Ongoing/Renewable Faculty Diversity is a source of strength, creativity, and innovation forUW-Madison. We value the contributions of each person and respectthe profound ways their identity, culture, background, experience,status, abilities, and opinion enrich the university community. Wecommit ourselves to the pursuit of excellence in teaching,research, outreach, and diversity as inextricably linkedgoals.The University of Wisconsin-Madison fulfills its public mission bycreating a welcoming and inclusive community for people from everybackground – people who as students, faculty, and staff serveWisconsin and the world.For more information on diversity and inclusion on campus, pleasevisit: Diversity andInclusion Position Summary: * Tenure-track faculty at the University of Wisconsin-MadisonSchool of Nursing conduct research, teach courses, mentor graduatestudents, and contribute to school, university, community, andprofessional activities through academic citizenship andleadership.* Tenure-track faculty members positively contribute to School ofNursing and University of Wisconsin-Madison goals for diversity andinclusive excellence.* Successful candidates will be expected to develop and maintain acollaborative, innovative, robust, and highly visible researchprogram that entails conceptualizing, designing, and conductingresearch studies; managing research staff; following all researchcompliance policies; disseminating research results; and seekingextramural research funding. Research programs may build on one ormore of the following research approaches: symptom science, systemsscience, qualitative methods, health services research,epidemiology, informatics, large data analytics, or mixed methods.Research programs should be consistent with national nursing,public health, behavioral health, aging, family health, mentalhealth, health care, or health systems priorities for extramuralfunding.* Successful candidates will be expected to teach courses alignedwith their expertise at baccalaureate and/or graduate levels.Teaching may include co-teaching in active learning environmentsand interprofessional education with health sciences students andfaculty. Teaching may include face to face, blended, and onlinedelivery.* Research mentoring of undergraduate honors students, PhDstudents, and postdoctoral fellows is expected.* Successful candidates will be expected to actively contribute toschool, university, community, and professional committees andother activities through academic service.* Appointments at the Assistant, Associate, or Full Professor ranksare possible. For appointments at the rank of Associate Professoror Professor, a substantial nationally recognized record ofresearch, publication, teaching, and service meeting criteria for atenured faculty position at the University of Wisconsin-Madisonwill be required. Minimum Years and Type of Relevant Work Experience: The School of Nursing at the University of Wisconsin-Madison isseeking to fill two tenure track faculty positions. Successfulcandidates will join a vibrant and collaborative group ofscientists and scholars conducting innovative and impactfulresearch aimed at improving health care services and individual andpopulation health across the lifespan. We seek candidates who willdevelop and maintain robust funded research programs focused ongenerating new knowledge in one or more of the followingareas:* Symptom science;* Informatics;* Health systems innovation;* Child and family health;* Population health;* Psychiatric/mental health.Successful candidates for these positions will also teach coursesaligned with their expertise in undergraduate nursing, Doctor ofNursing Practice (DNP), and PhD programs, and will mentorundergraduate honors and graduate students in research andscholarship. Service to the school, university, and profession, andcontribution to inclusive excellence are also expectations forthese positions. Job no: 226661-FAWork type: Faculty-Full TimeDepartment: NUR/FACULTY AFFAIRS/ADMINLocation: MadisonCategories: Instructional, Research, Scientific Appointment Type, Duration: Salary: Contact: * Eligibility for Registered Nurse licensure in Wisconsin isrequired A545000-SCHOOL OF NURSING/FACULTY AFFAIRS/ADMIN Institutional Statement on Diversity: License or Certificate: Principal Duties: Full Time: 100% * Earned research doctorate (PhD or equivalent) in Nursing orrelated field required.