UC Berkeley’s Undergraduate Research Apprentice Program offers students a direct working line to research with faculty and other on-campus researchers. Kelly met with the media after Tuesday’s practice to share how things were going since joining the team, how the culture has changed at Arkansas and who he thinks could provide depth at defensive tackle. Lululemon Athletica Inc. reported a surge in its e-commerce business as quarantined consumers flocked to comfy apparel like yoga pants. Chief Executive Officer Calvin McDonald said he is “cautiously optimistic” about the second half of the year. Avec l’épidémie de COVID-19, les activités des services d’urologie se sont limitées à des procédures non différables, ayant un impact sur le programme… If you’re looking for tools to help you when you’re working online, we’re here to help. Here’s a list of useful Safari extensions. If you are feeling negative about online school, congratulations, that’s the right way to feel.
UC Berkeley’s Undergraduate Research Apprentice Program, or URAP, offers students a direct working line to research with faculty and other on-campus researchers, which many students said allowed them to explore their academic and professional interests.
According to program manager Stefanie Ebeling, URAP is the biggest campuswide program for undergraduate research. Created in 1991, it is also one of the earliest of its kind nationally and originally began with only 20 professors and 30 students. Now, it connects 350-400 mentors and 1,800-1,900 students per semester.
“As an apprentice, you can work on faculty research and learn advanced research skills, explore fields that interest you, and find out what it is like to be an academic at the world’s premier research institution,” the URAP website states. “Each semester, projects from a wide range of disciplines are open to new applicants.”
This fall, offerings range from projects in agriculture and anthropology to sociology and Spanish and Portuguese, including everything in between.
Ebeling said due to fall instruction being remote, she expects even more students to apply to URAP than during a regular semester.
With most projects being virtual for the fall semester, the current number of available mentors is 313, as of press time, which is less than is typical for a regular semester, and mentors have between one and four open projects. This could increase the number of applicants facing rejections from the program.
URAP research can be taken as a pass/no pass course for one to four units, which enables students to determine their own availability and schedule for the semester.
Many students said they found the URAP application process fairly streamlined and simple, with which Ebeling agreed.
According to Ebeling, the available projects are posted to the URAP website approximately six weeks before the online application opens. Then, students have just under two weeks to complete it. For the fall semester, the projects were listed online in late July with the application opening Aug. 19. The deadline to apply is Aug. 31 at 9 a.m.
A portion of the application consists of personal information, including name, class standing, majors and GPA. Students are allowed to apply for projects under three individual mentors at most, although they can ultimately only work on one project.
Each individual application requires a list of coursework that is relevant to the research, along with a statement of interest.
Ebeling said the statements are meant for students to elaborate on who they are, why they are interested in specific projects and past research experience. She recommended that applicants research the mentors and their departments or labs and show genuine interest and enthusiasm for the research project in their statements.
As a former URAP participant who has also applied multiple times, campus junior Taylor Worley said the URAP applications feel incomplete and only allow her to discuss certain portions of what she has done. She said she never knows the right combination of information to add, despite usually spending more than a weekend completing her application.
URAP participant and campus senior Robin Stewart agreed that the application can be daunting and that the hardest part is knowing what to write.
The undergraduates, however, are not left to face the application alone, according to Ebeling.
URAP offers information sessions during the week before the deadline, where both peer and student advisors help with the application and discuss their overall experiences with the program.
Campus sophomore and URAP participant Saffanat Sumra said these sessions and workshops helped her with the application and that she learned some very valuable tips.
Once the applications are submitted, they are made available to the mentors, according to Ebeling. Then, it is up to the mentors to reach out to students, schedule interviews and make their decisions.
Getting into and participating in URAP does not always come without complications, however.
Worley said she doubts that mentors read her application the majority of the time and that she has waited for rejection emails that never come. She also said her friend was once forced to schedule an interview with late notice, resulting in a conflict with one of her classes.
“She had to go because she couldn’t risk not getting the opportunity,” Worley said.
Some mentors also believe that applying to URAP may not be as accessible or straightforward as they believe it should be.
