Christina Pagel: A very real danger that covid-19 will become entrenched as a disease of poverty. (2021, April 9). The BMJ. https://blogs.bmj.com/bmj/2021/04/09/christina-pagel-a-very-real-danger-that-covid-19-will-become-entrenched-as-a-disease-of-poverty/

Half billion vaccine jabs given: AFP. (n.d.). Retrieved 29 March 2021, from https://sg.style.yahoo.com/half-billion-vaccine-jabs-given-124120477.html

‘What Happens When the 1% Go Remote’. Bloomberg.Com, 16 December 2020. https://www.bloomberg.com/news/articles/2020-12-16/what-happens-when-the-1-move-to-miami-and-austin.

Interesting, I guess it still does binding (like with bind:prop) even for on:event ...

Rush, D. E., & Connolly, A. J. (2020). An Agile Framework for Teaching with Scrum in the IT Project Management Classroom. Journal of Information Systems Education, 3, 196.

Another movie that exploded with viewers in Asian countries was "Crazy Rich Asians."

Nygren, H., Nissinen, K., Hämäläinen, R., & Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759–1770. https://doi.org/10.1111/bjet.12807

The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem‐solving skills. In this paper, we identify associations between formal, non‐formal and informal learning with sufficient problem‐solving skills in technology‐rich environments (TRE). We focus on adults' problem‐solving skills in TRE as a novel approach to investigate formal, non‐formal and informal learning based on data from the Programme for the International Assessment of Adult Competencies. This programme measured 16–64‐year‐old adults' proficiency in problem‐solving skills in TRE. The total sample size was 61 654 individuals from 13 European countries. Our results clearly indicate that the skill levels of more than 50% of adults aged 16–64 years old seem to be insufficient to cope effectively in TRE. The findings suggest that the learning ecologies of adults are a combination of formal, non‐formal and informal learning activities. The overall level of problem‐solving skills in TRE was higher among individuals who indicated that they have participated either formal or non‐formal learning activities, compared to those who have not. However, interestingly, the association between formal learning and problem‐solving skills in TRE was not major. Instead, our results clearly indicate that informal learning seems to be highly associated with sufficient problem‐solving skills in TRE. In practice, we outline those formal, non‐formal and informal learning activities that adults perform when applying the skills in TRE. By recognising these activities undertaken by sufficient problem solvers, we can promote lifelong learning skills. Our findings can also be used as a starting point for future studies on lifelong learning.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=tfh&AN=138139297&site=eds-live&scope=site&custid=uphoenix

(Click Download full-text PDF to read). In this article, the authors reflect on the need to cultivate creativity and self-directed learning through transition from conventional course design to a more comprehensive design, which includes technology, problem solving, and collaboration. Moreover, the authors contend that measures of success should not be limited to traditional assessment methods. Barriers to the success of a self-directed design within the typical learning environment are mentioned. Through case study review, the authors demonstrate that strategic course design (educator, setting, technology, expectations) fosters development of the self-directed learner. Dynamics supporting the success of the technology-rich, creative, self-directed design were included. With a methodological approach that incorporates technology, problem-solving, teamwork, and educator support, self-directed behaviors emerge.(8/10)

But it’s really hard to see, because our human brains struggle to think about this Clock function as something for generating discrete snapshots of a clock, instead of representing a persistent thing that changes over time.

Bug repro for https://github.com/sveltejs/svelte/issues/2086

Fixed by: Bug 1:

• https://github.com/sveltejs/svelte/pull/3172
• https://github.com/sveltejs/svelte/pull/3172/commits/f4ca063c85e491b75d162f429ad243b6f443db13

Bug 2:

• https://github.com/sveltejs/svelte/pull/3209
• https://github.com/sveltejs/svelte/commit/2f08e34b41317619f9bc7bf6bc2418123fb06829

Fixed version here: https://svelte.dev/repl/a55ba18ceca44c898f2b011a0978de85?version=3.6.7

(although https://github.com/sveltejs/svelte/pull/3172/commits/f4ca063c85e491b75d162f429ad243b6f443db13 indicates the fix was included in v3.6.6 tag, so I wonder why it's not fixed here)

supersedes https://codesandbox.io/s/epic-stonebraker-9cxhu?file=/index.js:0-32

Good example of how helpful it is to remove everything irrelevant and create minimal reproducible example.

First sighting: https://leewarrick.com/blog/react-use-effect-explained/#annotations:RcWZUuPQEemU8k8LVi5PAg

Goodman, J. D. (2020, August 31). A Quick Virus Test? Sure, If You Can Afford It. The New York Times. https://www.nytimes.com/2020/08/31/nyregion/rapid-coronavirus-test.html

Bellafante, G. (2020, August 7). Lifestyles of the Rich and Reckless: Posh Pandemic Parties. The New York Times. https://www.nytimes.com/2020/08/07/nyregion/coronavirus-rich-parties.html

How deep will downturns in rich countries be? (n.d.). The Economist. Retrieved April 22, 2020, from https://www.economist.com/finance-and-economics/2020/04/16/how-deep-will-downturns-in-rich-countries-be?fsrc=scn/tw/te/bl/ed/pickingofftheweakhowdeepwilldownturnsinrichcountriesbefinanceandeconomics