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Two-Fifths of Customer Service Employees Looking for New Job
The new year is predicted to encourage nearly 40% of customer service workers to look for a new role
Nearly two-fifths (39%) of employees in customer service roles are likely to look for a new job in January, according to quality assurance platform EvaluAgent.
The study found that 40% of customer service staff are less happy in January than any other month.
It estimated around 5% of customer service workers will leave their jobs in January. Given that there are more than 640,000 people in these roles in the UK businesses could stand to lose around £201,757,500 in January alone, the research predicted.
Employers seemed to underestimate the issue, with 70% of workplaces not believing that staff are more likely to change jobs in January than in other months.
Financial incentives such as salary increases and bonuses were found to be an ineffective retention solution, with 47% of those surveyed saying money wouldn't affect their decision to stay or leave a company in January. This was especially true for younger workers, with 59% of 18- to 24-year-olds saying that money isn't an effective motivation.
The researched suggested that businesses should be using employee engagement strategies including regular and timely feedback, non-financial rewards, and healthcare and flexitime.
Jaime Scott, co-founder and CEO of EvaluAgent, said:
"High employee turnover in January is a problem for many businesses and can cause significant problems when it comes to productivity and customer satisfaction levels.
"There is a direct link between employee engagement and turnover, suggesting that businesses need to be making far more effort to engage their workforce at this time of year if they are to prevent the annual surge in departures."
The research was carried out by Evaluagent and the sample was from 1,000 workplaces across the UK.
Fewer than 5% of People in Many Countries Benefit from Adult Learning Opportunities
In almost one-third of countries, fewer than five per cent of adults aged 15 and above participate in education and learning programmes, according to UNESCO's fourth Global Report on Adult Learning and Education (GRALE 4).
Adults with disabilities, older adults, refugees and migrants, minority groups and other disadvantaged segments of society are particularly under-represented in adult education programmes and find themselves deprived of crucial access to lifelong learning opportunities.
Published by the UNESCO Institute for Lifelong Learning, the report monitors the extent to which UNESCO Member States put their international commitments regarding adult learning and education into practice and reflects data submitted by 159 countries. It calls for a major change in the approach to adult learning and education (ALE) backed by adequate investment to ensure that everyone has the opportunity to access and benefit from adult learning and education and that its full contribution to the 2030 Agenda for Sustainable Development is realized.
"We urge governments and the international community to join our efforts and take action to ensure that no one – no matter who they are, where they live or what challenges they face – is left behind where the universal right to education is concerned," says UNESCO Director-General Audrey Azoulay, endorsing the report's recommendations. "By ensuring that donor countries respect their aid obligations to developing countries, we can make adult learning and education a key lever in empowering and enabling adults, as learners, workers, parents, and active citizens."
The publication stresses the need to increase national investment in ALE, reduce participation costs, raise awareness of benefits, and improve data collection and monitoring, particularly for disadvantaged groups.
Progress in participation in adult learning and education is insufficient
Despite low participation overall, many more than half of responding countries (57% of 152) reported an increase in the overall participation rate in adult learning and education between 2015 and 2018. Low-income countries reported the largest increase in ALE participation (73%), trailed by lower middle income and upper middle income countries (61% and 62%).
Most increases in adult learning and education participation were in sub-Saharan Africa (72% of respondents), followed by the Arab region (67%), Latin America and the Caribbean (60%) and Asia and the Pacific (49%). North America and Western Europe reported fewest increases (38%) though starting from higher levels.
The data shows persistent and deep inequalities in participation and that key target groups such as adults with disabilities, older adults, minority groups as well as adults living in conflict-affected countries are not being reached.
Women's participation must improve further
While the global report shows that women's participation in ALE has increased in 59 per cent of the reporting countries since 2015, in some parts of the world, girls and women still do not have sufficient access to education, notably to vocational training, leaving them with few skills and poor chances of finding employment and contributing to the societies they live in, which also represents an economic loss for their countries.
Quality is improving but not fast enough
Quality ALE can also provide invaluable support to sustainable development and GRALE 4 shows that three-quarters of countries reported progress in the quality of education since 2015. Qualitative progress is observed in curricula, assessment, teaching methods and employment conditions of adult educators. However, progress in citizenship education, which is essential in promoting and protecting freedom, equality, democracy, human rights, tolerance and solidarity, remained negligible. No more than 3% of countries reported qualitative progress in this area.
Increase in funding for adult learning and education needed
GRALE 4 shows that over the last ten years, spending on adult learning and education has not reached sufficient levels, not only in low-income countries but also in lower middle income and high-income countries. Nearly 20% of Member States reported spending less than 0.5 per cent of their education budgets on ALE and a further 14% reported spending less than 1 per cent. This information demonstrates that many countries have failed to implement the intended increase in ALE financing proposed in GRALE 3 and that ALE remains underfunded. Moreover, under-investment hits socially disadvantaged adults the hardest. Lack of funding also hampers the implementation of new policies and efficient governance practices.
The UNESCO Global Report on Adult Learning and Education (GRALE) monitors whether UNESCO Member States are putting their international commitments on adult learning and education into practice. These commitments are set out in the Belém Framework for Action (2009), the outcome document of the 6th International Conference on Adult Education (CONFINTEA VI, Belém, Brazil), and the Recommendation on Adult Learning and Education (2015). In addition to this monitoring function, each issue of GRALE examines a particular topic, the 2019 edition focusses on participation. GRALEis published every three years. The Report combines survey data, policy analysis and case studies to provide policy-makers and practitioners with recommendations and examples of good practice. It presents evidence on how adult learning and education helps countries address current challenges and contributes to achieving the Sustainable Development Goals.
Investigation into University Technical Colleges – Sector Response
The National Audit Office (NAO) has published an "Investigation into UTCs" report on university technical colleges. UTCs are a type of free school that focus on providing technical education, mainly to students aged 14 to 19.
This investigation sets out the facts about the UTC programme. It covers how the programme has progressed and the financial and educational performance of UTCs. The investigation also examines the Department for Education's plans to improve UTCs.
Meg Hillier MP, Chair of the Committee of Public Accounts, said:
"£792 million pounds has been spent but UTCs are running under capacity, often perform less well than other secondary schools and just under half of those inspected either require improvement or are inadequate.
"UTCs were set up to improve technical education but 17% of UTCs that opened have since closed, leaving hard-pressed local authorities to find alternative places for the students affected.
"This report provides further evidence as to why the Department for Education is my top department of concern."
UCU general secretary Jo Grady said:
'In too many cases, University Technical Colleges have proved to be expensive failures that took funds away from the further education sector at a time when it most needed support.
'If the government really wants to improve the standing of technical education, it must ensure that the further education sector as a whole is well-supported to deliver it. That means building capacity across the board because without proper investment, this perennial conversation about the problems facing technical education is doomed to repeat itself.'
Lord Baker, Chairman Baker Dearing Educational Trust said;
"This report records the price of everything and the value of nothing. UTCs should be judged by the success of their students becoming apprentices, studying STEM subjects at a University and getting a job as a technician or an engineer. For that we have the best destination data of any schools in the country.
"Because of this the Department has encouraged us to make applications for new UTCs and we are working with local employers and universities for the next round in November."
The key findings of this report relate to:
The number of UTCs that have opened, and the number that have subsequently closed as UTCs
What capacity UTCs are operating at
The financial position of UTCs and formal intervention by the Education and Skills Funding Agency
How much has been spent on the UTC programme
How Ofsted rates UTCs compared with other secondary schools
What proportion of students from UTCs go on to become apprentices, compared with other secondary schools
What the Department for Education's plans for improving UTCs are
One-fifth of Workforce in Canada, the United States, Ireland and the United Kingdom Looking for New Job
Overall, about one in five (21 per cent) of workers are looking for a new job. And the greatest flight risk is for those in IT, finds a survey by Workhuman.
One-third (34 per cent) of workers in that sector are looking for a new job, compared to biotech, consumer goods and services, technology and telecom (each 28 per cent), industrial (25 per cent), engineering (24 per cent), financial and business services (23 per cent), insurance and retail (both 22 per cent) and health care (19 per cent).
And what are they looking for exactly? Meaningful work ranks as most important across all age groups, finds the survey of more than 3,500 full-time workers in Canada, the United States, Ireland and the United Kingdom.
Compensation and perks come in second, especially for those aged 35 to 64, followed by a supportive manager, positive company culture and fun team (especially among those 18 to 34).
People are looking at work in a different way, says Sarah Hamilton, director of HR at Workhuman in Framingham, Mass., provider of cloud-based human capital management software solutions.
"The world of work has changed so tremendously, where we've gone from this industrial era — where it was all about employees coming to work, and getting a paycheck, and almost like cogs on a wheel — to the human era, which is what it is today, which is we are looking at employees for their holistic skills and what they bring to the table."
It's not just about what people can do but what's in their hearts and minds, she says.
"The industrial era is over and it is now the human era. And the human era is really based on this notion of people being able to expect more from out of the workplace."
That means employees expect their employers to provide a place where they can do their best work and they can show all of the skills and ways they can contribute, says Hamilton.
"But, also, it's employers expecting employees to bring their best selves to work as well. This leads to a mutually beneficial culture and business results. Because companies are appreciating the employees more for just … a butt in a seat which is the way companies had once looked at it before."
Flexibility, recognition popular perks
As for workplace perks, remote or flexible work (41 per cent) and health-care coverage (27 per cent) are the most popular, followed by an employee recognition program (seven per cent), free food (six per cent), an office gym (six per cent), on-the-job training (four per cent) and referral bonuses (four per cent), found Workhuman.
Flexible work is important to all generations, as older workers may be caring for elderly parents, she says, while younger workers, who have grown up with newer technology, want the freedom that brings.
"But I think you're actually seeing it broaden across all groups more so than you would have."
Workhuman is a multinational company co-headquartered in Framingham, Massachusetts and Dublin, providing cloud-based, human capital management software solutions.
What do Graduates do? Regional Edition
A region-by-region guide to graduate destinations in the UK – with an introduction by AGCAS, insight and analysis by Charlie Ball, and commentary and data for every region of the UK
This year's edition of What do graduates do? takes a look at graduate destinations in the UK by region, revealing the top jobs, occupations and industries that graduates enter in each area – as well as the main occupational shortages.
There is no 'UK graduate labour market' as such. Instead, the UK is made up of a complex set of interlocking, sometimes overlapping local and regional labour markets.
Each region of the UK has its own character, issues of occupational supply and demand, and its own guidance and employability support challenges.
The picture is of an urbanised jobs market based around London and its environs, and the larger regional centres of the country.
Jobs are not evenly distributed throughout the UK, and tailoring careers advice can help students understand what opportunities are in their area.
Each section of the report contains a wealth of data, trends and analysis about the region in question. For example:
The North East has seen a 25% increase in graduates entering business, HR and finance professions.
36.7% of new graduates in Yorkshire and the Humber's business and finance sector work in Leeds.
29.7% of new graduates in the East Midlands work for small and medium-sized enterprises.
12.2% of all new graduates starting their careers work in the South East.
More than half of graduates working in London six months after graduation were originally domiciled in the capital city.
90.6% of graduates starting their careers in Scotland had studied there.
Introduction by Gabi Binnie, policy and research manager at AGCAS.
What do graduates do in the regions? by Charlie Ball, head of higher education intelligence at Prospects.
Commentary and data for every region of the UK: North East, North West, Yorkshire and the Humber, East Midlands, West Midlands, East of England, South East, South West, London, Scotland, Wales and Northern Ireland.
National averages.
File typePDF
Number of pages in document44 pages
File size6.7MB
Download PDF file What do graduates do? Regional edition
What do graduates do? Regional edition 2019/20 was published in October 2019. It is a region-by-region guide to graduate destinations in the UK, six months after graduation.
It is based on data from the Higher Education Statistics Agency's (HESA) Destinations of Leavers from Higher Education (DLHE) 2016/17 survey, and the Employer Skills Survey 2017.
The report was produced by Prospects and AGCAS on behalf of HECSU.
You can also read the regular What do graduates do? publication.
Laura Greaves Information analyst Prospects
Impetus: Research Report on Long-Term NEET
The research report 'The Long-Term NEET Population' highlights that 75% of young people who are NEET for three months have been NEET for 12 months.
Most NEET young people are NEET for the long-term. This finding has significant consequences, with being long-term NEET linked to poorer health and employment outcomes decades later: a scarring effect.
To read the full report follow the link below.
https://impetus.org.uk/assets/publications/Youth-Jobs-Gap-The-Long-Term-NEET-Population.pdf
NAO Report on Support for Pupils with Special Educational Needs and Disabilities in England
While some children with special educational needs and disabilities (SEND) are receiving high-quality support, many others are not getting the help they should, according to the National Audit Office (NAO). Local authorities are coming under growing financial pressure as the demand for supporting school pupils with the greatest needs rises.
In its report published on 11 Sept, "Support for pupils with special educational needs and disabilities in England" the NAO estimates that the Department for Education (DfE) gave local authorities £9.4 billion to spend on support for pupils with SEND in 2018-19 – 24.0% of their total core grant for schools.
While the DfE has increased school funding, the number of pupils identified as having the greatest needs – those in special schools and with education, health and care plans (EHC plans)* in mainstream schools – rose by 10.0% between 2013-14 and 2017-18. Over the same period, funding per pupil dropped by 2.6% in real terms for those with high needs, and also decreased for those without EHC plans.
Local authorities are increasingly overspending their budgets for children with high needs. In 2017-18, 81.3% of councils overspent compared with 47.3% in 2013-14. This is primarily driven by a 20% increase in the number of pupils attending special schools instead of mainstream education.
Local authorities have also sharply increased the amount they spend on independent special schools – by 32.4% in real terms between 2013-14 and 2017-18. In some cases, this is due to a lack of appropriate places at state special schools. More than four in five local authorities are overspending their high needs budget.
In response to overspending against these budgets, local authorities are transferring money from their budgets for mainstream schools to support pupils with high needs. They are also using up their ringfenced school reserves, which have dropped by 86.5% in the last four years. This is not a sustainable approach.
Stakeholders in the sector have raised concerns that the demand for special school places is growing because the system incentivises mainstream primary and secondary schools to be less inclusive. Mainstream schools are expected to cover the first £6,000 of support for a child with SEND from existing budgets and cost pressures can make them reluctant to admit or keep pupils with SEND. Another barrier is that schools with high numbers of children with SEND may also appear to perform less well against performance metrics.
Pupils with SEND, particularly those without EHC plans, are more likely to be permanently excluded from school than those without SEND. Pupils with SEND accounted for 44.9% of permanent exclusions in 2017/18. Evidence also suggests that pupils with SEND are more likely to experience off-rolling – where schools encourage parents to remove a child primarily for the school's benefit – than other pupils.
