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Indicator C5. How much do tertiary students pay and what public support do they receive?
Indicator C5 tables
OECD countries fall into three different groups when it comes to tuition fees and direct financial support to tertiary students: no tuition fees and high financial support to students, high tuition fees and high financial support, and low or moderate tuition fees and targeted financial support for a smaller share of students.
The level of tuition fees charged by institutions for a master's programme sometimes reflects labour-market opportunities. Average tuition fees charged by public institutions are higher for a master's degree than for a bachelor's degree in 16 out of the 25 OECD countries and other participants with data.
Annual fees charged by public institutions for master's programmes in education; arts and humanities; and natural sciences, mathematics and statistics are among the lowest of all fields of study in most countries.
Independent private institutions are less affected by government regulation and have often more freedom to set tuition fees. As a result, they charge higher annual tuition fees than public institutions for master's programmes in all OECD countries, except in Chile and Lithuania.
OECD and partner countries have different approaches to providing financial support to students and to sharing the costs of tertiary education among governments, students and their families, and other private entities.
Tuition fees help bridge the gap between the costs incurred by tertiary educational institutions and the revenue they receive from sources other than students and their families. Many factors may influence the costs, including teachers' and researchers' salaries, the development of digital learning and non-teaching services, changes in demand for tertiary education, investments to support internationalisation, and the amount and type of research activities undertaken by faculty and staff. Tertiary institutions may partly cover their costs through internal resources (endowments and research grant funding) or revenue from private sources other than students and their families (see Indicator C3). The remainder is covered by students' tuition fees and public sources.
Public support to students and their families can be a way to encourage participation in education, while also indirectly funding tertiary institutions. Channelling funding to institutions through students may also help to increase competition among institutions and encourage them to better respond to student needs. Support for students comes in many forms, including means-based subsidies, family allowances for students, tax allowances for students or their parents, and other household transfers. Governments strive to strike the right balance between these different subsidies, especially in periods of strained public budgets. For some types of subsidies, public support such as tax reductions may provide less support for low-income students than means-tested subsidies, as tax reductions are not targeted specifically at low-income students. However, such measures may still help to reduce the financial disparities between households with and without children in tertiary education.
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1. Doctoral programmes combined with master's programmes.
2. Reference year: calendar year 2018 for Australia and Germany, 2019 for Chile, Israel, Korea and New Zealand; academic year 2018/19 for England (UK), Spain and the United States, 2020/21 for Finland and Ireland.
3. Government-dependent private institutions instead of public institutions.
4. Including bachelor's and doctoral programmes.
5. Short-cycle tertiary programmes combined with bachelor's programmes.
OECD countries and other participants are ranked in descending order of the amount of tuition fees charged to national students enrolled in bachelor's programmes.
Source: OECD (2022), Table C5.1. See Source section for more information and Annex 3 for notes (https://www.oecd.org/education/education-at-a-glance/EAG2022_X3-C.pdf).
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OECD governments support students' living or educational costs through various combinations of loans, grants or scholarships. In most countries with no tuition fees at the bachelor's level, students tend to receive financial support for living expenses in the form of both loans and scholarships or grants. In countries with low or moderate tuition fees, less than half of students receive financial support, and those who do mainly receive it only in the form of grants or scholarships. There is more variation among countries with high tuition fees, but one common pattern is that students tend to rely to some extent on income-contingent loans.
Means-tested grants, awarded on the basis of financial need, are the most common type of grant and are in use in more than two-thirds of the countries with available data. About half offer merit-based scholarships (i.e. awarded on the basis of academic, athletic, or artistic merit) and more than one-third target scholarships on disadvantaged population groups. These different kinds of grants can operate simultaneously, so 10 of the 26 countries with data award both merit-based and means-tested scholarships.
Tuition fees are higher for foreign students than for national students in half of the OECD countries. The higher tuition fees charged in some countries for foreign students do not necessarily discourage them from studying abroad. In Australia, Canada, Ireland and New Zealand, international students represent at least 15% of students enrolled in master's programmes, even though foreign students pay some of the highest tuition fees across OECD countries (see indicator B6).
Differentiation of annual tuition fees for full-time study
Differentiation by level of study
Entering tertiary education often means costs for students and their families, in terms of tuition fees, foregone earnings and living expenses, although they may also receive financial support to help them afford it. Most national students entering tertiary programmes enrol at bachelor's or equivalent level in OECD countries (see Indicators B1 and B4). Public institutions do not charge tuition fees to national students at this level in one-quarter of countries with data, including Denmark, Estonia (only for programmes taught in Estonian), Finland, Norway, Sweden and Türkiye (Figure C5.1). In a similar number of countries, tuition fees are low or moderate, with an average cost for students of under USD 3 000. In the remaining countries, tuition fees are high or very high and range from about USD 4 000 to over USD 8 000 per year. They exceed USD 12 000 in England (United Kingdom), where there are no public institutions at tertiary level and all students enrol in government-dependent private institutions (Figure C5.1).
Continuing education after upper secondary or post secondary non-tertiary graduation has become the norm for students in most OECD countries. Short-cycle tertiary programmes are also expanding in many OECD countries, as they provide a shorter and cheaper tertiary education and, in a number of countries, a better benefit-to-cost ratio than long-cycle tertiary programmes such as bachelor's and master's programmes (OECD, 2019[1]). Tuition fees for short-cycle tertiary programmes in public institutions are generally lower than for bachelor's programmes. They are free of charge in Denmark, France, Spain, Sweden and Türkiye and amount to less than half the tuition fees for bachelor's programmes in Chile and the United States, where they cost less than USD 3 800 per year. In contrast, tuition fees for short-cycle tertiary programmes in public institutions are the same as for bachelor's programmes in the Flemish Community of Belgium and the Netherlands. In Norway, short-cycle tertiary (ISCED 5) is the only tertiary level where fees are charged, although only 22% of public institutions do so (Figure C5.1).
Continuing tertiary education after a bachelor's degree leads to better labour-market outcomes. Graduates with a master's or doctoral or equivalent degree have better employment opportunities and earnings prospects in most countries (see Indicator A4). Tuition fees are higher for a master's degree than for a bachelor's degree in 16 out of the 25 OECD countries and other participants with data. In the remaining 10 countries, despite the earnings advantage they offer, tuition fees in public institutions for full-time national students are similar to those for bachelor's programmes. In the 6 countries where tuition is free of charge at bachelor's level, there are also no fees at master's or doctoral levels. Similar tuition fees are also charged on average for bachelor's and master's programmes in Austria, the Flemish Community of Belgium, Japan and the Netherlands. In contrast, tuition fees for master's programmes in public institutions are 25-50% higher than for bachelor's programmes in Chile, France, Israel, Korea, New Zealand, Spain and the United States (data for the United States refer to master's and doctoral programmes combined), while in the French Community of Belgium, Hungary and Lithuania, they are over 95% higher (Table C5.1). In the French Community of Belgium, the tuition fees charged by public institutions are on average higher for a master's degree than for a bachelor's degree, which conceals a differentiation by institution. Indeed, the fees for bachelor's degrees are lower in some institutions ("Hautes Ecoles") while they are identical to those charged for master's degrees in the others institutions. In the other countries, these higher fees may limit participation at this level if they are not combined with financial support to students but are more reflective of the additional labour-market opportunities a master's degree provides in some countries.
Tuition fees for doctoral programmes are even less likely to be higher than bachelor's degrees than they are at master's level. Public institutions charge higher fees for doctoral programmes than bachelor's in only one-quarter of countries: Canada, Chile, France, Ireland, Korea, Latvia (government-dependent private institutions) and Lithuania. Among these countries, Lithuania is the only country where annual tuition for a doctoral programme is more than three times the tuition for a bachelor's programme (Table C5.1).
Lower overall fees at the doctoral level can be explained by the existence of government subsidies for doctoral candidates, aligned to policy objectives to boost research in higher education institutions in some countries. Attracting the best doctoral students from around the world enables countries to take a leading role in research and innovation, and some countries have implemented policies to nurture an attractive research environment for potential students. In a few OECD countries and other participants (e.g. Australia, the Flemish and French Communities of Belgium and Italy), public institutions charge lower fees for doctoral programmes than for bachelor's and master's programmes to promote enrolment in doctoral programmes and attract talent for research and innovation. In Australia, for example, the average annual tuition fees in public institutions for doctoral programmes are about 25 times lower than for bachelor's programmes (about USD 200 compared to USD 5 000). In fact, very few national doctoral students are charged any fees in Australia (less than 5% of doctoral students in public institutions). Other countries recognise doctoral candidates as employees rather than students, such as in Norway (Table C5.1).
Trends in tuition fees
In about one-third of the OECD countries and other participants with available data, tuition fees for master's degrees charged by public institutions for national students have increased by at least 19% over the past decade, in real terms. This is the case in Australia, the Flemish Community of Belgium, Canada, New Zealand and the United States. The largest increase has been in the Flemish Community of Belgium, where tuition fees have increased in real terms by 64% since 2009/10. In contrast, tuition fees for master's programmes in public institutions fell in real terms during this period in Austria, the French Community of Belgium, France, Germany, Ireland and Latvia (for government-dependent private institutions). Among the countries with data that did not charge any tuition fees (Denmark, Finland, Norway and Sweden), the position has not changed for national students, but Finland and Sweden introduced tuition fees for foreign students over this period. In Chile, the Netherlands and Spain, tuition fees have remained fairly stable and have not increased in real terms by more than 15% between school years 2009/10 and 2019/20 (Table C5.1).
Differentiation by type of institution
Over the decades, independent private institutions have developed to meet increased demand for tertiary education. On average, about one-quarter of students are enrolled in independent private institutions, but this figure hides large differences between countries. In half of OECD countries and other participants with available data, less than 15% of all tertiary students are enrolled in independent private institutions. In contrast, in three OECD countries – Chile, Japan and Korea – the majority of students are enrolled in independent private institutions. In addition, in England (United Kingdom) and Latvia, the great majority of students are enrolled in government-dependent private institutions (Table C5.1).
In general, independent private institutions are less affected by government regulation and less reliant on public funds than public institutions, and often have more freedom to set higher tuition fees. As a result, independent private institutions charge higher annual tuition fees than public institutions for master's programmes in all OECD countries and other participants with available data, except in Chile and Lithuania (Table C5.1 and Box C5.2). In figures, in over one-third of OECD countries and other participants with available data, tuition fees for master's or equivalent programmes are at least twice as high in independent private institutions than in public ones. Their tuition fees are over four times higher in Italy and Spain; more than two times higher in Israel and the United States; and less than twice as high in Australia, Hungary, Japan, Korea, Latvia and New Zealand. In Estonia and Germany, public institutions charge no or low tuition fees for a master's degrees (in Estonia only for programmes taught in Estonian), while private institutions charge more than USD 5 200 in Germany and independent private institutions more than USD 11 100 in Estonia (Table C5.1).
Differentiation between national and foreign students
Tuition fee policies generally cover all students studying in a country's educational institutions, including foreign students, (see Definitions section). Education levels have risen considerably over the last two decades, leading more and more students to enter tertiary education each year. This has led institutions in some countries to seek additional resources to guarantee the same quality of teaching. Many countries allow institutions to charge different tuition fees for particular programmes or groups of students, including foreign students, in an effort to strike a balance between public and private sources for tertiary funding. Within the European Union (EU) and the European Economic Area (EEA), countries charge students from other EU and EEA countries the same tuition fees as they do national students.
As a result, in over half of the 17 countries with available data, tuition fees are higher for foreign students than for national students, contributing significantly to the funding of tertiary educational institutions. In some of these countries, this difference can be significant. For instance, in Australia, Canada, Ireland, New Zealand and the United States, public institutions charge foreign master's students (non-EU/EEA in Ireland) on average over USD 6 000 more per year than national ones. In the United States, tuition fees for foreign students also include tuition fees for out-of-state national students, which are equivalent. In Finland and Sweden, students from outside the EU/EEA are charged about USD 13 000 per year for master's programmes in public institutions, while no tuition fees are applied to national (or EU/EEA) students. In France the difference is USD 4 800 more and in Latvia (for government-dependent private institutions) it is USD 2 700 more, while the difference is less than USD 1 000 in Austria and Hungary. In the other countries – Chile, Hungary, Italy, Japan, Korea and Spain – public institutions charge national and foreign students enrolled in master's programmes similar tuition fees, while no tuition fees are applied to either national or foreign students in Norway (Table C5.1 and Figure C5.2).
