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It’s always a good idea to take what you’ve learned and periodically take it back to square one. That building block is often the foundation for reaching your goals. With your personal finance, square one is budgeting.
At least once every six months, you should:
- Review your budget for any big changes. Did your income change? Do you have a new expense you hadn’t already planned for? Take the time to reassess your budget and make sure you’ve accounted for these items.
- Sit down and review your spending habits. Are you limiting your trips out for food like you had planned? Are you overspending on your budget? Make sure you’re tracking whether or not your non-essential expenses align with your plan. A little difference here and there is fine, but it should match your plans more often than not.
- Measure your goals. When setting a budget, you should always have goals. Is it saving more money? Paying down more debt? Make sure that you’re still on track to meet the goals you’ve set.
Remember, your budget will almost never be perfect. The budget serves as a plan to help you better manage your money. You need to use that plan and check in on it periodically to make sure the plan works. If it doesn’t, take some time and adjust to something that better suits you. | https://www.ecu.com/2019/09/13/starting-back-at-square-one/ |
Since the early 2000’s there has been a growing awareness of the ‘reproducibility crisis in scientific research. The ‘reproducibility crisis’ refers to the problem that a large number of peer-reviewed published studies are not able to be replicated by other researchers to achieve the same results.
So what is causing this problem with reproducibility?
Many different explanations have been put forward to try and answer this question over the years, and naturally, there are many differing opinions. With new data and scientific publications being generated at an unprecedented rate, this can lead to a rush to publish which can create pressure to oversell data significance with inflated results. This unfortunately can result in some studies being falsified. Another major contributor to the poor reproducibility of research may be a lack of adherence to good documentation practices and insufficient methodologic detail which limits other researchers from effectively following and replicating a specific research method.
A recent example of this is a 2019 paper published in Biomaterials Science by Liming Deng et al which was recently retracted due to “unreliable data” and “unreliable results”. Another publication in The New England Journal of Medicine was cited 1905 times before its retraction in 2018, and alarmingly it went on to be cited an incredible 950 times further, even after it had been retracted. When this occurs, the impact goes far beyond just creating distrust in scientific research.
With an increased focus on reproducibility, it is important to have robust and reliable workflows in place to facilitate the generation of reproducible data from new and complex translational research methods. However, addressing this may require a multifaceted approach. If you’re not careful about recording your data properly, or are inconsistent with data collection methods, you might compromise your experiment and ultimately need to repeat it. Not only is this a waste of your time, but – in the case of very expensive experiments – can also put a financial strain on your department. This article will highlight how you can put the relevant processes in place to minimize this risk and improve your data reproducibility. It’ll assess how lab digitization and automation can help to ensure that your lab is set up in the most efficient way possible to avoid errors, facilitate accurately conducted experiments, and comprehensively document your findings.
When a Nature survey asked scientists about their thoughts on reproducibility, over 70% responded that they had failed to reproduce another scientist’s results, while more than 50% said they had failed to reproduce even their own results. On top of this, problems with reproducibility are estimated to cost up to $28 billion to the US economy alone!
So where should we look for solutions to address these issues?
The increasing penetration of digital solutions in the lab has resulted in not only a reduction in accident-prone manual tasks but allows for experimental results to be analyzed more efficiently, and increases overall laboratory throughput. It is estimated that IoT solutions in the lab will completely replace traditional methods within the next five years. In order to prepare for the lab of the future, leading research organizations are already introducing digital solutions to automate manual tasks. To ensure your lab is set up effectively, it is vital to look at where and how your organization could begin to introduce automation processes.
For this purpose, Labforward has created a software solution suite to help you through every stage of the experimental process. From the initial planning to workflow execution, and finally, to the documentation of your experimental work, researchers can improve the speed, precision, and reproducibility of their research by making the switch to an automated system.
Lab execution systems (LES) allow you to digitally connect your lab devices to a central platform where you can monitor and automate your workflows, thus facilitating greater oversight. The Laboperator system, for example, is a smart and agile LES that is not only able to connect devices that have existing cloud features, but also legacy devices. Take, for example, the Biotage Selekt System; a high-performance automated flash system used for the purification and isolation of chemical species in complex chemical mixtures. By integrating Laboperator you can remotely monitor specific experimental parameters such as the pressure or flow rate of solvents injected into your device. Not only this, but you can also easily export the results of your run via the Laboperator interface without having to be physically present in the laboratory.
Through the use of IoT solutions such as this, you can continuously monitor and control a variety of environmental conditions before seamlessly exporting and analyzing your data. This not only ensures a greater degree of accuracy but by automating data collection this will also facilitate reproducibility. While generating reproducible data is important, losing data can have detrimental consequences. This is why many laboratories are opting to replace the traditional paper-based lab notebook with a digital version, which offers a far more intuitive approach to research documentation.
Traditionally paper notebooks have been the standard in most labs, however, they do not offer the same level of efficiency and control as their digital counterparts. Now, with a growing awareness of the impact data reproducibility failures have caused, in part by the ‘publish or perish’ phenomenon, the accuracy and security of data that can be provided with an Electronic Lab Notebook (ELN) simply can not be overstated.
By introducing an ELN to your laboratory, you encourage standardization, reproducibility, and data compliance. In order to ensure consistency in the lab, it is important to outline clear documentation protocols throughout your experimentation including monitoring all intermediary steps. To facilitate this, ELNs such as Labfolder allow you to create templates for common protocols which can be shared amongst your lab group thus ensuring all members are adhering to the same standards for research documentation.
If you work in a clean lab and cannot use a notebook during your experimental tasks, or simply are not efficient at manual note-taking, perhaps introducing software solutions could be the answer. There are many useful speech recognition tools that can integrate with your ELN to help streamline your documentation process. Take, for example, Elementa Labs which offers state-of-the-art voice recognition software which can be integrated with Labfolder ELN. Tools like this make experimental documentation incredibly easy. With this app, you can talk through your protocol at your own pace. If necessary, you can easily retrace your work by telling Elementa to go to the previous step, and it will be narrated to you. Tools like this mean you never have to worry about remembering specific details, measurements, or environmental factors after you’ve left the lab. This drastically reduces the likelihood of data being overlooked or misreported, aiding data reproducibility.
It is vital that you are totally transparent with all aspects of your data in order to ensure reproducibility. Not only is this good practice, but it also allows others to fully understand the steps you took to achieve the obtained results. This applies to reporting on experimental procedures, techniques, and tools used, as well as data collection methods and analysis. Another crucial part of transparency is being honest about any negative or statistically insignificant results. While negative and statistically insignificant results can often be frustrating, they are equally important to transparently report, to enable full reproducibility. This applies to whether you are the first to carry out an experiment or if you are the one trying to reproduce an experiment and associated data.
With this in mind, it is clear that the lab of the future will be digitally enabled. By adopting dynamic software solutions such as those outlined above you are not only taking measures to ensure the removal of bias in result analysis but also enabling your researchers to generate high-quality, trustworthy data that can easily be reproduced or built upon by another scientist.
Comments are closed. | https://labforward.io/the-importance-of-data-reproducibility/ |
This event took place on April 10, 2018.
Scientific rigor is fundamental to two key goals of the scientific endeavor: knowledge creation and the translation of discoveries into new therapies. Research must be well-designed and implemented, accessible, and reproducible to reap the benefits of new discoveries.
For this virtual conference, SfN has partnered with NIH and neuroscientists around the world to provide you — no matter your career stage — with training resources to enhance rigor in experimental design, data analysis, and reporting of your research findings. This virtual conference is provided open access to the field and is supported by Grant Number R25DA041326 from the National Institute on Drug Abuse (NIDA). The contents of this series are solely the responsibility of the Society for Neuroscience and do not necessarily reflect the official views of NIDA.
The insights, experiences, and practical approaches for enhancing the rigor and transparency of neuroscience research you will hear from experts in a breadth of disciplines will cover various topics, including:
- Differences between early stage discovery, hypothesis development, and formal hypothesis testing, and how to incorporate rigor at all stages.
- Experimental design and implementation to minimize bias.
- Considerations for data gathering and analysis, such as sample size planning, group compilation, statistical power, and the meaning of statistical significance.
- NIH training resources and requirements for improving rigor and reproducibility in biomedical research.
- Transparent publishing practices and their effect on enhancing rigor in neuroscience research.
- How the field can incentivize rigorous research.
Visit the Neuronline collection, Promoting Awareness and Knowledge to Enhance Scientific Rigor in Neuroscience, to watch six related webinars on demand and explore additional articles and videos.
Click on each session title to reveal its description.
Speakers: Li-Huei Tsai, Cheryl Sisk, Emanuel DiCicco-Bloom, Os Steward
Time: 9:00 a.m. – 9:25 a.m. EDT
Distinguished faculty will discuss how they implement elements of scientific rigor and transparency in their research and training programs for their students and postdocs. As working scientists, Li-Huei Tsai, Cheryl Sisk, Emanuel DiCicco-Bloom, and Os Steward will share how they transition from testing and validating protocols and collecting preliminary data for hypothesis development, to designing a hypothesis-testing experiment that fully incorporates issues of scientific rigor, such as:
- Defining necessary controls.