* If earned research doctorate is not in nursing, graduate degreein nursing is required. AUGUST 16, 2021 Job Number: Degree and Area of Specialization: * Three or more years of experience or combined research trainingand experience in conducting health-related researchprojects;* A record of research publication;* One or more years of experience or combined education andexperience in teaching at undergraduate or graduate levels innursing or health related field is required; teaching experienceusing active learning strategies, co-teaching, concept-basedteaching, blended and online teaching, and interprofessionaleducation strategies is desirable. The University of Wisconsin-Madison is engaged in a Title and TotalCompensation (TTC) Project to redesign job titles and compensationstructures. As a result of the TTC project, official job titles oncurrent job postings may change in Fall 2020. Job duties andresponsibilities will remain the same. For more information pleasevisit: https://hr.wisc.edu/title-and-total-compensation-study/.Employment will require a criminal background check. It will alsorequire you and your references to answer questions regardingsexual violence and sexual harassment.The University of Wisconsin System will not reveal the identitiesof applicants who request confidentiality in writing, except thatthe identity of the successful candidate will be released. See Wis.Stat. sec. 19.36(7).The Annual Security and FireSafety Report contains current campus safety and disciplinarypolicies, crime statistics for the previous 3 calendar years, andon-campus student housing fire safety policies and fire statisticsfor the previous 3 calendar years. UW-Madison will provide a papercopy upon request; please contact the University of Wisconsin PoliceDepartment . Instructions to Applicants: The University of Wisconsin is an Equal Opportunity andAffirmative Action Employer. We promote excellence throughdiversity and encourage all qualified individuals to apply.If you need to request an accommodation because of a disability,you can find information about how to make a request at thefollowing website: https://employeedisabilities.wisc.edu/disability-accommodation-information-for-applicants/ Susan [email protected] Access (WTRS): 7-1-1 (out-of-state: TTY: 800.947.3529, STS:800.833.7637) and above Phone number (See RELAY_SERVICE for furtherinformation. ) Department(s): Work Type: Official Title: NegotiableACADEMIC (9 months) PROFESSOR(C20NN) or ASSOCIATE PROFESSOR(C30NN) or ASSISTANTPROFESSOR(C40NN) Employment Class: 226661-FA Electronic submission of application materials is required.Applicants must apply via the online application system atjobs.wisc.edu. Please click on the “” button to start anapplication. A complete application includes the following:1. A letter of application referring to Position Vacancy Listing#226661 and referencing areas of research expertise, teachingexperience, and scholarly interest which describes research programand teaching interests;2. A current curriculum vitae;3. Three data-based publications;4. Three letters of reference from individuals who can evaluateteaching and research.Instructions for how to submit application materials:1. Please submit your letter of application, current CV, and threedata-based publications as a SINGLE PDF.2. Letters of references must be emailed directly from thereference to Susan Zahner at [email protected] submitted outside of the jobs.wisc.edu onlineapplication process will not be considered. Failure to submitcomplete application materials may result in ineligibility for thisposition. For questions regarding this position, please contactSusan Zahner at [email protected]: Unless confidentiality is requested in writing, informationregarding the names of applicants must be released upon request.Finalists cannot be guaranteed confidentiality.UW-Madison is an equal opportunity/affirmative action employer. Wepromote excellence through diversity and encourage all qualifiedindividuals to apply.To ensure consideration, complete applications must be received bymidnight on January 15, 2021. The position will remain open andapplications may be considered until the position is filled. Anticipated Begin Date: Applications Open: Aug 27 2020 Central Daylight TimeApplications Close:
Craft bakers around the country are gearing up for National Doughnut Week from 10-17 May with a host of ideas to help raise funds for the event’s chosen charity, The Children’s Trust.Townsend Bakery in Liverpool has developed a limited edition star-shaped doughnut for the week, while Corner Bakery in Preston has persuaded one member of staff to dress up as a giant doughnut. The store also expects an appearance from a Preston North End footballer, who will take part in a doughnut-eating competition.BakeMark UK, which is supporting the event, hopes to raise £50,000 for The Children’s Trust. Last year, over 600 people took part, raising almost £40,000.
The Bpex Foodservice Pork Product of the Year competition for 2011 is now accepting entries for its Pork and Pasty category, supported by British Baker.Entries, of both fresh and frozen products, are welcomed from any bakers of pork and pastry products for the foodservice sector.The closing date for paper entries is 26 January, after which samples will be required for formal judging. Category winners and the 2011 champion will be announced at an awards lunch on 24 March in London. For details go to http://www.porkforcaterers.com/.
