Lightspeed, a provider of powerful instructional audio solutions, has released research showing that instructional audio solutions benefit all student groups and educators beyond the COVID-19 pandemic. With mask mandates and social distancing in place around the nation, instructional audio solutions play a critical role—projecting educators’ voices and ensuring every student can hear and understand what’s being asked of them. Though necessary to prevent the spread of the COVID-19 virus, face masks muffle sound—increasing the difficulty for educators to relay information and for students to hear and understand their teachers. However, decades of research, including the Mainstream Amplification Resource Room Study conducted and certified by the US Department of Education, note that a variety of student groups benefit from instructional audio, including students with learning loss, students in the back of classrooms, students with learning differences, and multilingual learners. At Simi Valley Unified School District in California, educators using instructional audio solutions reported ease of speaking and greater vocal endurance—as well as decreased fatigue and greater voice clarity. Some of the district’s more soft-spoken educators reported an increase in energy because they were no longer straining their voices to be heard. https://www.lightspeed-tek.com/
During last month’s Second International Conference on Portuguese and Spanish Languages (CILPE) in the Brazilian capital, Brasilia, leading Ibero-American language experts came together to create an action plan to strengthen Spanish and Portuguese in the areas of science, technology, and culture.
Among the conclusions of this conference was the conclusion that thanks to artificial intelligence (AI), in the future, the quality of scientific publications will prevail over the language in which they are originally published.
At the closing of the meeting, the director of the Real Academia Española (REA), Santiago Muñoz Machado, highlighted the need to preserve the Spanish language, especially during this digital revolution and the development of AI. “Unity gives strength to our language and enables us to look to a bright future, like we saw with expansion of the language during the 20th century. These technical developments pose challenges that have a lot in common with hurdles overcome by the REA in the past,” he said.
Given the concern about the changes in the language that may arise with the arrival of AI and “speaking machines,” the director of the REA cited the Spanish Language and AI project, which consists of agreements signed between Spain and the major global technology industries so that the devices not only speak Spanish but also do it correctly. “We have to fulfill this function, as it is part of the regulatory role that the institution has exercised since its creation,” he said.
The director of the Organización de Estados Iberoamericanos (OEI) in Brazil, Raphael Callou, emphasized that CILPE does not end with the conference but that it will be a continuous process, with actions and results that can be analyzed next year at the next conference, in Paraguay. The host of the next CILPE, the secretary of language policies of Paraguay, Ladislaa Alcaraz, greeted everyone in Guarani, the widely spoken Indigenous language of her country.
The OEI’s director of bilingualism, Ana Paula Laborinho, who is also director of the OEI in Portugal, highlighted the importance of promoting multilingualism. “I would like to leave this conference not as general director of bilingualism but as general director of multilingualism, that is what we are, that makes us richer and more plural,” she commented. The last day of the meeting focused on the space currently occupied by the Portuguese and Spanish languages in culture and science. According to data presented, the number of researchers and relevant studies in Portuguese and Spanish is increasing. However, the problem, according to the presenters, is the lack of visibility of these studies due to the hegemony of English in the main scientific media.
“We need to build a production architecture so that our science in Portuguese and Spanish has visibility,” said Gilvan Müller, from the Federal University of Santa Catarina, Brazil, pointing to measures such as the creation of a network with databases that index publications in both languages and the digital promotion of these studies to create this new scenario for science in both languages.
The participants also analyzed the space of the two languages in the technological scenario. “The role of ethics has been important in inducing responsible artificial intelligence,” commented Helder Coelho, from the University of Lisbon, Portugal, addressing inclusive access to the benefits of language technology.
California has outlined several goals for its education system, which are rapidly approaching over the course of the next decade. Among these are plans to develop a universal preschool program by 2025, as well as the Global California 2030 plan, which aims to foster the development of 1,600 dual-language immersion programs within the state by 2030. That’s where Assembly Bill 1701 comes in. Introduced earlier this year by State Assembly Member Jose Medina (D-Riverside), AB 1701 would establish the California State University Jump Start Grant Program. The program would invest millions of dollars toward developing bilingual teacher education programs, in order to keep up with the educational demands of the next eight years.
