The Post-9/11 G.I. Bill, which covers educational costs for veterans beyond tuition, has boosted college enrollment rates among veterans by 3 percentage points compared with the earlier G.I. Bill, finds a new study by NYU’s Steinhardt School of Culture, Education, and Human Development. However, the increase in enrollment was much larger immediately after the bill’s adoption and has waned in recent years.
The study, published online in the journal Educational Evaluation and Policy Analysis, a journal of the American Educational Research Association, comes days after Congress passed a major expansion to the G.I. Bill, which – if signed into law – will provide additional educational benefits to veterans.
The Servicemen’s Readjustment Act of 1944, commonly known as the G.I. Bill, helped pay for college and other training for millions of World War II veterans. Since its inception, the G.I. Bill has been updated to continue providing educational benefits, with the most recent expansion being the Post-9/11 Veterans Educational Assistance Act of 2008, or Post-9/11 G.I. Bill.
“The original G.I. Bill not only significantly improved the human capital in the United States after World War II, but also democratized American higher education and created a robust middle class. Education benefits provided by the bill allowed veterans to go back to college and obtain necessary knowledge and skills, while also serving as an important entry point back to civilian life,” said Liang Zhang, the study’s author and a professor of higher education at NYU Steinhardt.
The Post-9/11 G.I. Bill, which took effect in August 2009, offers more generous educational benefits than the previous version of the bill. It covers full tuition and fees at in-state public schools (or up to a set amount for tuition and fees at private institutions), a monthly housing allowance, and up to $1,000 a year for books and supplies. All veterans who have served since September 2001 are eligible for the Post-9/11 G.I. Bill, meaning that those who did not take advantage of benefits under the previous bill were retroactively eligible.
In this study, Zhang examined the impact of the Post-9/11 G.I. Bill – including its monthly housing allowance and stipend to cover miscellaneous educational costs – on veterans’ college participation.
Zhang used 11 years of data (2005 to 2015) from the American Community Survey, which resulted in a sample of approximately 200,000 veterans who have served in the post-9/11 era. This sample enabled a comparison between data from before and after the 2009 adoption of the Post-9/11 G.I. Bill in order to determine how veterans might have reacted differently to the bill over time.
Zhang found that the Post-9/11 G.I. Bill increased overall college enrollment by about 3 percentage points when compared with enrollment prior to the bill’s adoption. However, the effect was much larger immediately after the bill’s adoption (approximately 4 percentage points) and has waned in recent years (to about 2 percentage points), suggesting that part of the initial enrollment burst was due to the retroactive nature of the bill.
Despite the increase in enrollment, Zhang noted that the effect of the Post-9/11 G.I. Bill is much smaller than the effects of typical financial aid programs, which have been shown to improve enrollment by about 3 to 6 percentage points for every $1,000 reduction in college costs.
In addition, Zhang examined how the bill affected college enrollment among veterans ranging from 20 to 60 years old, given that veterans typically follow a different educational trajectory than that of nonveterans. He found that the Post-9/11 G.I. Bill has had a consistent and positive impact on college enrollment among veterans of all ages, even among older veterans who are usually considered less likely to enroll in college.
“This suggests that older veterans may be more responsive to financial incentives, echoing previous research findings that older students are more responsive to financial aid than younger students,” Zhang said.
Finally, Zhang looked at the levels of existing educational attainment among veterans, since the Post-9/11 G.I. Bill can be used for a variety of educational and training programs, including both undergraduate and graduate education. He found consistent and positive enrollment effects across veterans with all levels of education, with those already holding master’s degrees taking the most advantage of the bill’s educational benefits.
Zhang concluded that it is both important to evaluate the effect of veterans’ programs on college enrollment, as well as to consider the social impact of the bill – which is broader and more profound than any college-related outcomes could possibly measure.
“While providing generous education benefits to veterans could ease the financial burden of going to college, research shows that veterans can face additional challenges associated with service-related injuries and disabilities, as well as being older students. Higher education institutions must continue to better understand and support this growing, yet potentially vulnerable student population, to best serve those who served the country,” said Zhang.
Helping Your Kid Transition Back to School
As we help our sons and daughters get ready to return to school, let’s reflect on our own readiness to promote our kids’ best emotional development during the school year. Consider these dimensions:
Resist the urge to become the homework police. Let them take responsibility for homework; let them approach it in their own way. Assignments might not get done as well as we’d like, but limiting ourselves to only a simple reminder allows children to build a sense of personal agency. Beyond that rests between them and their teachers (see June 2014).