While Ofsted has consistently rated over 90% of state special schools as good or outstanding, most pupils with SEND attend mainstream schools. Short Ofsted inspections of 'good' mainstream schools are not designed to routinely comment on SEND provision, so provide limited assurance of its quality.
The NAO has also raised questions about the consistency of support across the country as there are substantial unexplained variations between different local areas. Joint Ofsted and Care Quality Commission inspections indicate that many local areas are not supporting children as effectively as they should be.
The NAO recommends that the DfE should assess how much it would cost to provide the system for supporting pupils with SEND created by the 2014 reforms and use this to determine whether it is affordable.
The Department needs better measures of the effectiveness of SEND support in preparing pupils for their adult lives and should make changes to funding and accountability arrangements to encourage and support mainstream schools to be more inclusive.
It should also investigate the reasons for local variations to increase confidence in the fairness of the system, identify good practice and promote improvement.
Since the report was completed, on Friday 6 September, the DfE announced a review of support for pupils with SEND.
pupils in England identified as having special educational needs and disabilities (SEND) at January 2019 £9.4bn
our estimate of the Department for Education's funding to support pupils with SEND in 2018-19 81.3%
proportion of local authorities that overspent their high-needs budget in 2017-18
1.0% to 5.9% variation between local authorities in the proportion of pupils aged 5 to 15 with education, health and care plans
2.6% real-terms reduction in funding for each pupil with high needs between 2013-14 and 2017-18
32.4% real-terms increase in local authorities' spending on independent special schools between 2013-14 and 2017-18
44.9% proportion of permanent exclusions involving children with SEND in 2017/18
91.8% proportion of state special schools that Ofsted had graded as good or outstanding at August 2018
50.0% proportion of inspected local authority areas that Ofsted and the Care Quality Commission had assessed as underperforming at July 2019
The Department should prepare for the next full Spending Review by making an evidence-based assessment of how much it would cost to provide the system for supporting pupils with SEND created by the 2014 reforms. It should use this assessment to determine whether the system is affordable, and to inform its funding and spending plans.
The Department should set quantified goals, for 2020-21 onwards, including outcome measures such as metrics relating to preparing young people for adulthood, to make clear what level of performance would constitute success for the support provided for pupils with SEND. It should put in place mechanisms to collect the data needed to assess progress against these measures, including tracking long-term outcomes.
The Department should review the incentives in the funding arrangements and the accountability system, and make changes that encourage and support mainstream schools to be more inclusive in terms of admitting, retaining and meeting the needs of pupils with SEND, whether they have EHC plans or require other support.
The Department should identify and share good practice on how mainstream schools can effectively meet the needs of those pupils with SEND who do not have EHC plans.
The Department should set out publicly the circumstances under which it considers public money should be used to pay for independent provision for pupils with SEND. The aim should be for the amount that local authorities pay for independent provision to be comparable with the amount paid for state provision for children with similar needs, unless there is a good reason for paying more.
The Department should work with Ofsted to identify what more can be done to make inspections of mainstream schools, in particular short inspections, provide more assurance specifically about SEND provision that is easily accessible and clear to parents.
The Department should more robustly investigate the reasons for local variations, drawing on the data available and supported by its specialist advisers and NHS England, and establish the extent to which the variations can reasonably be explained. It should challenge local areas that are outliers in respect of measures such as the proportion of pupils with EHC plans and use of high-cost provision, in order to reduce unnecessary variation, increase confidence in the fairness of the system, identify good practice and promote improvement.
*EHC plans set out a child's legally enforceable entitlements to specific packages of support. They are for children whom local authorities have assessed as needing the most support. At January 2019, 20.6% of pupils with SEND had an EHC plan. 47.9% of those with an EHC plan attended mainstream schools and almost all others attended a special school.
In the National Audit Office report, financial years are written as, for example, '2017-18' and run from 1 April to 31 March; school academic years are written as '2017/18' and run from 1 September to 31 August.
A Department for Education spokesperson said:
"Helping all children and young people reach their potential is one of the core aims of this Government, including those with special educational needs. That is why the Prime Minister has committed to providing an extra £700 million next year to make sure these children get an education that helps them develop and thrive as adults.
"We have improved special educational needs support to put families at the heart of the system and give them better choice in their children's education, whether in mainstream or special school. Last week we launched a review of these reforms, to make sure every child, everywhere, gets an education that prepares them for success."
Further information from DfE:
The Children and Families Act 2014 (that sets out the basis of the SEND system) secures the general presumption in law of mainstream education in relation to decisions about where children and young people with SEN should be educated. The Equality Act 2010 prohibits schools from discriminating against disabled children and young people in respect of admissions for a reason related to their disability.
The Department for Education has created new special schools in response to the increasing number of pupils with complex special educational needs and are committed to delivering even more provision to ensure every child is able to access the education that they need.
What Motivates Adults to Learn? A Report by Nesta
The labour market is changing fast. Fifty-four per cent of all employees will require extensive upskilling or reskilling by 2022 (World Economic Forum, 2018) and eighty-five per cent of jobs in the European Union now require at least a basic level of digital skills (Cedefop, 2018).
To meet the evolving needs of the job market, workers, business and governments need to adapt to a culture of lifelong learning by providing citizens with high-quality training opportunities.
However, a well-designed skills policy or training service doesn't always translate into uptake. Workers also need to feel motivated to learn new skills and those who are most vulnerable to labour market changes are not always receptive or willing to reskill. So uncovering what drives motivation to learn is a priority.
Using evidence from a rapid evidence assessment (REA), carried out by CFE Research, this report by Nesta's Digital Frontrunners identifies what motivates working adults to take part in and complete training in digital and digital-complementary skills.
Motivation to learn is complex
Many factors drive people to learn. On the one hand, learners are motivated by external rewards, such as financial incentives, improved job opportunities or approval from a manager. However, learning also needs to be personally rewarding to feel worthwhile. Regardless of the external rewards like accreditation or incentives, it must be enjoyable, challenging and interesting (Kantar, 2018).
Without both these internal and external motivators, people are unlikely to take up or complete training. Therefore, skills policies and training services which consider both are the most likely to succeed.
Behaviour change models can help policymakers understand how external and internal factors interact to drive motivation to learn and design accordingly. The report outlines how the COM-B model (Michie et al, 2011) could be particularly useful in this respect.
Drivers to learn are personal
It's tempting to give policymakers a list of general barriers and enablers to learning for them to consider when designing training services. However, in reality the choice to start training is complex and personal. For each adult, the decision to participate in learning comes at a tipping point where 'personal benefits outweigh personal costs' (Kantar, 2018). For some people the balance might be tipped when the financial costs of training are reduced. For others, it might be when they have access to childcare.
There is also some evidence that demographic factors like age, gender and education level affect motivation to learn. Across Organisation for Economic Co-operation and Development (OECD) countries, women tend to participate in training slightly less than men (OECD, 2019). Younger adults, those with higher education levels and higher socioeconomic groups are most likely to be learning (Kantar 2018). However, we need more granular research to understand the motivators and barriers for different groups when it comes to learning digital and digital-complementary skills specifically.
Self-reflection and goal setting increase motivation to learn
One of the most effective methods for helping learners to stay motivated is by pairing the learner with a trusted advisor who knows them personally, and knows the job or training course the learner is interested in (Kantar, 2018). The advisor can help the learner navigate their own personal barriers and enablers to training.
Some studies suggest that careers guidance techniques that promote self-reflection and goal setting successfully encourage workers to learn new skills (Stauffer et al, 2014; Eisele et al, 2013).
We need to test and learn to find out what works
Crucially, our rapid evidence assessment highlights a lack of evidence about what works to motivate workers to learn digital or digital-complementary skills. Although Individual Learning Accounts (ILAs) are being rolled out in several countries, there isn't yet much strong evidence that they work – although a forthcoming OECD report is expected to conclude that ILAs can be an important, emerging approach to training interventions which help structure learning over a career. We believe it is critical that governments invest in evaluating what works and identifying best practice.
Currently, there is no shared framework to measure the success of training services, which makes it hard to compare and contrast approaches. There would be value in creating a shared set of measures for effectiveness that could be used across the skills system.
There is more to be done to understand what policies can effectively increase workers' motivation to learn digital and digital-complementary skills. Throughout 2019 and 2020, Nesta's Digital Frontrunners will test training and learning interventions to help policymakers understand what works for lifelong learning. Digital Fronrunners will also use evidence from the REA as a foundation for primary research, and to inform discussions and practical projects in the future.
Digital Frontrunners is a programme led by Nesta that aims to find solutions to the challenges of digital transformation.
You can download the full report following the link below.
https://bit.ly/2Hy89s0
Report authors:
Dr Deirdre Hughes OBE
Alex Beard
Alex Stutz
John Higton
Dr Guy Birkin
Andrew Corley
Chris Milner
Parents Prefer Degrees Combining Work and Study for their Children
Three-quarters (75%) of parents think high-quality work experience is the best way to develop the skills employers want, according to the Chartered Management Institute (CMI)
Its survey of parents of 11- to 18-year-olds showed that, with record numbers of young people going through university clearing this year, parents rate degree programmes that combine work and study over traditional university degrees.
Nearly two-thirds of parents (64%) favoured a degree apprenticeship with a major company like Rolls-Royce over a degree at Oxford or Cambridge (36%). Nearly three-quarters (73%) rated a degree that combines full-time work with study over a traditional three-year university degree based on lectures and seminars alone (27%).
Almost three-quarters of parents (71%) also thought the opportunity to develop management, enterprise and leadership skills was important.
The research was published ahead of the announcement of GCSE results on 22 August.
Speaking to HR magazine, head of policy at CMI Rob Wall said that businesses are generally well prepared to provide rewarding, structured work experience placements.
"We know that employers really value work-ready young people and what they can offer. Previous research has found that most employers are already offering structured work experience placements and many of them are working directly with schools to make this happen. We also believe that the government's T-Level qualifications will really help to see more work experience placements on offer," he said.
Wall added that some businesses may still encounter challenges when implementing work experience placements, however. "There are often difficulties with knowing how to reach out to young people, and for some companies it can be difficult to find the time and resources to feel like they can give young people the best experience," he said. "We know that there's always more that employers can do; particularly around providing specific technical opportunities and reaching out to educators."
Wall offered his suggestions for how employers can provide successful work experience placements.
"We'd say that providing a good induction, which gives students the opportunity to understand the business, is really important. Secondly, they need to make sure they're well prepared through developing a work plan where they get a sense of what it's like around the business," he said.
"Employers should provide them with a mentor or buddy to ensure they're feeling properly supported, or even to just make sure that they've got someone to go to lunch with, and provide feedback to let them know how they got on. HR can play an important role in supporting managers to do this and setting the right culture and policies. If they get it right they can get future talent and help to train the workforce of the future."
The CMI polled 1,003 parents of children aged 11 to 18 years old.
Job Insecurity May Be Overstated
Employers should focus on improving conditions for all workers, says the CIPD as its research finds insecure work is not as prevalent as people think
Employment insecurity affects many but overall work in the UK is as secure as it was 20 years ago, according to research from the CIPD. Its report
Megatrends: Is work in the UK really becoming less secure?
analysed Office for National Statistics data and found that non-permanent employees – which includes the self-employed, temporary workers, unpaid family workers and those on a government training scheme – make up 20% of the UK workforce, a share that has not increased since 1998.
The casualisation of work has received increased media attention over the past few years, with companies including Deliveroo and Uber coming under fire from unions and campaigners for low pay, irregular hours and unclear employment statuses.
However, the share of 'involuntary' temporary workers (defined as those who would rather have a permanent job) is highly cyclical and ebbs and flows with the economic climate, the researchers noted.
It peaked at 41.3% in 1995, before falling to 26.4% in 2008, the report stated. It increased again during the economic downturn to 40% in 2013, before falling again to 26.8% by 2018.
There have been no long-term increases in the under-employment rate of workers who want more hours, which was just under 7% between 2002 and 2007. This then peaked at 10.3% in 2013 and fell back to 7.4% in 2017.
The research also drew comparisons between the UK and the EU on various measures of employment security, finding that the UK has a low figure for non-permanent employment compared to other EU countries. However, it also has a more unequal wage structure and a higher share of low-paid jobs than most EU states.
Overall, 85% of the labour force were categorised as 'employees' in 2018, compared to 87% in 1998. The proportion of full-time employees in 2018 was 63%, compared to 65% in 1998.
The report said that, while it's important to improve the conditions and rights of people working atypically, policymakers need to focus more attention on improving the quality of employment for people in 'regular' jobs by doing more to address the causes of low pay and preventing discrimination at work.
Commenting on the report, Ben Willmott, head of public policy at the CIPD, said:
"This report counters some of the common rhetoric that employment in the UK is becoming more insecure. On a wide range of indicators the evidence suggests that, overall, employment security has remained broadly stable over the past two decades with very little evidence of any big structural increase in casual and insecure work. Increases in employment insecuritywhere they have occurred seem to be cyclical, linked to economic downturns, rather than a long-term trend."
Willmott said that this means job quality overall should be a priority for employers and the government: "This suggests more attention should be paid by policymakers and employers to improving job quality and workplace productivity across the economy to tackle problems such as low pay and discrimination, not simply on improving the rights and security of atypical workers, important though this is."
He added that the government needs to offer support for employers on how to improve work, as part of its Industrial Strategy.
"The government needs to outline in its Industrial Strategy additional measures to work with employers to improve how people are managed and developed," he said. "For example, through ensuring sector deals are contingent on plans to improve leadership and people management practices, providing enhanced business support to small firms, and improving labour market enforcement."
The research follows the UK's first Good Work Standard being introduced on 29 July, which will accredit businesses as good employers. It was launched by mayor of London Sadiq Khan in partnership with a number of organisations, including the CIPD.
London-based companies participating in this voluntary scheme will be measured against a set of criteria including fair pay, working conditions, employee wellbeing, the availability of skills training, progression and diversity in recruitment.
A number of employers including EY, KPMG, London City Airport, the Metropolitan Police, Transport for London and the London Fire Brigade have already been accredited. The standard has been heralded as a potential template for other metropolitan or local authorities.


