Take Part in C Sharp, ASP.NET and Scala Courses for best Career Opportunities

The C sharp is one of the famous programming languages used in the current scenario. This programming language is used with many types of tools and applications. This language is easy to learn and understand by the learners. TheC Sharp Training course will bring more career opportunities to the candidates taking part in the course.

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What the course is about?

This course is meant for the professionals those who are aiming to get the certification in the C sharp language. This course will provide the candidates the knowledge about developing the web pages and windows applications. The candidates can gain an advanced knowledge in the major domains of C# programming.

The candidates can also learn about the data collections, arrays, classes, methods and expressions. In this course, the participants will learn about the basics of the C# programming language, its syntax and its clear instructions.

Who can take this course?

The targeted audience for this course is as follows,

  • Programmers
  • C sharp developers
  • Professional C# programmers
  • Graduates
  • Students

One of the popular applications of the C# language is the ASP. NET. The C sharp language can be used as the back-end tool for the asp platform.

About ASP.NET using C Sharp course

The Asp.NET using C Sharp Course is designed to cater the basic functionalities of the asp language and its uses with the C sharp language. The candidates will learn how to use the C sharp language with ASP.NET. This course will provide the candidates the way to use the c sharp language as a backend utility tool along with ASP.NET.

Who can take this course?

This course can be taken by,

  • Programmers
  • Beginners
  • Professionals
  • ASP programmers
  • Graduates
  • Students
  • Application developers
  • Web developers
  • And anyone that wants to learn ASP along with the C sharp language

About the Scala Course

This course is designed to provide the participants the fundamentals of the popular Scala language and its applications. This course will give the candidates the ability to write programming in the Scala language and to test it. This course also involves severalpractical and hands-on training classes for the candidates. This will help them to enhance their skills and talents.  This Scala Course is very important for the programmers. This will help them to understand the scala language in detail. This course covers the principles and concepts of scala.

The course objectives

The candidates can learn the following by taking part in the course,

  • About the Scala language and its uses
  • The aspects of the functional approach
  • About writing their own Scala code
  • Basic syntax of Scala language
  • The concepts of Scala such as scoping, function calls, mutable and immutable data etc

Who can take this course?

This course is taken by the

  • Developers
  • Architects
  • Programmers
  • And people that find this course will make some sense to their career

Fundamentals of the course

Basics of Java or object oriented programming are required to take part in the course.

Grammar school expansion plan' baffling', says MP


Allocating cash for the expansion of grammar schools in England when other parts of the education sector face funding concerns is “baffling”, shadow education secretary Angela Rayner says.

Leading an opposition day debate on education and social mobility, Ms Rayner urged ministers to drop plans to expand the grammar system.

She called for a more wide-ranging approach to improving standards.

Education Secretary Justine Greening said grammars boosted social mobility.

Speaking in the Commons, Ms Rayner said: “The purpose of today’s debate is to send a message that members of all parties are committed to an evidence-based approach to education policy and not pursuing the failed policy of academic selection – because we know that this policy is not the answer to Britain’s social mobility crisis and the government knew that too until very recently.”

She said: “Already in the consultation document launched in November, the government pledged £50m to help existing grammar schools expand.

“The same green paper made a series of substantial un-costed pledges to those schools that want to become grammars, or the academy chains that want to open them.

“Now, just this weekend, government sources have briefed the Sunday Times that there will be tens of millions more to help grammar schools expand.

“The idea that this is the way the government should spend taxpayers’ money is simply baffling when nurseries across the country are facing closure because the government will not deliver the investment needed to deliver on their manifesto pledge to deliver 30 hours of free childcare a week, when our schools are facing deeper cuts in their budgets than any time since the 1970s.”

But Ms Greening said the expansion of selective education could help promote social mobility.

“In reality, as challenging as it is for our country, there is no country in this world that has managed to crack the issue of social mobility yet,” she said.

“The reality is that grammars can have potentially a transformational impact in some of the most deprived communities where we want to see the biggest changes.”

Paying for education

Later in the debate, Conservative MP for Croydon South, Chris Philp, spoke of “the terrible, terrible unfairness that in our system today, very often, the only way to be sure of an outstanding education is to pay for it – either by going private or buying a much more expensive house in the catchment area of a good school”.

He said: “And it is a disgrace that the only way to be sure of an academically elite education is to pay for it today.”

Mr Philp also cited evidence he said suggested children from “ordinary” backgrounds did better in grammar schools.

White boys from under-privileged backgrounds who attended a grammar school had a “30% higher chance of going to university” than those who did not,” he said.

But former shadow education secretary Lucy Powell accused him of “absolutely rubbishing” the existing system.

Intervening in Mr Philp’s speech, Ms Powell said: “I think any parent or teacher watching this and hearing somebody from the government benches saying that the only way to guarantee an excellent education is to pay for it is absolutely rubbishing our excellent education system.”

England footballers

Former Tory cabinet minister and MP for Wokingham John Redwood said new grammar schools were a good idea because talented young footballers and musicians were selected at a young age to hone their talents.

