receiving specialized trainings on the exercise. The students will be able to apply their social science research skills to the impact assessment project and recommend possible improvements. It is expected a tracking system will be set up as a result of the project for the community to follow up in future. The multi-media clip and case studies prepared by the students will document the best practices to be shared with the community. The partnering NGO will use the result to further improve the program at operation and strategic levels.
Prof Keith Richburg, Faculty of Social Sciences
"The students will travel across South East Asia for in-depth, multimedia reporting on specific topics related to Sustainable Development, and as agreed to with the instructor as guide.
Through the process, students will learn about the issues related to Sustainable Development in Southeast Asia; they will deepen their reporting, news-gathering and storytelling skills in a real-world setting; they will enhance their knowledge of the Southeast Asian region; and they will develop high-impact, publishable reports that will highlight issues in the areas of (but not limited to), the environment, women's issues, migration, climate change and the economic and social impact of China's Belt and Road initiative. At the end of the reporting trips, students will accumulate work samples for their portfolios that will enhance future employment prospects."
Ms Lindsay Ernst, Faculty of Law
Through this project, the University of Hong Kong's Faculty of Law became the first university in Asia to join Amnesty International's Digital Verification Corp ("DVC"). HKU law students joined Amnesty's global human rights investigation team which includes students from University of Berkeley, University of Pretoria, University of Essex, University of Toronto and University of Cambridge. During the second semester of the 2017-18 academic year, HKU law students engaged in a process of discovery, verification and analysis of information related to potential human rights abuses and war crimes. DVC members worked with Amnesty experts to learn how to use open source research methods to verify information (including photographs, video footage, satellite imagery and social media posts); use tech tools and open source methods to discover new information for use in human rights advocacy, news stories, and legal cases; store and archive verified information and reports relating to potential human rights abuses; and build crucial critical thinking skills for analyzing open source evidence within a legal framework. Over the first three months after joining the DVC, HKU's DVC team conducted research into and drafted legal analysis on human rights abuses in Syria.
As part of this innovative and impactful global initiative, the annual DVC Summit was designed to bring together, face-to-face, the leaders among this global network of students and experts committed to advancing the knowledge and skills of open source investigations. At the 2018 Summit students from all the partner universities had the opportunity to meet in person for the first time, share knowledge and experiences, evaluate and strengthen the project, build community, design a governance model, and determine next steps. The 2018 Summit was held at the University of Cambridge. The HKU DVC team aims to bring the DVC Summit to HKU in June 2019.
Student-initiated Project
Ms. Jane Ka-yuet Chan, Faculty of Social Sciences
Ying De Group is a registered charitable organization. It is planning to a project called Ying De Winter Service Trip (2017-2018 年度英德小組冬季旅程). It is a 5-month project which consists of one internal preparation trip, two pre-trip workshops for participants, one external service trip, and post-trip debriefing sessions.
The committee members is going to complete a preparation trip during the reading week in October 2017. Various activities will be done in the 7-day service trip to Yingde City, such as village visits and class teaching at a local school. Pre-trip workshops and post-trip sharing sessions aim to help participants in consolidating their learning experiences and reflecting themselves through this servicing opportunity. All the proceeds raised (after deducting the costs) will be used to subsidize Yingde students who have financial difficulties to continue their studies.
Mr. Sidhant Gupta, Faculty of Engineering
We plan to organize a two week trip to the Mindoro Island in the Philippines during semester 1 (tentatively in December), where we shall work with the NGO "Ecotone Resilience", in partnership with Hong Kong startup "Scoutbots" to make a 3D map of the Coral Reef in the area using a swarm of robots that we shall build ourselves. Using the massive amount of data that we will generate, we will work with environmentalists and researchers to determine a safe coral protection baseline, which will serve as a guideline to the government when designating tourist areas in Mindoro. We shall be collaborating with the large number of scientists, researchers and conservationists already present in Mindoro.
Mindoro is being developed into a tourist destination over the next few years. There is a main road being constructed into the area that we shall work in. For now, it is remote and inaccessible by car. Mindoro is a part of the Golden Triangle, which has the highest biodiversity of marine life on the planet. The area is a prime reproductive region for fish and thus, is the birthplace of the Philippine marine ecosystem. Mapping the sea-bed and coral reefs would enable researchers and conservationists to better understand the coral structure, biodiversity and vulnerability of the corals to environmental degradation.
Further, The data that we generate as well as the Scoutbots platform is open source and shall go a long way in initiating, supporting and growing similar projects across the world for negligible cost. The students at HKU shall benefit through experiential and practical applied learning as well as international transdisciplinary project experience.
We are working closely with Mr. Cesar Harada, an entrepreneur and senior TED fellow based in Hong Kong as well as Dr. Helep Yap, a Professor at The Marine Science Institute, University of the Philippines.
Mr Priyank Sharma, Faculty of Engineering