Classics associate professor and URAP mentor Kim Shelton believes that most students do not discover URAP until too late, often in their junior years. She said she wishes for incoming students to be more accurately informed about URAP.
Similarly, energy and resources associate professor Isha Ray, who is also a mentor, wants URAP to be made known to more students, especially first-generation undergraduates and those lacking research backgrounds.
Art history professor and URAP mentor Darcy Grimaldo Grigsby agreed and said URAP is less accessible for undergraduates who are not as financially privileged as some of their peers and may be unable to afford unpaid volunteer positions.
Though URAP does provide summer funding for some students on a nomination basis, Grigsby said it has become more competitive in recent years with more faculty participating in URAP, which is why she wants URAP participants to have some kind of work-study compensation.
The increase in competition for URAP research has not been limited solely to funding. STEM URAP research projects are more competitive than humanities research projects, according to URAP participant and campus senior Chloe Akazawa.
After the decisions are made, URAP itself does not get involved again until the end of the semester, when students fill out evaluation reports for their mentors and mentors submit grades.
“So, we’re basically the connector,” Ebeling said. “We do a lot of reminding and probing and everything to both sides.”
Ebeling believes students apply to URAP for many reasons. She said one is to discover “the reality of research” in specific fields and to take advantage of UC Berkeley’s reputation as a top-tier research institution.
Another is that students may wish to explore their interests, whether that be strictly connected to their academic careers or not.
Sumra echoed Ebeling’s sentiments and credited her own URAP experience with helping her navigate the health care industry.
She said she had to apply to URAP twice until she was selected for UCSF associate professor Jeff Belkora’s Patient Support Corps program, where she served as a waiting room intern in the neuro-oncology department. Her duties entailed interacting with patients and handling their paperwork.
“This specific URAP project, it taught me a lot of what actually goes on in a clinical role that you would otherwise not watch on videos or even read about in textbooks, because there are some basic etiquettes that … any person in the health care industry would have to follow, especially people in medicine,” Sumra said.
In contrast, campus senior Emily Kinnaman, a molecular and cell biology major with a minor in history, applied to her URAP project under Shelton because it was different than her other academic pursuits.
Under Shelton and through UC Berkeley’s Nemea Center for Classical Archaeology, she helps maintain a digital archive of artifacts excavated from a dig site in Greece, using Adobe Illustrator to create digital copies of the artifacts.
Similarly, campus sophomore Allira Bellawala, another one of Shelton’s URAP students, is a cognitive science and media studies double major but applied to pursue her personal interest in the classics field.
“It’s been so cool to learn about all the different kinds of artifacts and the history behind it, and it’s been awesome for me to be able to step outside of what cognitive science is,” Bellawala said. “While I was actually doing it, I found a lot that can apply to what I actually want to do with my cog sci and media studies degree.”
Additionally, according to Ebeling, many students also apply to URAP with the desire of finding “a niche on this sizeable campus” and hope to work more closely with professors despite UC Berkeley’s large student-to-professor ratio.
Akazawa, who worked under Grigsby during her time in URAP, credited the program with allowing her to grow comfortable with the professor, whom she had first found “so intimidating and scary” when she was enrolled in one of Grigsby’s courses before the URAP program.
Campus senior Dane Reeb said Grigsby advised him on pursuing professional endeavors and on how to conduct himself in academic and professional settings when he worked on her URAP project.
“Research gave me the chance to work one-on-one with Professor Shelton. I work with her two days a week for the most part, but we’d have conversations,” Bellawala said. “She worked with me. It was never far away. Her office was down the hall, really.”
It is not just professors that URAP students are able to form connections with, however.
Often, URAP professors take on several undergraduates at once or have some continuing URAP students.
Thus, many participants find themselves working in small teams or in close proximity to other students. Essentially, they find that URAP works quite well for networking and increasing collaborative and communicative skills.
Additionally, some URAP projects open students up to unique and immersive experiences that allow them to venture outside of Berkeley.
According to Bellawala, Shelton takes some of her research assistants and graduate students to her archaeological site in Greece in the summers during which they work for many weeks.