“The need for credentialed teachers with a bilingual authorization has increased,” the bill reads. Yet the number of credentialed teachers who are authorized to teach in dual-language immersion programs has actually declined over the past two decades or so. At its peak in the late 1990s, there were roughly 1,800 teachers with bilingual authorization—during the 2015–16 school year, there were just 1,488. According to a report by EdSource, the state would need to double the number of teachers in dual-language education programs to meet the goals outlined in Global California 2030 in a timely fashion.
The number of students enrolled in dual-language immersion programs has also declined—according to the bill, 30% of English language learners were enrolled in such programs. Now, AB 1701 says only 5% are enrolled in dual-language education.
A little more than half of the 80 teacher preparation programs in the state’s higher education system offer bilingual authorizations—under AB 1701, the state would appropriate a sum of $5 million annually toward the development of these programs. Specifically, this money would be allocated to allow programs within the CSU system to better recruit full-time and part-time faculty on tenure tracks to improve the quality and consistency of bilingual teacher preparation programs. “We now have a central site where all heritage language programs can be documented, located, and shared. It is not a competition, it is the largest collaboration project so far.”
Ultimately, the Portal reframes language education as a vital component of social justice and equity. “Our political system, our justice system, our health care system, our communities cannot function properly If we cannot communicate with each other,” says Richard Brecht, director of the Portal project and co-director of the American Councils Research Center. “What the Working Group is trying to prove with this website is that we can meet the needs of all Americans, whether they are born here or abroad, whether they grew up in rural towns, big cities, or on Native lands. Everyone can and should have access to quality language education, and the new Portal will offer concrete examples of how to make that happen.” www.americaslanguages.org
To help connect educational innovations with the learners who want and need them most, the America’s Languages Working Group is launching a first-of-its-kind online resource on March 14. The America’s Languages Portal: Model Programs and Practices Advancing Access and Equity in US Language Education (www.americaslanguages.org) is a registry of programs that can be emulated and adapted by on-the-ground efforts across the country to introduce students from diverse populations to effective language instruction. The portal collects advances in pre-K–12, college and university, and community-based language education, specifically the advances that improve access for more of the nation’s neglected learners and languages.
The idea is to prove that it is possible, even feasible, to provide the language and intercultural skills the country needs to address critical social justice issues at home as well as those directed at a more collaborative, interdependent, and just world. In so doing, it will illustrate the aspirations and achievements of the language profession: broader and more equitable access, accountability in programming and instruction, and a more diverse portfolio of language offerings.
In particular, the portal focuses on programs that aspire to full and equal access for Black communities and people of color; economically disadvantaged learners in rural and inner-city communities; Latinx populations, including English learners; and Native American, heritage, immigrant, and refugee communities.
The America’s Languages Working Group was first convened by the American Academy of Arts and Sciences to help support the recommendation of its 2017 report, America’s Languages: Investing in Language Education in the 21st Century. The working group now comprises leaders and stakeholders across the language enterprise—from government, industry, education, NGOs, and Native American and heritage, immigrant, and refugee communities—all of whom volunteer their time to strengthen language education.
Construction of the website began in 2019, with leadership from the American Councils for International Education, one of the organizations represented in its membership. Earlier this year, the Center for Open Educational Resources and Language Learning (COERLL) and the Texas Language Center at the University of Texas at Austin assumed day-to-day operations of the site—all with funding from the Andrew W. Mellon Foundation.
“Our hope is that the site will inspire a groundswell of more accessible and more effective programming across the country, when teachers and funders see what’s possible,” says John Tessitore, chair of the working group.
The portal includes extended descriptions of exemplary programs, collected through an open and continuing selection process. Any program may apply that feels it meets the criteria defining increased access. The process of selecting programs is the responsibility of a cadre of America’s Languages Fellows—distinguished teachers, administrators, and researchers—who must approve the model programs of every size and any location.
Educators at every level will be able to visit the site for contacts, inspiration, and successful models for their own work, as may policymakers and funders interested in advancing access to language education in the US.
The portal’s emphasis on Native American language and heritage language programs, often overlooked in academic settings, is among its most innovative features.
“The portal is a new way to highlight the vibrancy and breadth of Native American language revitalization efforts,” says Leslie Harper, president of the National Coalition of Native American Language Schools and Programs. “There are hundreds of distinct Native American languages across the US, each unique in context and approach to language sustenance. We hope the portal provides an opportunity to elevate the visibility and determination of Native American language schools and community programs, and generates new connections.”