- Power analyses.
- Random assignment to groups.
- Blinding.
- Data collection to minimize unintentional bias.
- Plans for data analysis.
Speakers: Brian Caffo, Os Steward
Time: 9:25 a.m. – 10:00 a.m. EDT
Brian Caffo will share his perspective as a biostatistician on incorporating rigor and transparency into a study design — regardless of the form it takes. He will define key breakdowns in the statistical analysis of data, describe how those breakdowns can undermine reproducibility and rigor, and present simple rules for navigating statistical analyses. After his presentation, Brian will be joined by Os Steward for a short question-and-answer session.
Speakers: Rita Balice-Gordon, Theresa Hernández
Time: 10:10 a.m. – 11:00 a.m. EDT
Many sources of bias can affect the different stages of the experimental process — from design and execution, through data analysis and interpretation. These biases can range from obvious ones — such as what can occur during selection of samples — to unconscious biases that may be more difficult to identify — such as decisions that may bias you towards your original hypothesis, rather than following the path of where your data lead. In this session, Rita Balice-Gordon, who works in the pharmaceutical industry, and Theresa Hernández, who studies complementary and alternative medicines, will share insight into how they identify and mitigate various sources of bias in their research programs, particularly when exploring new therapeutic approaches. Presentations will be followed by a short question-and-answer session.
Speakers: Meaghan Creed, Deanna Barch, Mary Harrington
Time: 11:10 a.m. – 12:25 p.m. EDT
Researchers from different neuroscience disciplines will address how they approach data collection and analysis with rigor and transparency and how they are integrating best practices for managing and analyzing data into their work. Meaghan Creed will focus on how she designs behavioral and electrophysiology experiments with her analyses in mind — from replicate groups to sample sizes. Next, based on her work in the human imaging field, Deanna Barch will cover best practices in hypothesis-driven and data-driven analytic approaches, including methods for addressing power and multiple comparisons. Finally, Mary Harrington will discuss her decision to share her complete data sets and analysis code with the scientific community through the Open Science Framework, and how she and her undergraduate students stay up-to-date on evolving open science research practices to enhance transparency. Individual presentations will be followed by a panel discussion and Q&A with all speakers.
Speakers: Kristine Willis, Shiva Singh
Time: 12:45 p.m. – 1:15 p.m. EDT
NIH continues to update and refine its requirements and resources for training graduate students and postdoctoral fellows in the areas of rigor and reproducibility. In this session, Kristine Willis from the National Institute of General Medical Sciences will share the latest updates regarding NIH requirements in research and training grant applications for enhancing reproducibility and rigor. She will also discuss training resources that support NIH’s ongoing effort to promote reproducible and rigorous research, quantitative and computational skills development, and the sociology and ethics of decision-making related to reproducibility and rigor.
Speakers: Marina Picciotto, Elena Porro, Malcolm Macleod
Time: 1:25 p.m. – 2:40 p.m. EDT
Transparent reporting of experimental methodologies and results is critical for enhancing rigor and increasing reproducibility of neuroscience research. In this session, Marina Picciotto, Elena Porro, and Malcolm Macleod will address recent changes in scientific publishing to enhance transparency. Speakers will discuss initiatives, such as revised reporting guidelines from JNeurosci, Cell Press’ STAR Methods, and the Nature Publishing Group’s author checklist, that can help standardize reporting of experimental details and statistical analyses. Emerging initiatives — such as preprints and registered reports and protocols — will also be discussed. Brief individual presentations will be followed by a panel discussion and Q&A with all speakers.
Speakers: Marcus Munafò, Kate Button
Time: 2:50 p.m. – 3:50 p.m. EDT
Researchers can enhance the rigor and reproducibility of neuroscience research by making their research protocols, data, and analyses more transparent and accessible. In this session, Marcus Munafò and Kate Button will focus on the actionable steps individual scientists — regardless of their field — can employ to integrate rigor and transparency into their research programs, emphasizing open science initiatives, such as pre-registration of protocols and open data practices. Individual presentations will be followed by a moderated Q&A discussion period, which will provide an opportunity to explore how various open science practices can be implemented in different settings.
Speakers: Os Steward, Emanuel DiCicco-Bloom, Cheryl Sisk
Time: 4:00 p.m. – 4:45 p.m. EDT
Rigorous conduct of neuroscience research is influenced by many factors beyond the actual conduct of science. These factors, often called “perverse incentives,” can include:
- Pressure on scientists to increase the breadth or flashiness of their research while minimizing caveats and sacrificing rigor.
- Pressure to rush research into publication to meet career or funding deadlines.
- Disincentives for publishing negative results or replication studies, and many more.
In this closing session, Os Steward, Emanuel DiCicco-Bloom, and Cheryl Sisk will engage conference attendees in a discussion about these and other factors that warrant collective action by the field. They will emphasize the shared responsibility all stakeholders —funding agencies, publishers, scientific academy, and others — play in recognizing these perverse incentives and rewarding efforts that enhance rigor and reproducibility. | https://neuronline.sfn.org/scientific-research/enhancing-rigor-and-transparency-in-neuroscience |
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Courtney is the Statistical and Methodological Consultant at the Center for Open Science. The COS is a non-profit tech start-up in Charlottesville, Virginia dedicated to increasing the openness, transparency, and reproducibility of science. At the COS, Courtney heads their training programs for reproducible research methods. She has a Ph.D. in Experimental Social Psychology with a minor in Quantitative Psychology from UC Davis.
Over the past few years there has been a growing concern about the reproducibility and replicability of scientific work. This has lead to calls for increased research transparency and sharing, and new funder and journal mandates related to openness and documentation. This workshop will introduce the Open Science Framework, a free, open source web tool developed by the Center for Open Science to help researchers manage the entire research lifecycle: document and archive studies, share and get credit for their work, collaborate efficiently with research partners, and increase transparency.
As part of this hands-on workshop, attendees will learn how to utilize the features of the OSF to increase the reproducibility of scientific research projects, and more easily comply with funder and journal mandates related to data management and sharing. Participants will create a reproducible project from start to finish, and learn how to tailor the OSF experience to work most efficiently for their research needs. | https://dlab.berkeley.edu/training/open-science-framework-increasing-reproducibility-across-entire-research-lifecycle |
This project will train PhD students in Economics, Political Science, and other empirical social sciences in methods for transparent, open and reproducible research. There is no course offering such training at the EUI currently and this project will provide an opportunity for PhD students to develop an essential toolkit on research transparency and reproducibility. Topics will include pre-registration and pre-analysis plans and, ethical issues regarding the protection of human subjects in experimental work, data de-identification, data mining, fishing, p-hacking, selective reporting outcomes and multiple inference correction, meta-analysis, and reproducible workflows.
Policy Researcher Reproducibility and Transparency in Colombia Catalyst Training ProjectPublic Policy
Oscar Barriga-Cabanillas Aleksandr Michuda
Colombian law dictates that information or data gathered during public policy evaluations, after being anonymized, must be publicly available. However, this is usually not the case in practice. Methods exist to rectify this situation, but there is low adoption of these methods. This project involves two workshops in Bogotá and Cartagena targeted at policymakers, a consultancy firm that works with the government, and graduate students, focusing on methods and tools to make their work more transparent and easier to reproduce. The training will help them develop smoother workflows, as well as foster more transparency within their organizations and with their citizenry.
Events:
April 17, 2018: Workshop in Bogotá
A University Goes Open – An Interdisciplinary Open Science Curriculum for all Graduate Schools Catalyst Training ProjectInterdisciplinary
Felix Schönbrodt
This project will create reusable course materials for open science and reproducibility topics in a modular structure. The basic material will be the same across disciplines. However, discipline-specific add-ons are planned with specific reading lists and homework assignments. A key part of the project is to use existing infrastructures at the host university, such as the LMU Graduate Center and the LMU Open Science Center, to disseminate and promote the material to over 3,000 PhD students and the program coordinators of more than 30 graduate programs at Germany’s largest university.
Transparency in Economic Research – An Opportunity for Ecuador Catalyst Training ProjectEconomics
Jan H. Höffler
The project will expose bachelors and masters students to open science, a topic that has not yet been included in curricula at Universidad de Cuenca. With small practical tasks, participants will be guided through a hands-on experience of how to make empirical research transparent, why it is so important, the frustration that accompanies engaging with non-transparent research, the challenges involved in making one’s own research transparent, how manageable it can be when following established guidelines, and the rewards of conducting reproducible research. Course materials in Spanish as well as data from Latin America about the transparency of empirical literature will be made available to the general public through the Open Science Framework and the ReplicationWiki.
Incorporating Reproducibility and Transparency in an Undergraduate Economics Course Catalyst Training ProjectEconomics
Jeffrey Naecker
This project developed lectures and hands-on materials to teach key reproducibility, replication, and transparency concepts for an undergraduate economics audience. The goal is to translate existing BITSS materials for students who have no research experience, setting the stage for them to develop good research habits as early as possible. The output includes 4.5 hours of lecture materials and three problem sets/lab activities. Materials will be field-tested in Jeffrey Naecker‘s experimental economics course at Wesleyan University.