Higher fees for foreign students can also affect international student flows (see Indicator B6), among other factors (OECD, 2017[2]). However, the data show that the higher tuition fees charged in some countries for foreign students do not necessarily discourage them from studying abroad. For example, in Australia, Canada, Ireland and New Zealand, international students represent at least 15% of students enrolled in master's programmes, compared to an average of only 13% in OECD countries, even though tuition fees for foreign students are among the highest across OECD countries (see Indicator B6 and Figure C5.2). Tertiary education in countries with higher fees for foreign students can still be attractive because of the quality and prestige of their educational institutions, the language spoken in the country, and the expected labour-market opportunities in the country after graduation, but also if, as observed in few countries, additional grants and scholarships are offered to foreign students from disadvantaged social backgrounds.
Note: Reference year: calendar year 2018 for Australia; 2019 for Chile and New Zealand; academic year 2018/19 for Spain and the United States; 2020/21 for Finland and Ireland.
1. Master's programmes includes doctoral programmes. Tuition fees for foreign students typically refer to tuition fees for out-of-state national students. However, in a minority of institutions, tuition fees can be lower for out-of-state national students.
2. Within the EU and the EEA, countries charge the same tuition fees to nationals and students from other EU and EEA countries.
3. Fees are differentiated for national, out-of-state and foreign students.
Countries are ranked in descending order of the annual average tuition fees charged by public institutions to national students.
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Variations within countries for degrees awarded at the same level
There are several reasons why tuition fees vary within countries, including whether institutions have autonomy to set their fees (either fully or within some limits), differences between fields of study (Box C5.1) or the fact that some programmes are cheaper to provide than others (e.g. law degrees are cheaper to provide than medical degrees). It explains why tuition fees vary not only across countries and educational levels, but also within countries for a given level of education. For instance, in the Netherlands, tuition fees are set by the government, but a few institutions may charge higher fees, up to five times the tuition set by the government. These fees are only allowed for certain programmes that meet specific requirements regarding small-scale and intensive education. As a result, annual average tuition fees for national students enrolled at master's level in public institutions are around USD 2 600, but range from half of this amount to five times more (nearly USD 13 100), depending on the education provider (Table C5.1).
There is no clear pattern to the range of tuition fees charged for master's programmes among the countries with the highest average tuition fees. For instance, among the countries charging high average tuition fees for a master's programme (above USD 4 000), the maximum fee charged is 3-5 times the average in Ireland, Lithuania and New Zealand. In Australia and Hungary the highest fees are 2-3 times the average, while in Korea and the United States, the maximum fee charged is only 18-70% higher than the average tuition fee for national students enrolled in master's programmes (Table C5.1)
The range of tuition fees is also wide in a few OECD countries and other participants with low or moderate average fees, such as France, Italy, the Netherlands and Spain. Tuition fees can exceed USD 3 300 in France, USD 4 000 in Italy, USD 13 000 in the Netherlands, and USD 20 000 in Spain, although the highest tuition fees in these countries only apply to a small number of students. In contrast, the range is relatively small in the Flemish and French Communities of Belgium, Israel (Table C5.1).
Tuition fee waivers are another reason why tuition fees vary within countries and why the fees paid by students might differ from those charged by institutions. When students receive a waiver, even though the tuition fee charged by an institution does not itself change, the fees paid are lower as the fee waiver is deducted. Compared to scholarships, which offer direct financial support to students, a tuition waiver is often granted by an educational institution and indirectly financed by the public sector to the educational institution or by the institution's own resources, depending on the institution type and the type of waiver granted. Waivers can eliminate the cost of tuition for a designated number of credit hours, but cannot be used for any other educational expense. In a number of countries with available data (e.g. Belgium, Chile, France, Italy and Spain), between 19% and 38% of students enrolled at master's level in public institutions, particularly students from low-income backgrounds, were benefiting from a scholarship or a tuition fee waiver in 2019/20 (Table C5.2).
Box C5.1. Fees by fields of study
OECD countries often charge different tuition fees by field of study in order to attract students to fields that are less in demand and to account for differences in costs and labour-market opportunities. These factors are the main reasons for introducing differentiated fees, although in some countries differences in tuition fees between fields of study may result from differences in tuition fees and enrolment across institutions rather than differences within institutions. For instance, in Australia, Hungary and New Zealand, fees are set by individual institutions, and broadly reflect cost-based differences while in Chile, both the relevance of the different qualifications to the labour market and the public cost of the programme are taken into account when setting the fees.
Among countries with available data, Australia, Canada, Hungary and Ireland have the largest range of tuition fees charged by public institutions to national students enrolled in master's or equivalent programmes across fields of study. In Ireland, which has the widest differences, public institutions charge over USD 18 000 per year on average for master's programmes in the broad field of business, administration and law but just over USD 7 600 per year for programmes in the field of arts and humanities (Figure C5.3).
Fees charged by public institutions for master's programmes in education; arts and humanities; and natural sciences, mathematics and statistics are among the lowest of all fields of study in most countries. These are the fields of study where graduates' labour-market wages are often lower than in other fields (OECD, 2021[3]). In contrast, fields such as health and welfare and business, administration and law are among the most expensive in many countries, as some of these programmes may have the highest market returns but more likely because of the (perceived or actual) cost of provision of education. Despite these trends, there are differences between countries in fees for the same fields of study. For example, while business, administration and law has the highest annual fees in Australia, Canada and Ireland, it is the cheapest of all fields of study in Lithuania. Similarly, while a year of study in agriculture, forestry, fisheries and veterinary care is the cheapest of the fields in Spain, it is the most expensive in New Zealand. These differences can be partly explained by structural differences between the economies of the countries but also by the value of qualifications on the labour market which varies from one country to another (Figure C5.3).
1. Reference year: calendar year 2018 for Australia and Germany, 2019 for Chile, Israel and New Zealand; academic year 2018/19 for Spain; 2020/21 for Ireland.
Countries are ranked in descending order of the fields in which the highest average annual tuition fees are charged.
Source: OECD (2022). See Source section for more information and Annex 3 for notes (https://www.oecd.org/education/education-at-a-glance/EAG2022_X3-C.pdf).
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Approaches to public financial support to tertiary national students
Country approaches to financial support for tertiary students
Broadening access to higher education has been a public policy objective for decades, but the fiscal tools used to achieve higher tertiary attainment are quite diverse. Across different countries and economies, higher levels of educational attainment can be found where there are both high and low levels of fees (Cattaneo et al., 2020[4]).
OECD countries have different approaches to providing financial support to students enrolled in tertiary education. Regardless of the level of tuition fees, OECD countries and other participants can be categorised according to the level of public financial support available to tertiary students. In Australia, Denmark, England (United Kingdom), New Zealand, Sweden and the United States, at least 80% of national students receive in 2019/20 public financial support in the form of student loans, scholarships or grants, while this share is between 55% and 61% in Chile, Finland, Lithuania and Norway. Between 34% and 44% of students receive public financial support in France, Italy and Spain, while no more than 25% of students do so in Austria, the Flemish and French Communities of Belgium and Switzerland (Figure C5.4). In these countries and economies, public financial support targets selected groups of students, such as those from socio-economically disadvantaged families.
In the last decade, the share of students receiving public financial support in tertiary education has increased by at least 10 percentage points in Chile, Denmark, England (United Kingdom), Italy and Spain; the largest increases were in Chile (by 22 percentage points). This share has remained stable in all other OECD countries with available data, changing by at most 7 percentage points. The largest decrease in the share of students receiving financial support in tertiary education was observed in New Zealand (Figure C5.4).
When comparing tertiary student financial support systems with the level of tuition fees charged to national students, three groups of OECD countries and other participants clearly stand out: those with low or no tuition fees and high financial support to students (Denmark, Finland and Sweden); those with high tuition fees and high financial support to students (Australia, Chile, England [United Kingdom], Lithuania, New Zealand and the United States); and those with low or moderate tuition fees and targeted financial support received by less than 50% of tertiary students (Austria, the Flemish and French Communities of Belgium, France, Italy, and Spain) (Table C5.1 and Table C5.2).
1. Reference year: calendar year 2018 for Australia; 2019 for Chile and New Zealand; academic year 2015/16 for the United States; academic year 2018/19 for England (UK); France and Spain.
2. Reference year for trends: calendar year 2008 for Australia; 2009 for New Zealand; 2010 for Chile; academic year 2007/08 for the United States; academic year 2008/09 for the Flemish Community of Belgium; calendar year 2014 for Lithuania.
3 The distribution of loans refers to ISCED 5 and 6 only.
3. Students who benefit of government-guaranteed private loans are not taken into account, but their number is negligible.
OECD countries and other participants are ranked in descending order of the share of tertiary students receiving public grants/ scholarships and/or public or government-guaranteed private loans in 2019/20.
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Forms of public financial support to tertiary national students
What type of financial support is offered to tertiary students – whether in the form of loans, or of grants or scholarships – is a key question faced by many educational systems. On the one hand, advocates of student loans argue that they allow a larger number of students to benefit from the available resources. If the funding spent on scholarships and grants was used to guarantee and subsidise loans, the same public resources could support a larger number of students, and overall access to higher education would increase (OECD, 2014[5]). Loans also shift some of the cost of higher education to those who benefit from it the most – the individual students – reflecting the high private returns of completing tertiary education (see Indicator A5). On the other hand, student loans are less effective than grants at encouraging low-income students to access tertiary education. In addition, opponents of loans argue that high levels of student debt at graduation may have adverse effects on both students and governments if large numbers of students are unable to repay their loans (OECD, 2014[5]). A large share of indebted graduates could be a problem if their employment prospects are not sufficient to guarantee their student loan repayments.
OECD governments support national students' living and education costs through different combinations of these two types of support – and the combinations vary even among countries with similar levels of tuition fees. The cross-country variation is significant, for instance, among countries with high annual average tuition fees for bachelor's and master's degrees in public institutions (around USD 4 000 and over). In England (United Kingdom), more than 90% of students only receive loans (rather than scholarships or grants) to cover the cost of tertiary studies. In the United States, 44% of students benefit from both loans and scholarships or grants, 33% from scholarships/grants alone and 9% from loans alone. In Australia and New Zealand, most students receive either loans alone or both loans and scholarships or grants (Figure C5.4).
In countries with available data where public institutions charge no tuition fees at the bachelor's and master's level, most national students receive financial support in the form of both loans and scholarships or grants, in order to cover their living costs. This is true for at least 50% of students in Finland, Norway and Sweden. In contrast, in Denmark, most students receive financial support in the form of scholarships or grants alone (62%), and only 23% receive both loans and scholarships or grants (Table C5.2).
Finally, in OECD countries and other participants such as Austria, the French Community of Belgium, France, Italy, Spain and Switzerland, where annual average tuition fees for tertiary are below USD 3 000, less than 45% of students receive any form of financial support – and those who do tend to receive it only in the form of grants or scholarships (Table C5.2).
The amount of money received or borrowed also varies substantially across countries. Among OECD countries and other participants with data available, the average amount of public or government-guaranteed private loans that tertiary students borrow each year ranges from USD 2 900 per student in Latvia to over USD 11 900 in England (United Kingdom) and Norway (where tuition is free of charge and loans finance students' living costs). Scholarships or grants received by students range from USD 1 500 per year in the French Community of Belgium to over USD 7 000 in Australia, Austria, Denmark, Italy, New Zealand and Switzerland. However, these figures should be interpreted with some caution as they cover different reference years among countries (Table C5.2 and Table C5.3).
Interestingly, the average amount of scholarships or grants received by tertiary students exceeds the average tuition fees charged by public institutions in 60% of the countries for which data are available. In these countries, scholarships and grants are generous and can also fund students' living expenses. In the remaining eight countries, the amount received is insufficient to cover the annual tuition fee charged for a master's programme. For example, they cover 18% of the average annual master's fee in the United States, 40-65% in Canada, Chile, Latvia and Lithuania, and 70-80% in Australia and Japan. In these countries, students who receive scholarships or grants may also need to borrow money in the form of student loans to finance their studies if they do not have the financial capacity to pay by themselves (Table C5.2 and Table C5.3).
Eligibility criteria for public support
Eligibility criteria for public grants or scholarships also differ from country to country. Means-tested grants, awarded on the basis of financial need, are the most common system and are in place in more than two-thirds of the countries for which data are available, although about half of countries offer merit-based scholarships (i.e. awarded on the basis of academic, athletic, or artistic merit) and more than one-third of them target scholarships based on the socio-economic status of students' families. Scholarships can operate simultaneously, so 10 of the 26 countries with data award both merit-based and means-tested scholarships. In contrast, universal scholarship systems (i.e. available to all new entrants to tertiary education) are rare and provided in only six countries: four Nordic countries (Denmark, Finland, Norway and Sweden) where no tuition fees are charged, Lithuania and the Netherlands (Table C5.2).