“This site provides the most comprehensive landscape of heritage languages in higher ed, K–12, and community-based institutions, the three main pillars of America’s language programs,” says Tommy Lu of the Coalition of Community-Based Heritage Language Schools. “We now have a central site where all heritage language programs can be documented, located, and shared. It is not a competition, it is the largest collaboration project so far.”
Ultimately, the portal reframes language education as a vital component of social justice and equity.
“Our political system, our justice system, our health care system, our communities cannot function properly if we cannot communicate with each other,” says Richard Brecht, director of the portal project and co-director of the American Councils Research Center. “What the working group is trying to prove with this website is that we can meet the needs of all Americans, whether they are born here or abroad, whether they grew up in rural towns, big cities, or on Native lands. Everyone can and should have access to quality language education, and the new portal will offer concrete examples of how to make that happen.” www.americaslanguages.org
English does not have grammatical gender—nouns are not classified as “masculine” or “feminine” as they are in other European languages. But we do have words that denote gender, like man or girl. There is no grammatical agreement for gender for adjectives in English, but there is the weight of precedent. The frequency with which we encounter any given pairing influences the way we ourselves use a given adjective. Take our use of the adjective handsome, for instance.
We typically use handsome to refer to an attractive man and beautiful to refer to an attractive woman. But these uses aren’t governed by grammar, they are governed by convention. The fact is, handsome woman was formerly much more commonly used than it is today; a corpus of English text before 1700 shows that handsome woman was used ten times more frequently than beautiful man. A similar search for the same two-word pairs in a corpus of text published in the past twelve years shows a remarkable flip, with beautiful man occurring nearly 20 times more frequently than handsome woman.
Even though their current use is more or less parallel in meaning, handsome and beautiful have very different histories. These histories are observable in the spelling of these words: Beautiful means “full of beauty,” coming from the French word beauté. Handsome originally meant “well-suited to the hands” of a tool or weapon, then jumped from referring to the thing wielded to the person doing the wielding to mean “good with the hands” or “dexterous.” It then came to mean “clever” or “fitting.” This idea of appropriateness or suitability led handsome to mean “elegant, well-proportioned,” and finally to a rough synonym of beautiful.
This history of handsome shows that the word always had essentially pragmatic roots in English, rather than the purely esthetic meanings of beautiful through time. Maybe this deep background of the word’s use has contributed to the evolution of handsome as a near-synonym of beautiful, but one with different connotations.
Shakespeare used handsome of a woman, and its other uses in literature are many, from Jane Austen to Mark Twain. In the 20th century, we find a slight change in meaning: still used to connote attractiveness, yes, but of a homey, comfortable, and unromantic kind. In journalistic writing, we see handsome used to describe a woman in TIME magazine into the 1980s, most often as “handsome wife.” So handsome is settling into an identity after more than 400 years of usage. It means something slightly different when used of a man or of a woman, showing that parallel adjectives are not perfectly logical or equal. As a term for a slightly older, slightly serious woman, it forms an interesting pair with the use of our term for a slightly younger, slightly unserious man: pretty boy.
Follow Peter Sokolowski, editor-at-large for Merriam-Webster, on Twitter @PeterSokolowski.
As the Russian army proceeds with its invasion of Ukraine, our natural inclination to defend the weaker, younger, more democratic nation against its aggressive, giant, authoritarian neighbor is suppressed by the fear that any such action could result in the Armageddon of nuclear war. However, that doesn’t mean that we are powerless in the face of such aggression; we still have economic tools, like sanctions, and probably more productive—even when dealing with an authoritarian regime—is our ability to stimulate public unrest through effective communication. As we’ve seen in Iraq, Syria, and Afghanistan, conflicts in the 21st century are not likely to be won by brute military force, but by winning the hearts and minds of people.
President Putin may have delusionally expected his armies to be welcomed by the Ukrainian masses, but it now must be clear, even to him, that they will fight tooth and nail against any occupation, making the war ultimately unwinnable. At the same time, it’s emerging that sentiment in Russia is firmly against the invasion, especially among the growing, younger middle classes, who are well traveled, speak English (and often another foreign language), and may offer the only way out of this situation without enormous casualties.