"We are organizing a 2 week trip to Hanoi in Vietnam during the summer semester (July 2018). We will collaborate with Hanoi International School to help us monitor the pattern of pollution in the Red river. Hanoi is located in the Red River delta having an area of 900 km sq., 7 urban districts and 5 suburban districts and a population of 2.7 million inhabitants. The red river is the largest river in the northern part of Vietnam. It enters Vietnam in the Lao Cai Province and forms a portion of the international border between China and Vietnam. Unfortunately, according to recent research all of Hanoi's urban lakes and waterways are heavily polluted. The present situation in the Red River Delta is a warning for other Arsenic (As) affected regions where groundwater is extensively pumped from uncontaminated aquifers underlying high arsenic aquifers or zones. ""No single spot in any of the rivers within the city area can be classified as Type 1 (meaning no or light pollution),"" says a local newspaper.
Our aim is to employ self-built robots to measure the visibility level underwater in different parts of the Red River. The water bots will use high definition cameras to capture images of laser quadrant attached. Due to varying numbers of water particles, the fluctuating visibilities will be measured. This will lead to a good estimation of water pollution in that area. We will work with environmentalists and researchers to use the massive amounts of data generated to determine the various causes of pollution. The institute's research found that Hanoi's rivers and lakes receive millions of cubic meters of waste water a day from small factories, private homes and small farms and predicted that waste discharge will climb to 440,934 cubic meters a day in 2020.
Mapping out the different pollution levels due to various natural and man-made activities can help us to adopt proper measures to minimize/avoid water pollution. We shall be collaborating with a large number of teachers, students and researchers already present in Hanoi.
The students at HKU shall benefit through experiential and practical applied learning as well as international transdisciplinary project experience in Hanoi."
Ms Florence Ka Sen Lee, LKS Faculty of Medicine
"In the proposed volunteer programme, we will be working in conjunction with caregivers of Mae Tao Clinic on a learning and observational basis, under the supervision of health managers and resident clinical consultants. We will be involved in discussing patient cases, performing physical examination for patients, formulating treatment plans, and sharing medical knowledge with local medics, as most staff there have not received formal medical training.
Although "Medics" may not have received formal medical training, under the guidance of volunteer doctors, their hands-on experience on treatment and patient management is very rich and it will definitely be an invaluable experience to observe and learn alongside them. We will receive abundant guidance from the doctors and coordinators in Mae Tao clinic. We will be provided with translation support although we will try to learn basic Burma communication beforehand. We will also be working alongside Connecting Myanmar and Health in Action in observing the health condition, necessities, demographics of Mae Set to formulate a long term medical service station in Mae Sot. These organisations will provide us with connections with local community leaders and doctors who will guide our long-term health project implementation.
Our NGO partner, Mae Tao Clinic, is a clinic in Mae Sot, Thailand-Burma border, providing free health care mainly for internally displaced people and Burmese migrant workers at the Burma-Thailand border. The clinic is funded solely by NGOs and currently only a few doctors work in the clinic on a voluntary basis to serve the population, with the help of other medics. It also serves as a health training hub for staff, medics and volunteers, promoting the exchange of medical knowledges and skills.
By volunteering in Mae Tao clinic, we could gain an unique experience and insight into the medical aspect of Thailand. We will be exposed to many tropical diseases such as malaria, tuberculosis, scabies, lung flukes, that are not common by seen in Hong Kong hospitals. We will learn the diagnosis, treatment and prevention of diseases in an environment that has very limited resources and to overcome harsh medical treatment environments. We will learn about resource utilisation maximization, public health resources allocation paradoxes and some common problems in health care systems of less developed countries. These skills and knowledge are beneficial to us in both in personal development and future medical practice as competent and benevolent doctors.
Meanwhile, we will be able to learn Burma and Thailand language, cultures and histories, connect with people from a different culture and experience a different lifestyle as compared with the hustle and bustle in Hong Kong. We hope to develop a long-term relationship with the people there and formulate a service programme that is sustainable and effective."
Ms Tsang Ka Yuet, Faculty of Arts
"The Porsonteay Chey Primary and Secondary School, a village school located in Siem Reap founded in 1963, is the target school of this project. We firmly believe that sports is important for children to build their own character into well-rounded and confident adult thus we hope to provide an opportunity for the children to enjoy their rights to play sports. A football team is originally formed in the targeted school, however, as there is no football pitch, the students are unable to join any annual football competition without a place to have proper training.
We hope to gather volunteers in HKU to help construct a 480 m² (16m x 30m) football pitch in a vacant area at the school. The construction includes a proper drainage system, football goals and net. Theconstruction is estimated to take two weeks.
Student volunteers recruited from HKU will be working with local high school student volunteers. Apart from that, we would like to promote cultural exchange between the HKU students and students in Cambodia in order to develop an understanding of social responsibility and to care for the community in third world countries as a global citizen. Also, as we would be recruiting students from different faculties, including Faculty of Education, Engineering and Arts. We hope that from this experience, the student volunteers could understand how to operate within respectful working relationships and could understand how to effectively share their talents and passions through engaging themselves in the project.