“It was really cool to be able to live in a different country, and we were there for five weeks, so really got to experience it,” Kinnaman said. “Also working on the excavation, it definitely gave me an appreciation for how we understand and gain historical knowledge.”
Bellawala was set to go this summer, but her trip was canceled due to the COVID-19 pandemic.
Not every URAP participant shares Kinnaman’s perception of the program, and URAP experiences vary case to case.
Worley described her time in the program as “really disappointing” when she worked on a project through the Haas School of Business. She said she lost contact with her mentor, a graduate student, halfway through the semester and received limited follow-up from her supervising professor and URAP.
Worley also said URAP should not be depended on solely for research experience and advises students to “just use it for practice.”
In a similar vein, campus senior Christina Kearny, who participated in a URAP project last year, found that it ended up “being a little too unstructured” for her but appreciated the room she was given to be creative and take initiative.
Many professors involved with URAP advocate for the program and said they appreciate the undergraduate assistance they receive.
Ray, who has been a mentor for several URAP projects over 15 years, said she was introduced to the program by a senior colleague soon after her arrival at UC Berkeley.
One of Ray’s earlier projects involved her URAP students studying whether a majority of communities of color were served by a specific water system.
More recently, her URAP students helped translate several articles and journals from Chinese to English for work that Ray and her postdoctoral student were doing on water quality in rural China.
Similarly, Grigsby has been involved with URAP since almost immediately after she was hired in 1995 and estimated that she has had about 45 URAP students work with her thus far. Many of her URAP students have contributed to researching and compiling bibliographies.
Ray believes the research projects are a great way for students to work closely with individual professors and their postdoctoral or graduate students, which she said also benefits professors.
“It’s a great experience for the professor if they get a really good student keen to learn, keen to work outside of their comfort zone and push the boundaries, and really kind of excited about doing a mature, valuable piece of research in the world or in the field,” Ray said.
In addition, Shelton recommended URAP for undergraduate students “to get their feet wet” in research in academic fields they are interested in or might consider careers in.
When Shelton selects her URAP students, she looks more for genuine interest in the research rather than specific skills, although she mentioned that students having some experience could be a plus for her work.
For Ray, the skill sets she searches for in students vary from project to project, but she emphasizes the importance of her URAP students learning quickly and having a good reason for wanting to work on the project.
She also looks for students who are able to dedicate time and mental energy to the project because she said “research needs time,” as does the student to build up valuable skills they might want for future careers.
Reflections on the program
Despite some complications with URAP, many students and mentors remain appreciative of the program.
When considering a job offer from Yale University, Grigsby said she questioned whether the university had a program similar to URAP, which she regards as “invaluable” to her publications.
Kearny said she makes a point to tout URAP as one of the perks of UC Berkeley and its research whenever she gives tours as a student ambassador.
“Berkeley is the top public research university in the world, and you should take advantage of these opportunities while you can,” Kearny said in an email. “Being a Berkeley researcher sounds, and is, impressive. Your time at Berkeley will not last forever, so make sure to grab these once-in-a-lifetime opportunities.”
Contact Tarunika Kapoor at [email protected] and follow her on Twitter at @tkapoor_dc.
Kelly: Doing The Extra Work Is What Separates You From Everyone Else
It’s been very well noted that the Razorbacks have struggled along the defensive line in recent seasons. With McTelvin Agim and TJ Smith exhausting their eligibility it is now time to find some new blood to start and fill out the depth chart. With 17 days left until the season opener against the Georgia Bulldogs there is still plenty of time to find your starters and role players.
Arkansas received a late night present back in February that Clemson graduate transfer defensive tackle, Xavier Kelly would commit to Arkansas and play his final year of eligibility for the Razorbacks. Kelly was a big time signee in the 2016 class. He was a top 100 prospect and top 10 defensive tackle in his class out of Wichita, Kansas. Kelly played in 29 games in his three seasons under Dabo Swinney’s Tigers. He recorded 2.5 sacks and played mostly in a reserve role and special teams on a loaded Clemson Tigers’ defensive line.