The breakup of the Soviet Union was largely due to its leader Mikhail Gorbachev’s policy of glasnost, which can be roughly translated as political openness, and which should be resurrected now to help ensure that the Russian people are fully aware of their Ukrainian cousins’ resistance to the military onslaught and understand that for the people of Russia, the attack will bring no benefits. In this way, internal support for regime change can grow to the point where it cannot be resisted.
Our best strategy at the moment is to encourage all communication in the hope of better understanding. Last year, Putin clamped down on Russian media, closing down more than ten media outlets and charging dozens of journalists critical of the government with “acting as foreign agents,” but there was little international outcry. Some independent media organizations still exist in Russia (see World, p. 14), but there have been calls for international media giants, like Meta and Google, to block misinformation from Russian state-run sources. And there could be a backlash if the platforms are blocked. “It’s the most important place for public debate about what’s going on,” Andrei Soldatov, a Russian journalist and censorship expert, recently told the New York Times. “Nobody would take it as a good sign if Facebook blocked access for Russian citizens.” At the same time, the European Union is blocking Russian state broadcasters, like RT.
The last thing we should be doing is isolating the Russian people, yet we have California Democrat Rep. Eric Swalwell calling for “kicking every Russian student out of the United States.” In 2021, there were about 5,000 Russian students at universities or colleges of further education, as well as many more in high schools and other private schools. Many may be the offspring of powerful oligarchs aligned to Putin, but their experience in the US may be crucial in halting future Russian aggression.The Russian people shouldn’t be punished for the actions of their government. Relationships between them and the rest of the world need to be nurtured through mutual education and the sharing of cultures, so that the very concept of going to war over territorial disputes becomes obsolete.
In the 1990s, the animated television series The Magic School Bus became well-known for its louder-than-life main character Ms. Frizzle, who took her students on wild and zany field trips that defied all logic. Ms. Frizzle’s class went on a voyage into outer space, had an in-depth exploration of the human digestive system, and even took a trip back in time to visit the dinosaurs. At the time, the cartoon seemed like little more than fantasy. But with the recent buzz around the metaverse—something the New York Times has called a “convergence of… virtual reality and a digital second life”—it’s possible that these sorts of adventures could become reality for school children across the world. Virtual reality, that is.
In February, the Center for Universal Education at Brookings (CUEB) released a policy brief on the metaverse and its potential to interface with the education system. The report outlines several key points about the gamification of learning activities and how best to use the metaverse as an effective tool in a classroom setting.
“Make no mistake that the metaverse is coming,” the report reads. “It is our job to specify how engagement in this always-on, virtual universe augments education rather than detracts from it and how it can preserve the key socially interactive qualities that are core to how humans learn.”
The concept of the metaverse first rose to notoriety in the latter half of 2021, when Facebook rebranded itself as Meta Platforms, but it’s actually been around for a while. Essentially, the metaverse serves as a virtual reality platform on which users can create a three-dimensional avatar to interact with other users.
Tech leaders like Mark Zuckerberg see the metaverse as the next major horizon of computing—Zuckerberg has been quite vocal about his vision of the metaverse as a means of synthesizing one’s own physical reality with an all-encompassing virtual life.
“You can think about it as the successor to the mobile internet,” he told The Verge in July 2021. “You can think about the metaverse as an embodied internet, where instead of just viewing content—you are in it.” When it comes to the metaverse’s educational applications, the benefits seem clear—history teachers might use the metaverse to engage students in virtual realities that depict key historical events. Language teachers, on the other hand, can employ the metaverse to create cultural enrichment activities that immerse students in the target language and its culture.
But not so fast—in order to ensure that educators use the metaverse in a productive and engaging fashion, the CUEB’s report emphasizes the fact that educational technology developers must learn from the mistakes of other edtech platforms, like the two-dimensional educational apps and video games (think Duolingo or Rosetta Stone) that rose to popularity in the last couple of decades.
“By 2015, when our research team first wrote a series of guiding principles for developing truly ‘educational apps,’ the market was already flooded with more than 80,000 so-called educational apps,” the report reads. “The vast majority of these apps had no research behind their design or implementation that was linked to the science of how children learn.”