In 2020, students enrolled in part-time programmes and online or blended programmes (i.e. combining both online and campus-based instruction) at tertiary level are also theoretically eligible for scholarships or grants in more than two-thirds of the OECD countries and other participants for which data are available, although at that time blended and fully online programmes were still relatively rare. For example, only England (United Kingdom), France, Ireland, and Lithuania do not provide grants to students enrolled in blended programmes. In a number of countries, responses on online and blended programmes represent data from before the COVID-19 pandemic started. It will be important to monitor these trends in the future as these learning options become more common, in many cases accelerated by the COVID-19 pandemic.
Student loans show greater homogeneity in their eligibility criteria. In all countries with data available, loans can be used for tuition fees, study materials and living costs, except in Chile where loans only cover tuition fees and in Finland and Sweden where they only cover living expenses. Not all students are eligible to apply for student loans (Table C5.3).
Types of loan systems, interest rates, repayments and debt at graduation
Students often benefit from special conditions on their public loans or on private loans guaranteed by the government, for example in interest rates, repayment systems or remission/forgiveness mechanisms (Table C5.3). Governments often introduce these special conditions to reduce the cost of loans to students and, in the case of income-contingent loans, to protect them from the uncertainty of the labour market after graduating. By doing so, governments take on a considerable part of the cost themselves and bear the risk of lending to students, who can then access capital at a below-market cost.
As the structure of interest rates offered to students, for both public and private loans, differs to some extent across countries, cross-country comparisons of interest rates offered on public loans must be treated with caution. Governments use a variety of strategies to reduce the financial burden on students, including reduced interest rates before and/or after the end of studies. Some countries charge no interest at all on loans, while others link the interest rate to indices which are below market rates, such as the cost of government borrowing or an inflation index. In most counties, graduates may incur an interest charge related to the cost of government borrowing or even higher, although interest rates are usually still relatively low (Table C5.3).
There are two main types of student loans: fixed-repayment loans and income-contingent loans. In a fixed-repayment loan system, students are obliged to repay the loan within a fixed period, regardless of their financial situation after their studies. This may impose a heavy financial burden on graduates (or those who did not graduate) with low incomes. In contrast, in income-contingent loan systems, repayment is conditional on the borrower's income reaching a threshold, and includes debt forgiveness after a certain period of time. This type of repayment arrangement is considered to be more equitable, as it takes into account graduates' ability to repay their loan.
Both systems imply some costs for the government that guarantees the loan repayment. However, the potential financial burden for the government is more uncertain with income-contingent loans, as these depend on graduates' ability to find work and earn an income above the minimum threshold for reimbursement.
Several countries have introduced income-contingent loans in recent years. For example, the United Kingdom replaced its fixed-repayment system with an income-contingent loan system in 1999 – and nowadays as much as 53% of student loans are not repaid. With the increase in student debt, some income-contingent loan systems were also introduced in the United States: the income-based repayment programme in 2009 and the Pay-As-You-Earn (PAYE) plan in 2012 (Table C5.3 and (OECD, 2015[6]).
Among the 17 countries and other participants with available data, Australia, Chile, England (United Kingdom), Germany, the Netherlands, and New Zealand have adopted income-contingent loan systems. Japan, Korea and the United States have a hybrid system, which includes both income-contingent and fixed-repayment loans. All of these countries, except the Netherlands, have annual tuition fees for master's programmes that exceed USD 5 000, which in part explains why they have set up a system of aid to students that allows them to continue their studies while limiting the risk entailed in having a debt at the end of their studies that they can never repay. The remaining nine countries have adopted a fixed-repayment loan system. Students face greater pressure, as they have to repay their loans within a fixed period, but the tuition fees in all countries in this group, except Lithuania, are low or non-existent (Table C5.3).
The debt burden that students accumulate is one factor that may affect individuals' decisions to invest in tertiary education. The extent to which debt can be an issue for graduates mostly depends on the amount borrowed and the underlying loan conditions compared to graduates' labour-market prospects, in terms of earnings and uncertainty of employment. Among the OECD countries and other participants with high tuition fees, at least 70% of students in Australia, England (United Kingdom) and New Zealand are in debt at graduation as a result of taking out loans. However, the average amount of debt at graduation varies significantly, from USD 19 800 in Australia and USD 26 200 in New Zealand to over USD 58 500 in England (United Kingdom). In countries where tertiary studies incur no or low tuition fees, debt at graduation would typically be lower than in countries with high tuition fees, since student loans are mainly only needed to cover students' living expenses. However, in Nordic countries, where there are low or no tuition fees, the level of student debt at graduation may still be high because living expenses are high. This is the case for instance in Norway, where students' average debt amounts to over USD 31 700 (Table C5.3).
Box C5.2. Setting and paying tuition fees
Tuition fees – the money that students pay to higher education institutions for their instruction and other services – are fundamental revenue sources for educational institutions, alongside public spending from governments and other public bodies. The relative shares of public and private contributions for higher education vary widely across countries; in most countries governments assume the majority share of the education cost, but in other cases governments only subsidise the cost of higher education to a limited extent. However, regardless of how expenditure is apportioned between public and private sources, in a majority of cases across OECD jurisdictions the level of tuition fees set by institutions is subject to government-imposed limits (Figure C5.5).
In most countries, some tuition fees are charged, although the amount varies substantially. In general, institutions have somewhat more freedom to set their own fees at the master's level than for bachelor's or short-cycle tertiary programmes. Institutions also have more freedom to charge fees for specific activities or particular types of programmes. For example, they may be allowed to charge fees for student services or to meet particular administrative costs. Thus, the extent to which students contribute to the costs of higher education provision depends on many factors, which may include their own status, the legal status of the higher education institution they are attending and the type of programme in which they are enrolled.
Figure C5.5. Authority to set tuition fees for national students, by level of tertiary education (2020)
Note: Total jurisdictions responding: 27 for master's and bachelor's programmes, 19 for short-cycle programmes.
Source: OECD Higher Education Policy Survey on Resourcing Higher Education. Working Papers, No. 259, OECD Publishing, Paris, https://doi.org/10.1787/0ac1fbad-en.
StatLink https://stat.link/zvkwfi
Source: Golden, Troy and Weko (2021[7]), "How are higher education systems in OECD countries resourced?", https://doi.org/10.1787/0ac1fbad-en.
In this chapter, national students are defined as the citizens of a country who are studying within that country. Foreign students are those who are not citizens of the country in which the data are collected. While pragmatic and operational, this classification is inappropriate for capturing student mobility because of differing national policies regarding the naturalisation of immigrants. For EU and EEA countries, citizens from other EU countries usually pay the same fees as national students. In these cases, foreign students refer to students who are citizens of countries outside the EU. Further details on these definitions are available in Indicator B6.
Private institutions are those controlled and managed by a non-governmental organisation (e.g. a church, a trade union or business enterprise, foreign or international agency), or whose governing board consists mostly of members not selected by a public agency. Private institutions are considered government-dependent if they receive more than 50% of their core funding from government agencies or if their teaching personnel are paid by a government agency. Independent private institutions receive less than 50% of their core funding from government agencies and their teaching personnel are not paid by a government agency. In the OECD definitions, independent private institutions do not refer exclusively to for-profit institutions, some of then are not-for-profit institutions.Tuition fee amounts refer to gross tuition fees charged by institutions, before grants, scholarships and tuition waivers are applied.
Tuition fees and loan amounts in national currencies are converted into equivalent USD by dividing the national currency by the purchasing power parity (PPP) index for gross domestic product. The amounts of tuition fees and associated proportions of students should be interpreted with caution, as they represent the weighted averages of the main tertiary programmes and may not cover all educational institutions.
Student loans include the full range of student loans extended or guaranteed by governments, in order to provide information on the level of support received by students. The gross amount of loans provides an appropriate measure of the financial aid to current participants in education. Interest payments and repayments of principal by borrowers should be taken into account when assessing the net cost of student loans to public and private lenders. In most countries, loan repayments do not flow to education authorities, and the money is not available to them to cover other expenditure on education.
OECD indicators take the full amount of scholarships/grants and loans (gross) into account when discussing financial aid to current students. Some OECD countries have difficulty quantifying the amount of loans to students. Therefore, data on student loans should also be treated with caution.
For more information, please see the OECD Handbook for Internationally Comparative Education Statistics (OECD, 2018[8]) and Annex 3 for country-specific notes (https://www.oecd.org/education/education-at-a-glance/EAG2022_X3-C.pdf).
Data refer to the academic year 2019/20 and are based on a special survey administered by the OECD in 2021 (for details, see Annex 3 at (https://www.oecd.org/education/education-at-a-glance/EAG2022_X3-C.pdf).
[4] Cattaneo, M. et al. (2020), "Analysing policies to increase graduate population: Do tuition fees matter?", European Journal of Higher Education, Vol. 10/1, pp. 10-27, https://doi.org/10.1080/21568235.2019.1694422.
[7] Golden, G., L. Troy and T. Weko (2021), "How are higher education systems in OECD countries resourced?: Evidence from an OECD Policy Survey", OECD Education Working Papers, No. 259, OECD Publishing, Paris, https://doi.org/10.1787/0ac1fbad-en.
[3] OECD (2021), "How does earnings advantage from tertiary education vary by field of study?", Education Indicators in Focus, No. 77, OECD Publishing, Paris, https://doi.org/10.1787/8a4b8f7a-en.
[1] OECD (2019), Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/f8d7880d-en.
[8] OECD (2018), Handbook for Internationally Comparative Education Statistics: Concepts, Standards, Definitions and Classifications, OECD Publishing, Paris, https://doi.org/10.1787/9789264304444-en.
[2] OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/eag-2017-en.
Tables Indicator C5. How much do tertiary students pay and what public support do they receive?
Table C5.1
Annual tuition fees charged by tertiary institutions to national and foreign students (2009/10 and 2019/20)
Variation in public financial support over time and eligibility criteria for public grants or scholarships for tertiary students enrolled in public and private educational institutions (2009/10 and 2019/20)
Availability, repayment and remission of public and government-guaranteed private loans to full-time and part-time students in tertiary education (2019/20)
StatLink https://stat.link/fmxzvc
Cut-off date for the data: 17 June 2022. Any updates on data can be found on line at: http://dx.doi.org/10.1787/eag-data-en. More breakdowns can also be found at http://stats.oecd.org, Education at a Glance Database.
Table C5.1. Annual tuition fees charged by tertiary institutions to national and foreign students (2009/10 and 2019/20)
In equivalent USD converted using PPPs, for full-time students, by type of institution and level of education
Note: See Definitions and Methodology sections for more information.
1. Reference year: calendar year 2018 for Australia and Germany; 2019 for Chile, Israel, Korea and New Zealand; academic year 2018/19 for England (UK), Estonia, Spain and the United States; 2020/21 for Finland and Ireland.
2. Government-dependent and independent private institutions are combined.
3. No tuition fees for full-time students enrolled in public institutions in programmes with curricula in Estonian. Differentiation for foreign students is based on the language of programmes' curricula.
4. Government-dependent private institutions instead of independent private institutions.
7. Public and government-dependent private institutions combined.
Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.
StatLink https://stat.link/p3hnzd
Table C5.2. Variation in public financial support over time and eligibility criteria for public grants or scholarships for national tertiary students enrolled in public and private educational institutions (2009/10 and 2019/20)
1. Reference year: calendar year 2018 for Australia, 2019 for Chile, Korea and New Zealand; academic year 2015/16 for Germany and the United States; academic year 2018/19 for England (UK), Estonia, France and Spain; 2020/21 for Ireland.
2. Reference year for trends: calendar year 2008 for Australia and Germany; 2009 for Korea and New Zealand; 2010 for Chile; academic year 2007/08 for the United States; academic year 2008/09 for the Flemish Community of Belgium; calendar year 2014 for Lithuania.
3. Data do not refer to students receiving public financial support (BAföG) but to those eligible to apply for it.
5. The distribution of loans refers to ISCED 5 and 6 only.
StatLink https://stat.link/njsbre
Table C5.3. Availability, repayment and remission of public and government-guaranteed private loans to full-time and part-time national students in tertiary education (2019/20)
Note: Data refer to calendar year 2018 for Australia; 2019 for Chile, Korea and New Zealand; academic year 2015/16 for Germany and the United States; academic year 2018/19 for England (UK) and Estonia. Please see Annex 3 for details. See Definitions and Methodology sections for more information.
1. Information on debt, repayment and remission refer to government-guaranteed private loans instead of public loans.
3. The two types of repayment are: fixed payment (depending on the total amount of loan and numbers of repayment times) and income-contingent payment (depending on students' incomes in the previous year).
4. Information on loans and debt at graduation refers to short-cycle tertiary and bachelor's degrees only. Average annual gross amount of loan borrowed by national students includes full-time students only.
5. The share of students who benefit from a loan and the average annual amount of loan are for short-cycle tertiary, bachelor's and long-cycle master's degrees.
StatLink https://stat.link/r7vuc2
References[1] OECD (2019), Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/f8d7880d-en.
Open DOIReferences[2] OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/eag-2017-en.
Open DOIReferences[3] OECD (2021), "How does earnings advantage from tertiary education vary by field of study?", Education Indicators in Focus, No. 77, OECD Publishing, Paris, https://doi.org/10.1787/8a4b8f7a-en.
Open DOIReferences[4] Cattaneo, M. et al. (2020), "Analysing policies to increase graduate population: Do tuition fees matter?", European Journal of Higher Education, Vol. 10/1, pp. 10-27, https://doi.org/10.1080/21568235.2019.1694422.
Open DOIReferences[7] Golden, G., L. Troy and T. Weko (2021), "How are higher education systems in OECD countries resourced?: Evidence from an OECD Policy Survey", OECD Education Working Papers, No. 259, OECD Publishing, Paris, https://doi.org/10.1787/0ac1fbad-en.
Open DOIReferences[8] OECD (2018), Handbook for Internationally Comparative Education Statistics: Concepts, Standards, Definitions and Classifications, OECD Publishing, Paris, https://doi.org/10.1787/9789264304444-en.
Open DOI