Kelly has a chance to really help improve the Razorback defense as they finished last in the SEC in rushing defense at 221.50 yards per game, last in tackles for loss per game at 5.08 and 12th in the conference with 1.75 sacks per game.
Kelly met with the media after Tuesday’s practice and was able to share how things were going since joining the team this summer, how the culture has changed at Arkansas and who he thinks could provide quality depth on the interior position of the defensive line.
“Everything is going great here,” said Kelly. “We have a lot of great characters on the team.”
There is no doubt that Arkansas has plenty of goofball’s in the locker room. Like Trey Knox who infamously sang “Friends In Low Places” during the Ladies Football Clinic last summer. How about watching any of Rakeem Boyd’s Instagram live stories or Treylon Burks who is a laid back, good old boy off the field.
The culture is what most fans are worried about heading into the 2020 football season. When adversity hits how will his teammates react? He went into detail here:
“We have a lot of great guys that work hard,” said Kelly. “Coming to practices and workouts everyday we have a lot of guys that want it. A staff that wants it as well. We are getting better each day. One step at a time.”
How do you change a culture of a program? You look for difference makers. So much of what you do off the field sets the tone for what you can do on it. Getting to class on time, being great time managers, taking in coaching, being a team player and doing all the little things right. “Everyone plays a small role,” said Kelly. “When everyone comes together we become one unit.”
Becoming one, as a whole will pay dividends. That probably will add up to winning more ball games as well. This will be an important factor as we approach football season and if the Razorbacks will compete during their SEC only campaign.
A saying that has come in the Razorback program during the last half decade is “Why NOT Arkansas?” And that is not just a question but a statement that was included in today’s meeting with Kelly. He went on to say, “I got to watch film with Coach (Derrick) Leblanc. He’s a smart guy, very knowledgeable about the game. That’s when I knew who I wanted to play for,” said Kelly “Just the way he coaches he is very technically sound. I got to meet the guys on my official visit and got a good vibe.”
When things went south, Arkansas never seemed to have the upperclassmen leadership needed to keep the ship sailing. This year, it seems they have found one at the anchor of the defensive line with Kelly. Every snap, every tackle, every stop will be crucial during every game for Arkansas fans to see a change in the culture of this program. A couple of friends of mine of the Preston family in south Arkansas came up with a saying by their late father. “Don’t quit.” That is a mindset that Kelly wants to bring to the Hogs this coming season.
“Leading by example. Just doing the right things when no one is watching,” said Kelly. “Right is right even if no one is doing it. My approach is controlling what I can control and lead by example.”
The way to find those leaders is looking inside the heart of the locker room and finding who those guys are. Who has the instincts of when there back is against the wall? Arkansas has seemed to find that vocal leader and that is why head coach Sam Pittman made mention of Kelly being a leader earlier during the offseason. It was that easy.
Kelly had the opportunity to sit behind several first round NFL Draft picks during his time at Clemson and shared some of the things he learned as a Tiger. One of the first things he mentioned was extra effort. As I wrote earlier this week, Pittman was looking for effort all over the depth chart and on the field last week and during the scrimmage.
“Coming in and watching film. Doing the extra workouts. Doing extra work separates you from everyone else,” said Kelly.
Finally, he mentioned a trio of guys behind he and Jonathan Marshall that could add quality depth at defensive tackle.
“Isaiah (Nichols), he’s great! He’s getting better each day. He’s very technically sound and good with his hands,” said Kelly.
“TC (Taurean Carter) is very good. He is strong and explosive. I also think Nick (Fulwider) is strong and getting better each day,” said Kelly.
It is not like Arkansas has not had the amount of talent in order to be better on the interior defensive line. Whether it be coaching, scheme or focus something has not been right for quite sometime.