In addition, by interacting with local students in Cambodia, we hope to provide participants with an opportunity to develop a personal understanding of cultural competency and actively engage themselves with diverse populations. They could also reflect upon the needs of the target community during the process and develop ways that could fully utilize their talents to fit in specific needs.
Working in a foreign developing country could be the first step for students to step out of their comfort zone, and to explore their unknown potential and capability. On top of that, this project provides a platform for participants to work with people from different cultural backgrounds, speaking in different languages. Volunteers may need to overcome the language barriers and utilize various resources to solve problems and hence it can train students' problem-solving and communication skills. During the construction and leisure time, students may develop a memorable friendship with the Cambodian volunteers and children, it would definitely be an unforgettable experience for them.
In this project, we wish to offer the children in Cambodia a helping hand in youth empowerment by promoting sports education which can provide students with moral, positive and persistent values towards life. According to athlete assessments (Bo Hanson, 2015), sports helps youths to become better contributors to the society by enhancing their interpersonal skills, confidence, listening skills, physical and mental health. In this way, sports participation can also improve students' learning performance, reduce dropout rate and at the same time reduce crime rates in society. "
Mr Derek Ka Ming Yuen, Faculty of Law
"Our project, English Video Learning Programme, is a sustainable English Learning Programme and has been running for two consecutive years, previously with the Faculty of Education as a credit-bearing course. Participants are expected to create some multimedia learning materials, namely videos, lesson plans with activities and teaching and learning materials for the students in Cambodia. Since we strive to make the programme sustainable, it lasts for a semester while we constantly send videos for the tutors and schools. The main content of the programme can be broken down into several stages as follows:
Pre-programme planning that involves preparing videos and teaching and learning materials
Participants are expected to participate in video making and teaching material making workshops to learn about making appropriate materials for the students in Cambodia with different levels of proficiency in English.
Teaching material support
Participants will provide guidelines to the tutors in Cambodia on how to fully utilize the teaching materials, and provide assistance to students when their level of English proficiency varies from the level of the teaching materials and videos.
HK test teaching
As a part of our teaching experience, we would co-operate with local charities or NGO to organize English teaching lessons for local students in a bid to enable them to have a trial teaching practice. Teaching in Cambodia is bound to be fraught with unexpected challenges and difficulties, this teaching experience will better equip our participants and enable them to be better prepared for the service trip.
Train-the-trainers
We would collaborate with local university students to provide tutorial training sessions in order to enable tutors to be equipped with better teaching and delivery skills and ensure they understand the objectives of our teaching materials and exercises.
Lessons in Cambodia
Participants will travel to Cambodia in summer in order to consolidate the knowledge students have acquired through our videos by giving lessons.
Through giving lessons, participants learn to cater to the learning needs of the students in an under-privileged environment. Participants learn to teach without technology and with communication barrier. The lack of learning resources is a major problem in our community stakeholders. They do not have quality English lessons, yet they are eager and passionate in learning English as they realize the importance of English for their future career path. Hence, watching videos can encourage students' self-learning motives to explore more of the topics we give them. On top of that, in the past year, our community partner will send university students to be the tutors of the secondary school students. in this case, the progress of the students will be monitored and assure they gain the support from tutors, which were trained by our participants during the trip to Cambodia. We hope to ensure the students can absorb the knowledge from the videos effectively with the help of tutors. ln this way, our target community partners will be expanded towards the university students as well as the high school students. We try to empower university students to contribute to their society and improve their English proficiency as well.
On the other hand, we hope to develop partnership with another organization Happy Tree and FUSAAC, whom we have collaborated with in the past year. Our participants will volunteer at their orphanages, shelter for kids with HIV and garbage slum at Happy Tree. These elements supplement our English Learning Programme by providing contextualized knowledge of Cambodia. Our participants will do some teaching and play games with kids and distribute resources to garbage slum. They have to plan the programme activities through teamwork.
With the help from the Faculty of Education, our participants will get support through workshop led by professorsl staff from the Faculty to learn how to create educational videos and learning materials, so as to tailor-make all materials to Cambodian students in a professional manner. Our participants will have a unique experience by creating an impact sustainably to the people in need, gaining understanding on social problems in Cambodia and reflecting on their role as a university student and global citizen."
© 2022 Gallant Ho Experiential Learning Centre
Teaching and Learning • The University of Hong Kong