Neuroscience has revealed the centrality of adequate sleep in consolidating the day’s learning — athletic and academic — especially the night before a performance or important test (see Sept/Oct 2014). And be alert to the risks of bright screens before bedtime (see June 2018).
It builds each time kids encounter and survive moments of ordinary childhood adversity. Rarely rescue by delivering their lunch or the schoolwork they left behind that morning; they’ll survive. And rarely fight their battles for them with classmates or teachers — just offer empathy and a strong vote of confidence that they will find ways to work things out (see November 2011).
It develops in part when they do for themselves all that they’re capable of doing, rather than depending on us to find their sweater, solve their math problems or tidy up after their snack. Insist they get themselves out of bed on school mornings, dress and gather their belongings, and leave the house on time (or face the school’s consequences if they show up late).
Feeling authentically worthy develops through being loved and validated for qualities of good character and simply for being a valued part of our lives, not for earning certain grades or demonstrating athletic prowess. Show delight just to greet the kids at the end of the school day, without racing to ask, How was the test? (See The New Self-Esteem).
Help them understand that they aren’t the center of the universe, that their individual wants and needs (like homework, practice or a friend’s slumber party) cannot always trump the needs of others (like family dinner time, a sibling’s piano recital or grandma’s birthday party). Our kids do well to learn that they’re no better or no less than any of their classmates…and that respectful behavior toward their teachers must be unwavering.
What Schools Can Do To Reduce Risky Behaviors and Suicides Among Lesbian, Gay, and Bisexual Youth
A high school English teacher in New Mexico told me about one of his students who had difficulty focusing in class. When the teacher showed concern, the student confided in him that her parents had kicked her sister out of the house after they found out she was dating a girl. The teacher tried his best to console the student and referred her to the school counselors for help.
The next year, the same girl sought his support when her parents took similar punitive measures against her because she, too, came out as a lesbian. This time he spoke openly with her, explaining that she had to keep her spirits up; that no matter what happened, she had to be true to herself. In concluding the story for me, the teacher explained that he knows the school needs to be a safe place in a community that may not accept his student. But even though he strives to create a safe environment, he does not think all staff people or students at the school are equally accepting.
At another high school, I heard something quite different. When asked about the experience of lesbian, gay, and bisexual students, an administrator responded – simply and implausibly – “We don’t have any of those kids at this school.”
Such accounts from teachers, administrators, nurses, and counselors illustrate the importance of schools and school staff for students struggling with their sexual orientation in a world that does not always support or even acknowledge their existence. Paradoxically, schools are often the only places lesbian, gay, and bisexual youth may find marginally more accepting than the surrounding community – and of course schools may not be more accepting. The everyday traumas experienced by these youth, especially when they find themselves in schools that ignore their needs, can put lesbian, gay, and bisexual students at increased risk for depression, substance misuse, and suicide.
Research Links Suicide to Sexuality
According to the Youth Risk and Resiliency Survey conducted by the U.S. Centers for Disease Control and Prevention, more than two-fifths of lesbian, gay, and bisexual youth have seriously contemplated suicide. These young people are three times more likely to think about taking their own lives than their straight peers and four times more likely to actually plan and attempt suicide.
In addition to risk of suicide, lesbian, gay, and bisexual youth are twice as likely to be bullied or threatened with a weapon on campus and three times more likely to miss school because they feel unsafe. Risk behaviors that could result in negative health outcomes are also prevalent at a higher rate among lesbian, gay, and bisexual youth. For example, such young people have higher rates of smoking cigarettes, drinking alcohol, misusing prescription medicines, and using dangerous drugs including cocaine and heroin.
These statistics underline serious threats to many American young people. What can be done? The Center for Disease Control has identified several evidence-based ways to reduce the risk of suicide and risk behaviors among lesbian, gay, and bisexual youth – by creating safer and more supportive school environments. So far, however, these strategies have not been fully or consistently implemented, and they are only rarely combined to create an optimum response.
How Schools Can Help
Schools are a critical point of intervention because they are the places where students spend most of their waking hours. When it comes to reducing risky or suicidal behaviors, schools are second in importance only to families. School nurses and counselors also often provide the first line of response to student medical or behavioral health issues. In rural settings where resources can be scarce, the school or school-based health center may be the main place students can find support or help. Based on available evidence, the Center for Disease Control has defined several strategies that can be adopted and combined to ensure that all American young people are supported and protected, regardless of their sexual orientation. According to these recommendations, schools can take the following steps – and, to date, only eight percent of schools do all.