In the recent past Arkansas signed this group of defensive tackles:
Four-star Bijhon Jackson
Three-star Armon Watts
Four-star Hjalte Froholdt
Four-star Jeremiah Ledbetter
Three-star Daytrieon Dean
Four-star Austin Capps
Four-star Briston Guidry
Three-star Billy Ferrell
Three-star Taurean Carter
Three-star Enoch Jackson
Three-star Marcus Miller
Four-star Xavier Kelly
Plenty of quality highly rated players but not enough production. That will hopefully change under this very experienced Razorback defensive staff.
Author: Jacob S Davis
Lululemon CEO ‘Cautiously Optimistic’ as Online Sales Boom
Photographer: Taylor Glascock/Bloomberg
Photographer: Taylor Glascock/Bloomberg
Lululemon Athletica Inc. reported a surge in its e-commerce business as quarantined consumers flocked to comfy apparel like yoga pants. Chief Executive Officer Calvin McDonald said he is “cautiously optimistic” about the second half of the year.
- In an echo of retailers including Gap Inc. and Nike Inc., Lululemon’s comparable online sales excluding currency impacts rose 157% in the second quarter, the Vancouver-based company said Tuesday. The company has bolstered its online offerings with free online workouts and one-on-one video chats with sales associates.
- The company still isn’t offering a formal forecast for 2020, given ongoing pandemic-related uncertainty and consumer upheaval. McDonald said the company is “pleased with our overall business results” in the period ended Aug. 2, while citing an “uncertain environment.”
- After missing analysts’ forecasts for sales and profit the previous quarter, the latest results suggest the company is now capitalizing on the embrace of comfy clothes by consumers who are working from home. While it’s mostly known for its yoga pants and exercise outfits, Lululemon has been expanding into casual clothes fit for travel and work.
- Lululemon’s shares have risen steadily in recent years, fueled by the company’s online boom and push into new categories like men’s wear. But with a valuation well above rivals, analysts have begun to question its ability to continue growing, with Citigroup cutting its rating on Lululemon’s stock last week.
- The shares alternated between gains and losses in late trading, falling 2.7% as of 4:41 p.m. The stock gained 51% this year through Tuesday’s close.
- For more financial details, click here.
- For the company statement, click here.
(Adds CEO comments in first bullet)
When residents work less, they feel better: Lessons learned from an unprecedent context of lockdown
With the COVID-19 outbreak activities of urology departments have been limited to non-deferrable procedures impacting the daily program of residents in urology. We assessed the psychological impact of the lockdown on Belgian residents in urology and their resounding on the quality of the training.
A self-administered anonymous questionnaire assessing the risk of burnout in a pandemic situation and its impact on the quality of the training was e-mailed to the members of the European Society of Residents in Urology of Belgium (ESRU-B). We used the Copenhagen Burnout Inventory score which assesses the different dimensions of burnout (personal (CBIP), professional (CBIPro), relational (CBIR)). Several questions evaluating impact on residents’ health and apprehension of the future were included. The survey lasted for 5 days. Comparison of parameters before and during the coronavirus crisis was made using paired samples t-test or Chi2 test were.
Fifty percent (62/126) of the ESRU-B members replied to the questionnaire. If 93% of the responders reported a negative impact on the quality of their practical training (CI95 = [0.07–1.10]; P = 0.83), 56% and 61.7% reported a positive impact of the crisis on their life and on their theoretical training respectively. Burnout risk scores were significantly reduced (P < 0.001) for each dimension 7.26 to 3.40 (CBIP), 9.02 to 4.35 (CBIPro) and 4.42 to 3.03 (CBIR) respectively.
Despite a negative impact on the daily work quality, the decrease in activity induced by the lockdown did not have a negative psychological impact on Belgian residents in urology but stress the opportunity to review the current training system to be better balanced between practice and theoretical formation.
Avec l’épidémie de COVID-19, les activités des services d’urologie se sont limitées à des procédures non différables, ayant un impact sur le programme quotidien des internes en urologie. Nous avons évalué l’impact psychologique du confinement sur les internes belges en urologie et son retentissement sur la qualité de la formation.