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Interview by Greg Dawson Words by Felicity Morse
From the topic Life
A 20-year-old from Watford who came out as non-binary to President Obama has described the "euphoria" at being given the chance to speak out.
Maria Munir, who studies at York University, was given the microphone at a Q&A for young people, which took place in central London on Saturday.
Speaking to the US president in front of a packed hall Maria said: "I'm about to do something terrifying, which is I'm coming out to you as a non-binary person."
The term describes someone who doesn't identify as male or female.
"It means that I don't fit because I'm from a Pakistani-Muslim background which inevitably has complications."
Video caption How it felt to come out to the president
It was the first time Maria had publicly identified as non-binary.
Maria hadn't told their mum or dad and became quite tearful when explaining why they wanted President Obama to do more for LGBTQ people in North Carolina.
The UK government has warned gay and transgender travellers to be careful in the US due to legislation in North Carolina, one of which states that transgender people must use public bathrooms according to the gender on their birth certificates.
'I felt like it was now or never'
Speaking afterwards Maria explained: "It was something the President said about acting crazy - that if you need to get a social issue across sometimes you need to act a little crazy.
"At that moment I felt my pulse intensify and thought that I've been sitting on this issue for such a long time. I haven't come out to my parents, (I'm sorry mum and dad) I just thought, it anyone in the world is going to accept me for who I am it should be the president of the United States. "
Maria prefers to be referred to by gender neutral terms such as "they" and "their".
I started to feel the tears well up
"I just felt this moment of euphoria that finally I would be able to raise and highlight the issue that non-binary transgender people face.
"If anyone has the power to change things for people like myself across the world, it is President Obama."
Maria said their family history made the situation even more poignant.
"I started to feel the tears well up. My parents are immigrants. My granddad did manual labour in Pakistan. My dad worked as a manual labourer in Saudi Arabia before coming here to start a business with literally nothing.
"For me, aged 20, to be sat in front of the President of the United States, leader of the free world, to be able to pitch to him social action..."
Maria hopes their parents will accept their decision.
"They will be upset I didn't tell them and I really really am sorry about that but the emotions that go through your mind when you know that your entire existence isn't even recognised by the UK government is a turmoil I wouldn't wish on anyone.
"I felt like it was now or never - either I come out now to the President or I will have to stay silent forever.
"If I can use myself as a sacrifice, of maybe being ostracised by my community, maybe I will be able to prevent other young people from being ostracised by their community.
"I just want to do my degree - I don't want to have my community say I am not a good enough Muslim or that I am betraying them.
"I apologise to my parents because they mean the world to me, but I know that they will accept me when they see how much of a change I can have throughout the world."
For more help, you can visit the BBC Advice pages on Gender Dysphoria & Transgender.
Find us on Instagram at BBCNewsbeat and follow us on Snapchat, search for bbc_newsbeat
Life Gender Transgender Barack Obama
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From the topic Entertainment
Dog breeds that are banned - and why