Monty’s BakehouseGodstone, SurreyMonty’s Bakehouse is a supplier of premium, ’bake-in-pack’ snacks, including wraps, subs, slices and muffins, mainly to airlines. The firm was started in 2004 and now turns over £4.5m, employing 16 staff. To provide the best possible service to major client Air Canada and in what the judges described as “exemplifying customer service” Monty’s has set up a consolidation warehouse in Frankfurt. From here, it not only delivers its own products to Air Canada at 20 airports around Europe, but also receives in and distributes product from all the airline’s other suppliers. “We turned a straightforward supply arrangement into a deeper, long-term client relationship,” explains managing director Matt Crane. “We went ’open book’ on delivery, quoting delivered and undelivered product prices, and, because we understand their business so well, Air Canada trusted us to take over the delivery side of things. Two-and-a-half years later we’re now providing the service to other customers.”The judges noted that Monty’s had directly benefited its customers passing on cost savings and reducing operational complexity, while creating a long-term solution with the company at its heart. They said Monty’s had “gone the extra mile”, investing in skilled staff and IT provision to ensure the project’s success. “We’ve grown around 20-30% year-on-year over the past four years,” says Crane. “That’s down to our philosophy of ’innovation, quality and over-service’. We go out of our way to find out what our clients need, and then find a way to deliver it.”Greenhalgh’s Craft BakeryLostock, Bolton, Lancashire”Providing good customer service is the key to maximising sales, productivity and long-term customer loyalty,” asserts Sandra Ogden, head of retail operations at Greenhalgh’s. “We encourage staff across the firm to work together to meet customers’ needs.”With Greenhalgh’s for 20 years, Ogden oversees all retail operations in the 60-shop firm, from staffing issues, health & safety to marketing. She says the intensive staff training is geared to building and maintaining excellent customer loyalty. For example, a 10-point checklist from greeting, to helping pack the customer’s purchases ensures each shop is a friendly place that the customer will revisit.An e-commerce site, launched in July, allows customers to order celebration cakes and buffets online. Ogden adds: “This shows we are a forward-thinking firm, dedicated to our customers. Also we are more than happy to open late, so they can discuss a wedding cake at a time to suit them.”The Fabulous Bakin’ BoysWitney, OxfordshireCanadian-born Gary Frank, head boy at Fabulous Bakin’ Boys (FBB), set up the Delicious Donut Co in 1989, relaunching as FBB with a range of muffins, flapjacks, cakes and cookies in 1990. The new firm’s first major customer was Sainsbury’s, swiftly followed by the other multiples.The company now employs 150 people and is forecast to turn over £22m in the coming year. “About 18 months ago we started our Baking Gold project to discover what customers really wanted,” he says. “And that was better-quality ingredients, better packaging and more in terms of innovation, such as healthier, but still tasty snacks.”Following big investments in NPD and R&D, FBB launched its first “customer-demanded” product in January fruit & oat slices which have already gained more listings than other FBB products. Says Frank: “In terms of customer service you cannot do much more than ask them what they want and then go all-out to give it to them!”
Conceived by Teddy Midnight guitarist Wiley Griffin, the web series Teddy TV continues to spotlight some of the best jammers in the scene today. With episodes featuring members of The Disco Biscuits, Twiddle, Dopapod and more, each program highlights some of our favorite musicians with exclusive interviews and performances.Episode #8 of the series focuses on Wobblesauce. Set backstage at the Brooklyn Bowl, the episode goes in-depth about the band’s recent lineup changes, new album, songs, and their overall story as a band. It’s a great look at some of our favorite funk rockers. Watch Teddy TV Episode 8 below, and head here for more episodes!