Un questionnaire anonyme évaluant le risque d’épuisement professionnel en situation de pandémie et son impact sur la qualité de la formation a été envoyé par courrier électronique aux membres de la Société européenne des résidents en urologie de Belgique (ESRU-B). Nous avons utilisé le score Copenhagen Burnout Inventory qui évalue les différentes dimensions du burnout (personnel (CBIP), professionnel (CBIPro), relationnel (CBIR)). Plusieurs questions évaluant l’impact sur la santé des internes et leur appréhension de l’avenir ont été incluses. L’enquête a duré 5 jours. La comparaison des paramètres avant et pendant la crise du coronavirus a été effectuée à l’aide d’échantillons appariés test t ou test Chi2.
Cinquante pour cent (62/126) des membres de l’ESRU-B ont répondu au questionnaire. Si 93 % des répondants ont signalé un impact négatif sur la qualité de leur formation pratique (IC 95 % = [0,07–1,10]; p = 0,83), 56 % et 61,7 % ont rapporté un impact positif de la crise sur leur vie et sur leur formation. Les scores de risque de burnout ont été significativement réduits (p < 0,001) pour chaque dimension 7,26 à 3,40 (CBIP), 9,02 à 4,35 (CBIPro) et 4,42 à 3,03 (CBIR) respectivement.
Malgré un retentissement négatif sur la qualité du travail au quotidien, la diminution d’activité induite par le confinement n’a pas eu d’impact psychologique négatif sur les internes belges en urologie. Cela souligne la possibilité de revoir le système de formation actuel pour tendre vers un meilleur équilibre entre la pratique et les enseignements théoriques.
© 2020 Elsevier Masson SAS. All rights reserved.
Essential Safari extensions for working on the web
Browser extensions can be very handy tools for accomplishing tedious tasks and organizing yourself better. The unfortunate part of finding useful extensions for a browser like Safari is that you could end up wasting time with add-ons that don’t do what you expected. They may not work as well as you hoped or simply don’t work at all. That’s why we’re here to help.
The Safari extensions on this list work well for their intended purposes. They are each ideal for a specific task that may be exactly what you didn’t know you needed. Check out these essential Safari extensions for working on the web.
Since these useful extensions for Safari are each awesome in their own way, they are listed in no particular order.
Once you install one of these Safari extensions, you’ll need to enable it. Open Safari, head to Safari > Preferences > Extensions, and mark the checkboxes for those you want to use. And for tips, take a look at how to manage your Safari extensions.
Are you someone who uses multiple tabs while you do work or do research on the web? If you’re like me, you may end up with so many tabs open, you can’t even find the one you need.
With CloseTabs Extension, you can automatically close unused tabs. The nice thing about this add-on is that you set the number of tabs you want to keep open and how long the others should be idle before closing. Here’s how it works.
1) Once you install the CloseTabs Extension, you’ll have its button in your Safari toolbar. Click that button.
2) Select the number of Minimum Tabs to remain open from one to 10.
3) Choose how long you want tabs to be idle before closing. Select minutes, hours, or days in the drop-down list and enter the number in the Minimum Idle Time section.
And that’s it. As you work in a current Safari tab, you’ll see those idle tabs close when time’s up. Keep in mind that pinned tabs are treated like any other tab.
To see a log of activity, click the toolbar button and then Open next to Debug Tab. And if you run into any problems or have questions, head to the CloseTabs Extension page on GitHub.
- Availability: Browser extension for Safari
- Cost: Free
Liner is a definite favorite when it comes to useful Safari extensions. With this add-on you can highlight text on a webpage, save it, and see your highlight when you return to the page. You can also save several highlights, add tags, and access them all from your Liner Dashboard. Here’s how Liner works.
1) Once you install the Liner extension, visit a webpage and drag through the text you want to highlight.
2) The Liner icon will pop up near your cursor. Select a color from the options provided.
3) A small Liner window will open on the top right. Here you’ll see the name of the page and options to add tags, share your highlight on social media, and go to your Dashboard. You can click the Liner button the toolbar to close that window and continue working because your highlight will already be saved.
Visit your Liner Dashboard to view all of your saved pages and highlights. You’ll see a list that includes the page or article name, website, and text that you highlighted. You can click View Original to go right to the page and see your highlighted text. You’ll also see that highlight if you visit the page on your own or from your history or bookmarks.