text:
Home > Reference > History of India > Modern History of India > British Empire in India > Presidency Armies in British India > Madras Army > Madras Railway Volunteers
Madras Railway Volunteers, Madras Army
Madras Railway Volunteers regiment was one of the infantry battalions which were raised by the British Empire in India. The unit was formed in 21st August 1885.
The Madras Railway Volunteers regiment was one of the infantry battalions which were raised by the British Empire in India. The unit was formed in 21st August 1885 under the British Colonial Auxiliary Forces in India. The volunteer corps regiment was incorporated as a part of the Madras Army which was one of the 3 major Presidency Armies in British India. The Madras Presidency Army was originally formed with the objective of defending the commercial interests of the East India Company.
The headquarters of the Madras Railway Volunteers was established at Perambore, Madras (now Chennai) in Tamil Nadu state in 1901. The troops wore khaki drill uniform and had the motto "One and All". The military unit raised several companies in Gooty in Andhra Pradesh, Podanur in Tamil Nadu, Bangalore (Bengaluru), Jalarpet in Tamil Nadu, Arkonam (Arakkonam) in Tamil Nadu, Royampur and Madras. The detachments of Madras Railway Volunteers unit were stationed in various army bases in Calicut, Salem, Raichur, Cuddapah and Renongunta.
On 4th June 1910, the Madras Railway Volunteers was amalgamated with the Southern Mahratta Railway Rifle Corps in order to raise the Madras and Southern Mahratta Railway Rifles. The Madras Railway Volunteers was assigned as the 1st Battalion, Madras and Southern Mahratta Railway Rifles and the Southern Mahratta Railway Rifle Corps was designated as the 2nd Battalion, Madras and Southern Mahratta Railway Rifles.