Curricular Materials can be found on the OSF here.
Improving Reproducibility and Transparency Practices in Public Health Research in Mexico: A Working Group and Short Course Catalyst Training ProjectPublic Health
Sergio Bautista Nerissa Nance Gina La Hera Fuentes Lily Alexander
The Catalysts developed Standard Operating Procedures and established an institutional hub with resources for research transparency and reproducibility at the National Institute of Public Health (INSP) in Mexico. The group also developed modular coursework for MSc in Public Health students, incorporating open science tools and practices in research design, data collection and analysis, and dissemination.
Introducing Transparency, Reproducibility and Open Science Research in South Africa, Ivory Coast and Burkina Faso Catalyst Training ProjectEconomicsPolitical SciencePublic Policy
Dief Reagen Nochi Faha Idrissa Ouedraogo Tafadzwa Maramura
This training aims to contribute to empowering the next generation of African researchers with the appropriate tools to conduct transparent research. The Catalysts will introduce the concepts of transparency, reproducibility, and Open science at three universities in Sub-Saharan Africa. Topics will include pre-registration and pre-analysis plans, data sharing, code sharing, replication, and dynamic documents. The audience will consists of masters students, PhD candidates, faculty, and researchers in Economics, Political Science, and Public Policy.
AP Psychology Workshop: Embedding Transparent Practices in Psychological Research for High School Students Catalyst Training ProjectPsychology
Shane McCarty
As non-traditional researchers, high school students represent a potential Trojan horse for changing scientific practices and norms. This 4-week project-based learning course aims to complement the existing Advanced Placement (AP) psychology curriculum for high school students, which does not currently include openness or transparency in research. The Catalyst will collaborate with an AP Psychology teacher or PhD student to train over 125 Yorktown High School students to conduct their own psychological experiments using transparent, open, and reproducible research practices, applying the scientific method to answer research questions regarding student character development and school climate, using the OSF for pre-registration, collaboration, and data sharing.
Practical Tools for an Open Science Project, from Literature Review to Accessible Publication Catalyst Training ProjectCognitive ScienceLinguisticsPsychology
Sho Tsuji Christina Bergmann
This project will develop a modularized, intensive workshop that takes undergraduate and graduate students in cognitive science, experimental psychology, and linguistics through a full research cycle (from literature search and hypothesis generation to publication) with a focus on reproducibility. The 4-day workshop will be spread over three thematic blocks: (1) Literature review and meta-analysis; (2) Experimental planning and pre-registration; and (3) Data management and accessible publication. There will also be practical sessions wherein participants will work through tailored examples. The content will be organized into 8 half-day modules, which makes the length and scope easy to adapt to shorter or more focused formats.
Research Transparency Workshop Catalyst Training ProjectInterdisciplinary
Zacharie Dimbuene
This workshop will familiarize social science researchers with research transparency in both teaching practices and research. Workshop activities will include (1) organizing file structures, (2) creating understandable variable labels and value codes, as well as connecting variables to survey instruments through consistent labels and codebook creation, (3) version control of code and data, and (4) creating and maintaining documentation files about surveys and data, as well as data cleaning steps. An Open Discussion will also be organized, bringing together researchers from various disciplines. Topics to be addressed include, pre-registration, pre-analysis plans, reporting guidelines, sharing data and code, and other practices (e.g., Open Science Framework) that enable reproducible research.
PhD Level Course: Transparent, Open, and Reproducible Policy Research Catalyst Training ProjectPublic Policy
Sean Grant
This course aims to train graduate students at the Pardee RAND Graduate School in Policy Analysis and researchers at the RAND Corporation in the essential theories and methods of transparent, open, and reproducible research. This elective can be taken by graduate students with an analytic concentration in “Social and Behavioral Science” as well as RAND staff eligible to audit Pardee courses. After introductory sessions on the research transparency and open science movement, enrolled students will discuss and learn the essentials of the open science toolkit, namely: pre-registration of study methods and analysis plans; reproducible workflows; open research materials, code, data, and access; reporting guidelines for preparing research manuscripts; and replication.
Reproducible Research Computational Tools for the Next Generation of Social, Behavioral and Policy Scholars Catalyst Training ProjectInterdisciplinary
Jose M. Magallanes
In developing countries, accepted applicants to pursue PhD studies in highly-developed countries in the Social, Behavioral and Policy (SBP) fields will face several challenges. It will be particularly challenging to develop abilities to carry out research in a more transparent way, considering that this topic may not be present in the curriculum. There is enough time for them to learn the basic tools of reproducibility before they leave their countries, so as to encourage their adoption of transparent practices.
To master these tools, this workshop motivates and trains accepted applicants who are about to start their SBP PhD studies. The content will consider the background of SBP students in Latin America, and offer several workshops in Peru. The workshop will guide the students into the steps to ensure their research in shareable and replicable via the use of tools such as LaTeX, R, RStudio, Zotero, GitHub/AWS, Sharelatex/Overleaf, and Docker. This project will also provide curricular material in Spanish, which can be used for future activities in the region. It is also a great opportunity to involve universities and government agencies funding international higher education; which may increase the interest in the introduction of these topics in the higher education SBP curriculum.
Southeast Asian Social Sciences Workshops for Transparency and Reproducibility Catalyst Training ProjectInterdisciplinary
Ben Marwick
Reproducibility, transparency and openness of research has received a lot of attention and resources in Western countries, but the global South and East have had fewer opportunities to participate in these important developments in many research areas. This project will bring to five mainland Southeast Asian institutions with whom the Catalyst has collaborated a two-day workshop to motivate and update social scientists in the global East about current issues relating to the reproducibility, transparency and openness of research, and provide them with skills to improve their research along these lines.
The Catalyst will draw on BITSS materials and his own publications and presentations using the R programming language to teach general social science skills to enhance the reproducibility, transparency and openness of research. The workshops will be optimized for low-bandwidth internet, drawing on previous experience teaching computational methods in these locations. Workshop summaries will be generated in local languages and freely distributed online and in hard copy to more easily transmit the contents to students and other scholars.
Knowledge Sharing on Best Practices in Research Transparency and Reproducibility to Address the File Drawer Problem and Publication Bias in Rwanda Catalyst Training ProjectInternational Development
Mercyline Kamande
This project seeks to share knowledge and skills to motivate open, transparent, and reproducible research in order to address the file drawer problem and publication bias in Rwanda, as well as to improve the usability of research findings for policy-making. The Catalyst will first conduct exploratory research on the extent of the file drawer and publication bias problems in Rwanda. The project will then introduce to scholars in the areas of economics, business studies, social science and public health the tools that exist to address the problem, as well as the benefits of using best practices in open, transparent, and reproducible research. These practices will include pre-registration and pre-analysis plans; sharing materials, data, and code using platforms like the Open Science Framework; and replication studies and meta-analysis.
Research Transparency and Reproducibility workshops will be held at two of the leading universities in Rwanda – the College of Business and Economics at University of Rwanda and Mount Kenya University Rwanda. Independent researchers from the Economic Policy Research Network will also be included. To ensure learning, weekly peer coaching meetings will be conducted by IERD to extend the peer learning experience realized by those enrolled in an online course currently in progress. The project will also include policy dialogue sessions with other stakeholders including Rwandan policymakers.
Research Transparency and Reproducibility in the Social Sciences and Impact Evaluation Workshop Catalyst Training ProjectImpact Evaluation
Elise Wang Sonne
In order to raise the quality of academic manuscripts written by Niger’s graduate students to allow them to compete in the demanding arena of research, the Catalyst has partnered with the UC Berkeley OASIS Initiative to organize a three-day intensive bootcamp on research transparency and reproducibility in social science research and impact evaluation.
The aim of this activity is to (i) raise the awareness of Masters and PhD students in public health, sociology, psychology, political sciences, economics, and statistics of the Abdou Moumouni University in Niamey (Niger) of common academic research misconduct issues and present solutions to avoid and address them; and (ii) train researchers working for the UC Berkeley-OASIS Initiative in Niamey on data management and organization, developing pre-analysis plans, pre-registering studies, and dynamic documents, which will be extremely useful for their day-to-day tasks pertaining to ongoing impact evaluation projects.
Fostering Transparency in Government Institutions and Higher Education: A Research and Teaching Initiative Catalyst Training ProjectInterdisciplinary
Nicole Janz Dalson Figueiredo
Locations: University of Nottingham, UK; Recife, Brazil; Brasilia, Brazil
We find research findings resulting from data that is not publicly accessible to not be credible. Similarly, governments withholding administrative information should not be trusted. We argue that the lack of government and research transparency are connected, and can be tackled in by offering training on reproducibility. This project aims to foster transparency in scholarly research and in government institutions. In particular, we will conduct educational workshops that will leverage insights that have been used to increase governmental and research transparency in the UK to improve transparency in Brazil. Our target groups are 100 undergraduate and graduate students, 20 scholars, and 20 bureaucrats. The project will strengthen research skills and transparency norms that can contribute to scientific innovation, development, and social welfare.