Risotto doesn't always have to be the star of dinner. Risotto can serve as a great bed for another dish which it does in episode 106 of POV Italian Cooking where I make a simple Beef Tomato Risotto. This risotto serves as the bed upon which Beef Osso Buco will rest in the next episode (#107).


text:
City: Kolkata
Established in: 2000
Number of beds: 681
Specialty: Multi-Specialty
Rabindranath Tagore International Institute Of Cardiac Sciences
Established in: 2000 Number of Beds: 681 Multi-Specialty Rabindranath Tagore International Institute of Cardiac Sciences (RTIICS) is a 681 bedded multi-specialty hospital in Kolkata, India. The hospital was established in 2000 and is also known as RN Tagore Hospital. The hospital offers medical services and treatment facilities in 40 specialties to patients from West Bengal and the neighboring states of Eastern India and North-Eastern India. It is NABH accredited hospital.
Select Specialty CancerCardiac SurgeriesCardiologyCosmetic & Plastic SurgeryEnt SurgeryGastroenterologyGeneral SurgeryGynaecologyHeart TreatmentIVF and InfertilityNephrologyNeuro and BrainNeurologyOphthalmologyOrgan TransplantOrthopaedicPediatric Heart SurgeriesSpineUrology Select Treatment Abdominoplasty (Tummy Tuck)Adenoid Removal SurgeryAICDAmyotrophic Lateral Sclerosis (ALS)Angiography (CAG)Angioplasty (Cardiac Stenting)Arterial Switch SurgeryASD/ VSD SurgeryAtaxiaBentall ProcedureBlood Cancer TreatmentBone Marrow TransplantBrain StrokeBrain Tumor SurgeryBreast Cancer SurgeryBreast ReshapingBurns and Scar RemovalBypass Surgery (CABG)Cataract SurgeryCerebrospinal Fluid LeakChemotherapyChin ReshapingCholecystectomyCleft Lip and Cleft PalateCochlear Implant SurgeryColectomyColon Cancer TreatmentCornea TransplantCRT-DCystectomyDeep Brain Stimulation (DBS)Diabetic RetinopathyDialysisEardrum SurgeryElectrophysiology Study (EPS)EndoscopyEpilepsy and SeizuresERCPEye TreatmentFontan ProcedureGamma Knife SurgeriesGlaucomaHair TransplantationHand TransplantHeart TransplantHeart Valve ReplacementHemorrhoidectomyHernia SurgeryHip AugmentationHip Replacement SurgeryHysterectomyIn–Vitro–FertilizationIntestine TransplantKidney Stone RemovalKidney TransplantKnee Replacement SurgeryLASIK (Laser Eye Surgery)Lip ReshapingLiposuctionLiver CancerLiver TransplantLobectomyLung CancerLung TransplantLVAD SurgeryMedical OncologyMultiple SclerosisMyomectomyMyringotomyNephrectomyNose ReshapingOvarian Cancer SurgeryOvary Removal SurgeryPacemaker ImplantationParkinson's DiseasePRK (Photorefractive Keratectomy)Prostate CancerPyeloplastyRadiofrequency Ablation (RFA)Scoliosis SurgerySinus TreatmentSkin Cancer SurgerySkull Base SurgerySpinal Tumor SurgerySpine SurgerySquint SurgeryStem Cell TransplantationStomach CancerTAVRTetralogy of Fallot (TOF)ThyroidectomyTonsillectomyTreatment for ears, nose, and throat (ENT)TURBTTURPUrethrotomyUrology SurgeryVagina Repair SurgeryVaginoplasty
Rabindranath Tagore International Institute Of Cardiac Sciences- Overview
Rabindranath Tagore International Institute of Cardiac Sciences (RTIICS) is a 681 bedded multi-specialty hospital in Kolkata, India. The hospital was established in 2000 and is also known as RN Tagore Hospital.
The hospital offers medical services and treatment facilities in 40 specialties to patients from West Bengal and the neighboring states of Eastern India and North-Eastern India. It is NABH accredited hospital.
The Institution holds recognition as the "No.1 Cardiac Care Hospital" in Eastern India by the Times of India Health Survey 2016, 2017, and 2018.
In 2018, the hospital received the AHPI Award for "Outstanding Teaching Hospital" in the region. In 2019, it won the "Quality Beyond Accreditation" by AHPI Healthcare Excellence Award.
The hospital has a state-of-the-art Centre for Multi-Organ Transplant that offers Comprehensive Heart, Liver, and Renal Transplant Programmes. It is the only hospital in East India that offers Brain Pacemakers for Advanced Parkinson's Disease and Epilepsy Surgery.
The hospital has a well-equipped center for Minimal Access Spine Surgery, Percutaneous Endovascular Programme for Stroke, Carotid Stenosis, Brain Aneurysms, and Brain Arterio-Venous Malformations. It also offers some of the enormous orthopedic programs in Eastern India for Joint Replacements, Arthroscopic Surgery, Spinal Surgery, Trauma, and Paediatric Orthopaedic Surgery.
It has a well-equipped state-of-the-art comprehensive center for liver and digestive diseases and offers treatment for GI Oncology. The Center also performs Hepato-Pancreatic-Biliary Surgery, Bariatric Surgery, and Endoscopic Ultrasound.
The Institution is a center of excellence in Cardiac Sciences and Heart Transplantation, Renal Sciences and Kidney Transplantation, Neurosciences, Medical & Surgical Gastroenterology, Hepatobiliary Sciences, and Liver Transplantation.
Rabindranath Tagore International Institute Of Cardiac Sciences- Services
COMFORT DURING STAY
TREATMENT RELATED
TV in room
Phone in Room
Family accommodation
Safe in the room
Nursery / Nanny services
Personal assistance / Concierge
Business center services
Health insurance coordination
Medical travel insurance
Diet on Request
Medical records transfer
Document legalization
Post-operative follow-up
Local tourism options
Local transportation booking
Visa / Travel office
Private driver / Limousine services
Shopping trip organization
Team And Specialties
In 2018, the hospital received the AHPI Award for "Outstanding Teaching Hospital" in the region.
In 2019, it won the "Quality Beyond Accreditation" by AHPI Healthcare Excellence Award.
The hospital has a state-of-the-art Centre for Multi-Organ Transplant that offers Comprehensive Heart, Liver, and Renal Transplant Programmes.
It is the only hospital in East India that offers Brain Pacemakers for Advanced Parkinson's Disease and Epilepsy Surgery.
The hospital is a center for Minimal Access Spine Surgery, Percutaneous Endovascular Programme for Stroke, Carotid Stenosis, Brain Aneurysms, and Brain Arterio-Venous Malformations.
It also offers some of the enormous orthopedic programs in Eastern India for Joint Replacements, Arthroscopic Surgery, Spinal Surgery, Trauma, and Paediatric Orthopaedic Surgery.
The hospital has 15 ultra-modular operation theatres with advanced critical care and dialysis units.
It provides 24×7 Radiology Services with 128 Slice CT Scan and 3.0 Tesla MRI.
The hospital has state-of-the-art Cath Labs with IVUS and Rota facilities.
It also has an in-house Blood Bank, 24/7 Pharmacy Services, and fully-equipped laboratory medicine.
Additionally, it has a well-equipped Physiotherapy & Rehabilitation Department.
The hospital has a state-of-the-art Emergency & Critical Care Center and provides round-the-clock Critical Care Ambulance Services.
It has a cafeteria and provides accommodation facilities for attendants or patient visitors.
The hospital has world-class intensive care units, including well-maintained NICUs, MICUs, and PICUs.
The hospital has expertly planned and well-equipped sections, including a spacious OPD area and comfortable patient rooms.
Rabindranath Tagore International Institute Of Cardiac Sciences- Specialties
Neuro and Brain
Heart Treatment
IVF and Infertility
Ent Surgery
Cosmetic & Plastic Surgery
Rabindranath Tagore International Institute Of Cardiac Sciences- Doctors
Rabindranath Tagore International Institute Of Cardiac Sciences- Patient Stories
Rabindranath Tagore International Institute Of Cardiac Sciences- Gallery
Rabindranath Tagore International Institute Of Cardiac Sciences- Branches