redpajama_set_name: RedPajamaCommonCrawl


text:
Leymus cinereus är en gräsart som först beskrevs av Frank Lamson Scribner och Elmer Drew Merrill, och fick sitt nu gällande namn av Áskell Löve. Leymus cinereus ingår i släktet strandrågssläktet, och familjen gräs. Inga underarter finns listade i Catalogue of Life.

Bildgalleri

Källor

Externa länkar

Strandrågssläktet
cinereus

redpajama_set_name: RedPajamaWikipedia


Today... Rain. Patchy fog this afternoon. Highs in the upper 40s. Southeast winds 10 to 15 mph with gusts up to 30 mph. Chance of rain near 100 percent.
Tonight... Rain. Patchy fog. Lows in the lower 40s. Southeast winds 10 to 15 mph with gusts up to 30 mph. Chance of rain near 100 percent.
Saturday... Patchy fog in the morning. Showers likely, mainly in the morning. Highs in the upper 40s. West winds around 10 mph with gusts up to 25 mph. Chance of rain 70 percent.
Saturday Night... Mostly cloudy. A chance of rain showers in the evening. Lows in the lower 30s. West winds 10 to 15 mph with gusts up to 25 mph. Chance of rain 50 percent.
Sunday... Partly sunny. A chance of rain showers in the afternoon. Highs in the upper 40s. West winds around 10 mph. Chance of rain 40 percent.
Sunday Night... Mostly cloudy in the evening, then becoming partly cloudy. A chance of rain showers in the evening. Lows in the upper 20s. Chance of rain 40 percent.
Monday Night... Partly cloudy in the evening, then becoming cloudy. A chance of rain showers. A chance of snow showers after midnight. Lows in the lower 30s. Chance of precipitation 30 percent.
Tuesday... Cloudy. A chance of rain and snow in the morning, then a chance of rain in the afternoon. Highs in the upper 40s. Chance of precipitation 50 percent.
Tuesday Night... Mostly cloudy. A chance of rain in the evening. Lows in the mid 30s. Chance of rain 50 percent.
Wednesday... Partly sunny. A chance of rain showers. Highs in the lower 50s. Chance of rain 40 percent.
Wednesday Night... Mostly cloudy. A chance of rain showers in the evening, then a chance of rain and snow showers after midnight. Lows in the mid 30s. Chance of precipitation 40 percent.
Thornton, NH Weather Forecast - Find local Thornton, New Hampshire weather forecasts and current conditions. Continually striving to be your best resource for Local Thornton, New Hampshire Weather!


NEW YORK (Reuters) - Less reporting by U.S. corporations could put shareholders in the dark, allow companies to drift off course and even make U.S. stocks less attractive and create less public company investment, some investors and analysts argue.
U.S. President Donald Trump's move to ask the Securities and Exchange Commission to study allowing companies to file reports every six months instead of every three alarmed financial professionals who are used to getting detailed reports from companies every 90 days.
"Cut reporting frequency in half and you invite mischief and remove an established discipline," said David Kotok, Chairman & Chief Investment Officer at Cumberland Advisors in Sarasota, Florida.
Naeem Aslam, chief market analyst at Think Markets UK Ltd in London, said it would be a "recipe to create the biggest loophole in the financial system."
It could mean that companies' bad decisions take longer to be detected.
"If the ocean liner starts to veers off course, you can get ahead of that earlier on and see that," said Michael Purves, Chief Global Strategist at Weeden & Co. "An ocean liner can move more in 6 months, and less in three months."
"I am very confident that less reporting will lead to less public company investment," said David Tawil, who runs hedge fund Maglan Capital. "More capital will be channeled to private equity and less-liquid investments. The retail investor will suffer."
Short-seller Carson Block, founder of research firm Muddy Waters LLC, who exposed accounting problems and wrongdoing at a slew of Chinese companies, said, "Investors - whether short or long - are always better off having more data, rather than less."
"Reporting on a semi-annual basis would reduce transparency for analysts and more importantly for investors," said longtime analyst Richard Repetto, who covers exchanges.
Investors argue that one reason U.S. stocks trade at a premium to equities elsewhere is due to greater financial reporting requirements. The U.S. benchmark S&P 500 index (.SPX) is trading at 16.7 times earnings estimates for the next 12 months, compared to 14 times for Europe's STOXX 600 (.STOXX), according to Thomson Reuters Datastream.
"Reducing the frequency of reporting might produce better-run companies, but companies that trade at lower multiples," said Robert Phipps, director at Per Stirling Capital Management in Austin.
To be sure, some investors said the standards could help companies operate better because management could avoid overly focusing on the near-term.
"There's long been a push for less 'short-termism' in running publicly-traded companies," said Art Hogan, chief market strategist with B. Riley FBR in New York. "Do you run a company in a more efficient manner if you're not thinking about having to talk about your results every 90 days?"
Less reporting could also result in lower market volatility, said Randy Frederick, vice president of trading and derivatives at Charles Schwab, because the most volatile times of the year are around quarterly earnings periods.
But that comes with its own drawback.
"You're more likely to surprise investors when you're reporting just twice a year," said Stan Shipley, market strategist at Evercore ISI in New York.


There are two different routes by which a practitioner can register with AROH.
The second, for practitioners who have not studied a homoeopathic course accredited by AROH, is to undertake an assessment of their competency. Practitioners who demonstrate competency may then register with AROH.
Please click on the following links to download the AROH registration form.
maintain annual professional indemnity insurance.
Once registered, registrants must provide evidence of Continuing Professional Development (CPD) annually. The CPD policy document, which includes a list of approved activities, can be downloaded from the "Policies and Guidelines" page on this website.
Leave of absence may be taken for a maximum of three years. Written notification to AROH is required along with $60 fee. A $35 restoration fee resumes active registration.


A 17-year-old boy identified as Aliyu and his 15-year-old fiancée, Aisha, have released their pre-wedding photos ahead of their wedding, next week in Sokoto.
Aliyu is said to be following his family tradition of marrying early.
According to reports, male children of his family marry at the age of 17, while the female ones marry at 15.


text:
Q: UIWebView breaking constraint when playing a video in fullscreen (Xcode 6) I'm updating an iOS app for an YouTube channel. In the previous version (iOS 7 using Xcode 5), I used to embed youtube iFrame in a UIWebView and everything would work just fine.
However, in iOS 8 using Xcode 6, every time I play a Youtube video and it goes full screen, my UIWebView constraints break and UIWebView gets relocated in my Controller (usually goes 10 points up in the screen).
I've tried to change the constraints but it seems that doesn't matter what constraint I set up, it will eventually break when the player goes full screen.
Here's the html code used to embed YouTube iframe:
- (void)embedYouTube:(NSString *)urlString
{
NSString *embedHTML =[NSString stringWithFormat:@"\
                      \
                      \
                      \
                      \
                      ",urlString];
[self.webView loadHTMLString:embedHTML baseURL:nil];

}
Since the log is huge, I've pasted it in pastebin: http://pastebin.com/z4zyq7Hs
Thank you :)

A: I had same problem. But, I do not experience relocation problem though (using Xcode 6.1), only bunch of constraint breaking logs.
What I tested that still cannot work:
- remove constraint and setTranslatesAutoresizingMaskIntoConstraints to YES for all the webview and its subview
- swap UIWebview with WKWebview, the newer and faster UIWebview
I also test playing Dailymotion video and it also has same problem, so I suspect this is more the problem on MediaPlayer views of UIWebview.