The first workshop was part of a day-long conference: “The Gold Standard of Reproducible Research” at the University of Nottingham on March 9, 2017.
Best Practices of Openness for African Researchers and Research Transparency Workshops at Three Social Science Conferences Catalyst Training ProjectInterdisciplinary
Dief Reagen Nochi Faha Elise Wang Sonne
Locations: LSE-Africa Summit, London School of Economics, London, UK; Population Association of America, Chicago, IL; University of Dschang, Cameroon; UNU-MERIT, Maastricht, Netherlands
This project will communicate best practices for openness and reproducibility in research. We will hold a workshop for African researchers at the University of Dschang in Cameroon, focusing on sensitizing researchers to the necessity of avoiding academic research misconduct such as p-hacking, publication bias, and failure to replicate, but also on data management practices in Stata. A series of workshops will also be held for public policy graduate students, demographers, sociologists, economists, and public health professionals in the Netherlands, USA, and the UK. In addition to sensitizing researchers to the necessity of avoiding academic research misconduct and data management practices, these workshops will also include trainings on Github, the Open Science Framework, Project TIER, and Dynamic Documents using StatTag and Markdoc.
The first workshop “Research Transparency and Reproducibility in the Social Sciences” will be held on March 31, 2017 at the 2017 LSE Africa Summit Research Conference in London.
Improving transparency of complex interventions through the facilitation of process evaluation training Behavior ChangeCatalyst Training Project
Elaine Toomey
Locations: National University of Ireland, Galway (NUIG), Health Behaviour Change Research Group (HBCRG)
Process evaluation is a way of investigating how well an intervention, programme or treatment was implemented as intended. It is crucial for facilitating transparency in the development, conduct and reporting of interventions in numerous research fields, including psychology, social science and public health, as it helps to increase confidence that changes in study outcomes are due to the influence of the intervention being investigated, and not due to differences or variability in the implementation of the intervention. It is particularly important within complex interventions (interventions with several interacting components such as multiple providers or intervention sites) due to the number of components that can be implemented variably and thus influence outcomes separately. This increases scientific confidence in the results of the intervention, enhances the replication and implementation of effective interventions, facilitates the refinement or de-implementation of ineffective interventions and overall serves to reduce research waste. However, at present specific process evaluation training is not available in Ireland which represents a significant barrier to the transparency of Irish intervention research and the implementation of best quality evidence into practice.
At present, the gold-standard for process evaluation training in Europe is run by the Centre for Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer) in the UK, an International Centre of Excellence. This project aims to facilitate world-class DECIPHer process evaluation training in Ireland to improve the transparency of complex interventions in psychology, public health or social science settings and overall enhance the quality and impact of this research. Subsequent dissemination of the workshop proceedings and materials will also promote further understanding of this work amongst the wider BITSS community.
This project is supported in part by the John Templeton Foundation.
Research Transparency in the Social Sciences Workshop, Second Edition Catalyst Training ProjectInterdisciplinary
Zacharie Dimbuene
Location: University of Kinshasa (The Democratic Republic of the Congo)
Research Transparency is gaining attention in the scientific community around the world, including the United States, European countries, and Anglophone countries in sub-Saharan Africa; yet the concept is quite a “new world” in Francophone Africa. In my efforts to advance the movement in Francophone Africa, I successfully delivered the first Research Transparency Workshop at the University of Kinshasa (Democratic Republic of the Congo). This project is intended to sustain previous efforts to set up “Research Transparency in the Social Sciences” as a culture in the next generation of social scientists in Francophone Africa.
I will offer a training workshop for 60 graduate students, research staff, and professors at the University of Kinshasa to promote best practices for reproducible research with concrete guidance about how to make materials understandable for publication. The activities to be addressed during the workshop will include (1) organizing file structure; (2) creating understandable variable labels and value codes, as well as connecting variables to survey instruments through consistent labels and codebook creation; (3) version control of code and data; and (4) creating and maintaining documentation files about the survey and data, as well as data cleaning steps.
This workshop is supported in part by the John Templeton Foundation.
Introducing open science to researchers and policymakers Catalyst Training ProjectInterdisciplinary
Arnaud Vaganay
Locations: New Delhi, India; Lausanne, Switzerland; London, England; Delft, Netherlands
This project involved a number of workshops, seminars, a summer school, and public testimony at the UK Parliamentary Office of Science and Technology inquiry on research integrity. Events reached over 250 students, researchers, faculty, librarians, and policymakers. Arnaud also served as a faculty member at three Research Transparency and Reproducibility Trainings (RT2) in Berkeley, London, and Amsterdam.
Presntations and other materials developed for this project aimed to (i) highlight the benefits of open science to social scientists and (ii) provide practical recommendations to enhance the transparency and reproducibility of social research. Materials can be found on the following event pages, as well as on RT2 event pages.
Events:
April 28 – May 1, 2017: Transparency and Reproducibility of Impact Evaluation: A Turning Point for the Evaluation Community, 3ie, New Delhi, India
September 25-29, 2017: Open Science in Practice Short Course, École polytechnique fédérale de Lausanne (EPFL), Lausanne, Switzerland
January 30, 2018 – Geography and Environment Research Transparency and Reproducibility Training, London School of Economics, London, England
April 4, 2018 – Making Research Reproducible: A Call for Action, TU Delft, Delft, Netherlands
Ongoing – Parliamentary Inquiry into Research Integrity at the House of Commons of the UK, London, England
Disseminating Research Transparency in Perú, Bolivia, and Chile Catalyst Training ProjectInterdisciplinary
Fernando Hoces
Locations: Peru; Bolivia; Chile (final locations TBA)
The goal of this project is to bring to the attention of the academic communities in Peru, Bolivia, and Chile the recent developments in science regarding transparency and openness. This will be done in a two-fold format. First, a seminar-style talk will present the key issues (the reproducibility crisis, specification searching, and publication bias) and its solutions (pre-registrations, the TOP guidelines, and other tools for reproducible research). Second, a day-long workshop aimed at students will present the main tools for reproducible research (including R, Dynamic Documents, Git, and OSF). Increasing the scope of the research transparency community to this region can have additional benefits as it would bring highly talented researchers and students to elements of frontier research that are usually undisclosed in published papers.
Introducing the Transparent and Reproducible Research Paradigm in Ugandan Higher Institutions of Learning Catalyst Training ProjectInterdisciplinary
Jayne Tusiime Saint Kizito Omala
Locations: Universities across Uganda (final locations TBA)
The concept of transparent and reproducible research is not known, nor appreciated, by researchers in Uganda and many other developing countries. There is usually delayed adoption of new knowledge and technologies in developing countries because of the slower flow of information in these regions. The concept of transparent and reproducible research is still relatively new even in the developed world and almost unknown in the developing world. As Catalysts of this paradigm shift, we wish to introduce this concept in Uganda. Groundbreaking research, especially in health has been done in Uganda and much more research continues to be done. However, the practice of transparent and reproducible is non-existent. We thus propose to start in Uganda a project to train 500 established and upcoming researchers in conducting transparent and reproducible research.
Our target population will be graduate and undergraduate students from 30 universities in Uganda, as well as faculty of both public and private universities that train students in research disciplines where theses, dissertations or journal article publications are required for either degree award or promotion. The objective of the project will be to sensitize and create awareness about conducting transparent and reproducible research. Specifically, we shall conduct ten regional workshops across Uganda. Following this introduction, we plan to design course modules to incorporate into existing academic programs at the participating universities.
Development of a Graduate Public Health Online Course in Research Integrity, Transparency, and Reproducibility Catalyst Training ProjectEpidemiology
Dennis M. Gorman
Location: Texas A&M University, USA
There is now a growing recognition within the scientific community that flexibility in study design, data analysis, and the reporting of research findings is increasingly leading to the publication of misleading results that capitalize on chance and cannot be replicated. It has been suggested that the use of such practices, if not made apparent in a manuscript describing the results of a study, is a form of research misconduct. There is little doubt that the widespread use of such practices undermines the integrity of a scientific field as they produce a body of non-reproducible, random findings. Both epidemiology and general public health are among the fields of research in which questions have been raised about research integrity, transparency, and reproducibility.
This course will examine various threats to the integrity of research, the professional and organizational factors that produce these threats, and the solutions that have been suggested to improve research quality (such as registered reports, open data, and team of rivals). Upon completion of the course, students should have the ability to differentiate research that is conducted with integrity and capable of producing valid and reproducible findings from research that is conducted without integrity and produces chance results that are trivial and non-reproducible. Students should also have the ability to incorporate practices into their own research that will increase its transparency and ensure it is conducted with integrity.