Public School Partnerships also recently launched Level-Up: How to Succeed in High School and Beyond, a program to help prepare eighth-graders as they start transitioning to high school. Students discuss identity and self-advocacy, and make a game plan for next steps on their pathway to success.They learn how, who, and when to ask for help in high school; how to have difficult conversations with parents or guardians; and even how to navigate school as a first-generation student.And piloted this past spring, the Reimagining Identity, Self, and Excellence (RISE) program brought a group of high school juniors from Cambridge and Boston onto Harvard’s campus to have an open and honest discussion about what life after high school might mean for them.The RISE students talked about racial identity, securing financial aid, and how to handle adversity. They attended a college and career fair to learn about opportunities in higher education — from four-year colleges and universities to community colleges to certificate programs — and explored options such as AmeriCorps, City Year, and trade apprenticeships.They also got a sobering but inspirational presentation from current College students about how they overcame their hurdles. One young woman, who identified as low-income and undocumented, talked about how she navigated those challenges and today is successfully enrolled and thriving. Another described how he was deported after high school, made his way back to the U.S., joined the military, and is now finishing a masters’ degree.Oalican, who gives the local middle school students tours and answers their questions during the on-campus visits, knows from experience how effective programs like this can be.“What I strive to convey is: Look around — there are people who are just like you here,” he said. “People who may have come from different socio-economic backgrounds, or people who may not have even considered college, who are now here. A lot of us were just like them not too long ago. They need to see that they can do it too.” Bringing a dying language back to life A recipe for how high schools can foster more analytical, critical, and creative thinking Harvard instructor introduces seventh-graders to the world of Gullah Improving the odds Related Back when Nathan Oalican was going to Phineas Bates Elementary in Roslindale, his teacher, Joel Clark, invited a Harvard student to visit class one day.“I vividly remember how he spoke about how he was once just like us — from Boston — and was once in Mr. Clark’s class,” said Oalican ’21. “He told us about how he worked hard, studied hard, and how that drive got him into College. I was only 10 or 11, but it clicked. It backed up what Mr. Clark was always saying to us about working hard, and how taking our education seriously would lead to results we could be proud of.”Being shown the path worked for Oalican, and it turns out he’s not alone.Studies have found that students begin envisioning themselves as going — or not going — to college as early as middle school. When they see someone who looks like them, or who has a background similar to theirs, attending college begins to feel less foreign and more possible.It was in response to such findings that Harvard created Project Teach about two decades ago to ensure that students have the tools and support they need to foster the belief that higher education will be part of their future. The program has reached more than 6,800 seventh-grade students over the years in the neighborhoods of Allston and Brighton and throughout Cambridge. Building on that success, the initiative has also expanded to include a component for eighth-graders, one for high school juniors, and later this fall, one for sixth-graders.“Envisioning oneself as a college student helps young people begin college planning,” writes Harvard Graduate School of Education’s Mandy Savitz-Romer. In “Ready, Willing, and Able: A Developmental Approach to College Access and Success,” Savitz-Romer and her co-author, Suzanne Bouffard, argue that prior research by developmental psychologists on identity development can be applied to both youth and the process of developing a “college-going identity.”Savitz-Romer, a former school counselor, and Bouffard suggest that several components are critical in promoting a college-going culture among students; communication about college goals and terminology; sharing college information and resources; a sense of partnership with college students, faculty, and the college itself; and the ongoing involvement of family.Every year Project Teach works with seventh-graders from nearly a dozen public schools. A cornerstone of the program is a day on Harvard’s campus, where the students get a tour and a chance to take part in a specially-designed class of their choosing. The options typically include things like science-based sessions, complete with experiments; backstage workshops at the American Repertory Theater; talks on Russian history; and even examinations of the history and culture of hip-hop.,They eat lunch at historic Annenberg Hall and hear from undergrads about their experiences, subjects they can study, and College life in general.“The Project Teach program is a critical component of our district’s efforts to prepare our students for post-secondary success,” said Kenneth Salim, Ed.D. ’11, superintendent of Cambridge Pubic Schools. “The annual trip to Harvard is a highlight of the year — we are fortunate that every seventh-grade student has the opportunity to see firsthand and up close what it’s like to be on a college campus.”A recent evaluation of Project Teach participants found that by taking part in the program, students increased their belief that they knew where to go to ask questions about college, that college can be “fun,” and that diversity does exist on campuses.The program has made such an impression that in recent years it’s expanded.“For starters, we decided to broaden access,” said Joan Matsalia, associate director of Harvard’s Public School Partnerships team, which runs the initiative. “While the program has been available to our local schools for nearly 20 years, materials are now available online for teachers, school counselors, and administrators, from the local community to across the country, to access. From slides to activities to checklists to discussion prompts — we wanted to offer tools and suggestions to enable any teacher, parent, or student to get started on their own college-going identity journey. We’re also incredibly grateful to the Boston and Cambridge educators who took the time to meet with us and provide feedback on ways to strengthen the program.” “What I strive to convey is: Look around — there are people who are just like you here. They need to see that they can do it too.” — Nathan Oalican ’21 Seeing firsthand the variety of roles in an organization can give young people a whole new perspective HGSE alumna Erica Mosca helps first-generation Nevada high school students become community leaders Explore Searching for deeper learning Demystifying the workplace To Serve Better Stories of people committed to public purpose and to making a positive difference in communities throughout the country. The Daily Gazette Sign up for daily emails to get the latest Harvard news.