The CUEB has identified several key components of an educational gaming experience that can have a genuinely positive impact on children’s learning outcomes. When developing gamified educational experiences, the CUEB reports that the following principles are crucial:
Games should be active, rather than passive. That is, tapping buttons or swiping to identify the correct answer is simply not enough for children to acquire new knowledge.
Games should engage the students, rather than distract them. Every quality of the game or app must be carefully curated to ensure that they are not distracting, but rather aid in immersing the student in the lesson and/ or storyline.
Games should be meaningful, in the sense that the child should be able to connect the setting at hand with content they’re already familiar with, rather than it being a completely unknown environment.
Games should be social—children shouldn’t be playing in complete isolation but should collaborate with peers and educators to solve the game’s challenges.
Gaming experiences should be iterative, meaning that children should be able to test out different hypotheses in their attempts to solve a given problem.
Gaming experiences should also be joyful—simply put, students should be able to have fun and enjoy themselves while learning.
“Together, the principles of active, engaged, meaningful, socially interactive, iterative, and joyful coalesce in what we called ‘playful learning,’ an umbrella term based in science that broadly incorporates how children learn through both free play and guided play,” the CUEB writes in its recent report. According to the CUEB report, most of the education apps available to children these days do not effectively incorporate all of these principles—in a 2021 analysis of the most-downloaded apps for young children, the CUEB deemed 50% low quality in terms of how well they incorporated the above principles.
Researchers in the field of second language acquisition have long questioned the potential role such apps and games can play in acquiring a second language. Language-learning apps have seen a large increase in popularity over the last couple of years, particularly during the COVID-19 pandemic.
Duolingo claimed that it saw about twice as many new users joining the platform as usual during the early months of the pandemic. But to what extent are these apps effective in helping individuals—particularly children—in achieving high levels of performance in the target language? Duolingo, for instance, may not be the most active or social of educational gaming experiences, but it does a decent job of touching on some of the other principles of playful learning. A 2019 case study of English-learning children in Indonesia suggests that Duolingo can be an especially effective tool if parents or teachers provide some sort of collaborative oversight. That is, by enhancing the collaborative and social nature of the platform and encouraging children to learn in the company of others, students may be able to hone their language skills further than they would while using Duolingo on their own. Rosetta Stone, like Duolingo, is also a popular language-learning application, but it suffers from the same downfall—it’s extremely asocial, in the sense that users engage with the tool in near isolation, with little input from peers or collaborators. When developing language-learning tools for the metaverse, it’s clear that developers must think of ways to create a social experience for children to learn from.
While the metaverse holds a lot of promise for exciting and engaging educational experiences, if its presence in educational settings is indeed as inevitable as the CUEB’s report suggests, then edtech developers must learn from the flaws of past efforts at gamifying language education. “The metaverse is but a context—an immersive one—that can in principle bring the best of digital technologies to bear on education if and only if it is done right, with the science of learning and real children in mind,” the CUEB report reads.
Reference Hirsh-Pasek, K., Zosh, J. M., Shwe Hadani, H., Michnick Golinkoff, R., Clark, K., Donohue, C., and Wartella, E. (2022). “A Whole New World: Education meets the metaverse,” Brookings Institution, www.brookings.edu.
Andrew Warner is a writer based in New York City, where he’s currently pursuing a master’s in applied linguistics at Columbia University. A lifelong language lover, he enjoys writing stories about the intersections of linguistics and technology. He’s worked with Language Magazine, MultiLingual Magazine, and Sactown Magazine.
Dushku, S., & Thompson, P. (2021). Campus Talk: Effective Communication Beyond the Classroom. Edinburgh University Press.