Click your highlighted text on the webpage and you can change the color, share it, add a comment, or delete the highlight. Liner is a must-have extension for doing research on the web.
- Availability: Browser extensions for Safari, Firefox, Chrome, Opera, Edge, and Whale, and mobile apps for iOS and Android
- Cost: Free with a Premium upgrade option to receive unlimited highlights and comments, additional colors, unlimited device syncing, and more
Another essential extension if you do a lot of work on the web is Tabs Saver for Safari. With the click of a button, you can save all of your open tabs. You can then view your session, name the list for reference, copy the tab list as links, text, or markdown, export the list, restore the tabs, and much more. Here’s how Tabs Saver works.
1) When you want to save a group of open tabs, click the Tabs Saver for Safari button the toolbar.
2) You’ll see several options, a few of which you’ll appreciate once you use the extension often. You can save one or more tabs and keep them open or close them at the same time.
3) To view your saved tabs lists, click the toolbar button and select Open in the bottom left corner.
When you land on your Tabs Saver page, you’ll see a slew of actions. At the top, you can search, choose a folder, expand or collapse all sessions, sort, import, or export.
Above each tab list (session), you can move it to a folder, rename the group, open and remove a single tab from the list, restore all tabs from the session, export them, copy them, restore them in Chrome, and remove duplicates.
All sessions you save will appear on one page, so you’ll always have them. Plus you can mark favorite lists to easily access them at the top of the page. If you need to save open tabs often, especially for references, then you need Tabs Saver for Safari.
- Availability: Browser extension for Safari
- Cost: $4.99
You may have heard of Grammarly as it’s available across multiple platforms. The app seeks to help you with your grammar as you type. You might be composing an email on Gmail, writing up an item in Asana, or putting together a post for Twitter. The Grammarly for Safari extension shows you an indicator when you make a mistake so that you can correct it. Here’s how it works.
Type as you normally would for your email, article, or post. When the Grammarly icon is green, your grammar is good. But if it turns red and has a number in it, that’s the number of errors you have.
You’ll see where a mistake is easily because it will be underlined. Hover or click the error and you’ll see options to correct it. Select a fix and move onto the next correction.
You also have the ability to edit what you’re writing in Grammarly. Click the Grammarly icon and select that option. With some sites you can use the Grammarly pop-up editor while with others you will need to go to the Grammarly website. If you prefer, you can write your text right on the Grammarly site, make the corrections, and then place it where you need it.
Click the button in the toolbar and pick New Document or choose My Grammarly and select New. You’ll also notice settings from the toolbar button for turning Grammarly off or on and enabling definitions and synonyms for the site you’re currently visiting.
- Availability: Browser extensions for Safari, Firefox, Chrome, Opera, and Edge, mobile apps for iOS and Android, desktop applications, and the web
- Cost: Free with premium subscription plans that offer help with delivery, clarity, engagement, advanced writing feedback, and more
One more very simple but extremely convenient extension is ImageSearch for Safari. You may see an image online and would like to see more just like it. This is a great time to perform a reserve image search.
With this Safari add-on, you simply right-click on an image, select Reverse Image Search, and then view your results on Google.
ImageSearch for Safari is helpful for school papers, articles, and social media posts where you like an image you see but would like more options. And while it might not be a tool you use several times a day, it’s one you’ll appreciate having when you need it.
- Availability: Browser extension for Safari
- Cost: Free
If you do a lot of work online for education or business, these useful Safari extensions are real time-savers. They can help you limit your open tabs, highlight and save text, hold onto open tabs, correct your grammar, and find images.
Do you already use one or more of these add-ons for Safari, plan to try one out, or have others you’d like to recommend? Let us know in the comments below!
Author: Sandy Writtenhouse on September 9, 2020
Online school is a nightmare. No one is fixing it.
Hello, fellow parents. I’m writing to you from the future, or maybe the past — I don’t know, what month is it? Pretty sure it’s still 2020, because it will be 2020 forever, right?