He said: “When I asked the shadow secretary of state whether she was upset by the fact that our elite sports people have usually been selected at quite a young age for special training, special education, and that they are expected to achieve to a much higher level than the average and they are given training and made to do extra work in order to do so, and she didn’t seem at all upset by that in any way.”

Labour MP Stella Creasy suggested the England football team’s performance could be better if it had more players from comprehensive schools,

Intervening, Ms Creasy said: “I’m glad you mentioned football because actually 13% of our national football team went to a private school, which is double the number of children who go to private schools nationally.

“Do you think that might account for the performance of our national football team, if we’re missing out on the talent that exists in the comprehensive sector?

“And will he recognise that that is precisely the problem that we’re looking at today? We’re missing out on talent as a result of too narrow a focus.”

Labour’s motion, which said there was no evidence that extra academic selection would improve social mobility, was defeated by 310 votes to 263.

A government amendment welcoming its continuing consultation on schools was approved unopposed.

Chaotic careers education harms economy, says Ofsted

Young people in business attireChaotic careers education in England’s schools could jeopardise the UK’s future economic prosperity, says education watchdog Ofsted.

Lack of an “overarching government strategy” means a generation is leaving school unready for work, it argues.

The UK’s post-Brexit success depends on harnessing “home-grown talent”, says chief inspector Sir Michael Wilshaw.

The government said its strategy was “to open young people’s eyes to many opportunities and choices”.

Earlier this month MPs accused ministers of “burying their heads in the sand” over careers education.

Ofsted’s report wants the government to do more to promote “enterprise education” in schools “including the promotion of economic and business understanding and financial capability” among pupils.

Ofsted urges the government to “revisit” recommendations made in a report by Lord Young published by the government in 2014, which urged greater emphasis on work-related learning in schools.

Lord Young said the economy was increasingly driven by small start-up firms employing fewer than 10 people and that young people would need greater self-reliance, creativity and an enterprising attitude to prosper in this new economic climate.

But of 40 secondary schools visited by Ofsted earlier this year, it said only four put enough emphasis on work-related learning.

Inspectors also found too many schools:

  • Did not consider work-related education important
  • Had weak links with local businesses
  • Were unsure about the external careers education support on offer

Poor co-ordination between schools and businesses on careers and enterprise education was particularly damaging for children from disadvantaged backgrounds, said Sir Michael.

“It is really important that schools are providing the right opportunities, working effectively with local businesses to offer their pupils the chance to understand how businesses work.

“This is even more important for people from disadvantaged backgrounds.”

He said pupils from all backgrounds should “have access to an education that prepares them well for the next stage of their lives, be that higher education, entering employment or setting up their own business”.

Young man using machine tools
Image captionThe government should do more to promote apprenticeships, says the report

The report also said that the Careers and Enterprise Company, set up by the government two years ago to help co-ordinate relationships between schools and businesses, was still at “an embryonic stage” and schools and businesses were “largely unaware of its existence”.

The report urges better government support for the Careers and Enterprise Company as well as the promotion of apprenticeships.

It also urges that:

  • Ofsted inspections should include how schools prepare pupils for employment and self-employment,
  • Schools should work better with businesses on economic, business and enterprise education
  • Employers should offer more support in the form of mock interviews, careers talks and work experience

Careers and Enterprise Company chief executive Claudia Harris said it had been set up only a year ago and had made rapid progression “from a standing start”.

Simon Walker, director general of the Institute of Directors, said stronger relationships between schools and employers would be vital “in a period of massive change” and called for “a cultural shift within the education sector”.

“Ofsted should put less of a focus on exam results,” said Mr Walker.

A Department for Education spokeswoman said the government planned to invest £90m on careers guidance over four years, including The Careers and Enterprise Company and telephone support for thousands of teenagers through the National Careers Service.

“Every child deserves an excellent education and schools have a statutory duty to provide high-quality careers advice as part of that,” she said.

How students are striking for affordable university rent – and winning

This year, London students have withheld millions in rent from university administrators. For some, making banners and going on demos is as much a staple of student life as beans on toast and essay all-nighters. But recently, growing numbers of students have been protesting in a different way – by putting their money where their mouth is and refusing to pay rent.

Students across London took part in one of the largest student rent strikes in British history last Spring, and 1,000 first-years at University College London (UCL), who withheld their rent as part of a five month dispute, succeeded in getting management to offer rent freezes and a £350,000 accommodation bursary for disadvantaged students.

Their success has prompted others to consider following suit. In September, students from 25 campuses across the UK attended a Rent Strike Weekender to get information, with political backing from the NUS. So why have so many students chosen to protest in this way? And how likely are they to succeed?

Rents are soaring

Many fear that the spiralling cost of accommodation is making higher education unaffordable. Universities are continuing to raise rent and privatise halls – with accommodation costs increasing by 18% between 2012-13 and 2015-16, according to the National Union of Students (NUS). “The cost of living is driving people out of education,” says Shelly Asquith, vice president of welfare at NUS. “And because universities are refusing to act on it, and refusing to consult the students or their union, it’s no surprise it’s come to this.”