It is difficult to find a truly all-in-one textbook for ESL/EFL oral communication courses. For instructors who aim to teach authentic language through interactive and contextualized lessons, they often need to draw heavily on supplemental materials, combining content from multiple textbooks and scouring the internet for real-world language examples. Campus Talk: Effective Communication Beyond the Classroom (Dushku & Thompson, 2021) is a comprehensive two-volume textbook series that may offer these teachers a welcome change. This corpus-informed series addresses the research-identified oral communication needs of upper-intermediate and advanced English language learners in and outside of academic settings. The target audience includes undergraduate and graduate international students, international teaching assistants, and visiting scholars. I’ve found the content to work well for general adult ESL/EFL courses as well. Each volume contains four instructional units divided into three topic- or skill-related parts. The units cover key speech acts (e.g., making requests, giving compliments, complaining, apologizing, storytelling) alongside conversation management strategies—an important feature of oral communication skills often overlooked. Through awareness-raising activities, detailed explanations, and engaging dialogues, students observe and practice authentic lexico-grammatical patterns of spoken English in context. Each unit includes clear learning goals, speaking- and listening-based interactional tasks, and a usage-informed vocabulary list. Each unit also culminates in a unit quiz, final speaking task, and self-assessment. Learners will have no lack of opportunities for practice as the online workbook provides even more activities and resources. Several units also contain corpus investigation tasks, where learners use online corpora to analyze the use of relevant language forms. With Campus Talk, teachers have access to ample authentic and interactive materials to help their students become pragmatically aware and self-reflective communicators in the classroom and beyond.
Kelly Katherine Frantz Teachers College, Columbia University kkf2109@tc.columbia.edu
Spelling Shed offers teachers with a fun way to deliver weekly spelling tests and a variety of activities for students to practice their words, providing teachers with a full spelling curriculum for each grade level K-5 developed by applying Science of Reading research and following a systematic progression. The assignment feature allows teachers to assign weekly word lists to students while tracking student progress during the week and intervening accordingly. Teachers have the option to create a full year’s worth of assignments with a few clicks of the mouse or can create weekly assignments to target the needs of specific learning groups. Used by over 10 million students worldwide, Spelling Shed provides several levels with many of their activities, allowing students to work at a level at which they are comfortable and successful. www.spellingshed.com. Phonics Shed is a complete explicit and systematic phonics program that aligns with the Science of Reading. It covers sound awareness in pre-school and leads into a core phonics curriculum that integrates into Spelling Shed’s complementary SoR spelling system. Narrative-driven: Through an original series of storybooks set in the Phonics Shed garden with Joe as a guide, children are introduced to the first 40 most commonly-used high-frequency words and all 44 phonemes of the English language. Each storybook introduces a new character and its associated phoneme-grapheme correspondence, allowing children to develop in their phonics attainment as they get to know the characters and progress through the series. Phonics Shed can be used in an intervention setting, as a digital-only resource, or as a core phonics curriculum. www.phonicsshed.com
IMSE, a provider of Structured Literacy Professional Development and Classroom Programs, has launched its new IMSE Impact Structured Literacy Programs. Implementing feedback from districts and school administrators as well as educators, the IMSE Impact Structured Literacy Programs deliver more value to districts, schools, educators, and students. They have also been streamlined to make the transition from teacher training to literacy instruction easier for teachers and more effective for students. Based on the latest research in the Science of Reading, the programs incorporate the Orton-Gillingham methodology and all five pillars of literacy—plus language comprehension, spelling, and writing—to drive measurable gains for all students, enabling educators to impact literacy from day one. IMSE Impact is a suite of three Structured Literacy programs, each of which includes evidence-based professional development and aligned student materials and coursework. It includes Comprehensive Orton-Gillingham Plus, designed for anyone learning to read, from elementary to adult, as well as Morphology Plus, designed for anyone reading to learn, and Phonological Awareness for all grades, addressing all of the key elements of literacy instruction in the classroom. Once trained, IMSE educators can teach year after year with what they have learned and the classroom support provided, making it a long-term investment in teachers. In addition, there are new free digital materials to help keep classrooms engaging and fun, as well as access to trainers and cohort members for support and questions.
We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking “Accept”, you consent to the use of ALL the cookies.
This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may affect your browsing experience.
Necessary cookies are absolutely essential for the website to function properly. These cookies ensure basic functionalities and security features of the website, anonymously.
Cookie
Duration
Description
cookielawinfo-checkbox-analytics
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional
11 months
The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-others
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-performance
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy
11 months
The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.
Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features.
Performance cookies are used to understand and analyze the key performance indexes of the website which helps in delivering a better user experience for the visitors.
Analytical cookies are used to understand how visitors interact with the website. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc.
Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. These cookies track visitors across websites and collect information to provide customized ads.