redpajama_set_name: RedPajamaCommonCrawl


Thank you to everyone who attended this years Ultimate Vacation Travel Showcase. We were so happy too see new faces, and some familiar ones. A huge thank you to our suppliers who helped spread the word of travel to promote some fantastic ways of seeing our beautiful world.


text:
Lee Priest- One Man's Journey To The Bodybuilder's Hall Of Fame
Lee Priest is without a doubt one of the most iconic figures in the world of bodybuilding. With his experience…
Davi Sharpe
The evolution of bodybuilding
The Evolution of Bodybuilding At the mention of the word 'bodybuilding', the names of Lou Ferrigno and Arnold Schwarzenegger always…
Synthol Profile and Use in BodyBuilding
Synthol Profile and Use in BodyBuilding The popularity of synthol among bodybuilders has been rapidly rising over the recent years. The…
Travis Spellman
TESTOSTERONE – What It Is, What It Serves For And Side Effects
Understand the effects of endogenous testosterone (produced naturally by the body) and exogenous testosterone (an artificial form administered as a…
Herniated disc: what it is, what symptoms and how to treat
The problem is marked by pain in regions such as the lumbar and the neck. Know how to protect yourself…
The dangers of DNP
The substance that I am referring to and that I will describe better throughout this article is the DNP, which…
Natalia Kuznetsova Instagram and her body leaves impressed followers
Natalia Kuznetsova started lifting weights at the gym when she was only 14 years old and did not stop. To…
Mike Shiles
Forskolin Weight Loss Supplement
The need for Forskolin - Our current generation has a lot of people struggling to get rid of excess fats…
Glucomannan Weight Loss Supplement Review
Glucomannan, pronounced gloo-ko-man-an, is a water-soluble dietary fiber obtained from Elephant Yam. The plant is known by other names such…
abroth
Ostarine – how to use it and what for
People who want to gain muscle, have greater definition or who seek more energy to perform physical activity are always…
Reality show rewards Brazil's strongest men and women
Casa dos Campões brought together competitors in the fight for the prize of R $ 36 thousand Cuiabana at heart,…
Brazil Brian
Hammer curls for building big arms
Most bodybuilders concentrate on building bigger biceps at some point. The typical biceps exercise consists of a few movements such…
Athletes participate in the Amazonian Championship of Bodybuilding and Fitness
The bodies of more than 70 athletes from the state will be evaluated in the Amazonian Championship of Bodybuilding and…
SEO or Synthol, Big Muscles Effortlessly
For many of you SEO is short for Search Engine Optimization and would never have happened to relate it to…
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The FST-7 training method is one more among many methods of training the bodybuilding, which was created by HANY RAMBOD,…
TopAll Rights Reserved


text:
Делия () — коммуна в Италии, располагается в регионе Сицилия, в провинции Кальтаниссетта.