A: try like this
- (void)embedYouTube:(NSString*)url frame:(CGRect)frame {
     NSString* embedHTML = @"\
        \
     \
     \
        <embed id=\"yt\" src=\"%@\" type=\"application/x-shockwave-flash\" \
     width=\"%0.0f\" height=\"%0.0f\"></embed>\
        ";
     NSString* html = [NSString stringWithFormat:embedHTML, url, frame.size.width, frame.size.height];
     if(videoView == nil) {
       videoView = [[UIWebView alloc] initWithFrame:frame];
       [self.view addSubview:videoView];
     }
     [videoView loadHTMLString:html baseURL:nil];
    }

A: I'm about to leave work so I'll have to type this answer quickly,
one way I have found of fixing this is refreshing the cache of the page being viewed, I don't have a solid fix for this but I came up with a temporary one last week, this can be done by creating a link to a css file in the header of your html
<link id="refreshCache" rel="stylesheet" type="text/css" href="refresh.css">
it's important that you also create a refresh.css file, you are however aloud to leave it blank,
now using javascript or jQuery if you already have it linked up, use the
.remove
http://api.jquery.com/remove/
on the id refreshCache, on page load, removing the link in the header to the empty file when the page loads...
this will refresh your browsers cache, hope this helps!

redpajama_set_name: RedPajamaStackExchange


text:
Biden signals a tougher line with the Taliban
Larry Saltzman
WASHINGTON — President Joe Biden is signaling a tougher line with the Taliban than his predecessor, with top officials warning that a planned U.S. troop withdrawal from Afghanistan in May could be delayed if the insurgents fail to live up to their promises.
A flurry of statements and comments from the White House, State Department and Pentagon this week left no doubt that the Biden administration had a skeptical view of a shaky peace process launched by former President Donald Trump and the Taliban's willingness to sever ties with Al Qaeda and other extremists.
The administration, which said it was carrying out a review of the situation in Afghanistan, faces a series of difficult choices that will force officials to weigh the risk of a Taliban takeover. Any delay in a U.S. troop pull-out could trigger an escalation of violence and prompt the Taliban to abandon peace negotiations with its adversaries in the Kabul government, former U.S. officials and military officers say.
Biden's national security adviser, Jake Sullivan, said on Friday that the administration is "taking a hard look at the extent to which the Taliban are in fact complying" with provisions of a U.S.-Taliban deal signed last year.
The February 2020 agreement called for the withdrawal of U.S.-led troops by May 2021 in return for the Taliban breaking with terrorist groups, sharply reducing violence and entering into peace negotiations with the Afghan government.
Pentagon Press Secretary John Kirby said on Thursday the Taliban were failing to abide by their pledges under the deal, which was supposed to open the door to a peace settlement between the insurgents and the U.S.-backed Kabul government.
President Joe Biden speaks before signing executive orders on health care, in the Oval Office of the White House on Jan. 28, 2021.Mandel Ngan / AFP – Getty Images
"Without them meeting their commitments to renounce terrorism and to stop the violent attacks against the Afghan National Security Forces, it's very hard to see a specific way forward for the negotiated settlement," said Kirby. "But we're still committed to that."
In another break with the former administration, Biden's team also has made a point of underscoring the importance of human rights and women's rights in Afghanistan. The Taliban, known for their draconian rule and repression of Afghan women during their reign from 1996-2001, made no pledges on the status of women in their agreement with the United States.
In his call with Afghan President Ashraf Ghani, Biden's top diplomat, Antony Blinken, said any peace settlement needed to preserve "the progress made over the last 20 years with regard to human rights, civil liberties, and the role of women in Afghan society."
Sept. 12, 202001:00
The shift in tone was welcomed by the Afghan government, which had complained it was shut out of the negotiations between Washington and the Taliban. President Ashraf Ghani said on Friday he was heartened by the new team's approach and what he called its "early, focused, systematic attention."
Although the Biden administration indicated it was prepared to put the brakes on withdrawal plans if necessary, it has chosen to retain Trump's peace envoy to Afghanistan, Zalmay Khalilzad, at least for the time being.
Khalilzad, the architect of the U.S.-Taliban agreement, has strained relations with the Ghani government. But President Ghani suggested Khalilzad would be working for a new U.S. president, with a more coordinated, predictable approach.
President of Afghanistan Ashraf Ghani takes part in a panel discussion during the 56th Munich Security Conference (MSC) in Munich, southern Germany, on Feb. 15, 2020.Christof Stache / AFP – Getty Images
"Now Ambassador Khalilzad will be reporting to a very organized decision-making process," Ghani said at a virtual event Friday organized by the Aspen Institute think tank.
"We have two very different functions. I represent the people of Afghanistan. He is an employee of the U.S. government," the Afghan president told Carol Lee of NBC News, who hosted the session.
Ghani added that he and the Afghan-born Khalilzad are old classmates and "we go back a long way."
Both men studied at the American University in Beirut and also crossed paths later in the United States.
May 26, 202001:18
The Afghan-born U.S. diplomat, Khalilzad, faced a difficult mission as he sought to persuade the Taliban to agree to peace talks with their foes while his boss, former President Trump, blindsided him with tweets about pulling U.S. troops out of the country ahead of schedule.
Khalilzad's first job could be to convey to the Taliban that there was no guarantee U.S. and NATO troops would leave the country by May unless the insurgents showed they were delivering on their end of the bargain, former U.S. officials and military officers said.
The Americans will have to persuade the Taliban that the deal is still alive, even if a troop withdrawal is put off beyond the spring, one former U.S. official said.
"On the Taliban side, if there's to be a delay, it's pretty important to get some kind of tacit agreement with them early because it doesn't help anyone if they pull out of the agreement entirely," said a former U.S. official with experience in Afghanistan. "They are going to need time to sell it to their fighters."
Biden, however, has only limited leverage over the Taliban after Trump withdrew the bulk of American troops in his last year in office. It would have been easier to push the Taliban for results if the U.S. could have linked incremental reduction in troops to concessions from the insurgents, the former official said.
Postponing a U.S. withdrawal indefinitely could risk derailing the entire peace process, and the Taliban could revert to an all-out war footing, resuming attacks on U.S. forces, former officials said.
"The options they're facing obviously are very tough," said the former official.
There are now roughly 2,500 U.S. troops in Afghanistan, and more than 7,000 NATO-led forces on the ground. A year ago, there were 12,000 U.S. troops deployed to the country, a number that had dropped to about 8,600 in July.
When NATO defense ministers meet in February, the Biden administration's stance on Afghanistan will likely be at the top of the agenda. As U.S. troop levels plunged in recent months, NATO Secretary General Jens Stoltenberg had warned that "leaving too soon or in an uncoordinated way" carried serious risks, possibly allowing the country to become a sanctuary again for terrorist groups.
Retired U.S. Gen. John Allen, who served as commander of U.S. and NATO forces in Afghanistan from 2011 to 2013, said European allies with troops in Afghanistan would likely be open to a delay in a troop drawdown.
"My guess would be that if the U.S. wanted to slow down, they (NATO) would slow down" the pace of withdrawal as well, Allen said.
"The president could make the case that the Taliban are in material breach of the agreement," said Allen, an outspoken critic of the U.S.-Taliban deal.
A United Nations report in May concluded that the Taliban have retained close links to Al Qaeda and sought its advice during negotiations with U.S. officials.
Al Qaeda, which carried out the Sept. 11, 2001 attacks on the U.S., continues to operate in 12 provinces of Afghanistan, with 400 to 600 operatives and a training camp in the eastern part of the country, according to the report issued to the U.N. Security Council.
Nov. 22, 202004:25
The Treasury Department recently found that "Al Qaeda is gaining strength in Afghanistan while continuing to operate with the Taliban under the Taliban's protection," according to a Jan. 6 memo to the Defense Department's inspector general.
The Taliban quickly rejected the Treasury Department's account and alleged all the terror group's fighters have left Afghanistan. "The report has been compiled by partisan and warmongering circles based on false information," Taliban spokesman Zabihullah Mujahid said.
A Taliban leader who led the negotiations last year with the Trump administration said on Friday that the insurgency was offering "safe passage" for U.S. troops leaving Afghanistan.
"In the history of Afghanistan, no one ever gave a safe passage to foreign invading troops. So, this is a good chance for the Americans that we are giving them safe passage to go out according to this treaty. We hope that when they are reviewing it they will come to the same positive [conclusion]," Sher Mohammad Abbas Stanikzai, deputy Taliban peace negotiator, said Friday during a visit to Moscow.
Tagged in : U.S.
Construction of New Homes in the US Rose by 17.3 Percent in June
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There is a growing shadow campaign to defend Joe Biden from House Republicans
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I have stayed and played at Mottram hall many times before, however this experience has made me rethink wether I would go back and also recommend the course to anyone. I had booked a tee off time and paid in advance I explained to the lad on the desk but felt as though I was somehow in the wrong, customer service isn't their strongest point.
Friendly staff in Pro Shop and the starter was excellent. Whilst its winter conditions the course is still in good condition and on all normal greens.
The club house was closed for a private function which is a pity as we were looking forward to a drink, bar snack and the 6 Nations Rugby.
The course is a really nice and in good condition but the pace of play was far too slow. As a 2 ball we were stuck behind members in a 3 ball from the 3rd hole who wouldn't allow us play threw them even though it was clear in front of them and then on the 11th hole they were joined by a 4th player that made the pace even slower and we were lucky to finish the round whilst there was still some light.
Points club member for 2+ years (although same tee times for less on this site so not for much longer).Tee box areas in desperate need of attention (leveling out, re-grassing and smartening up). Greens just treated but still firm and fairly true despite the dimples and copious rainfall. Bunkers not raked every day and potentially too much sand in some. Q-Hotels have not invested much at all and it really shows now. New owners (Champneys) will hopefully breath some new life but will potentially price me out I fear.
arrived 15 minutes before tee time had a few putts then proceeded to the first tee. from the first tee shot to the last the pace of play was shocking .it reminded me of playing at municipal courses at weekends and taking five and half hours to get round ,well this was was even worse i couldn't believe how slow it was and people were using ride on buggies.after five and half hours i reached the last and guess what yes you've guessed it waited another 10 minutes before teeing off.to cap it all was greeted on the last green by one of the most rude and disrespectfull pro shop worker i have ever met. will definitely not be going back and will warn people what to expect .things there need sorting out.because your better going to your local municipal.
Friendly welcome and good course overview from the starting hut chap. Back 9 are great golf holes whilest the front 9 are okay.
Really good vfm, course in great condition considering the recent weather, would definitely recommend and would like to return when weather improves.
Despite the heavy rain in the week (and months) preceding, the course was more than playable with no temp. greens. Got a deal and it was more than worth it. Pace of play excellent as starter controlled groups well. Back 9 far harder than front!
Big course well laid out ,played on a very cold wet day would like to come back an d play the course in warmer conditions .
Despite the rain, snow & cold the course was in very good condition. Yes, a few greens showed signs of vertidraining and the odd bunker was worse for wear but overall it was, as usual, a pleasure to play.
The course played very well. There were some damp areas and one green with a soggy area but overall we were impressed with the course conditions. Definitely will return this winter.
I played here again after such a positive experience last month. The course conditions were good, we started in rain which cleared up after the third hole. The course was mostly dry aside from the 17th. My friend was delayed due to local traffic problems, not the only one. The staff were very pleasant and accommodating given the problem. I recommend this course.
I am a member of a nearby club and felt like a change. I played with another member of my club. We enjoyed our round and lunch afterwards in the club house. The course was for the most part well maintained and you could see work ongoing whilst we were playing. A nice course to play, very enjoyable. The halfway Cafe was closed but we got a coffee in the club house. If we had wanted to eat at that point there wasn't an option, we didn't so for us it wasn't important. Staff were very nice and helpful. We had people behind us in a buggie which made them very visible to us. I recommend it.
Lovely day, nice course, friendly and helpful staff. SLOW PLAY NIGHTMARE. Far too many novice players with no idea of 'playing through', all booked on at too short intervals. Came off after 6 holes and had to skip 5 holes and play 1 - 4 and 18th later to get the full 18 holes in. Even then got stuck behind slow fourball second time round. Very frustrating.
Arrived in a heavy shower, car park was full but found a spot next to the golf shop. Went inside booked on the course with teetimes easy to do. Was told it was very busy so expected a long round, we were only a two ball. Got the the first tee on time had to wait a few minutes for the fourball to hit their second shots. They let us through on the next hole. We found the front nine quite easy walking and some interesting holes. The second nine a totally different course the set out was more interesting and difficult. Still very enjoyable. We will be returning soon!


