The slaughter amid Friday supplications injured in excess of 40 others in the nation's most noticeably awful ever mass shooting, which Head administrator Jacinda Ardern censured as fear mongering.

New Zealand police said three individuals were in authority incorporating one man in his late 20s who was accused of homicide.

The charged shooter's declaration commended Trump as "an image of restored white character and normal reason," as indicated by Reuters.

The White House did not promptly react to a demand of the news office for input.

Prior, White House Press Secretary Sarah Sanders said in an explanation that the US emphatically censured the assault.

"The US firmly denounces the assault in Christchurch. Our contemplations and supplications are with the people in question and their families. We remain in solidarity with the general population of New Zealand and their administration against this horrendous demonstration of abhor," Sanders said.

Trump censured the "terrible slaughter" in a Twitter post. "My hottest compassion and all the best goes out to the general population of New Zealand after the ghastly slaughter in the Mosques. 49 guiltless individuals have so foolishly kicked the bucket, with such a large number of all the more truly harmed. The U.S. remains by New Zealand for anything we can do," he tweeted.

He attracted solid analysis the days after a dangerous racial oppressor rally in Charlottesville, Virginia, in 2017 when he likened racial oppressors with counter-dissenters and saying "the two sides" were to be faulted.

He said on the commemoration of the rally in August that he censures "a wide range of prejudice and demonstrations of viciousness."

Trump has now and again shown his supporters could swing to viciousness.

Gotten some information about conceivable prosecution in a December meet with Reuters, he stated, "I imagine that the general population would revolt if that occurred."

Following a welcome from Hasina, recently chose VP Nurul Haque Nur, who is additionally a pioneer of Bangladesh Committee to Ensure General Understudies' Rights, utilized a ride-sharing administration to employ a vehicle to the leader's home on Saturday evening.

Akthar Hossain, recently chosen get-togethers secretary of DUCSU, went with Nur as they left Dhaka College grounds. Them two were the chosen heads from two free boards for the DUCSU surveys.

Nur and Akhtar utilized a ride-sharing administration to employ a vehicle to the gathering with Head administrator Sheik Hasina, quantity challenge pioneer Hasan Al Mamun told bdnews24.com.

The Bangladesh Chhatra Class or BCL pioneers who won in the surveys left the grounds on board an understudy transport.

BCL President Rezwanul Haque Chowdhury Shovon went with General Secretary-choose Golam Rabbani and Colleague General Secretary-choose Saddam Hossain. Shovon, who likewise kept running for the DUCSU VP's post, lost to Nur.

VP Nur and Akhter achieved the Ganabhaban around 3:30 pm on Saturday.

Nur and Rabbani traded an embrace subsequent to achieving the Ganabhaban, said Reazul Bashar, Head administrator's Office Reporter of bdnewsboard

The pioneers were joined by alternate secretaries and individuals from the board of trustees. There are an aggregate of 259 understudy pioneers, 234 from corridor advisory groups and 25 from DUCSU, met Hasina at Ganabhaban.

      Today, we’re having a conversation about all those grammar errors in student essays and how to save hours of time and our sanity while grading them.
       Watch the YouTube video here >>> https://youtu.be/Nq9OQy4Vwmc
       It’s soooooooo difficult. We know the feeling. We’ve got the stack of essays in front of us and an enormous mug of coffee (or some other beverage of sanity). And we’re grading, grading, grading … not at home, of course, because we drew that permanent line in the sand back in Episode 3.
      And this feeling overcomes us … we can’t even help ourselves … there is a huge disturbance in the force and it’s the grammar errors in this essay. And this one. And this one. Okay, almost all of them.
      And we feel like we need to fix them all. And we have good reasons that we think we need to fix them:

• The learners need to know how to use correct grammar in life or they’ll get mocked on TV or social media or won’t get hired.
• Some learners have even told us they actually want to know the errors they made.
• If we leave a grammar error uncorrected, it means we think it’s okay for them to use incorrect grammar.
• If we leave a grammar error uncorrected, another teacher or parent or admin might see it and think we’re incompetent.
• We need to prove to our students (and parents!) the reason they earned the grade they did, and if we don’t mark up a whole bunch, they’ll think they deserve a higher grade.
• They won’t know what to fix if we don’t tell them.