“Who guards the waterfalls?” a twelve-year-old boy asked at the meeting last Thursday night with the U.S. Forest Service regarding Big Ivy’s future. The Barnardsville community and other supporters like me answered that question.We will.Hundreds of people filled the community room to capacity and another hundred stood outside or circled for parking. The Forest Service’s most recent draft plan for managing Big Ivy for the next two decades designated it suitable for timber production. The three representatives from the Forest Service, including Matt McCombs the District Ranger, emphasized that no site-specific plan is under consideration. Logging the forest is one of many viable outcomes for the area. The Forest Service’s typical response to questions included vague assurances.“We’ll take that into consideration.”“This is the 30,000-foot view of future management direction.”“Gone are the days of clear cutting.”But the crowd wasn’t relieved by their assurances and called them out on using forest speak. I’m a lawyer. I’ve waded through page-long sentences and am no stranger to legalese. Even to my lawyer-ears, most of the responses for the Forest Service contained references to dense regulations, convoluting to the point of being unintelligible.Hands shot up in the air. “What are the chances that there will be logging in Big Ivy?”Another man explained the eco-tourism driven economy in the area, pointing out that many in the crowds earned their livelihood from hosting weddings to renting out cabins to canopy tours. The local economy relies on the forest’s scenic appeal. He asked, “What do you need from us in terms of estimates of the impact of logging the forest on the economy? How can we gather that information for you?”I’ve visited Big Ivy exactly once when I hiked to Douglas Falls, an impressive seventy-foot cascade of water from the top of the mountain into an idyllic mountain creek. I drove from Asheville to attend the meeting to protect the natural playground where so many like-minded friends come to hike, run, and bike.Many commenters reminded me that they were there to not only save a playground, but to save their heritage. They told about gathering food and medicine from the woods. Some moved to the area seeking fresh spring water. Others said their grandparents lived in these hills, describing the intangible quality that makes the forest special, sacred even. One person explained that Big Ivy is the culture and history of Barnardsville, the forest is the spirit of the people. Their greatest wish was to give their own children the opportunity to live in those hills too.Parents brought their kids last Thursday night, their faces etched with an expression that as a single mom, I recognized – a fierce determination laced with doubt. They wanted to pass along the best parts of themselves – the land – to their children, but lived in the shadow of fear that the place in the world they valued most might be logged. Their legacy and home, the forests and waterfalls, the springs and clean air, the mountain spirit and sense of community, might not get passed on to the next generation.A baby cried and I overheard someone grumble that parents should have hired a babysitter, but I think bringing kids to a meeting like that is akin to taking kids to church. It’s a message about values and morals, and passing those along, showing their kids what it means to stand up for what matters most in life.The children seemed to already know they live in a special place, and they spoke about how much they loved the view from their homes and how they visited the forests before they could even walk.The Forest Service representatives repeated the overwhelming opposition to the current proposal that the crowd imprinted upon them. They also stressed the importance of staying engaged in the process. Even if Big Ivy is safe for now, that’s no guarantee that policies or personnel or priorities won’t change a year or ten from now.The crowd rallied for wilderness, a designation that would forever protect their sacred forests. The wilderness designation requires Congressional approval, but there are other designations that would bestow a greater level of protection for Big Ivy and the Friends of Big Ivy recommends that the 1 and 2a designations be replaced by 3, 4b, 5 and 6 (wilderness) designations.If living with the uncertainty of future logging seems intolerable to you too, I can suggest some resources. Contact the District Ranger, Matt McCombs, at 632 Manor Road, Manors Hill, NC 28754, 828.689.9694. Email your concerns [email protected] Follow Friends of the Big Ivy on Facebook and check their website for future meetings.The fight for Big Ivy will be on going. Get involved. Stay engaged.