redpajama_set_name: RedPajamaCommonCrawl


Red Bean Buns were one of my childhood favorites. Whenever my mother made this delicious snack, I loved helping her by wrapping up the little balls of bean paste with the dough.
Red Bean Buns are a Chinese snack food originating in Beijing and Tianjin Han. Not only are they a nice kids' snack, but they are also a great starter to a meal and perfect as finger food for parties.
I shared my Chinese Steamed Buns recipe a while back, but today we're going to take it to another level. So, grab your kids and join me in making Red Bean Buns.
The first thing you need to do is make the red bean paste stuffing.
Place the red beans into the pressure cooker and cover with water 5 cm from the top of the cooker. Set the electric pressure cooker to the boil beans function, and simmer on low for 20 minutes. Turn off the pressure cooker and allow it to release the water vapor, then remove the beans.
Heat the butter in the wok and add the cooked red beans. As you stir the beans, mash them with the back of the spoon and keep stirring. Add the sugar, stirring it in evenly to combine for a few minutes until the mashed beans become a thick paste. Turn off the wok.
Once the bean paste is cool it will be drier and easier to handle. Roll the paste into balls about the size of a walnut.
The second step is to make the dough.
Measure the flour into a basin, add the yeast and baking powder and mix to combine. Next, pour in the milk or water and stir with chopsticks until the dough starts to come together, and looks tangled and still a little dry.
Water absorption will differ depending on the environment, but the dough needs to be a little dry at this point as it will soften to the right texture when you knead it.
Bring the dough together with your hands and knead it by hand for 30-40 minutes, or you can pop it into your bread machine to knead for 10 minutes. The dough will be proved in the steamer after it is stuffed with the bean paste.
Divide the dough into the same amount of portions as you have bean paste balls. Form each portion into a round and roll it out big enough to enclose the bean paste ball with a little extra to overlap and seal the paste in. Roll the dough rounds so that they are a little thicker in the middle, and thinner around the edges as these will be overlapped to seal in the bean paste ball.
Place the dough flat in your palm, place a bean paste ball on top and scrunch the dough around it, sealing it in by pinching the edges together to enclose the ball completely. Clench your hand around it tightly, to bond the two together, being careful not to distort the nice round shape.
Fill your steamer with 5cm of water and heat on low for half a minute and turn off. Place the bean paste buns, sealed side down, on the bottom rack making sure there is plenty of clearance around each bun, so they do not stick to the sides or each other when they rise.
Cover with the lid and leave for 20-30 minutes until the buns have doubled in size. (The time is not too exact because the ambient temperature will differ depending on your environment.) Open the lid now and then to check their progress.
Once the buns have risen set your steamer rack to the high position, and steam to cook the buns for a further 15-20 minutes. Setting them higher to cook ensures the buns don't come in contact with too much direct moisture, which would cause them to collapse.
The amount of sugar added to thebean paste filling does not need to be exact. Add more or less according to your preference.
After cooking the red beans, they can be mashed in a food processor and will have a smoother taste and texture, but I prefer the rougher texture that manual mashing produces. Again, it's a matter of preference.
Do notroll the dough too thin;otherwise it will not turn out fluffy when it is cooked.
The normal fermentation process for a yeast dough requires it to prove twice, once before you shape it, and again after it has been shaped into the buns or loaf.But in this recipe, I have added baking powder which means it only has to prove once. Using baking powder as well as yeast is simple and time-saving. You can form the dough into your desired shape (loaf, buns, etc.) and prove it only once, then cook it.
Firstly, you should choose a high-quality flour.
Secondly, kneading needs to be thorough for the gluten to develop in the dough and of course doing this in a machine is easier and more convenient. If you knead by hand, it will take at least 30 – 40 minutes.
Thirdly, to make a smoother dough, sift the flour first.
Proving dough can be a tricky business sometimes, and needs close attention. If the temperature is too high or too low, it can easily ruin the dough. Generally, 40 minutes at 28 degrees is best, but this will change depending on the time of year.
In summer it may only need about 25 minutes, and in winter you may need to put the dough in the warmest part of the house. So, the time dough needs to prove varies, meaning observation is necessary to determine when the dough has fermented for long enough. The dough is ready when it has risen to twice its original size.
You can also test if the dough is ready by poking your fingers into it, and if the dough collapses immediately, it will not rise when steaming and it will taste hard.
Should You Put Hot or Cold Water in the Steamer?
There are differing opinions about whether to cook the buns starting with cold water and heating them up to cooking temperature, or starting out with hot water. It all depends on how well the buns rose in the proving stage. If the dough rose well, then you can start with hot water and get them cooking straight away.
However, if the fermentation process did not go well, starting with cold water will help the dough complete the fermentation as the water heats up to hot enough to cook the buns.
The buns should be steamed on low. Steaming at a higher temperature will cause too much steam and condensation forming on the lid will drip onto the surface of the buns, causing an uneven texture.
It is also important to leave the lid on for a few minutes after the buns have cooked to allow them to cool down slowly at first. If the lid is removed as soon as you turn off the stove, the buns will cool too quickly, and the surface of the buns will shrink. Leave the lid on after they have finished cooking for 3-4 minutes to allow the steam to dissipate and then remove the lid.