Население составляет 4472 человека (2008 г.), плотность населения составляет 373 чел./км². Занимает площадь 12 км². Почтовый индекс — 93010. Телефонный код — 0922.

Покровителем населённого пункта считается святая Розалия.

Демография
Динамика населения:

Администрация коммуны
 Официальный сайт

Ссылки
 Официальный сайт населённого пункта
 Национальный институт статистики
 Национальный институт статистики

redpajama_set_name: RedPajamaWikipedia


text:
ACCEPTED

#### According to
The Catalogue of Life, 3rd January 2011

#### Published in
N. Z. Jl Bot. 9(3): 481 (1971)

#### Original name
Nivatogastrium lignicola E. Horak, 1971

### Remarks
null

redpajama_set_name: RedPajamaGithub


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text:
Rome and Juliet city tour
Sameh | 9 February، 2020 | Italia
In Verona, William Shakespeare tells us one of the most wonderful romance stories in history, which is the story of the beloved Romeo and Juliet, and it is said that the story is true, and in Verona there is already a house that resembles Juliet's house and another house that resembles the Romeo house.
The Italian city of Verona, the city of love
When you wander the streets of the Italian city of Verona, you can imagine the events clearly as told by Shakespeare, and this immortal story is the reason for calling the Italian city of Verona the name of the city of love, and between the story written by Shakespeare and the description he described to the two families, the Juliet family and the Romeo family, And also his description of homes and city streets, makes you think more and more that the story has really happened, but there is no certainty to confirm this claim categorically, and remains the secret city of Verona with the great novelist Shakespeare.
The Romeo and Juliet family
In the famous theatrical novel, the Montagues family, and the Capulets family are two of the most ancient aristocratic families in the city of Verona, and the famous author Dante also mentioned them in his well-known novel "Divine Comedy", and if you look at the history of the city of Verona you will find that these two families are real Indeed.
Juliet's house in Verona, Italy
In that building that dates back to the thirteenth century AD, Juliet lived with her family, which is one of the most famous places in Verona, and millions of lovers visit him together, and on one of the walls they leave messages to each other, and in the past lovers were writing their letters directly on the walls, And today special cards have been put in place, and if you enter the house itself you will find a bronze statue of Juliet standing in the middle of an outside square, and you will find it always surrounded by tourists to take pictures.
In this square, too, it is said that Juliet's room overlooks it from a famous balcony, where Romeo was addressing his girlfriend from the bottom of the balcony, and this house is now a museum belonging to the town of Verona, and it has many wonderful murals and artworks, and it is worth noting that these The balcony was not present in the original design of the house, but was added to it so that the details of the novel written by Shakespeare are in keeping with the details of the house.
And the room itself is full of original artifacts dating back to the time that both Romeo and Juliet lived, which gives the visitor a vivid experience that makes him closer to reality to depict Juliet's life in her room, and the clothes in the room are the clothes that were used in one of the films Filmed on the story of Romeo and Juliet.
Romeo house in Verona, Italy
Romeo's house is in fact less famous than Juliet's, and to you although it is not far from it, we find that the Montagues family house is a majestic medieval building with a spacious courtyard and arch, and is protected by a wall of polished bricks, and returns The reason he is not so popular is that he is not open to a visit like Juliet's House, Juliet's house is owned by the municipality, while Romeo's house is a private property.
Juliet's grave site in Verona
In the churchyard, William Shakespeare tells us the tragic conclusion of the story, and what is believed to be Juliet's tomb is in fact located in the garden of the Monastery of San Francesco Al Corso, but the grave was subjected to problems that led to his damage a bit, then was transferred in the thirties under the monastery, and But it can be visited today as part of the Frescos Giovanni Battista Cavalcassel Museum.
Learn about Topkapi Palace from inside and outside
The Poetry Museum attracts both domestic and foreign tourists in the charming Cappadocia