- Create “safe spaces” like a designated classroom, office, or student organization where students can receive support from school staff or other students. Only about 60% of schools currently have such spaces available.
- Prohibit bullying and harassment based on sexual orientation or gender expression. Most schools report having such policies in place, but a fraction of them do not.
- Facilitate access to medical health and behavioral health providers with experience serving lesbian, gay, and bisexual youth. Fewer than half of US. high schools facilitate such access.
- Promote professional lessons on how staff can create safe and supportive school environments. Less than 60% of high schools provide this type of support to their faculty.
- Deliver health education that includes information relevant to lesbian, gay, and bisexual youth. Only one-fourth of U.S. schools do this.
These strategies are an important way to address the needs of not only lesbian, gay, and bisexual youth, but may also help transgender and gender non-conforming students as well. Unfortunately, research on these subgroups and programs to help them remains to be done. An important recent development is the inclusion a gender identity question in the 2017 Youth Risk and Resiliency Survey.
Recognizing the existence of sexual and gender minorities in America’s schools and gathering large-scale data about their experiences can provide a clearer picture of the challenges various groups of students face – and, in turn, allow improved responses to their needs. By creating safer and more supportive school environments, we can reduce dangerous behaviors, eliminate many suicides, and improve academic and health outcomes, not only for sexual and gender minority youth, but also for all other students in our schools. Problems and tragedies that affect some students reverberate among many – and undermine America’s future.
Teachers Aren’t Receiving the Support They Need, but You Can Help
Better school funding, better pay, and better benefits, these are a few of the demands fueling teachers’ recent strikes and walkouts across the U.S., including those in Arizona, Kentucky, Colorado, West Virginia, and Oklahoma. In the wake of the action, these states have taken the first steps to improve school funding.
However, many would argue that we still have a long way to go before we can honestly say that teachers are compensated fairly or that schools have the right supplies to provide a proper education and a healthy learning environment.
We have a lot of work to do, and speaking up is just the beginning. Education is one of the rare issues in which we can make a profound difference on a local level. Along with choosing to participate in strikes or attend walkouts, consider these five ways you can support teachers, both locally and nationwide:
1. Support teachers and schools financially.
There is a significant disparity in the amount of funding that each school receives, which creates a huge quality gap. According to our “Classroom Trends” report, teachers spend an average of $381 of their own money on classroom supplies each year. The problem is worse in regions with lower educational funding, where teachers are forced to spend a yearly average of nearly $500 on classroom supplies. That expense is deducted from a salary that’s already low compared to other professions with similar levels of education and experience.
By donating books, school supplies, or money, you can help offset that high out-of-pocket cost. Check out DonorsChoose, an organization that makes it easy to fund projects at specific schools. To take a more hands-on approach, you can visit schools near you, learn about their needs, and then hold a fundraiser to address those needs.
If you’re unable to make in-kind donations, consider offering gift cards from your business or place of work. You can also offer exclusive teacher appreciation discounts to show your support. Because teachers are spending a lot out of pocket, anything you can do to lessen that burden helps. For example, at Staples, teachers can earn rewards for classroom purchases and up to 10 percent cash back.
If you simply cannot afford to make a financial donation, consider shopping from businesses that support teachers. There are several companies with a dedication to education, even if their industry does not directly correlate. For example, WeAreTeachers recently partnered with Kinsa, a smart thermometer company, to give away 15,000 thermometers. While thermometers aren’t traditionally considered school supplies and are, therefore, excluded from lists, they are essential for stopping the flu and other viruses from spreading throughout schools.
2. Take the time to fully understand education issues.
Regardless of your political preference, it’s important to understand both local and national education issues. Doing research on the issues facing your community is your civic duty, regardless of whether you are a parent or whether you work directly for a school district, because a poorly educated generation will eventually result in a poorly educated population.
Visit sites like Chalkbeat and Education Week to learn about region-specific concerns and local events. There are also local Facebook groups you can participate in to discuss education issues and learn about the schools in your area. If you want to educate yourself on national issues, try consulting larger organizations like the PTA.
It’s fitting that the key to a better education system is learning. Simply being knowledgeable about the issues can inspire progress and keep the education system at the top of our minds, both in local communities and on a larger scale.