Description The first letter is from Robert Maynard Cushing (the second son of John Perkins Cushing) to his brother William Howard Cushing (the youngest son, who died in 1851, aged 11). The second letter is from Thomas Forbes Cushing (the third son) to his mother. The author of the third and fifth letters, written to Mrs Louisa [sic] Cushing, is illegible. The fourth letter is from Robert Maynard Cushing to his mother.
John Perkins Cushing (22 April 1878 - 12 April 1862) was a merchant and philanthropist from Boston. Early in his life he became a clerk in the mercantile firm of Perkins and Company, established by his uncles James and Thomas Hannasyd Perkins, for carrying on trade with China and the Pacific Northwest. In 1803, aged 16, he accompanied Ephraim Bumstead, the eldest apprentice in the company, on a voyage to Canton. Bumstead was taken ill and obliged to return home, and Cushing was left to carry on the business in China. He did so well that Thomas H Perkins allowed him to stay in Canton as resident agent. He remained there for nearly thirty years, amassing a colossal fortune. He came back to Boston in 1830, broken in health, and married Mary Louise Gardiner. They had five children. Cushing spent his last decades at their estate outside Boston, contributing to charities and living very modestly despite his huge wealth.
Please note that some of the metadata for this document has been drawn from the Boston Athenaeum catalogue.


text:
Partner content Wireless Philosophy Critical thinking Fallacies
Fallacies: Formal and Informal Fallacies
Practice: Formal and Informal Fallacies
Fallacies: Fallacy of Composition
Fallacies: Fallacy of Division
Practice: Division and Composition
Fallacies: Introduction to Ad Hominem
Fallacies: Ad Hominem
Practice: Ad Hominem, Part 1
Fallacies: Affirming the Consequent
Fallacies: Denying the Antecedent
Practice: Denying the Antecedent and Affirming the Consequent
Fallacies: Post Hoc Ergo Propter Hoc
Practice: Post Hoc Ergo Propter Hoc
Fallacies: Appeal to the People
Fallacies: Begging the Question
Practice: Begging the Question
Fallacies: Equivocation
Fallacies: Straw Man Fallacy
Fallacies: Slippery Slope
Fallacies: Red Herring
Current time:0:00Total duration:7:05
Partner content·Wireless Philosophy·Critical thinking·Fallacies
hello I'm Paul honey and I'm a philosophy graduate student at Duke University and in this video I'm going to introduce you to formal and informal fallacies first consider the following arguments premise 1 if someone is allergic to peanuts then she doesn't eat peanut butter premise 2 Jane doesn't eat peanut butter conclusion therefore Jane is allergic to peanuts consider this other argument premise 1 a feather is light premise 2 what's light cannot be dark conclusion therefore a feather cannot be dark these arguments probably seemed a bit off to you and you're right each argument contains a fallacy though each has different kind a fallacy as we've seen in other wireless philosophy videos is a defect in reasoning this defect can be unintentional or intentional that is I could simply make a mistake in my reasoning or I could want to trick you into believing something by using deceptive reasoning either way it's probably a good idea that we were able to understand and identify distinct fallacy types so that we can adequately correct any defects in our reasoning but before we talk about fallacy types let's recall what a valid argument is consider this argument premise 1 if someone is a philosopher and she publishes articles in philosophy Tamar Gendler is a philosopher therefore Tamar Gendler publishes articles in velocity this is a valid argument actually although it has no bearing on this arguments validity Jen lawyers published over 20 articles among her other works this form of argument is called modus ponens and it can be represented as the following premise 1 if X then Y premise 2 X inclusion therefore Y and this is a valid argument form the conclusion necessarily follows from the premises remember though this valid form does not mean that the premises are true it would still be a valid argument if Tamar Gendler had decided to become a train conductor for instance instead of a philosopher see the videos on soundness and validity if you have questions about this we can also have an invalid argument form let's return to our first argument this argument as you might have suspected contains a fallacy a formal fallacy and a formal fallacy is exactly what it sounds like a defect in the form of the argument in other words there are certain forms of arguments that are invalid this invalid argument form is a formal fallacy called affirming the consequent this fallacy is apparent if you consider that Jane just might not like peanut butter so simply because Jane isn't like peanut butter she doesn't eat it given just the fact that she doesn't eat it and the conditional on premise 1 we cannot conclude that Jane is allergic to peanut butter this form the fallacy can be represented it in the following way if X then Y Y therefore X and this form a fallacy is one that you don't want to use this is actually one of the fallacies frequently tested on the LSAT so if you are interested in one more practice in identifying this fallacy check out the video on affirming the consequent we will talk more about this and other formal fallacies and upcoming videos but for now we need to see that formal fallacies are fallacies because of the poor form of the argument any argument of these forms will be invalid so anything can be plugged into these bad argument forms and the argument would be about for instance if meow then Splatt Splatt therefore me out is invalid so now that we have a general understanding of formal fallacies what about informal ones let's look at our other example from the beginning of this video notice this fallacy arises out of the content of the argument not out of the form the form may at first glance seem valid that is if we ignored the meaning of the content consider that we can use a seemingly similar argument form to make a valid argument for instance premise 1 rain is wet premise 2 what sweat cannot be dry conclusion therefore rain cannot be dry and here we have a valid argument that seems to have a similar form as a fallacious one and one that lacks defects in its content but the content of our fallacious argument given the two meanings of light light weight and light color yields some problems that is if we understand the meaning of the terms the two meanings like for instance we realize that the argument actually has an invalid argument form initially without considering the meaning of the content it looks like the form of the argument is something like all x ry what is y cannot be z therefore no x RZ but actually given the shifting meaning of light the form is more like all X or Y what is W cannot be Z therefore no x RZ this fallacy is called Co dication and see the video on this if you'd like to know more about it the only way we can understand this defect is by examining the content of the argument if we just looked at the form without understanding the content then we could not detect this fallacy so as we now know informal fallacies occur because of problems with the content of the arguments so an argument might have a seemingly valid form but committin informal fallacy because of a defect in its content hence an argument might have true premises in a seemingly valid form yet also commit a fallacy to reiterate a formal fallacy means that the argument has a defect in its form while an informal fallacy has a defect in the arguments content which might also yield a defect in its form so now that's the difference between formal and informal fallacies you
Formal and Informal Fallacies


David Kaplan and Alex Day, the cocktail geniuses who rewrote the book on bartending at New York's renowned Death & Company, are now conquering Los Angeles with a trio of bars: Honeycut, and the recently opened Normandie Club and Walker Inn. We asked them to break down the elements of a first-rate drinking den.
all. "You're there because you trust them. You're there for the ride," says Kaplan.
Great design makes drinks taste better. "A cocktail bar has to be welcoming," Kaplan says. "Polite Provisions, in San Diego, has folding doors that open onto the street. It's got a dim glow. It's the kind of place you want to hang out all day and into the night." A theme can work, too, as at Hale Pele, a tiki bar in Portland, Oregon. "It's cluttered and chaotic and makes you feel like a kid," he says.
Laura Itzkowitz is a researcher at Travel + Leisure.


And Do 'Forgiving' Golf Clubs Really Help as Manufacturers Claim?
In golf, "forgiveness" refers to construction and design elements in golf clubs that lessen the effects of bad swings and poor contact with the ball. A golf club that has lots of these features is said to offer a lot of forgiveness.
The related term "forgiving" is the same thing, but in the form of an adjective: "That's a very forgiving golf club" means the club's design elements are intended to minimize the effects of poor swings and poor contact. Why "forgiveness"? Because these designs elements forgive the golfer for some of his mistakes.
The higher a golfer's handicap, the more forgiveness he or she wants in golf clubs. Even the best golfers, though, might choose to play clubs that incorporate more forgiving design elements.
Golf clubs built with a lot of forgiveness are called "game improvement clubs," or, if they are extremely forgiving, "super-game improvements clubs."
Back in olden times (the 1960s and earlier) irons (we'll stick with irons in our examples) were all muscleback blades with thin and small clubfaces and mass concentrated behind the center of the face. Hit the ball off-center with one of these irons and you'd feel it in your hands (ouch!) and see the results in a very poor golf shot (major loss of distance).
The concept of "forgiveness" in golf clubs entered the sport when Karsten Solheim, Ping's founder, began marketing perimeter-weighted irons. Solheim made his first putters in the late 1950s and in 1967 entered the golf business full-time. His greatest innovation was realizing that golf clubs could be easier to hit, if only they were designed to be so.
Those early Solheim clubs moved mass to the perimeter of the iron head, rather than clumping it behind the center of the face or evenly spread across the face. This "perimeter weighting" had the effect of lessening the bad results from off-center strikes by improving a technical feature in golf clubs called "moment of inertia" (MOI). More perimeter weighting means a higher MOI, and a higher MOI means less loss of distance on mishits. That's good, because the higher one's golf score, the more mishits you're going to have.
Other design elements that clubs with lots of forgiveness may offer are larger clubheads and clubfaces, cavity backs, thicker toplines and wider soles, more weight lower and deeper in the clubhead, offset, and (in woods) slightly closed faces. High MOI and low center of gravity are what game-improvement clubs target, with forgiveness the goal.
Does forgiveness make bad shots go away? No. Improving your swing, making better contact with the ball, is the only way to make bad shots rare. But forgiveness can make that slice a little less severe; it can make a shot struck off-center travel almost as far as one with perfect contact; it can help get a ball a little higher in the air.
Forgiveness in clubs helps the golfer by making his bad shots less bad.


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A person is a cookie of the taste that the chocolate which dies, and fully used a chocolate tip at the size by 25% is rich.
It is a feeling of chocolate and the case re-texture that I did, the both product which you can enjoy.
※In the case of a change, there is the product package.
When or a maker missing part is sold out, I may ask for cancellation. Thank you for your understanding.