We bought this Grace frozen "Thai Seafood Curry" recently. Notice that little lump on top? That was the one and only bit of seafood (I think it was part of a scallop) in the whole meal.
Now let's look at the picture of this meal on their web site: I'm sure you agree that the two bear no resemblance. "Oily bean curry" would be a better description of their meal.
Thank you for taking the time to write us. I am terribly sorry for your first experiences with our meals. Based on that photo & your description, I wouldn't call the curry meal anything else, and I can't imagine you are remotely impressed by our concept.
Our food company, in it's first year of business, has run into its fair share of mishaps. This is no exception. I have personally handled each complaint, comment, and suggestion, and I can tell you, we are eager to learn and make changes based on our customer feedback. We also pride ourselves on being a hand-made, hand-packed product, only there are downsides to this, as you know... ie. making such mistakes as measuring poorly and missing items in the meal. Let me assure you, we will discuss the packing of our meals this week - emphasizing consistency, quality control, and the expectations for each and every serving.
If you are willing, I would be very happy to send you free-meal coupons in effort to try and make this right. I can mail them as soon as you send me a mailing address. It is the least that we can do.
Thank you again for letting us know your experience. We rely on feedback to learn and to grow our business.
I'm sorry, I just had to do it.
Their website photo: What it should look like.
This photo: What it looks like after the stomach returns it, express delivery.
This crosses the line between broken- meaning nonsensical, stupid, poorly planned etc. and being a lying sack of crap.
Wow, that is pretty deceptive advertising. Is the picture on the box the same picture as on the website?
I agree with ron that it crosses the line into 'lying sack of crap', but to me that is broken.
I agree with ron that it.... LOL sorry I couldn't resist. Every so often you see a double post, triple posts are fairly rare, but cmadler took us to the next level with a quadruple post. And somehow a post was inserted between #3 and 4, I'm not sure how that happened.
As to the topic of the day, it's totally broken! When the production and advertising company gives you an unrealistic expectation of what your product will look like, that is SO broken. Everyone does this though, think back to the movie "Falling Down" when Michael Douglas orders a hamburger that looks nothing like the display panel.
I agree with ron that it...no, wait. I agree with Manni that cmadler is uh, well, broke. So's the product of topic.
Sometimes it doesn't matter if it's broken or not; "frozen food differs from picture on packaging" is just not interesting. Dog bites man.
I agree with Rich...., actually I don't. I can settle for a little this doesn't look as good as what's pictured, but the food from the package doesn't appear to even contain the same ingredients as the picture.
I thought this was a pretty good submission.
Thus the usual disclaimer on such packages: "Serving suggestion." Which means, in lawyerlingo, "How a 5 star chef might serve this meal if starting from scratch with the same basic ingredients, which may or may not actually be contained in this package."
A little poking around the site reveals some additional information. This is not your traditional frozen meal. The ingredients are supposed to be individually packaged and portion controlled. The quality they aspire to is gourmet. And the meals require preparation, and are not simply heat and serve.
Possibly, the submitter was just a poor cook. But based on the submitter's description, it's more likely that Grace's Kitchen has a quality control problem. The ingredients don't appear to be portion controlled, nor would that combination of ingredients usually be considered gourmet.
Another interesting thing is that the menu link on the site doesn't have a listing for curry. Perhaps the product was a complete failure?
Addendum: Another thing I just noticed after exploring the menu link. The Grace's Kitchen site explains that they provide complete dinners for two. When you choose the dessert menu link, you'll find all the desserts are for four.
noticed the same sort of thing with frozen "TV"
read "What They Promise" and "What You Get".
Perhaps it is time for someone to do it again.
If you like seeing more of this type of thing (examples of deceptive advertising), then check the back inside cover of any issue of Consumer Reports magazine. It's a feature called "Selling It" which always has stuff like this.
I contacted grace's and here's what I received back.
Based on the representative's quick response and her additional details, I actually have a pretty positive feeling about the company if not this particular meal. It just goes to show that being attentive to your customers and potential customers and attempting to improve their experience can make all the difference.
One other thing.. generally I try and find a contact form on every site that we talk about on this is broken so that I can make them aware of what's happening and get their side of the story. In the last 10 months, this is the first timee anyone actually bothered writing me back.
Has anyone other than Craig actually tried the food? I buy this stuff all the time and it is great. In my experience having the meals in the freezer allows me to put together a quick dinner with no planning. It's not the machine-made crap you get from every other frozen company - including Amy's.
If anyone wants to know how he responded in "real life", feel free to read our email conversation below.
Craig, I gave you my honest explanation, now you owe me yours.
Thanks for your response Christina.
##### ###th ave NE, Kirkland 98033.
Are Larrys Markets still stocking your product though? I didn't see it there last weekend.
I love Grace's products. No they don't always look just like the picture, but then again, I am based in reality and not some dream world where 'scrubbing bubbles' actually run around my bathtub cleaning. I would assume that Craig is disappointed with a lot of things in his life to harbor ill will for months before posting. Especially since Grace's seemed to respond quickly and replaced his food. What remedy would have pleased him?
Wow, I'm impressed! I think I've been here since pretty close to the beginning of This is Broken, and this is the first time I can remember a company representative actually bothering to post.
It bears repeating that there is more to the customer experience than just the product. I would say Grace's Kitchen seems to be keeping this solidly in mind: Kudos to them!
Before Joshua's and Christina's posts, I would have almost certainly avoided Grace's Kitchen products. With this indication that they actually seem to care about their product, I'm very tempted to try them just to see for myself.
Christina, just so you don't harbour too much ill-will toward Craig, bear in mind that often an item will be submitted to this site, and not end up being posted for months. My understanding is that the site owner has a large backlog of submissions. This could be the case here, and he may have submitted it at the same time as writing to you.
Wow. Everyone agreed that Grace's Kitchen was using false advertising when BAM! Joshua posts an e-mail from the company and everyone suddenly loves them. I honestly have no idea what to think - part of me says, "It's still broken," the other part says, "That is good!" and a third part realizes that I was just way too philosophical for myself.
There's a coupon on the web-site for anyone who wants to try the food.
It's good stuff. Give them credit for responding. Try complaining to Stouffer's and see if they answer you.
and it's my opinion that someone who receives compensation and still whines publicly about how 'it doesn't look like the picture' is a creep. But that's just my opinion.
Sally, please read carefully. HE MIGHT HAVE POSTED HERE THE SAME TIME AS HE EMAILED THE COMPANY. Sorry for shouting, but antisirk said this twice and you still have not given that a thought.
When was Craig's post originally recieved?
Seth, Rock on with your bad self!
But seriously, the ad was telling viewers that the Remarkable (Tom Thumb's old store brand before Safeway bought them out) brand is far superior to that of other store-brand products at other supermarkets, like the national brand.
So, gosh, I am waiting for a reply...How about it Craig, when DID you orignally send that?
JW- Copy and baste? This is bean curry, not a turkey.
Anyway, Erich, haven't the company reps posted a few times in the past? i can remeber off the top of my head the US Botanical Gardens guy who posted, and i'm sure there were others although i can't name them.
I second Sally. How long ago did Craig send this in? Maybe we should ask MH.
Are you there, MH? It's me, Bob.
I'd also like to, out of curiosity, pose a question to Christina, if you're still monitoring this thread. What's your position at Grace's? Are you VP of sales or something? I mean, you said "you personally" have handled every complaint/comment, so that'd imply you're like a VIP or something.
I left off Christina's address section when she posted her title is: Assistant Culinary Director.
I would think that she has quite a future in PR though. Her response back to me and this thread as well as her posting of what she had sent to Craig, completely changed the tone of this thread.
Oh and copy and baste, that's what happens when you're not careful with what spell check suggests a word should be.
Joshua, you seem to know whats going on there....when did craig originally contact this site about grace?
I surprised craig hasn't been monitoring his whinny post.
I still think he is a creep.
Calm down. take a deep breath think about changing your e mail address.and you try posting one. And talk to Craig. Get him on Oprah. Discuss your feelings. AND quit whining.
Good grief! Talk about a tempest in a teapot. I for one was not impressed with Cristina's grammar in her reply to Craig. I do agree Craig shouldn't have gone public until he sampled other products from tha maker. Free, too.
This makes me curious: what organization has been featured the most times on TIB?
Woah! I haven't checked this site in a while and now I come back and find this little storm waiting for me!
1. Yes, I submitted this entry months ago, before I had received a response from Graces Kitchen. My bad, but I was very disappointed and angry at the time. This was the second faulty Graces meal I'd encountered.
2. Yes, I did also complain directly to Graces and they were responsive and did make amends in the form of coupons for additional meals. I took advantage of those coupons and am happy to say that the Graces meals I've had since have been great.
3. I believe Graces went through a patch where they had some quality control issues. It seems they are past that now and I recommend people (who have access to it) give them a try.
Why the hell are you eating curry in the first place?! It's awful!
Anyone notice her "If you are willing" to accept the FREE coupon?
what is she gonna force you to accept somethin free?