3. Create free curriculum resources.
Teachers are often looking for resources to bring into their classrooms. Some companies and organizations dedicate an entire section of their websites to providing educational materials to teachers, like this one by NASA. If you’re in a position to do so, consider developing, sharing, or distributing free materials that could fill a gap at a local or national level.
For example, we know that teachers are often looking for financial literacy resources to help their students understand money skills. At MDR, we’ve worked with the charitable arms at financial corporations to develop free lessons that meet that need for teachers. Through partnerships like this, we can all come together to educate the next generation.
4. Lead by example.
The media’s coverage of education issues tends to be negative, sometimes even blaming teachers for issues they have little or no control over. But sharing your support of educators via social media, on your website, or in everyday conversations can counteract that negativity.
Of course, pairing action with verbal support is the best way to advocate for teachers, but don’t underestimate the powerful effect of words on their own. For example, you might post on social media about local teachers’ classroom projects or even mention your favorite classroom project to your friends at trivia night.
5. Volunteer at a school.
Perhaps the most valuable investment you can make is your time. Volunteering can not only provide much-needed help in our nation’s schools, but it can also help you understand some of the issues teachers face firsthand. Consider bringing your friends along, too, and empower people in your community to advocate for changes in our education system.
If you still need more convincing, take a look at this study from United Healthcare that reports the ways volunteering positively affects mental and physical health. Simply put, helping others also helps you. Confused about where to start? Check out organizations like Reading Partners that have a plethora of volunteer opportunities for anyone looking to get involved.
Most importantly, even though it’s highly politicized in today’s headlines, remember that education is essential to our nation at the most basic level. We are educating the people who will eventually run our country, our businesses, and our communities. We have to care. We have to help where we can. Otherwise, we’re setting ourselves up for even bigger problems in the future.
Equality and Equity Are Not The Same Things
Equity, as far as the Oxford English Dictionary is concerned, is defined as “the quality of being fair or impartial.” Simple enough, right? Yet, at home with children and teens, the concept will probably require further conversation to teach kids not only what equity means, but what it looks like.
One way to begin teaching children about what it means to be equitable is by teaching them what is not equitable. Contrary to what many children believe, equity and equality are not synonymous. By this, we mean that equity does not signify that everyone receives the same thing, whether that be treatment, assistance, gifts, awards, allowance, etc. Instead, equity means that everyone receives the same level of what they need. Again, this concept could be difficult for children to grasp, especially when fairness becomes a point of contention.
When parents need to put the focus on equity, not equality, they can begin by explaining the reason behind certain parental decisions. For example, Alex is 6 years old and Abe is 16 years old. Both boys perform chores around the house for an allowance. However, because the stark age difference significantly distinguishes each child’s ability to perform certain chores, tasks and allowances will not be equal—but they will be equitable. Let’s look at the details: Alex, the 6-year-old, feeds the fish, sorts his laundry, and helps put groceries away. For these age-appropriate tasks, Alex receives $5 a week as his allowance. This amount is enough for Alex to buy a book at the school book fair, which he desperately wants.
Now Abe, the 16-year-old, completes chores for the family, as well. Since Abe is older, he is trusted with the responsibility of walking the dog every evening, mowing the lawn, and helping clean up after dinner. For these tasks Abe receives $30 per week, which he puts towards gas money. While this example is hypothetical, a scenario like this makes sense for explaining equity. Abe and Alex are both contributing to household chores. However, the level of work, and therefore the level of pay, differs to suit each boy’s needs.
Another way to explain equity to children is to use an example that they have likely encountered in every parking lot—the handicapped parking spot. Much like the school accommodations for students with special needs, handicap parking is an accommodation to ensure equity for drivers with disabilities. Obviously, handicap parking spaces are not equal to all of the other spots—they are much closer, more convenient, and sometimes larger.
However, equality among parking spaces would mean that the parking lot is inequitable for drivers with special needs. Remember, children need to realize that equity involves everyone getting what they need. An able-bodied person does not need to park closest to the entryway of a building, but a handicapped person does. The designated spaces ensure that they receive what they need, which in this case is an unobstructed parking space that is close in proximity to where they are going.
Key takeaways for children and teens is that fairness, equality, and equity are not synonymous terms. Equity revolves around each person’s individual needs and circumstances. Remind your children that we may not be aware of a person’s individual needs. Therefore, if it appears that someone else is getting “special treatment,” consider the obstacles, limitations, or other factors that may be at play. What appears to be unequal is often equity at work.