Our Tasting Room is open daily from 10:00 A.M. to 6:00 P.M.
The last tasting for non-Wine Club members begins at 5:30 P.M. We highly recommend making reservations to avoid waiting. Reservations are required on Saturdays after 2:00 P.M. for non-Wine Club members and for groups of six or more at all times. Large buses are not allowed on property during business hours. Alpha Omega is a family-friendly winery. We welcome children of all ages and dogs. All dogs must be kept on leash.
We will be closed to the public on Saturday, April 27, 2019 for a Wine Club event.
Groups of up to 12 guests will ensconce themselves in one of the Private Tasting Rooms for a seated tasting. An experienced wine educator will lead the group through a tasting, which includes four Signature Selection wines and two Wine Club wines.
Experience the best of Napa Valley terroir through the Single Vineyard tasting. Taste through Cabernet Sauvignons handcrafted from some of Napa Valley's most historic and renowned vineyards. Each of these vineyards is a component of Alpha Omega's flagship wine, ERA, which is included in this tasting upon availability. An experienced wine educator will explain how the terroir and location of each vineyard adds diversity and complexity to each wine. Due to the limited production and great demand of our Single Vineyard Cabernet Sauvignons, featured wines will be either barrel samples or library offerings.
Designed for wine enthusiasts who appreciate history and terroir, this is truly an unparalleled opportunity to taste multiple vintages from the most famous vineyard in Napa Valley, Beckstoffer To Kalon. This privileged opportunity offers three Library vintages of Beckstoffer To Kalon Cabernet Sauvignon and a current release or barrel sample. Reservations are required.
Experience the beauty of the Alpha Omega property, production facilities and our wines during this 60-minute wine education tour. Beginning with our Sauvignon Blanc, guests sip as they start their walking tour in the Tank Room learning about stainless steel fermentation. Moving onto the crush pad and into the Barrel Room, our Chardonnay takes center stage when the French oak barrel aging process is explained. For the grand finale, head to the Vineyard Terrace to enjoy the expansive views of our fountains, vineyards and Mayacamas Mountains while sampling our Proprietary Red, a French oak barrel-aged Cabernet blend, and our Cabernet Sauvignon. Reservations are required. Tour & Tasting participants must be at least 21 years of age.
Enjoy four of Alpha Omega's signature wines: Sauvignon Blanc, Chardonnay, Proprietary Red and Cabernet Sauvignon in the main tasting room or on the outdoor terrace.
Picnicking for Wine Club members only. Reservations are required.
Groups are limited to six people.
To inquire about booking a picnic reservation, please email concierge@aowinery.com or call (707) 963-9999.


The Hopo-Committee takes care of all the needs in university politics which the VIS members have. It helps the board member which is responsible for university politics and thereby makes it possible to achieve more than one person alone is able to. The Hopo-Committee is always happy to get inputs from students. Just talk to one of the members or send an e-mail.


text:
Ashlee D. Gonzales, Esq.
ashlee@brewerfirm.com
http://www.brewerfirm.com
Attorney Ashlee D. Gonzales (nee Adkins), Esq. is the newest addition to the legal team at Brewer Offord & Pedersen LLP. Before passing the California Bar exam in November 2015, Ashlee started out as an assistant office manager for the firm, where she handled new client inquiries, assisted attorneys with drafting motions & pleadings, completed research projects, and filed documents with the court. Attorney Gonzales practices real estate law, including landlord & tenant matters.
Before coming to work for Brewer Offord & Pedersen LLP, Ashlee Gonzales received her law degree from John F. Kennedy University College of Law. While earning her law degree, Gonzales worked as a legal research assistant for a civil law firm in Walnut Creek, gaining experience in drafting pleadings, performing legal research, and completing business incorporation documents.
During her tenure at John F. Kennedy University, Ashlee excelled in her legal studies, earning Dean's List recognition for the College of Law every year between 2012 and 2015. Gonzales was a three-time recipient of the Witkin Award for Academic Excellence, which recognizes California law students who attain the highest grade in a qualifying course. Ashlee received the award in Criminal Law, in Community Property, and in Professional Responsibility. While a student, Gonzales served as a teacher's assistant for the 2013 academic year and volunteered as a Certified Legal intern for the Elder Law Clinic for the Fall 2014 semester. Ashlee helped clients with their estate planning issues, including drafting documents and conducting legal research. In conjunction with her stint at the Elder Law Clinic, Gonzales worked as an assistant for the Law Office of Greta Jenkins, an estate planning law firm.
In May 2011, Ashlee Gonzales earned a Bachelor's of Science in Business Administration from California State University¬ – Sacramento. Ashlee competed as a NCAA Division I student athlete as a catcher for the Women's Softball Team. She walked on to the team her first year, and was the team captain during her senior year, when she was earned the National Fastpitch Coaches Association (NFCA) Scholar Athlete Award.
Webinar: Legal Tuesday – 2021 Eviction Updates
Get the latest updates on the eviction front, resources for landlords and what 2021 may hold.
Adam Pederson Tonya Veitch


smartRender lets you reduce your rendering times and makes rendering dramatically faster compared to the standard rendering process. It uses all your hardware resources efficiently to speed up the processing.
smartRender supports the ability to speed up preview renderings. While your comp is work in progress where you want to get instant feedback you can use incremental renderings and down scalings to get get your previews in seconds instead of waiting for some minutes.
ssmartRender works out of the box producing fast renderings but if you have some programing experience you can even edit, change and customize smartRender's processing commands so you can fully customize it to your needs.


I need me some WiFi, and I need it now!
I noticed the signs on my arrival here to see Mom. Moments after the welcome home hug, I started exploring her Internet setup. I knew she had DSL, so she had a mainline to the source, but she didn't have WiFi – wireless Internet for my laptop. Her ancient computer doesn't have all my programs, my customized interfaces, my familiarity that I'm loathe to work without.
So the first trip around Vero was not to Riverside Cafe to meet long lost high school buddies, it was to Best Buy for a WiFi router. A router that connects via Ethernet while the DSL modem only terminates in a USB connector.
What does that mean, you ask – it means that I can't connect the two. I would need a female USB to Ethernet adapter, and just my luck, this type of adapter is too rare to be sold in Vero, making the connection impossible. It means I quickly called Bell South, to get a new DSL router, one that would not arrive until the Tuesday after Christmas. Tuesday – four long days from Friday.
Friday I sublimated my WiFi needs with long spells with Mom's Win98 hand cranked computer. But this substitution only made my wanting greater. By Saturday I was under her desk, trying to hand-wire the parts together after failing to connect the DSL router directly to my laptop. Failing, I slipped into an arm-scratching need for WiFi that took over my brain.
Christmas morning, presents were not on my mind. Gifts from family? Bah humbug! I couldn't wait for the wrapping paper to tear so I could check my fix – WiFi, I need it! Luckily, the last gift, a Creative Zen Nano, took my mind off WiFi for a spell. A short spell, for after it maxed out at 500 Megs, instead of the 1 Gig it should've held, my techno-impotence came back with a vengeance.
Back to the computers I went, re-thinking, re-tinkering with every way I could get my laptop connected. Failing, I retreated to the sunshine and escape of tanning with a good book. Still, the WiFi need was calling.
Last night, it came on double strong. With rumors of a WiFi enabled restaurant, I drove off with my laptop, back to wardriving; the old skool practice of driving neighborhoods hunting for unlocked WiFi routers. Before and after the annual Riverside Cafe reunion, I wandered the streets and parking lots of Vero, refreshing my wireless network list like a coke fiend looking for a dealer.
Then I found it. An open router, connected and free. With shaking hands I hit "Connect" and only exhaled when I saw that lovely, wondrous "Wireless Network is now connected" dialog box.
Never before had it looked so good. Never before had I felt so low. It was 1:30 am, Christmas night and I'm huddled in my car, clicking keys like a crack addict flicks lighters, inhaling my addiction by the megabyte.
You need help. There must be a 12 step program for that.
oh and about wi-fi – the jensen beach starbucks in the Best Buy plaza/ across from the mall has it. + they have good mochas.
You should have just come to our yard/house. We have it and it works out there. You must have passed by to fast. Oh yes Crispers has it too.


Michelle Isenhoff is a former teacher, current homeschool mom, and reviewer on her award-winning children's lit blog, Bookworm Blather. Listen to samples of her audibooks here.
What a great insight into the growing world of audio books. I've only ever listened to one–but I can see the benefits of sharing stories in this way. Thanks for an insightful post. I'll be looking into purchasing more audiobooks.
What an awesome idea, Michelle! This is a great solution for reading aloud to your kids. My son will love this idea. Thanks for sharing!
Wonderful post! I have used audiobooks (on cd's and even the older cassettes) on long road trips, but they were always so expensive. I have never tried the apps or listening on iPad or kindle, so I really appreciate your information, esp. the idea of ebook/audiobook add-on at a much cheaper option. Can't wait to listen to books I already have on my devices but would like to also listen to when I am driving or otherwise busy. And, I agree, hearing books read to them is great for kids in many ways. Fantastic information. Thanks.
Yes, digital technology has made prices go down considerably. I still prefer to read, but audio definitely has its place. My boys and I are currently reading along with the entire Harry Potter series together, and the audiobook is saving me from voicing the entire 4,195 pages.
I read to my son all the time when he was little, and then he began reading to me. He excels in all school work, and much of it can be attributed to his ability to read and understand texts in a variety of styles. My daughter resisted reading time because she wanted to run and play–even if I was reading aloud (and I do voices!). She resisted it so much that now she really struggles with reading and, consequently, all school work. The advent of the audiobook has rekindled her interest in listening to books and following along, and I'm grateful that the technology has progressed so much that the cost can drop.
I have the same split, Lia, but opposite. My girl reads and excels. My boys couldn't care less and do not. But they prefer audio to do-it-yourself if they have to. I make them follow along.
Brilliant! I shared various places online.
Great post, Michelle! Any tool to help children find their brilliance through reading is a plus these days! Cheers!
Thanks for the timely post, Michelle. My granddaughter is in first grade and seems to be falling behind in her reading skills. We read to her daily, and she loves books, but maybe I'll try pushing more of the audio books on her and see if that helps.
It'll most likely be a slow help, Cordelia, but a help nonetheless. Some kids just need lots more time, repetition, and practice that others.
Me too, Erik. I have to really focus. I'm very visually oriented, not auditory. I'd guess you're the same as me. I almost have to either read along or close my eyes (which isn't good for multitasking!). Otherwise my mind wanders. I can read much faster silently, so I rarely listen to audio unless it's with my boys. I do love to hear the different characters, though!
Kudos to you, Michelle, making so much progress with your boys. They're blessed to have you as their mother. This is an excellent blog post. I'm a big fan of Jim Trelease and I love audio books. My book, Curse of the Double Digits, is also on audio book. I really need to promote it more. When I do, I'll add the link to this post and I'll probably add quotes of some of your comments. Nice going!
Thanks, Lynn. The more of us who spread the benefits of audiobooks, the better!