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Mixed pickles are pickles made from a variety of vegetables mixed in the same pickling process. Mixed pickles are eaten much like other pickles: in small amounts to add flavor and to accent a meal. Mixed pickles appear in many different world cuisines.

In U.S. cuisine, a mixed pickle consists of vegetables typically including cucumbers, cauliflower, cut large onions, and bell peppers, as well as spices like garlic, dill, allspice, and chili peppers, suspended in vinegar. Mixed pickles may also be categorized as sweet or sour depending on the addition of a sweetening agent like sugar.

In British cuisine, mixed pickles typically include small whole onions, gherkins, and cauliflower. Some specific kinds of British mixed pickle are Branston pickle (more properly termed a relish), and piccalilli (the latter also found in U.S. cuisine).

In Indian cuisine, a mixed Indian pickle is more likely to contain fruits (for example, mangos and limes) as well as vegetables. Indian pickle is prepared using oil unlike western pickles, and is more likely to use lemon juice or some other acid as a souring agent instead of vinegar. Spices and ingredients vary from region to region.

Recipes for mixed pickles can also be found in Chinese cuisine, Middle Eastern cuisine, and many other world cuisines.

See also

References

External links
Photos of Western mixed pickles  (second to last and third to last photos)

Pickles
Indian pickles
Vegetable dishes


As a valued Jaguar customer, you'll automatically receive complimentary 12-months Roadside Assistance and Accident Assist* with your next scheduled service. This means you can drive away with the confidence of 24-hour, seven-day-a-week Roadside Assistance coverage.
In the unlikely event your vehicle cannot be mobilised at the roadside, we will only return it to an approved Jaguar service centre - so you can rest assured that repairs will be carried out by a team of factory-trained technicians using only genuine Jaguar parts.
Book your next service today to receive complimentary 12-months Roadside Assistance in addition to the many other benefits that come with genuine Jaguar servicing. Keep your vehicle in the best possible hands no matter where you are.


What is a Purchase Money Mortgage?
When you take out financing to buy a home, it's a purchase money mortgage. The bank provides you with some (or all in some cases) of the money to buy a home. If you are making a down payment, you combine the proceeds of the purchase money mortgage with your down payment to pay the seller. In exchange for the funds, the bank puts a lien on the property. If you were to sell the property, the lender would be the first to receive proceeds before you receive any money in hand.
You can find purchase money mortgages at a variety of places. You can apply for a loan with your local bank. You can also apply for a mortgage from an online lender, credit union, or mortgage broker. It works to your advantage to shop around to find the best deal on your mortgage.
There are several types of purchase money loans. Keep reading to find out which type may suit you.
The conventional purchase money mortgage is the most common loan that many people know about. With this financing, you'll typically need a down payment between 5% and 20% of the purchase price of the home.
Conventional home loans have the strictest guidelines out of any of the home loan programs available. Typically, you need a credit score of at least 680, a housing ratio of 28%, and a total debt ratio no higher than 36%. You should be able to portray stable income and employment over the last few years and be able to verify your assets, especially those used for the down payment and/or closing costs.
You can find conventional loans at a large variety of lenders, including the types we spoke about earlier. No two lenders will have the same requirements or charge the same rate/fees, so make sure to shop around to find the best deal.
Many people know the FHA purchase money mortgage as the first-time homebuyer's loan. While it does have that reputation, it's not only for first-time homebuyers. The FHA loan is for any borrower that doesn't have the 680 credit score that conventional loans require and/or doesn't have at least 5% to put down on the home.
FHA loans have more flexible guidelines and only require 3.5% down on the home. Of that 3.5% down payment, 100% of it can be a gift as long as the borrower has a credit score of at least 580. This gives you even a little more leeway when securing financing to buy a home.
In addition to the 580 credit score requirement, the FHA requires a maximum 31% housing ratio, 41% total debt ratio, stable income/employment, and proof that you will live in the home as your primary residence. The FHA doesn't allow the use of their program for second homes, vacation homes, or investment properties. If you will make a down payment from your own funds, you must also prove that you have the assets available. Even if you receive gift funds, you'll need to provide proof of the donor's funds along with providing a gift letter that states the intention of the gifted money.
If you are eligible for the program, the VA will guaranty a loan in your name. They will provide the guarantee to the lender in the amount of 25% of the maximum conforming loan limit. Today, the maximum conforming loan limit is $453,100, so the VA will guarantee $113,275.
In order to qualify (which is different than being eligible), you must have a 620 credit score (for most lenders), a maximum 43% total debt ratio, prove that you have enough disposable income each month to meet the VA's requirements for your area, and prove that you will live in the home as your primary residence.
One difference with the VA loan is the lack of down payment that is necessary to buy the home. The VA provides 100% financing for eligible veterans. This means you may get the home with no money down, but you may be liable for the closing costs on the loan unless you work out other arrangements. Since there isn't a down payment required, you may not have to verify your assets, unless you are covering your own closing costs, then you will have to verify enough assets to cover those costs.
Homebuyers that have low to moderate income compared to their area and that don't mind living in a rural area, may take advantage of the USDA purchase program. This program also provides 100% financing, but only certain borrowers are eligible.
In order to be eligible for the USDA program, your total household income cannot be more than 115% of the average income for the area. You can figure out your eligibility here. You must also purchase a rural property, which you can check out the USDA boundaries for here.
If you can meet both eligibility requirements from above, you will need to qualify for the mortgage. This means you'll need a 640 minimum credit score, maximum 29% housing ratio, and 41% total debt ratio. You'll also need to prove that you cannot secure any other type of financing from above and that you'll live in the home as your primary residence. USDA loans are only for owner-occupied properties and to help those that otherwise wouldn't be able to buy a home.
If you don't fit the mold for any of the above loans, you can also try a subprime loan. Don't let this loan scare you – it just means that the lender doesn't follow any of the standard mortgage regulations that other entities follow.
Instead, the banks offering these loans keep the mortgage on their own books – they don't sell it to investors. This gives the bank the chance to make their own rules, which may mean more flexible guidelines for self-employed borrowers or other borrowers with unique situations.
A purchase money mortgage is the first mortgage you'll ever receive. Once you own the home, you may refinance the loan or get a home equity loan, which are different types of loans. The purchase money loan is the loan that gives you the money to become a homeowner.