By Andréa Barretto/Diálogo September 27, 2018 Training ship Brasil will return to Rio de Janeiro Naval Base in December 2018, with future Brazilian Navy (MB, in Portuguese) officers aboard. The 32nd Midshipmen Instructional Cruise, the first to embark a group of women, began July 22nd. The cruise concludes the Brazilian Naval Academy’s four-year studies “This moment is a dream come true and a unique learning opportunity,” said MB Midshipman Fernanda Fonseca, one of the 12 female service members aboard. The women are part of the 2014 class, the first to have women applicants at the Naval Academy, MB’s military officer school. Following a new law, MB opened its doors to women to join the Quartermaster Corps, responsible for administrative aspects. During the instructional cruise, the 208 midshipmen traveled through 15 ports in 10 countries. Along the path, students attended hours of theoretical and hands-on lessons, participated in demonstrations, worked in teams. “One of the goals of the instructional cruise is to contribute to the professional and cultural training of future officers, which started at the Naval Academy,” MB Captain Vagner Belarmino de Oliveira, commander of the training ship Brasil, said. In December, upon returning to Brazil, midshipmen will be ready to become officers as ensigns. Day to day The training ship routine falls into four categories: in-class instruction, navigation, tactical training simulator, and service post surveillance exercises that allow midshipmen to follow officers’ activities aboard. Service members in training share a common curriculum, and also carry out specific activities based on the career path they chose—Navy, Marine Corps or Quartermaster Corps—upon completing the second year at the Naval Academy. The common curriculum includes navigation, weather forecast, naval administration, and seamen guidelines. The intent is to even out knowledge and share naval traditions and culture with all departments of the Navy, Capt. Belarmino said. The 12 women aboard will pursue quartermaster careers. Service members who chose this career path carry out daily activities that include administration and logistics, in addition to gaining knowledge about the organization and support of a naval force. The future quartermaster officers also follow and execute hands-on tasks, such as drafting administrative documents, and lists of supplies for a war ship. “The approach is focused on things like providing meals, materials and spare parts, personnel payment, and finance resource management,” Capt. Belarmino said. For MB Midshipman Naraiane Machado Feitosa, the routine aboard was gratifying and motivating. “We have many hours of instruction, but always focused on practical application, which takes us closer to our future roles,” she said. Midshipman Fonseca also emphasized the intensity of the experience. “The biggest challenge aboard, given such a competent crew, is to make the most of our knowledge in a short period of time so that by the end of the cruise we are ready to take on our duties as ensigns.” From end to end In addition to completing midshipmen instructions, the cruise also fosters foreign relations for Brazil and its future Navy officers. “Our goal is to establish close links with partner nations, through the participation of guest officers from other navies, and also present our flag, tradition, and culture to several countries,” Capt. Belarmino said. The training ship travels with a crew of international officers from the navies of 14 countries, including Argentina, Bolivia, Chile, and the United States. Guests follow the same routine and schedules as Brazilian midshipmen, creating an opportunity for students to exchange and learn with senior service members. Midshipmen complete their multicultural experience with stops at international ports. The training ship anchored first in Spain and will stop last in Colombia, before returning to Brazil, in December. On land, the crew visits technology development companies and military resources, naval academies, and other military organizations. City tours focused on historical monuments and sites, as well as the history of civilizations, are also part of the program. Adjustments and the future Before embarking on its instructional cruise, the training ship Brasil had to undergo a series of changes to accommodate the female crew, just as the Naval Academy did back in 2014, when it opened its doors to women for the first time. “We had to make adjustments, especially to the residential areas, such as restrooms, cabins, and quarters, to ensure privacy,” said Capt. Belarmino. According to the officer, women’ enrollment in the Naval Academy is a step forward that benefits all involved. “Past lessons and the success of today’s experiences show that the institution is on the right path, and that it made the right decision by encouraging women to enroll in the Naval Academy,” Capt. Belarmino said.