Dichomeris citrifoliella, the orange webworm moth, is a moth in the Gelechiidae family. It was described by Chambers in 1880. It is found in North America, where it has been recorded from Michigan and Wisconsin to Florida and Texas. The larvae feed on the buds of Citrus species, Zanthoxylum americanum and Ptelea trifoliata. The larvae are yellow with a black head and cervical shield.


text:
China–US Relations in a Changing Global Order
In Part V:China's Foreign Policy: Introduction
By: Rosemary Foot
Rosemary Foot
From the Cold War era to the current day, the People's Republic of China's (PRC) relationship with the United States has been one of considerable significance for global politics. At the height of the Cold War, levels of animosity were high in part because the establishment of a communist regime on the mainland of China reinforced the sense that the US-led liberal world order had met an additional serious challenger. The former Soviet Union at that time was America's primary strategic opponent, but the PRC also positioned itself as an alternative political-economic model in the global system and one that might be especially attractive to ...
China's Foreign Policy: Introduction
China–Japan Relations
Foot, R. (2018). China–US Relations in a Changing Global Order. (Vols. 1-2). SAGE Publications Ltd, https://dx.doi.org/10.4135/9781526436085
Foot, Rosemary The SAGE Handbook of Contemporary China. 2 vols. 55 City Road, London: SAGE Publications Ltd, 2018. https://dx.doi.org/10.4135/9781526436085.
Foot, R., 2018. The SAGE Handbook of Contemporary China. Vol. 2. 55 City Road, London: SAGE Publications Ltd. Available at: <https://dx.doi.org/10.4135/9781526436085> [Accessed 28 Jan 2023].
Foot, Rosemary. The SAGE Handbook of Contemporary China. 2 vols. 55 City Road, London: SAGE Publications Ltd, 2018. SAGE Knowledge, 28 Jan 2023, doi: https://dx.doi.org/10.4135/9781526436085.
Foot, Rosemary. The SAGE Handbook of Contemporary China Vol. 2. 55 City Road, London: SAGE Publications Ltd; 2018. doi:10.4135/9781526436085


GREENSBORO, NC – A banner season for the University of Rochester came to an end with a 3-1 loss to 2nd-ranked Tufts University in the National Semifinals of the 2018 NCAA Division III Men's Soccer Championship on Friday afternoon at the UNC-Greensboro Soccer Stadium.
The Oglethorpe men's soccer team placed three players on the United Soccer Coaches All-South Atlantic Region teams today, as voted by coaches from the region. Senior midfielder Topher Marshall earned a spot on the All-Region first team for the second consecutive season, while senior forward Devon Patterson and junior midfielder Andrew Grodhaus each garnered spots on the All-Region second team. It marked the first career All-Region honors for Grodhaus and Patterson, as well as the third such career honor for Marshall.
The University of Rochester advanced to the Final Four for the first time in school history after posting a 2-1 victory over top-ranked Messiah College in the NCAA Division III Sectional Final on Sunday afternoon.
Messiah College and the University of Rochester will play in the NCAA Fourth Round of the NCAA Men's Soccer Championships after posting one-goal victories on Saturday afternoon.
Rochester advanced to the Sweet 16 round of the NCAA Division III men's soccer playoffs for the second straight year after posting a 2-0 victory over The College at Brockport on Sunday evening at Edwin Fauver Stadium.
The postseason match was scoreless through the first 40 minutes, but the Falcons scored three minutes before the halftime whistle for a 1-0 lead.
The Oglethorpe men's soccer team saw nine members honored as part of the All-SAA teams released Monday. The Stormy Petrels had seven players earn All-SAA recognition. Meanwhile, freshman midfielder Angel Guevara earned SAA Newcomer of the Year honors and head coach Jon Akin took the SAA Coach of the Year award.
The Oglethorpe men's soccer team fought valiantly over 110 minutes Sunday afternoon at the SAA Men's Soccer Championship final, twice coming back from a goal down to level the score as the game finished tied 2-2 after two periods of extra time. The visiting Centre Colonels won the penalty shootout, however, notching goals on all five of their spot kicks to defeat the Stormy Petrels 5-3 and leave Oglethorpe waiting to see if they'll receive an at-large bid to the NCAA Division III Men's Soccer Championship.
The Dominican University men's soccer team secured their tenth Northern Athletics Collegiate Conference (NACC) Tournament title in 13 years, with a 4-1 win over the top-seeded MSOE Raiders on Saturday afternoon at Viets Field in Milwaukee, Wisconsin. With the win, the Stars punch their ticket to the NCAA Division III Men's Soccer Championship tournament for the second consecutive season and 15th time since becoming eligible for NCAA postseason play in 2002.
Baruch Wins CUNYAC Championship in PKs, Return to NCAA!
Ricardo Llanos scored two second-half goals to tie the match and rookie Kellen Sela defended two penalty kicks in the extra session to help the Baruch College Bearcats win the 2018 CUNYAC Men's Soccer Championship on Saturday evening at Brooklyn College.
Things looked bleak late for the top-seeded Oglethorpe men's soccer team on Friday night as they faced off against the No. 5 seed Berry Vikings in the semifinals of the SAA Men's Soccer Championship at the Oglethorpe Track and Field. The visiting Vikings had just scored a go-ahead goal with six minutes left to take a 2-1 lead over the Stormy Petrels. However, the home side mounted a rousing comeback with goals from sophomore defender Sebastian Carlson and senior midfielder Topher Marshall and turned the tables on the Vikings, winning 3-2 in the first period of extra time and advancing to Sunday's championship game against third-seeded Centre.
The Warhawk men's soccer team defeated Platteville 3-0 to reclaim the Shaymus Guinn Cup, honor their seniors, win their 6th straight match and improve to 13-5-1.
The Hope College men's soccer team will wait until next week to see if it receives one of 19 at-large berths to the NCAA Division III Tournament.
WILKES-BARRE, PA (October 30, 2018) – The King's College men's soccer team put together another stifling defensive performance and Aidan DeCamillo scored with 2:31 left in the first overtime period to give the Monarchs a 1-0 victory over visiting Manhattanville College on Tuesday night at McCarthy Stadium in the Middle Atlantic Conference Freedom Semifinal.
The Baruch College Bearcats scored a pair of second half goals to defeat Lehman, 2-0, in the semifinal round of the CUNYAC Championship on Tuesday evening at the Brooklyn College Athletic Complex.
Kevin Mesich (West Allis, Wis./West Allis Hale) scored his third goal of the season with less than ten minutes to go to break a 1-1 tie and lift the University of Wisconsin-Whitewater men's soccer team to a 2-1 victory over Augustana Sunday evening at Thorson-Lucken Field in Rock Island, Illinois.
Rochester's Aidan Miller recorded his first career multi-goal game in #9 UR's 3-1 win over Carnegie Mellon on Sunday.
Elliot Chapman (Lancaster, England/Ripley St. Thomas) scored a goal and added an assist to lead the UW-Superior men's soccer team to a 3-1 win over Minnesota Morris Saturday in the Upper Midwest Athletic Conference regular-season finale for both teams.
The Oglethorpe men's soccer team got its SAA tournament run off to an excellent start Saturday at the Oglethorpe Track and Field in the event's opening round. The top-seeded Stormy Petrels defeated No. 8 seed Hendrix 3-0 to advance to the semifinals on Friday and ensure that they'll host the final two rounds of the SAA Men's Soccer Championship. The win improved them to 12-2 on the season.
Senior Ben Hagman of Powell, Ohio (Olentangy Liberty HS) scored his first two goals of the season to help Hope (14-2-1 overall) advance to Tuesday's 7 p.m. semifinal at Calvin College.
Visiting Case Western Reserve University capitalized on three set pieces and emerged with a 3-2 overtime victory over the University of Rochester men's soccer team in a UAA conference matchup on Friday evening at Edwin Fauver Stadium.
Three goals in the first 11 minutes of play set the tone as the University of Wisconsin-Whitewater men's soccer team defeated Finlandia University 5-0 Friday evening at Fiskum Field in Whitewater.
NEW CONCORD, Ohio — The Marietta College men's soccer team kept its postseason hopes alive with a 4-0 win over Muskingum University Wednesday (Oct. 24) evening. The Pioneers improve to 9-8 overall and 3-5 in the Ohio Athletic Conference. Muskingum falls to 5-12 on the season and 0-8 in league play.


NOTE: Predator MDC Executive v11 requires Windows 10, 8, 7, Vista, XP, 2016 Server, 2012 Server, 2008 Server or 2003 Server.
Predator MDC Executive v11.0.7.2 has been released.
This minor release fixes a bug when Predator MDC Executive is used for digital signage and an instance rolls past midnight.