text:
Q: Как добавить кнопку закрытия(close) в мобильном меню? Подскажите, пожалуйста, как доработать скрипт, чтобы в выдвигающемся мобильном меню, была кнопка закрытия меню ?  https://codepen.io/dannyarty/pen/zYamxZK
 $(document).ready(function(){
  // Add class on parent which 'li' children has submenu
  $('ul.submenu').parents('li').addClass('megamenu');

  //Menu ICon Append prepend for responsive
  $(window).on('resize', function(){
    if ($(window).width() < 1024) {
      if(!$('#menu_trigger').length){
        $('#mainmenu').prepend('');
      }
      if(!$('.navtrigger').length){
        $('.megamenu > a').append('')
      }
      if(!$('.mobile-menu').length){
        $('.menu').wrap('

')
      }
      if(!$('.submenu > .backmenu-row').length){
        $('.submenu').each(function(){
          var subvalue = $(this).prev('a').text();
          //$(this).prepend(''+subvalue+'');
          $(this).prepend('
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        });
      }
    } else {
      $("#menu_trigger").remove();
      $('.navtrigger').remove();
      $('.menu').unwrap('.mobile-menu');
      $('.back-trigger').remove();
      $('.back-trigger').remove();
    }
  }).resize();

  // Mobile menu on click open
  $(document).on('click',"#menu_trigger", function(){
    if($('.megamenu').hasClass("sub-open")){
      $('.megamenu ').removeClass('sub-open');
      $('.mobile-menu').toggleClass('shown');
      $(this).toggleClass('menuopen');
    } else {
      $(this).toggleClass('menuopen');
      $(this).next('.mobile-menu').toggleClass('shown');
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    return false;
  });

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  $(document).on('click', '.navtrigger', function(){
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A: Из увиденного... дабы не нарушать целостность, вам нужна не кнопка "закрытия меню", а кликабельная кнопка. Например как-нибудь так:
Сразу после
 добавьте

✖

В секцию @media only screen and (min-width: 1024px)  добавьте
.close_menu {
   display: none;
}

Таким образом мы не видим её на больших экранах, а на малых разрешениях она вверху (разукрасите и выровняете на свой вкус сами). Обработку этой кнопки, дабы не мусорить в вашем избыточном коде я повесил в обработку так.
$(document).on('click', "#menu_trigger, #close", function(){
    if( this.id == 'close' ) {
        $(this).closest('.mobile-menu').removeClass('shown');
        console.log($(this).closest('.menulines'))
    }

    //...
}

А также,.. как по мне, то у вас во вложенных менюшках "Services" и "Product" в верхней строке перед названием нужна кнопка "назад". Сделайте её отталкиваясь от того, как я добавил "Закрыть" (но это вы уже сами).


text:
Brother pays tribute to Jamie McCulloch
Jamie McCulloch
Published: 17:20 Wednesday 06 September 2017
The younger brother of Jamie McCulloch, the man whose body was found in the Clyde on Friday, has described him as "amazing".
Craig McCulloch took to Twitter to thank all those who had helped search or who had supported the family in the six days Jamie had been missing.
Jamie was originally from Braidwood, and while at Lanark Grammar School he was Lanimer champion in 2005.
After college he had been working as an electrician with Mar-Mac, the family business.
Latterly, the 27-year-old had been living in Hamilton with wife Siobhan. The couple had been married for just over a year.
Jamie went missing on Sunday, August 27, after leaving a friend's house. The last sighting of him was at 5am as he was running in a field near the Stonebyres power station.
His distraught brother, mother and wife all appealed for any information via social media as time went on.
This week Craig posted: "The help, support and selflessness of so many of you who have helped in the search has touched all our hearts.
"Whether you shared a post, sent your love or helped out in the search, you have all gone above and beyond to help us.
"Thank you from the bottom of our hearts.
"I know Jamie would be so overwhelmed by the love we have been shown."
And he described Jamie as "an absolute gentwith a tough exterior and a heart of gold".
He added: "I promised him I would take care of Siobhan, and I will. I promised him I would do him proud, and I will."
Jamie's body was found near Kirkfieldbank at Friday lunchtime.
A police spokesman said on Monday that following a post-mortem examination, there were not believed to be any suspicious circumstances surrounding his death.
A report has been submitted to the procurator fiscal.
Lesmahagow Juniors postpone game after Craighead Park fire and vandalism
Jailed following supermarket break-in spree
Carluke Rovers 4-2 Larkhall Thistle: Interim gaffer Mark Weir oversees excellent win
Scottish SPCA warns of the dangers of social media
More from Carluke Gazette


Pop-ups are super effective, but done wrong, they can be super annoying. One app to rule them all!
Use Smart Popup & Tennessee/Virginia Regional MLS Together On LeadSites!
Nothing grabs traffic like pop-ups. Smart Popup is a powerful tool that allows you to configure lots of pop-up options, use pop-ups in blog posts, and easily split test colors, text, and calls-to-action to find the perfect message for your audience. Easily choose from high-converting templates, see analytics, and easily edit content or pop-up behavior in this powerful interface.
How Smart Popup & LeadSites Work Together!
Smart Pop-Up detects the exact moment when a visitor is about to leave. Immediately, a beautiful lightbox pops up with your message and call-to-action. Use the Smart Pop-Up editor to choose a template, set your messaging, and a call-to-action to bring them back.
Split Testing allows you to show one Smart Pop-up to half of your visitors, and a different one to the other half. Compare which one was more successful and keep building off of that success! This will allow you to build Smart Pop-ups that collect more information, and get you more potential leads.
Regular exit pop-ups not exciting enough? Sound and moving images are so much more eye-grabbing than a simple text-based message. Embed a video into it to really capture your visitor's attention!
You can use Smart Popup to get more clients and to grow your real estate business. This easy to use tool lets you create landing pages, blog posts, followup sequences, text messages, Google optimized pages, and more. On top of that, we hold daily office hours training sessions to keep you on top of your game.


text:
Los Angeles Lakers' star LeBron James returns from injury on Friday night at Boston Celtics
By ESPN News Services
LeBron Jamesreturned from a two-week absence for the Los Angeles Lakers on Friday night at the Boston Celtics.
James had been sidelined since Nov. 2 due to an abdominal strain. He finished with 23 points in 32 minutes and added six rebounds and two assists as the Lakers lost 130-108 to Boston.
L.A. lost 109-102 to the Milwaukee Bucks on Wednesday to fall to 4-6 without James this season but were 4-2 with him, despite James not playing up to his usual standards.
In those six games, James averaged 24.8 points -- his lowest scoring output since averaging 20.9 points as a rookie -- while also averaging his least amount of rebounds (5.5) since his rookie year and his least amount of assists (7.0) since 2015-16. His 46.7% shooting mark from the field is also his lowest since shooting 41.7% as a rookie, and his 4.2 turnovers per game are tied with his 2017-18 season for his career high.
In 54 career regular-season games in Boston, James came in averaging 28.9 points per game, his highest scoring average in any road arena other than Cleveland, where he has averaged 29.1 points in 17 games as a visitor.
LeBron's first points come in the form of this incredible dunk
LeBron James throws it down on Grant Williams early in the first quarter.
sportsespnnewsnbalos angeles lakerslebron james


Allen Health Care Services, a provider of a wide range of services to help client's live productive and independent lives, is currently hiring a Client Care Coordinating Supervisor. The successful candidate will be responsible for coordinating home care services for members of the community.
Assigning appropriate Home Health Aide (HHA) with patients and providing HHA's with travel directions.
Documenting all communication with HHAs, Clients, and Client Proxies.
Conducting HHA's annual evaluations, performance management, and related supervisory functions.
High School diploma/GED required, Associates degree preferred.
Minimum of two (2) years related experience in a health care/social service environment preferred.
Must have working knowledge of Microsoft Office and database software.
Excellent written and interpersonal communication skills required.


(Family Features) Staying active physically is important as you age. But exercising the brain can also have some important health and disease-prevention benefits.
According to the Alzheimer's Association, the number of people with the disease may nearly triple to 16 million by 2050, barring the development of medical breakthroughs to prevent, slow or stop the disease. For older individuals, getting involved in social and cognitively stimulating activities, such as the game of bridge, is more important than ever.
"In our study, we found that individuals who participated more frequently in activities such as card games, checkers and crossword puzzles have increased brain volume in areas that stimulate memory and affect the development of Alzheimer's disease," said Dr. Ozioma Okonkwo, assistant professor of medicine at the University of Wisconsin–Madison.
The card game of bridge is one of the most popular games of skill and memory, involving math and social skills as the players deal the cards, auction, play the hand and score the results.
With more than 167,000 members and 3,200 clubs nationwide, the ACBL offers a number of programs developed to make learning the game simple.
The game also attracts business-oriented minds, including two of the smartest men in America – Warren Buffet, 84, and Bill Gates, 59. The duo has been particularly supportive of promoting bridge among youth, given the game's competiveness and unlimited series of complex calculations.
In addition to card games, research shows there are a number of other activities that help boost brainpower. For example, a game of checkers or a crossword puzzle can offer plenty of mental exercise, forcing the brain to be curious and engaged. Remember to mix up these mental exercises often, which will call on different parts of the brain.
Whether you prefer a rousing game of cards with friends or a peaceful crossword puzzle alone, engaging in such activities can help sharpen your mind, which can help you to better enjoy life for many years.
Visit learn.ACBL.org for sessions on how to play or to find a club in your area.