Emergency Drills in School: Info for Parents
It may seem fairly obvious, but, like most procedures, a school’s method for evacuation in the case of a fire is a thoroughly planned and practiced drill. Most schools must complete multiple fire drills throughout the year—some announced and some unannounced to ensure that procedures are followed even when school staff is not expecting the drill.
What happens during a fire drill?
Obviously, procedures vary from school to school. However, most of the following protocols apply when completing a fire drill:
- When the alarm sounds, students quickly line up to exit the classroom in an orderly fashion. While we want to get students out swiftly, we do not want to risk injury in the meantime from pushing, shoving, tripping, etc.
- Each teacher will have a planned route to lead students out of the building. Typically, the closest stairwell and exit to that particular classroom will be utilized to evacuate students. The only exception might be when multiple classes are converging. In this case, the school will have assigned an alternate evacuation stairwell and exit so that hallway traffic keeps moving promptly.
- Depending on when the drill is taking place, your child’s evacuation plan will be different from teacher to teacher and class to class. It is important that your child knows of the designated evacuation stairwell and exit method in each of his classes. In the instance when your child is unsure of where to go, teachers and other school staff have been instructed to scoop up “stragglers” on the way out of the building.
- Once evacuated, teachers and staff will move students to their designated locations, at least 50 feet from the building, and take roll to ensure that all students present are safe and accounted for. Teachers will also alert administration of any students that they may have been scooped up on the way out.
- Students will have likely been instructed to remain silent during the entire duration of the drill. This ensures that any important messages or directions from adults are heard and that order is maintained throughout the procedure. It also helps teachers move students quickly out of the building since children are not socializing or missing important instructions.
- It is probable that school officials or fire marshals are present throughout the year to ensure that the school’s fire drill procedures are seamless and appropriately conducted according to laws and regulations.
What exactly is a reverse evacuation?
A reverse evacuation drill, aptly enough, is exactly as it sounds. When conditions outside the building are more dangerous than inside, students will be moved indoors to a predetermined safety zone. This type of situation might occur if physical education classes were outside for class when a sudden thunderstorm moved in, or if there was a minor threat in the neighborhood like a loose animal or fire nearby in the community. All of the same expectations would apply for a reverse evacuation—students should remain quiet and follow their teachers’ instructions to move quickly indoors to safety.
What happens during a shelter in place?
A shelter in place is a procedure, previously known as “code blue,” which requires increased safety precautions in and around the school building. The most frequent use of shelter in place is if there is a medical emergency or a non-threatening police matter that requires a student to be removed from the school. If, for instance, a student had a seizure in class, the school might go into a shelter in place so that hallways are clear for paramedics and other emergency personnel and the student has privacy during their health situation.
Protocol for a shelter in place requires teachers to sweep the halls to bring stray students into the nearest classroom, limit hall passes, send attendance to the main office, and close the classroom door. Instruction continues, as there is no immediate threat. The main purpose of this practice is to restrict traffic in and around the school.
What happens during a lockdown?
A lockdown, previously known as a “code red,” means that there is imminent danger in or around the school itself. Most recently, because of the startling rise in gun-related school violence, many people refer to a lockdown as an active shooter drill.
When a lockdown is issued, teachers quickly sweep the hall outside of the classroom door and immediately bring any stray students into the room. These might be students returning from the bathroom or lockers; either way, the goal is to recover any student from the hallways.
The teachers will instruct students to move SILENTLY to an area in the classroom that is out of view of the doorway and windows. Teachers will lock the door, pull the shades, turn off the computer and promethean screen, and maintain silence as long as necessary. The point of locking down is to make each classroom appear as though it is empty. In the event of a genuine lockdown, not a drill, administrators or law enforcement will instruct students and staff when it is safe to lift the lockdown. Until teachers receive the “ok,” students and staff remain silent and hidden.
What happens during a drop, cover, and hold drill?
In the rare event of a sudden earthquake, teachers will instruct students to drop, cover, and hold. This means that students will quickly take cover under their desks. They will drop to the floor, pull their knees up to their chests if possible, and cover their heads with their hands in a crouched ball under the desk. If near a window, students will be instructed to crouch in the position with their backs to the window. This drill is typically practiced once per year to ensure that students know the procedure if there was ever a risk of an earthquake in the area.