As you may have read previously on the blog or IG, D and I are hosting a low-key, after-hours inspired Thanksgiving get-together on Thursday. No turkeys to cook, no potatoes to mash, and no awkward conversations to mentally and emotionally prepare for. Just a few good friends and a few slices of pie.
So how do you all-out host(ess) when the very essence of the event is an antidote to what I would argue to be the single most stressful holiday of the calendar year? We've grown so accustomed to the notion that throwing a party is just naturally exhausting, and the host is simply bound by the laws of reason and Murphy to alternate between fits of rage, hair-tearing-out, and melodramatic tears. Being susceptible to dramatic exhales and misdirected rage myself, I'm taking this as a challenge to keep throwing this anti-holiday gathering as comfortable and relaxed as I want my guests to feel come Thanksgiving night.
Devon being a chef takes a nice bit of pressure off. He always has some magical way of coming up with just the right menu just in time, and even when he won't be doing much of the culinary legwork (like this time, since baking is more my forte, I'm proud to say), his literal library of cookbooks that have taken up residence in our dining room provide the support and inspiration I need. Most of my inspiration is coming from Tartine, designed exquisitely by Chronicle Books. A little brittle here, some maple there, and I already feel more relaxed.
Decor will consist mostly of white pillar and taper candles, the latter DIY'd into some of our favorite collected wine bottles from the past year (this is also an incredible gift idea and I'll link the project here soon!). A pine garland runner, a bouquet of dried flowers, and persimmons as placecard holders will set the still-autumn-but-quickly-becoming-winter aesthetic, and a collection of randomly assembled cake stands and platters will display the sweets right there on the table. To be honest, I'm not planning to set the table until Thursday morning, but it looks incredible in my mind.
So, easy-peasey. At least, that's the idea.


Boulder continues to make progress on its sustainability goals, such as reducing greenhouse gas emissions and traffic congestion. The city is currently on track to reduce emissions 15 percent below 2005 levels by 2020. In 2016, the City Council approved the Climate Commitment, which seeks a 50 percent reduction in carbon dioxide emissions across electricity, building energy use and transportation by 2030 and 80 percent by 2050 (compared to a 2005 baseline).
Now, a grant program through Bloomberg Philanthropies is helping to bring these efforts to more of the community. In February, Bloomberg Philanthropies named Boulder one of 35 Champion Cities to participate in the Mayors Challenge, a nationwide competition that encourages city leaders to find bold solutions for pressing community challenges. Chosen from more than 300 cities that submitted ideas, Boulder was awarded $100K in grant money, and has an opportunity to earn up to $5 million in further funding at the end of this six-month project.
The city is testing ideas to increase resident use of shared and sustainable transportation options, including carsharing, ride-sharing, electric vehicles (EVs), bikeshare and public transit. The project team is also considering tools and transportation options that may not exist yet in Boulder. The goal is to make innovative and sustainable transportation options more accessible for low-income and middle-income residents.
Throughout this project, the city has been using innovative community engagement models to reach households and neighborhoods that have often been underrepresented in the engagement process. For instance, the city worked closely with community partners and project co-creators such as Boulder Housing Partners and CU-Boulder Just Transition Collaborative, to identify Community Connectors. These are community members with well-established connections in their neighborhoods.
The Community Connectors have surveyed hundreds of their neighbors about how they currently travel in Boulder and factors that influence their travel choices. The survey data, along with input from the community partners, helped inform different stages of the project. The city has already begun plans to expand the Community Connector model to serve as a regular mechanism for community engagement in Boulder.
The project's tests emphasized the influence our known and trusted relationships, whether with family or friends, have on our choice of getting where we need to go. Compared to tests relying solely on information and price incentives, the addition of direct, communal engagement measurably expanded residents' accessibility and openness to using new modes, thereby enabling them to be more resilient against unforeseen adversity and as mobility moves toward more electric, advanced, and shared modes.
As it waits for the results of the final $5 million grant award in late October 2018, Boulder is actively integrating the results and approach from this project into on-going Transportation, Sustainability, and Engagement initiatives across the city.


text:
Ups and Downs in COVID-19 Data may be Caused by Data Reporting Practices
COVID-19 case and death data show regular oscillations
New analysis of national and local numbers attributes those oscillations to data reporting practices
Findings suggest epidemiological models should account for problems with diagnosis and reporting
Washington, DC – July 14, 2020 – As data accumulates on COVID-19 cases and deaths, researchers have observed patterns of peaks and valleys that repeat on a near-weekly basis. But understanding what's driving those patterns has remained an open question.
A study published this week in mSystems reports that those oscillations arise from variations in testing practices and data reporting, rather than from societal practices around how people are infected or treated. The findings suggest that epidemiological models of infectious disease should take problems with diagnosis and reporting into account.
"The practice of acquiring data is as important at times as the data itself," said computational biologist Aviv Bergman, Ph.D., at the Albert Einstein College of Medicine in New York City, and microbiologist Arturo Casadevall, M.D., Ph.D., at the Johns Hopkins Bloomberg School of Public Health in Baltimore, Maryland. Bergman and Casadevall worked on the study with Yehonatan Sella, Ph.D., at Albert Einstein, and physician-scientist Peter Agre, Ph.D., at Johns Hopkins.
The study began when Agre, who co-won the 2003 Nobel Prize in Chemistry, noticed that precise weekly fluctuations in the data were clearly linked to the day of the week. "We became very suspicious," said Bergman.
The researchers collected the total number of daily tests, positive tests, and deaths in U.S. national data over 161 days, from January through the end of June. They also collected New York City-specific data and Los Angeles-specific data from early March through late June. To better understand the oscillating patterns, they conducted a power spectrum analysis, which is a methodology for identifying different frequencies within a signal. (It's often used in signal and image processing, but the authors believe the new work represents the first application to epidemiological data.)
The analysis pointed to a 7-day cycle in the rise and fall of national new cases, and 6.8-day and 6.9-day cycles in New York City and Los Angeles, respectively. Those oscillations are reflected in analyses that have found, for example, that the mortality rate is higher at the end of the week or on the weekend.
Alarmed by the consistency of the signal, the researchers looked for an explanation. They reported that an increase in social gatherings on the weekends was likely not a factor, since the time from exposure to the coronavirus to showing symptoms can range from 4-14 days. Previous analyses have also suggested that patients receive lower-quality care later in the week, but the new analysis didn't support that hypothesis.
The researchers then examined reporting practices. Some areas, like New York City and Los Angeles, report deaths according to when the individual died. But national data publishes deaths according to when the death was reported—not when it occurred. In large datasets that report the date of death, rather than the date of the report, the apparent oscillations vanish. Similar discrepancies in case reporting explained the oscillations found in new case data.
The authors of the new study note that weekend interactions or health care quality may influence outcomes, but these societal factors do not significantly contribute to the repeated patterns.
"These oscillations are a harbinger of problems in the public health response," said Casadevall.
The researchers emphasized that no connection exists between the number of tests and the number of cases, and that unless data reporting practices change, the oscillations will remain. "And as long as there are infected people, these oscillations, due to fluctuations in the number of tests administered and reporting, will always be observed," said Bergman, "even if the number of cases drops."
ASM is keeping the pulse on the SARS-CoV-2 pandemic with the COVID-19 Research Registry of top-ranked research articles curated by experts. In the eye of a pandemic, this curated database will ensure that scientists, journalists and the public have an efficient way to find the timeliest and most valuable SARS-CoV-2/COVID-19 research from the latest journal articles and preprints.
Joanna Urban 202-942-9365 communications@asmusa.org


Wharf Construction offers a partnership approach, supporting both the clients' and candidates' needs throughout the recruitment process. We work closely with our clients to understand their recruitment requirements and objectives, enabling us to select the correct individual in the shortest possible timeframe.
We provide a comprehensive service, which is tailored to meet the specific needs of each and every client. This bespoke approach delivers an efficient and dependable service, covering both contract and permanent recruitment.
Wharf Construction Recruitment's experienced Technical Consultants draw on their vast industry knowledge and select from a talented pool of resources, which has been built up from servicing and placing resources to the industry over many years.
The candidate will be interviewed personal by the account manager and two references will be taken from past employers.


Pregnancy, birth and the early postnatal months can be stressful times physically, emotionally and mentally. Women and men are vulnerable to anxiety and depression during this life-changing time. If you have concerns about your mental wellbeing, speak to your doctor or midwife about accessing local support services. You may be eligible for a Mental Health Treatment Plan (MHTP) which will give you access to Medicare funded visits with a private psychologist.
Based at Community Mental Health Service is located at Bathurst Base Hospital.
A statewide 24 hour phone service that provides immediate support and will link you in with local services.
The Community Health Centre is located at Bathurst Base Hospital. The Centre provides a range of free services to the Bathurst Community including counselling services.
ABTA was established to support women and their families who are suffering postnatally from physical and /or psychological trauma resulting from the birth process. The service also provides education and support for the range of health professionals who work with pre and postnatal women.
MumSpace is designed to connect you quickly with the level of support you need, from advice and support in the transition to parenthood, to effective online treatment programs for perinatal depression and anxiety. The resources on MumSpace will help you 'step-up' to whichever level of support suits you best. MumSpace is also a resource for your healthcare professional.
PANDA - Perinatal Anxiety & Depression Australia supports women, men and families across Australia affected by anxiety and depression during pregnancy and early parenthood. PANDA operates Australia's only National Helpline for individuals and their families to recover from perinatal anxiety and depression, a serious illness that affects up to one in five expecting or new mums and one in ten expecting or new dads.