At any rate, I know that for a lot of you, school started this week — or maybe started last week, or doesn’t start till next week? (Time! Ha!) And for a lot of you, it started online.
Your first day may have gone well. Or it may have gone badly, but you may have hope that it’ll get better. Today may have been a nightmare, and you may be in a pit of despair right now, wondering how you or your child will manage to finish the year in any meaningful way. Because my son’s school started a week ago, I have some insight into how this whole online school thing may play out. That last one? The thing about the pit? That is the accurate way to feel.
Our teachers are as kind and patient as always, slogging away on this deeply problematic platform. Our kids are trying their hardest to follow and participate in these online lessons. (I know! I can hear them. Literally hear them. Right now.)
Take everything you know about the burden of shepherding 20 to 30 students through a day of online lessons, the limited capacity of most children to sit at a computer for the entire school day and the mind-blowing difficulty of imparting information of value over a Zoom call, and hold onto that, because it is all true.
But the things that have been most challenging about online school, I didn’t really see coming.
Those same Zoom calls you dread at in your own work day? The ones you struggle to connect via an Internet connection never meant to work quite this hard, and then stumble through, because Zoom is not a great way to talk to people? This is now your child’s reality.
Our week of online school has been characterized by choppy audio, a droning noise that rivals the Emergency Alert System, and bad connections that end in abruptly dropped Zoom calls. (We have the expensive, high-speed internet. It does not seem to matter.) And I have a lot of questions about whether the cheap devices most districts are able to provide (for those of us lucky enough to be in a district that provides devices at all) are well-suited to handle all-day video calls.
For my child, at least, the idea that a long Zoom call is the same as time in a classroom … well, it hasn’t particularly sunk in. And although we have provided him with the dedicated, quiet workspace educators recommend, the temptation to grab a snack from the fridge, chase the cat, or provide me with continuous color commentary about what’s happening has so far proven irresistible.
In short, it’s a mess. And while I am hopeful that some parts of it will get better, I am not optimistic that meaningful learning can take place on this platform, in this way.
Detroit parent and writer Shayla Griffin, co-founder of the Justice Leaders Collaborative, calls out a lot of what’s happening in an online petition aimed at Detroit Public Schools Community District: the amount of screentime required for young children, a complete 180 from pre-pandemic guidance; the lack of accommodation for students who can’t spend the school day online; the rigorous adherence to the format of the traditional school day, when we have left most other traditions far behind.
Schools have known since March, or at least June, that they’d need to provide some level of online learning, but the online learning they’re delivering just doesn’t reflect that, Griffin says. Instead of experimenting with smaller class sizes, alternating synchronous and asynchronous learning (that’s with or without a teacher), or offering recorded sessions for children whose parents need to work during the traditional school day, her district’s online learning plan, like those offered by a lot of districts simply aims to deliver a regular school day online.
As though, Griffin says, the regular system is working.
“When it clearly doesn’t,” she adds.
Children who aren’t old enough to read require full-time parental supervision to communicate over platforms like Zoom’s chat function or Schoology. The online school day begins for Griffin’s kids at 7:30 a.m., although the bus routes that once mandated hat start time are no longer relevant. Classes are still full-sized, instead of smaller groups that could make online lessons more viable.
“All the human interactions in classroom don’t work on the internet, and you can’t do the same version of teaching on the internet. That part is missing,” she says.
I can’t help but agree with Griffin.
We’ve dreaded all summer that this was where we’d end up. The state had months to issue real guidance, to marshal resources that mall districts and principals don’t have. School administrators — teachers don’t get the blame for this one — had time to plan, to re-invent the school day, to accept that plans for this year need to be long-term and sustainable, not short-term fixes for a momentary disruption.
And yet here we are, with little more than we had this spring, when the switch to online school came abruptly: A teacher, a computer, a bored kid.
Another year, just begun, already gone.
Nancy Kaffer is a columnist and member of the Free Press editorial board. She has covered local, state and national politics for two decades. Contact: email@example.com. Become a subscriber.