      And these reasons and any others in your mind might all be true, to some extent. But they can all be overcome, and none of them are reasons to grade grammar in every essay you grade.

So let’s talk about when we SHOULD grade the grammar and when we SHOULDN’T.


      To do that, we need to separate the steps of the process and actually see each step as separate. Ideating is not outlining is not drafting is not editing is not publishing. And there’s only one step in the process that we the teachers should care about their grammar (maybe).
      Because worrying about grammar KILLS THE IDEA PROCESS for many people. Ideating and editing MUST BE KEPT DIFFERENT. All those marks on their paper just tells them that their ideas suck and kills the creative energy. It kills their desire to play, to explore, to idea adventure. It makes them afraid to get their ideas down on paper because their ideas might be wrong … even though we know wrong grammar doesn’t mean wrong ideas, they don’t feel that when they see all the marks.
      And that’s because the ideas and the grammar ARE DIFFERENT parts of the process. All the first stages of the process are about helping them get their ideas onto paper and into better and better flow, better logic, better persuasion … all that. And if we have them thinking about their spelling and commas and all that crap, then we kill them.
      But wait, wait, even back in 2nd grade my learners were being tested on their grammar. On the test they have to do all the stages in one sitting and they only have one shot.
      You’re exactly right. That is the one stage of the process when the grammar absolutely matters and needs to be correct … when they publish. And testing is one of those times. The publishing stage is last. And we have to scaffold them to that level. That’s one of the bummers of testing is that very few places in real life do we have such a rushed and pressurized writing process. It doesn’t equip them for a real life scenario, but it does equip them for the real life process.
      So what you’re saying is in all the time when you’re training them through how to ideate, outline, and draft, you’re not worrying about grammar and spelling. They can still get it right when they can, but we’re not going to WORRY about it in those stages because those stages are about the ideas.
      Yes, then once we’ve got the thing written and our ideas revised, then we can polish things up and make them pretty. That’s when we take the thing to publish. But that’s also where the in-house state testing process messes things up and stops modeling real life.
      Okay, so let’s go deeper on the idea of polishing. When we were talking the other day in the car, you went pretty deep on that process.
      Yeah, it’s a process I’m passionate about because I’ve learned it the hard way while writing and editing my four unpublished novels. We often combine the revising and editing stages into one stage, and they need to be kept separate whenever possible. And I think it’s focusing on and fixing the spelling and grammar that combines the stages. I call that polishing things up. Polishing is when we’re making things pretty so we can publish.
      But the revising stage isn’t there yet. Is that what you’re saying?
      Revising is just that a re-vision. We have to be able to look at the ideas and the structure and flow and validity and persuasiveness of the ideas in order to see what to keep, what to tweak, what the sledgehammer, and what to trash completely.
      And that’s where spelling and grammar makes it hard to edit. When we focus on fixing all those little grammar parts in the revising stage, we’re polishing our sentences up and it makes it really hard to then tweak, sledgehammer, or trash them.
      Because we’ve made them all pretty. And I could see how it could make you frustrated too because all that grammar and spelling editing would end up a waste of time if you later deleted the sentences, paragraphs, or complete pages.
      Exactly. It feels like a waste of time. But even worse, I think, is that it distracts your idea flow with a completely different mental process … editing. Ideating and editing are completely different. Right brain vs. left brain. It’s hard enough to use our brains, so let’s keep ourselves in one hemisphere.
      I love that … because we’re teaching them how to think … literally … How they can maximize their thinking energies and flow into one side of the brain at a time.
      Yes. I think it’s vitally important.
      Then after they’ve finished the whole process and are getting ready to publish, that’s when you could focus on all the grammar or maybe just focus on the most recent grammar you taught: “On this essay, you’ll be graded on your comma usage with compound sentences. Make sure you use 10 commas with coordinating conjunctions … or something like that.”
      I like the sound of the process. Feels super clear.
Conversation of the Day: What grammar or spelling error do you compulsively feel you have to correct?
       Hop on over to watch the video and share your thoughts in the conversation.