Creating Pedagogical Materials to Enhance Research Transparency at UCSD Catalyst Training ProjectInterdisciplinary
Scott Desposato Craig McIntosh
Location: UC San Diego (UCSD), USA
We will develop a core of teaching material around transparency and reproducibility that can be incorporated into graduate courses across the social sciences at UCSD. This project will draw on the library of materials from BITSS as well as from faculty at UCSD and the tools developed through the Policy Design and Evaluation Lab (PDEL)’s Data Replication service to create a one-week short course that can be deployed across courses. Our goal is to educate every new social science PhD student at UCSD about the importance of transparency and replicable research and empower them to incorporate transparency practices in their research from their first quarter at UCSD. Curricula will be made available on the BITSS library of educational materials as an alternative to the full semester course, and encourage the development of a set of discipline-specific add-on modules.
After completing the module, students will understand the importance of transparency for the scientific enterprise, they will recognize the institutional and incentive challenges to replicable research, they will be empowered with appropriate tools to adopt replicable practices, and they will understand the career costs and benefits of transparency. | https://www.bitss.org/project-tag/catalyst-project/ |
Scientific rigor and reproducibility have become new buzzwords, often being floated in discussions in labs, department meetings, and scientific conferences. As public confidence in science has fallen in the United States, the need for increased transparency has risen. The majority of scientists now see this issue as a significant concern, if not an outright crisis. (1) The causes for both the fall in public opinion and some of the high-profile examples that have precipitated the current situation are well beyond this article. This post will focus on three parts: first, to state what rigor and reproducibility is and what it means for trainees; second, to identify several resources that trainees will find useful; and third, to highlight the upcoming 3-part Trainee Symposium on Rigor and Reproducibility at the 2018 Experimental Biology meeting in San Diego, CA (2). Links and resources that trainees may find helpful will also be shared through the APS Trainee social media Facebook and Twitter throughout the month of March.
The NIH has made increasing transparency and rigor in science one of its top priorities. They define scientific rigor as, “the strict application of the scientific method to ensure robust and unbiased experimental design, methodology, analysis, interpretation and reporting of results. This includes full transparency in reporting experimental details so that others may reproduce and extend the findings. Investigators should apply the elements of rigor that are appropriate for their science.” (2) Simply put, this means that science should be written and presented in a way that is clear and unambiguous so that others may find similar results should they repeat the study themselves. However, the NIH definition is less than helpful in making recommendations to scientists and trainees as to what steps would make their science more transparent. Luckily, there are resources available.
In results reported in a 2016 survey, poor experimental design and flawed statistical analysis were the leading causes of irreproducibility. (1) Fortunately, most academic institutions now offer courses and seminars on these topics at no-cost or low-cost to science trainees. Many institutions also have resources such as statisticians that are available for consultation. Additionally, there are many resources available online and in-person, some of which are detailed in this Nature article (4) and an associated Nature blog article (5). There are also many resources available from societies such as the American Physiological Society, including slides and videos from past seminars and symposiums on improving scientific rigor. You can visit their toolbox for reproducibility here (6).
Finally, the APS Trainee Advisory Committee will be hosting a 3-session symposium at the 2018 Experimental Biology meeting in San Diego, CA. These three sessions, each held from 7:00-8:00 am in Room 25A of the San Diego Convention Center across 3 consecutive days (21-23 April) will feature 4 speakers who will speak directly to the trainees needs and roles in developing rigorous and reproducible science. The speakers will be discussing the role of trainees in scientific rigor, obtaining research funding, experimental design, publishing results, and much more. For more information about the symposium, you can visit the APS website here or on the EB app prior to the meeting. Here are the speakers that you can look forward to listening to during the 3 sessions:
Sunday, 21 April
- Enhancing the Value of Research Findings: Ongoing Activities at NIH and Beyond
Shai Silberberg, Ph.D.,NINDS/NIH
Monday, 22 April
- Building Bridges: Learning to Work Effectively with Regulatory Committees
Bill Yates, Ph.D., University of Pittsburgh School of Medicine
- Practical Applications of Rigor and Reproducibility in the Laboratory
Sean Stocker, Ph.D.,University of Pittsburgh School of Medicine
Tuesday, 23 April
- Publishing Reproducible Research: Ensuring that Editors, Reviewers, and Readers Have Confidence in your Findings
Kim Barrett, Ph.D.,University of California San Diego School of Medicine
The need to have rigorous and reproducible research is only going to increase. Trainees have the potential to play an important role in the way we publicly discuss science. While trainees may have to seek out and maybe even create some of the resources they need to develop the next generation of transparent science, resources are already available at their institutions and from sources like the APS. Hopefully we’ll see you at the Trainee Symposium at EB in San Diego this April!
|Ryan Downey, PhD is an Assistant Professor in the Department of Pharmacology & Physiology at Georgetown University. As part of those duties, he is the Associate Program Director for the Master of Science in Physiology and a Team Leader for the Special Master’s Program in Physiology. He teaches cardiovascular and neural physiology across several graduate level courses. He received his Ph.D. in Integrative Biology from UT Southwestern Medical Center. His research interests are in the sympathetic control of cardiovascular function during exercise and in improving science pedagogy. When he’s not working, he is a certified scuba instructor and participates in triathlons.|
- Baker, M. (2016). 1,500 scientists lift the lid on reproducibility. Nature, 533, 452–454.
- 2018 Trainee Symposium — “Do it Again: How to Achieve Rigorously Reproducible Research”. American Physiological Society. Accessed 26 February 2018. http://www.the-aps.org/rigorously-reproducible-research
- Frequently asked questions — Rigor and Transparency. National Institutes of Health Office of Extramural Research. Last revised: 1 February 2016. Accessed 26 February 2018. https://grants.nih.gov/reproducibility/faqs.htm#4828
- Baker, M. (2016). Reproducibility: Seek out stronger science. Nature, 537, 703–704. | https://blog.lifescitrc.org/traineetalk/category/rigor-and-reproducibility/ |
The goal of R3 is to provide solid infrastructures, data processes, data handling and methods in order to ensure compliance with the European Data Protection Regulation (GDPR) and to raise research quality and increase overall reproducibility of scientific results. A Data Information System (DAISY) has been developed that implements the "accountability principle" of the GDPR into research and is currently being deployed for other research institutions in Luxembourg. LCSB’s R3 reproducibility layer aims to standardise the classical research publication workflow by structuring data, capturing lab protocols and experimental methods in electronic lab notebooks, source code versioning, workflow management and freezing of project states via virtualisation technologies. The development of consistent, stable, and high quality scientific computing code is accelerated and ensured through a continuous integration approach. | https://wwwen.uni.lu/lcsb/research/bioinformatics_core/responsible_and_reproducible_research_r3 |
Objective Research waste has received considerable attention from the biomedical community. One noteworthy contributor is incomplete reporting in research publications. When detailing statistical methods and results, ensuring analytic methods and findings are completely documented improves transparency. For publications describing randomised trials and systematic reviews, guidelines have been developed to facilitate complete reporting. This overview summarises aspects of statistical reporting in trials and systematic reviews of health interventions.
Methods A narrative approach to summarise features regarding statistical methods and findings from reporting guidelines for trials and reviews was taken. We aim to enhance familiarity of statistical details that should be reported in biomedical research among statisticians and their collaborators.
Results We summarise statistical reporting considerations for trials and systematic reviews from guidance documents including the Consolidated Standards of Reporting Trials (CONSORT) Statement for reporting of trials, the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) Statement for trial protocols, the Statistical Analyses and Methods in the Published Literature (SAMPL) Guidelines for statistical reporting principles, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement for systematic reviews and PRISMA for Protocols (PRISMA-P). Considerations regarding sharing of study data and statistical code are also addressed.
Conclusions Reporting guidelines provide researchers with minimum criteria for reporting. If followed, they can enhance research transparency and contribute improve quality of biomedical publications. Authors should employ these tools for planning and reporting of their research.
- STATISTICS & RESEARCH METHODS
Statistics from Altmetric.com
Introduction
It has been established that there is a significant amount of preventable waste in biomedical research.1 This is important given the crucial role that biomedical research has in informing patient care and policies and decisions around our population's health. Waste due to incomplete, unusable and inaccessible research is a major concern and one has several available solutions.2 ,3
Optimal principles on which to base the preparation of biomedical research publications are those of completeness and transparency, an underlying rationale being that of the potential for usability and reproducibility by other researchers. In a recent editorial, Goodman et al address the issue of inconsistent views on what the term ‘reproducibility’ means.4 In short, it refers to the transparency and reliability of research, and whether published methods can be repeated to yield the same results and conclusions as originally reported. While there has long existed an established ordering of research designs in clinical research (commonly dubbed the ‘evidence hierarchy’), there remains a vital need for better reporting to enable readers to accurately grasp the rigours of a given research study beyond its labelled design to inform determination of faith in the findings it generated.