What happens during a severe weather drill?
This protocol is followed when there is a threat of severe wind and weather, including a hurricane, tornado, etc., in the immediate area. Following the same evacuation guidelines as a fire drill, students will leave their classrooms in a swift, yet orderly, fashion and relocate to their designated shelter zone. Most schools have several severe weather shelter areas, typically on the ground level, in an interior hallway, away from windows. These zones are usually solid, reinforced areas of the school where students and staff are best protected from severe weather.
Once students reach the designated zone, they will be asked to sit or crouch on the floor with their backs against the wall. Again, students will be asked to remain quiet so that instructions can be relayed easily if necessary. Administrators will continue to watch and listen for weather updates or changes in the storm until the threat has passed.
Tough Conversations: A Tool for Parents, Part I
The “Courageous Conversations Compass,” a tool for ensuring that conversations around race and culture are productive in the workplace, was designed and shared by Glenn Singleton and Curtis Linton to promote courageous yet respectful dialogue.
Public school personnel, especially Montgomery County Public School teachers, are probably familiar with both Courageous Conversations and Singleton and Linton’s compass. I personally have encountered instruction or reference to the compass on several instances during professional development classes and trainings, staff meetings, and parent conferences.
What began as a tool for the education realm has evolved into a helpful resource for several different types of conversations requiring courage, honesty, and perspective-taking. For struggling parents, an understanding of the compass and the philosophy behind its methods could certainly help facilitate communication with their teens.
What is the compass?
The compass, pictured below, is a visual, symbolic reference point that participants use to assist in communicating when conversations and viewpoints are not only difficult, but divergent. The four points of the compass, which help to identify from which perspective a participant is entering the conversation, are moral, intellectual, emotional, and relational. When we speak to others, especially about controversial or deeply personal topics, we typically go into the conversation with a certain mindset. The axis from which we enter a conversation depends on our experiences, values, beliefs, and opinions.
Additionally, we may enter a conversation from a combination of two or more points on the compass; it all depends on our thought processes pertaining to the specific topic of discussion. For example, on the very relevant topic of violence in schools, the discussion can quickly morph into a debate, which can then digress into an all-out argument. The reason that a controversial conversation like this would escalate quickly is because participants are entering the conversation from several different points on the compass.
For instance, a family member of a victim of gun violence would likely enter the conversation from an emotional standpoint—the topic resonates with their feelings because of their personal experiences. These feelings will conflict with or push back against a person who enters the conversation on the intellectual axis because it is hard to separate logic and emotion objectively. Therefore, the person who enters from an intellectual standpoint may try to use statistics, data, or trends to argue that guns do more to protect or defend people than to hurt them. However, this is a futile attempt for the intellectual if trying to persuade or counter a person’s emotional viewpoint. Likewise, people entering from the emotional axis will tune out the statistics—a statistic does not account for their lost loved one.
While this is just one example of how we enter the compass, the true value of the conversation strategy is that it allows us to recognize and reflect on why we may converse, debate, or argue the way that we do. It also allows us to gauge how and why another person would express themselves in such a vastly different way. The compass allows us to see, not only where we are coming from, but where the “other side” is coming from. At the root of this method is a deeply reflective practice in perspective-taking.
The compass shows us that neither opinion is incorrect or invaluable; instead, it highlights why we disagree when it comes to such contentious topics. So how can we utilize this tool when speaking with our teens? Read ahead to learn how to implement methods for productive conversations using the compass.
Connect With SWHELPER
Why Efforts to Hire and Maintain the Best Staff Can Be Critical for Nonprofits
While a well-seasoned and dedicated staff can be a terrific resource for any business, hiring the right professional to fill...
Three Mobile Marketing Strategies to Raise Awareness
Today, mobile marketing is one of the most powerful forms of digital marketing. Social media, email and video marketing are...
Top Apps and Tools Recommended for Every Entrepreneur
Running a small business takes a lot of work. Today there’s technology that will help you with this. This technology...
Booking.com and Web Summit Expand Commitment to Women in Tech
Amsterdam, The Netherlands – 25 APRIL 2018 – Booking.com, one of the world’s largest travel e-commerce companies and a digital...
iCloud Backup on iPhone and iPad – Discussing The Process and Its Many Advantages
Your iPhone and iPad might have cost you a fortune. In a manner, these are almost like prized possessions. However,...