by: Amanda ReaumeThis past year might not have turned out like you wanted it to. Perhaps you were hoping to get an amazing promotion that went to one of your co-workers instead. Or maybe you were hoping to save more money toward your dream trip but you ended up spending that money on too many bags of Flamin’ Hot Cheetos. No matter what went wrong for you financially last year, the new year is an opportunity to turn everything around and start fresh — 2015 just might be the year you finally get your financial house in order.Here are five tips to help you start the year off on the right financial footing.Do a Student Loan CheckupMany millennials are burdened by student loans, so it makes sense to ensure that you’re getting the best terms possible for paying back the loans. Look into consolidating your federal loans and refinancing your private student loans. By refinancing your loans you can potentially get a lower interest rate and better repayment terms, saving you thousands of dollars in interest over the life of the loan and hundreds of dollars a month on your payments. I try not to pay more interest than I have to because doing so is basically like kissing your money and throwing it into the wind. You might also consider changing your payment plan in order to either accelerate your payments or space them out over more years.Get a Financial PlanTrying to accomplish your financial goals without a detailed financial plan is like getting on a plane without knowing your final destination. You’ll probably end up somewhere, but it might not be where you wanted to go, and it might take longer than you expect. continue reading » 4SHARESShareShareSharePrintMailGooglePinterestDiggRedditStumbleuponDeliciousBufferTumblr
But Martin said the reproductive rate of the virus — the number of fresh infections a single case passes on — “has now risen above one” and the priority now was to reduce it.”By doing so, we will give ourselves the best chance possible to fully reopen our schools in late August,” he added.The government will also formulate regulations with enforcement and penalty capabilities to mandate the wearing of facemasks in shops, he said, announcing the cabinet’s decision to keep current measures in place until August 10.Some pubs have already been allowed to open in the republic. Ireland will delay the end of its coronavirus lockdown, slowing down its accelerated plan to return to normal because of a surge in new cases, prime minister Micheal Martin said Wednesday.Under an accelerated version of the government’s original plan to leave lockdown, Ireland had been set to enter the fourth and final stage of restrictions relaxing on Monday.The most significant move would have seen all pubs and bars allowed to start trading. As Ireland raised the tempo of its plan to end lockdown last month those of its 7,000 pubs serving food were allowed to open on June 29.It is the remaining drinking-only establishments which have now been dealt a three-week delay.The Vintners Federation of Ireland — which represents pubs outside the greater Dublin area — said it knew of 3,500 yet to reopen.Meanwhile, restrictions limiting gatherings to 50 people indoors and 200 outdoors will also be extended.”Given the risk of the spread of infection associated with social gatherings, as well as the evidence of outbreaks from bars and pubs in other countries… hotel bars, nightclubs and casinos will remain closed,” Martin added.The announcements represent a significant scaling back of the government’s ambition to reopen the nation ahead of schedule.They also introduce a fresh note of caution in the republic in the face of a feared “second wave” of infections.Ireland has seen 1,748 deaths in the coronavirus outbreak, according to Wednesday department of health figures.There have been several days where no deaths have been registered but as the country began reopening, the number of infections has risen.Public health officials have expressed particularly concern about new cases among younger people.”There is evidence that unrestricted house parties have led to a rise in recent outbreaks of the virus,” said Martin.”We need to refocus the message for our young people about the positive role they can play in preventing the further spread of the virus.” Topics :