Unfortunately, accumulating evidence shows that the research community often fails to meet standards for transparent reporting. Empirical explorations into the reporting of randomised controlled trials (RCTs), systematic reviews and meta-analyses, as well as other study designs have demonstrated these deficiencies. For example, evaluations of trial reporting show that key details such as outcome definitions, sample size calculation, allocation concealment and sequence generation are incompletely reported in more than half of published trials.5 In a 2014 sample of systematic reviews, more than half did not identify a primary outcome.6 Mental health researchers have found that the challenges of inadequate reporting in the context of randomised trials and systematic reviews also exist in this domain. Regarding RCTs, Thornley and Adams7 demonstrated inadequate reporting of blinding and allocation concealment in a total of more than 2000 trials of interventions for schizophrenia. Patel et al8 performed a systematic review that assessed the completeness of phase 2/3 studies of antipsychotic agents, and found several reporting limitations related to the description of design, indication of hypotheses, documentation of sample size calculation, and description of randomisation and blinding. de Vries et al9 performed a meta-analysis of more than 100 trials of second-generation antidepressant drugs for management of major depressive and anxiety disorders, and demonstrated that a majority of included trials provided little to no information on the incidence of serious adverse events. Melander et al10 found that there was considerable evidence of selective outcome reporting and selective publication based on inspection of 42 placebo-controlled trials of selective serotonin reuptake inhibitors provided to the Swedish drug regulatory authority, and suggested that any efforts to recommend a ‘best’ therapy in practice based on only public data are seemingly limited by biased data. Regarding the completeness of reporting of systematic reviews, Spineli et al11 conducted a systematic review of Cochrane reviews to evaluate the extent to which they indicated methods to address missing study data and acknowledged their impact on the review, and found that in both cases there remains a need for improvement in transparency. There is an urgent need to address the challenge of poor reporting of many forms.
Of particular importance, and focused on in the current overview, is the reporting of statistical considerations in research. Writing descriptions of statistical methods and quantitative findings may be challenging for authors, particularly those with limited training in statistical methods, and given the word limitations of journal articles. In an era where considerable attention has been placed on the needs for completeness and transparency in research, it is important for researchers to ensure they are doing their part to adhere to these principles when writing up their research. Thankfully, there are tools available to facilitate this, in the form of reporting guidelines.
Over the past 20 years, we have seen the development of reporting guidance for biomedical research; the EQUATOR (Enhancing the QUAlity and Transparency Of health Research; http://www.equator-network.org) Network library currently lists more than 350 reporting guidelines for biomedical research. Reporting guidelines are typically developed through a consensus-based and evidence-based process, and often include a checklist of minimum reporting recommendations for a given study design.12 Some reporting guidelines include template diagrams to help describe the flow of participants through the study process.12
Given the frequency with which RCTs and systematic reviews are carried out by biomedical researchers and their importance in informing healthcare and decisions, reporting guidelines of particular importance are the CONSORT (Consolidated Standards of Reporting Trials) Statement for parallel group RCTs13 ,14 and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) Statement for systematic reviews.15 Evidence is accumulating that shows that the endorsement and use of reporting guidelines in the editorial process, peer review and by authors are associated with more completely reported research.6 ,16–21 This article provides an overview of the most widely used reporting guidelines for reporting of protocols and completed reports of randomised trials and systematic reviews/meta-analyses, focusing primarily on the statistical considerations they address.
Methods
In the current overview, we begin with discussion of sources of core guidance for the reporting and planning of RCTs, and next address those of key relevance for systematic reviews and meta-analyses. To conclude, we discuss considerations regarding two topics of ongoing debate of relevancy to statistical analysts and the discussion of reproducibility of research, namely those of open data sharing and provision of statistical code.
Results
Randomised trials
RCTs represent the gold standard source of primary data for the evaluation of healthcare interventions;22 they are vital to the continued evolution of medical interventions for patients. However, the design, analysis and reporting of RCTs are complex, and require careful planning and collaboration among clinicians, methodologists and statisticians alike. As additional focus has been placed on the importance of study protocol development, the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) Statement23 has also been developed. Also based on a consensus framework, SPIRIT provides readers with core components to be described for the development of clinical trial protocols and aligns well with guidance from CONSORT. Core statistical considerations addressed by these tools are discussed next.
Reporting completed trials: the CONSORT Statement
The CONSORT Statement for parallel group trials was originally published in 199624 (with updates in 201013 ,14), its content established through a consensus process that included meetings and a modified Delphi process.
Table 1 presents a summary of devoted items from the CONSORT Statement which addresses statistical considerations (we also note those directly addressed by the SPIRIT Statement for study protocols); details of what authors should aim to report are described within the table text. While researchers new to the use of reporting guidance may at first find the time required for preparation of study protocols and reports to be extended, using these tools will ultimately enhance the contributions of their research to the literature.
CONSORT addresses a variety of statistical considerations of importance for consumers of research, and ensuring the completeness of reports on these details will enhance the ability of readers to assess study rigour and establish their trust in its findings; through a consensus process, items were carefully identified with this consideration in mind. For example, considering items from table 1, clear description of sample size estimation provides readers the opportunity to assess the assumptions made by the research team (including, eg, hypothesised group event rates or means informing calculations) and to consider the degree of statistical power to test hypotheses specified a priori while also affording researchers themselves the chance to assess study feasibility and increase the likelihood of performing an appropriately powered study. Regarding specification of endpoints assessed and underlying methods used (including tests used, modelling methods and the proper inclusion of patients), description of these details provides informed readers with a clear grasp of the analytic approach to assess the collected data. This represents both a vital step towards reproducibility of findings as well as a core consideration that will inform readers when establishing their level of trust in study findings. Clear description of a priori and post hoc secondary data explorations such as subgroup analysis can appropriately frame the planning and thought process of study authors for readers, alleviating concerns in establishing the extent of data fishing which may have been undertaken during data analysis. Finally, while table 1 highlights additional elements, which are much lesser in terms of statistical complexity, inclusion of basic details such as patient flow, specification of trial design and randomisation mechanism, and compilation of harms may often fall to a study statistician to perform. As there remains room for improvement in author reporting on near all elements of CONSORT, even these fundamental details warrant mention.
Provision of details related to the statistical aspects of trials mentioned in table 1 by an increasing number of researchers will continue to benefit the quality of randomised trials in the biomedical literature as a whole.
Reporting trial protocols: the SPIRIT Statement
Past research has shown that the completeness of protocols for trials is also sometimes insufficient, including deficiencies in statistical aspects such as sample size estimation and reporting of findings for all a priori end points.25 ,26 This is unfortunate, as protocols provide the basis for rigorous planning and performance of trials, and provide a public record of the study's methodological plan.
Also based on a consensus framework, SPIRIT provides readers with core components to be described for the development of clinical trial protocols. In essence, while CONSORT provides instruction to authors at the time of study reporting, SPIRIT provides guidance at the important stage of study planning, prior to initiation. Thus, in addition to improving completeness of protocols, it may also help researchers better consider all key details during study design. Intuitively, much of its content reinforces recommendations of CONSORT, as can be seen in table 1.
We refer readers to the full checklists and websites for CONSORT (http://www.consort-statement.org) and SPIRIT (http://www.spirit-statement.org) as well as the key guidance publications for review of the broader list of items to be considered to maximise transparency of clinical trial protocols; the related Explanations and Elaborations reports for both documents also provide examples of suitable reporting to inform readers, as well as educational content regarding terminology and core concepts.14 ,27
CONSORT Statement extensions
In addition to core guidance for parallel group trials, panels of experts have developed extensions for different trial designs with novel considerations in terms of design and analysis. These include extensions for non-inferiority/equivalence trials,28 cluster-randomised trials,29 pilot trials,30 N-of-1 studies,31 pragmatic trials32 and the reporting of harms.33 All of these guidance documents address aspects of statistical relevance for researchers working on the description of methods and findings from RCTs, and draw attention for non-statisticians to additional analytic topics of which they should be aware during the study design, analysis and reporting phases. From a statistical perspective, reports of cluster-randomised studies must provide additional clarity regarding at what level (cluster vs patient) study hypotheses will be assessed; considerations related to cluster size, number of clusters and intracluster correlation with regard to sample size estimation; how clustering was accounted for in data analyses; and other such nuances. Description of non-inferiority and equivalence trials requires additional attention to statistical details including specification of the chosen non-inferiority margin, with rationale.28 The extension for feasibility studies provides mild updates of CONSORT items while placing focus on considerations for moving towards a definitive trial.30 The extension for N-of-1 studies addresses the need for several additional statistical considerations including the accounting for carry-over/period effects in analyses, reporting the allocation and sequence of treatment periods, and a host of additional details related to the summary of findings from analysis.31 For these and further details, we refer interested readers to the CONSORT website to locate the corresponding publications.
Reporting of statistical findings in primary research: the SAMPL Guideline
While many reporting guidelines exist, few provide specific instructions on how to report data. Rather, they tend to provide general recommendations for which type of data to report. An important topic is how such data is ‘best’ provided to readers. From the perspectives of transparency and in consideration of the needs of researchers (including systematic reviewers) who may have specific interests for key data, there is a need to provide sufficient information. For instance, incomplete descriptions of the numbers of events, SDs and measures of precision and other information can limit the usability of published research.