text:
HomeNewsMicrosoft in talks to invest $10 billion into OpenAI
Microsoft in talks to invest $10 billion into OpenAI
After the deal, Microsoft would get 75% of OpenAI's profits until it recoups the investment.
By Sahil Pawar
Microsoft is in talks to invest about $10 billion in the owner of ChatGPT, OpenAI, which may increase the valuation of the San Francisco-based firm to $29 billion, reported Semafor.
The funding includes other venture firms. The deal's documents were sent to prospective investors recently, with the aim to close the round by the end of 2022.
It is unclear whether the deal has been finalized. Still, documents received by prospective investors in recent weeks outlining its terms indicated a targeted close by the end of 2022, the report added.
Read More: Microsoft Acquires Fungible, A DPU-Based Solution Provider
After the deal, Microsoft would get 75% of OpenAI's profits until it recoups the investment. After that threshold is reached, it would revert to a structure reflecting ownership of OpenAI, with Microsoft having a 49% stake, other investors taking another 49%, and OpenAI's nonprofit parent getting 2%.
The report added that there's also a profit cap that varies for each set of investors, unusual for venture deals, which investors hope might return 20 or 30 times their money, citing people familiar with the matter.
This comes a week after it was reported that OpenAI was allowing early investors to sell their shares at a valuation of $29 billion.
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