Last academic year, average student rents were £226 per week in London and £134 across the rest of the UK. According to the NUS, over 50% of students say they can’t afford their basic expenses of rent and other bills. “People say ‘oh students are always poor’,” says Esther Lutz-Davis, from the Rent Strike Working Group. “But now lots of students are actually living in poverty. Loans barely cover rent and in London they don’t cover it.”

Rent strikes are also tied to the wider housing crisis. Research shows the expansion of high-end accommodation and studio flats is pricing a lot of students out of the capital altogether. The proportion of studio flats in London has increased from 6% in 2011-12 to 29% in 2015-16, according to the NUS and Unipol.

Rent strikes could even take off in the private sector if they work for students, says a spokesperson from the Radical Housing Network. “Many people in the UK are finding it difficult to survive when so much of their income is going on rent. So there’s a possibility for rent strikes to go beyond the student movement.”

Safety in numbers

Going on rent strike is a numbers game, the activists say. Large groups of student strikers make it harder for a given university to take action. “It makes it very difficult for the university to evict people en masse,” says Asquith. “So it means students have more strength, in terms of negotiations and bargaining.”

Universities care about their image and reputation. And, as new funding rulesallow them to recruit an unlimited number of home and EU undergraduate students, many want to entice more students to apply than in previous years. So naturally they don’t want to be associated with high costs and unhappy people. “If the university gets heavy-handed and makes threats, students can shame them and get public support,” says Asquith. “It doesn’t look good for a university to do that to its students when they have a duty of care.”

Angus O’Brien, a student who helped organise the successful UCL strike last year, says: “We knew that on the money side they could wait us out, but what they couldn’t take was the damage to their image. Students shouldn’t be scared to get their message out because they will find that lots of people are sympathetic. And it’s very difficult for the university to counteract that.”

Backing from the NUS

Students at UCL credit their success to the number of students taking part, and to the fact that they prepared thoroughly and used a variety of tactics. “Last summer we knew exactly where we wanted to get to in January,” says O’Brien. “There was an entire calendar, and we were planning weeks in advance. We knew where the university’s weak spots were.”

Students also kept up the pressure, says O’Brien, “and campaigned from lots of different angles to back the strike up.” The students held big demonstrations, set up a petition and worked hard to keep the media interested. In the end, campaigners say the threat of targeting a university open day finally led to the university backing down. “Students at UCL constantly came up with new ideas,” says Asquith. “They kept the university on their toes.”

The NUS has been criticised in the past for not taking a strong enough stance when it comes to backing student protest, such as when the organisation withdraw support for one of the biggest student demos in recent years, over safety concerns. However, under its new leadership, the organisation is taking a stronger stance and politically backing student rent strikers, paying for legal advice and being vocal about the cause. “We’re going to see more rent strikes happening around different parts of the UK,” says Asquith. “And the NUS will be politically supporting them.” The organisation’s backing may give student strikers a greater feeling of legitimacy and influence the public to take greater note.

Success not guaranteed

Advertisementet despite their apparent effectiveness, student rent strikes aren’t always successful. Many never materialise beyond an idea. At Goldsmiths, students have so far experienced setbacks. All activists also risk poor credit ratings for not paying rent, eviction, and the loss of their university as a guarantor.

However, many see the risk as one worth taking. The growing use of withholding rent as a key tactic is seen to show students are more sincere than ever. “There’s only so much you can do with demonstrations and marches,” says a spokesperson from the Radical Housing Network. “If you’re actually withholding rent, it demonstrates how serious you are and it forces management to make a change.”

Universities across the UK will take note as newly emboldened students prepare for a further wave of rent strikes this year.

Schoolboy dies after falling ill in detention at east London school

Royal London Hospital in Whitechapel, east London.Police are investigating the death of a 14-year-old boy who was taken to hospital after falling ill at school.

Nasar Ahmed, a year nine pupil at Bow school in east London, had severe asthma and became unwell while he was in detention on Thursday. He was taken to hospital but died on Monday afternoon.

Tower Hamlets council said he was supervised at all times during the detention in a ground-floor room, adding that staff were aware he had asthma and had a “care plan” in place.

The boy’s uncle told the BBC he had been in detention with his friends after lunch. He said Nasar complained he felt ill and asked to get his inhaler. The school then called an ambulance and his nephew was taken to Royal London hospital.

The school’s executive headteacher, Cath Smith, said: “The whole school community sends our thoughts and prayers to him, and to his family. We will continue to offer support to the family, his fellow pupils and teachers at this very difficult time.

“We will, of course, cooperate fully with investigations into the circumstances of this tragic incident and will also carry out a thorough review of what happened ourselves.”

A Metropolitan police spokeswoman said: “The death is being treated as unexplained at this time.” She said a postmortem examination would be carried out.