The SAMPL (Statistical Analyses and Methods in the Published Literature) Guidelines, developed by Altman and Lang, provide recommendations for reporting statistical methods and findings in biomedical journals.34 Their intent is to be broad reaching, being relevant for all primary study designs. Reporting recommendations include how to report: basic numbers and descriptive statistics; risks, rates and ratios; hypothesis testing; analyses of association and correlation; regression, analysis of variance and analysis of covariance; analysis of time-to-event end points; and Bayesian analyses. In discussion of these different types of analyses, Altman and Lang address the specific data that authors should aim to provide. The specific guidance is detailed and beyond the scope of this summary, and we encourage readers to review this guidance and to reinforce its content to their research teams' statisticians during the planning, analysis and reporting phases of their research.
Systematic reviews
Systematic reviews have become increasingly prevalent in the biomedical literature, with at least 8000 published annually as of 2014.6 Intuitively, as many are focused on the synthesis of interventions evaluated in RCTs, systematic reviews are a highly valued, gold standard component in the practice of evidence-based medicine. They are an important conduit of knowledge used to inform clinical decision-making and the development of clinical guidelines. Thus, rigour in their design, conduct and reporting is critical. In addition to ‘traditional’ systematic reviews of aggregated patient data to compare two medical interventions, during the past 20 years, there has been an evolution of several more complex forms of syntheses including that of individual patient data (IPD meta-analysis),35 and an analytic framework for the comparison of multiple interventions (network meta-analysis; NMA36). The complexity of statistical considerations for meta-analyses continues to rise. Guidance for the reporting of systematic reviews of several forms, again focusing on statistical aspects, is discussed next.
Reporting completed systematic reviews: the PRISMA Statement
Preceded by the QUOROM (Quality Of Reporting Of Meta-analyses) Statement,37 the PRISMA Statement was developed via face-to-face meetings and a consensus process that involved 29 methodologists, authors, physicians and journal editors. Past research has documented the positive impact of this reporting guidance on the completeness of reported systematic reviews.6 ,17 Its 27 checklist items address all aspects of reviews, maximising its efforts to ensure authors adequately cover background and rationale, study methods for data gathering and data analysis, and subsequently presentation of results and documentation of primary findings. Table 2 summarises the important items to be addressed from the perspective of statistical methods for systematic reviews and meta-analyses.
Similar to CONSORT for reporting of trials, added time to complete drafting of manuscripts which researchers encounter early during their adoption of PRISMA will improve the contributions of their research to the literature.
PRISMA content includes several statistical considerations of relevance to readers which directly impact their ability to accurately assess the rigour of systematic reviews and their corresponding degree of faith in findings. A priori specification of primary considerations of the research team in the decision to synthesise data (in relation to both variation between clinical study features as well as benchmarks of statistical variability of effect sizes) provides clear documentation of influential factors regarding this important judgement. Clear description of the model used for analysis, the weighting scheme for studies and the chosen measures of treatment effect and uncertainty provide readers with a simple and clear description clarifying assumptions about study differences and the details for summary estimates that will be provided. Similar to reporting of trials, clear specification of a priori and post hoc secondary analyses again can minimise concerns regarding potential data dredging. Finally, clear presentation of study-level data in addition to summary data from meta-analyses allows readers to assess differences in study data more closely in terms of variations in observed effect sizes, event rates within intervention groups and other such factors of importance. Optimal reporting of the details outlined in table 2 by authors will continue to benefit the quality of reviews in the biomedical literature as a whole.
Reporting systematic review protocols: the PRISMA-P Statement
Only 16% of systematic reviews report having a publicly accessible protocol; these are dominated by reviews carried out within Cochrane.6 The importance of documentation of and access to systematic review protocols has grown during the past decade based on increased interest in several notions including: (1) a need for increased focus on developing plans reviews to avoid arbitrary decision-making, as well as anticipating potential obstacles during review conduct; (2) consideration of reproducibility of research by others; (3) avoiding unintentional duplication of systematic reviews and (4) the ability to identify biases related to protocol deviations and selective reporting.38 As with primary research, prospective registration of systematic reviews can facilitate greater transparency of the review process. The PROSPERO prospective register for systematic review protocols, housed with the University of York, was developed in 2011 (http://www.crd.york.ac.uk/PROSPERO/). In addition to registration, documentation of detailed methods and analytical plans for systematic reviews is important. Similar in intent to SPIRIT for trial protocols, the PRISMA for Protocols (PRISMA-P) Statement39 was published in 2015. PRISMA-P is intended for reviews of therapeutic efficacy of medical interventions, and includes a checklist of 17 items that align closely with content from the PRISMA Statement (see table 2) to enable seamless integration.
We refer readers to the full checklists and websites for PRISMA and PRISMA-P (http://www.prisma-statement.org), as well as the key guidance publications for review of the broader list of items to be considered to maximise transparency of clinical trial protocols; the related Explanations and Elaborations reports for both tools also provide examples of strong reporting, and additionally include educational content.38 ,40
PRISMA Statement extensions
In addition to core guidance for systematic reviews comparing the therapeutic efficacy of pairs of medical interventions using aggregate patient data, extensions of PRISMA have been developed for reviews of different structures and purpose. An extension for NMA41 was developed to help researchers address reporting issues for nuances of such analyses, including presentation of the expanded evidence base of interventions using network diagrams and statistical evaluation of the agreement between sources of direct and indirect evidence (commonly called consistency or coherence). Certain modifications of other core PRISMA items were also made in relation to how to summarise findings from analysis, consideration of Bayesian applications and strategic use of supplements to present all information of relevance to readers. For readers unfamiliar with NMA, the Explanations and Elaborations document also provides educational content on key methodological concepts and illustrative examples of good reporting.41 Recent research42 has put forward a structured set of suggestions for extensions of the standard protocol structure for traditional systematic reviews addressed by PRISMA-P guidance.38
The PRISMA Extension Statement for Individual Patient Data (IPD) Meta-Analysis added three additional reporting items for consideration by authors, and also incorporated wording changes for 23 checklist items.43 Newly added items included specification of methods followed to confirm the integrity of the IPD (including baseline balance and other factors), reporting of any vital findings from these assessments and exploration for differences in benefits and harms in different types of patients (including evaluation of relevant interaction terms and other potential effect modifiers). Modifications addressed changes necessary for items that included provision of additional details of the approach to analysis necessary for IPD meta-analysis (including accounting for clustering of patients, methods to synthesise aggregate and patient-level data together, and other details with a focus towards complete transparency of methods for analysis).
Few additional nuances from a statistical perspective are noted by the PRISMA Extension Statement for Harms,44 though of note is the need for authors to clearly stipulate the handling of zero cells in meta-analyses as these are not uncommon when reviewing data for end points associated with lower event rates; ensuring clarity regarding criteria employed for supplemental meta-analyses related to harms grades, varying end point definitions and potentially alternative models is also important. Finally, the PRISMA Extension for equity-focused reviews45 mentions a small number additional considerations of statistical relevance related to providing clear specification of subgroup (or other) analyses performed to assess health inequities, with consideration of both relative and absolute measures of effect. Additional PRISMA extensions for reviews involving children, reviews of diagnostic accuracy, scoping reviews and rapid reviews are forthcoming.
Additional topics of relevance
Sharing of study data and statistical code
Regarding reproducibility of biomedical research, an additional consideration for statisticians and investigators involved in the conduct of trials is the sharing of clinical trial data. In 2016, the International Committee of Medical Journal Editors (ICMJE)46 ,47 expressed their position on ethical requirements for trialists to openly share data derived from randomised trials, a perspective shared by an increasing number of funders and other organisations. As per Goodman, the reproducibility of research requires that other researchers may replicate original findings using the same materials evaluated by the original study authors, which naturally requires access to full study data. While a growing number of journals continue to support the sharing of clinical trial data, research suggests that journals mandating this principle are not yet consistently following this policy.48 From a transparency perspective, research units involved in the design, performance and reporting of clinical trials should give strong consideration to optimising the transparency of their research via public data sharing. The same consideration should also be undertaken by researchers performing systematic reviews and meta-analyses; while traditional meta-analyses comparing two interventions commonly provide access to raw study data as a component of standard graphical output from many meta-analysis packages, this is not the case for meta-analyses of other forms. For RCTs and systematic reviews alike, open provision of study data is likely to elevate the trust and confidence of readers in study findings. While researchers' interests to openly adopt data sharing has been limited to some degree by concerns over impact on their careers, there is reason to believe positive impacts including increased public attention for their research as well as enhanced career prospects may follow.49
For RCTs and systematic reviews, formal guidance does not currently exist suggesting that researchers should provide access to the statistical/computer code used to generate study findings; however, this issue has been discussed in the literature.50–52 Based on the premise of reproducibility, the potential for identification of errors in original analyses (during peer review or postpublication) and the ability to consider additional analyses of clinical relevance, there is appeal in the provision of code for readers and reviewers. However, as Ioannidis suggests, concern may remain as to whether code provided is a complete representation of all analyses carried out or only a subset thereof, limited to the study's most interesting findings.46 As most biomedical journals are online, the use of online supplements enables authors make additional content available with their research, including relevant statistical code. Other initiatives such as the Open Science Framework (https://osf.io/) facilitate open sharing of research documents as well as online collaboration between researchers. While the difficulty of ‘spin’ in biomedical research remains a challenge, continued improvement in statistical reporting may enhance our ability to identify it more easily in our readings of evolving literature.
Discussion and conclusions
Efforts to maximise the transparency and completeness of reporting can go a long way towards reducing waste in research, within the realm of mental health publications as well as the broader realm of all biomedical publications. Statistical aspects, in terms of description of methods used and results achieved, represent an important dimension in which the clarity of reporting is critical. During the past 20 years, reporting guidelines have been developed which offer researchers an excellent resource, easy to follow and to reflect in journal submissions via appropriate citation and completion of checklists. Continued endorsement of such guidance by biomedical journals paired with increased awareness and implementation by researchers is key steps towards further enhancing the quality of reporting of clinical trials and systematic reviews. Other instrumental stakeholders who can facilitate optimal reporting include institutions and funders who can mandate adherence to guidelines and open access principles.2 ,3
While the existence of poor reporting of clinical trials and systematic reviews may not necessarily directly correlate to poor design and methodological quality, a relationship of this nature may often be presumed. Therefore, complete reporting can facilitate assessments of methods, quality and the risk of bias in published research. This overview only addresses core guidance documents related to randomised trials and systematic reviews, and corresponding research for other study designs is also available. Interested readers will find comprehensive access to existing reporting guidance tools from the website of the EQUATOR Network, and we encourage readers to explore them for use in their future research.
References
Footnotes
Competing interests None declared. doi:10.1136/eb-2017-102666
Provenance and peer review Commissioned; externally peer reviewed.
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The strong foundation of credibility leads to incredible scientific advancements. However, today’s scientific community is still struggling with data reproducibility, contamination, and availability of good resources required for their Biomedical Research. As a matter of fact, different self-correcting mechanisms can be implemented for good data reproducibility, which is entirely dependent upon the ability of a researcher to reproduce the findings that are comparable to already published reports. This can further be helpful to authenticate existing data, further leading to better advancements. One such recognized scientist from Stanford Medical Research has pinpointed further that the importance of data reproducibility cannot be ensured with data correctness but it is very crucial to gain complete transparency about the method and conclusion.
So in general, scientists should be able to repeat the experiment to get the same data reproducibility at any point in time; in order to arrive at a similar conclusion. And that should be the motif of data validation. However, in reality, all the scientific findings in medical research cannot be really reproduced as well as compared; further putting a larger burden in the context of time, money and other resources. Further to which, the need of an hour is to spread awareness about the latest research, data reproducibility and certain precautions that need to be undertaken to improve data reproducibility and innovation in life sciences.
In this regard, we have come up with some predominant factors that are required to be reviewed; in order to increase outcome in the form of data reproducibility.
What Exactly Is Data Reproducibility?
Although the term “lack of reproducibility” is being commonly used in the scientific world, it is rather an umbrella term that accommodates several factors. Accordingly, the American Society for Cell Biology has attempted to elaborate the term more intrinsically through the identification of different facets. The discussion involved following terms, like:
Direct replication of data: – When the data obtained are an exact duplication of previously published reports, using similar experimental design and conditions.
Analytic Replication of data: – This has been designed to reproduce a number of scientific investigations through the reanalysis of the original data set.
Systemic Replication: – This can be noted as the attempt to reproduce multiple published data during variable experimental conditions.
Conceptual Replications: – In this case, the data validity is estimated using a variable set of experimental conditions.
Factors Contributing To Lack Of Reproducibility
Since the failure of reproducing the data requires a lot of troubleshooting as well as back calculation; there are multiple issues that are required to be overcome to minimize a problem. These shortcomings can be noted as:
- Absence of methodological data, published work as well as research material: – To be able to understand and authenticate data it is important to have access to some reference material as a key.
- Use of cross-contaminated, as well as over-passaged cell lines: – Reproducibility, can further be complicated or made invalid through the use of substantial quality of primary cell lines. For example, if the supplier of cell lines is not authorized to offer cells so as per guidelines proposed by ISO as well as GMP guidelines; then further research and advancements is greatly affected.
- Poor research practice and experimental design: –Among many practices and published data; poorly available scientific data and non-manageable experimental design is the pre-requisite.
Moving Forward
Thus, data accuracy, as well as result reproducibility, is some of the essential components of robust as well as credible research output. The predominant factors that have been contributed in the current write up are to be nurtured through a number of recommendations and guidelines; in order to overcome the challenges that can be faced in their practical implementations. The team Kosheeka, being India’s premier primary cell supplier is entitled to offer the better quality of cells that can be helpful in improving research practices and better credibility of scientific data. | https://kosheeka.com/factors-affecting-data-reproducibility-and-how-to-tackle-them/ |
The Reproducibility Papers Track solicits papers that repeat, reproduce, generalize, and analyze prior work with a strong impact on information retrieval. The focus of this track is on generating new findings of established approaches akin to a test of time. Submitted papers should analyze to which extent assumptions of the original work held up, and elaborate error modes and unexpected conclusions.
We are particularly interested in reproducibility papers (different team, different experimental setup) rather than replicability papers (different team, same experimental setup). The emphasis is not on reproducibility badging, but on generating new research insights with existing approaches.
Reproducibility papers are considered equal to regular SIGIR papers. Accepted reproducibility papers will appear in the SIGIR 2022 main conference proceedings.
Important dates
Time zone: Anywhere on Earth (AoE)
Reproducibility track papers due: Monday, February 14, 2022
Reproducibility track papers notifications: Thursday, March 31, 2022
Submission Guidelines
Reproducibility track papers are expected to help establish whether prior research in IR is generalizable beyond the theoretical or experimental settings that the paper(s) being reproduced assume(s). Submissions are welcome on reproducibility in any area in IR. Papers submitted to the Reproducibility paper track must explain:
- Their motivation for selecting the methods that are replicated or reproduced and the impact of these methods on the IR community;
- The directions in which they try to generalize, chose different angles from the original work that they reproduce, and the experimental setup(s) they select to support their research in these new directions;
- The assumptions of the original work that they found to hold up, and the ones that could not be confirmed. For papers in the reproducibility track the key is to share knowledge about what lessons from prior work held up.
We expect authors to provide a comprehensive online appendix, with code, data, and clear instructions for reproduction. The review process is single-blind so that personal or institutional repositories can be used for the submission.
Reviewing Criteria
A dedicated reviewing committee will review submitted reproducibility track papers. The reviewing will be as rigorous as for regular SIGIR papers. However, the reviewing criteria will be different from the full paper track, with a strong emphasis on lessons learned, limitations, and generalizability.
Submissions will be evaluated using the following criteria:
- Contribution: Does this work provide a novel angle on existing approaches and thereby lead to novel insights for the IR community?
- To a small extent
- To a moderate extent
- To a good extent
- To a great extent
- Motivation: How relevant is the replicated or reproduced work for the IR community, and how impactful are the achieved conclusions?
- To a small extent
- To a moderate extent
- To a good extent
- To a great extent
- Soundness: Is the replicated or reproduced paper sufficiently solid in terms of methodology and evaluation?
- To a small extent
- To a moderate extent
- To a good extent
- To a great extent
- Quality of reproduction artifacts: Do the supplementary materials for this submission support ease of reproducibility?
- To a small extent
- To a moderate extent
- To a good extent
- To a great extent
- Paper length: Is the contribution appropriate for the given length?
- The paper is too long for the contribution that it makes
- The length is just about right
- The paper is too dense
- Overall evaluation (Summary of the final decision)
- Main strengths
- Main weaknesses
- Summary: Does it hold up? In which way does this paper confirm the reviewer’s prior beliefs or provide new insights into what works and what doesn’t? What new insight did you gain?
- Overall score:
- Reject [-2]
- Weak reject [-1]
- Borderline
- Weak accept
- Accept
- Reviewer confidence:
- None
- Low
- Medium
- High
- Expert
Format
Submissions of reproducibility track papers must be written in English. The page length limit is flexible with up to 9 pages (including figures, tables, and proofs), plus unrestricted space for references. Paper length should be commensurate with contribution size and authors should submit a paper whose length reflects what is needed for the content of the work. We invite reproducibility studies that were conducted within research for a full paper submission; in that case, please respect the anonymity requirement of the regular submission and note the necessity to submit a complete paper with its own distinct message and contribution.
The submission should be in PDF, using the current ACM two-column conference format. Suitable LaTeX, Word, and Overleaf templates are available from the ACM web site (use the the acmart.cls style file and set “sigconf=true,review=true” as options).
Submissions should be submitted electronically via EasyChair. Note that the reproducibility papers track must be selected in the submission form. The submission site is:
https://easychair.org/conferences?conf=sigir22.
At least one author of an accepted paper is required to register for and present the work at the conference.
Anonymity and authorship
The review process for reproducibility track papers is single blind, so that the reviewers know the identity of the author(s). In this manner, personal or institutional repositories can be used for the submission. Authors should carefully go through ACM’s authorship policy before submitting a paper. To identify reviewers with conflict of interests (COIs), we request the complete author list must be specified at submission time. No changes to authorship will be permitted after the submission deadline under any circumstance. | https://sigir.org/sigir2022/call-for-reproducibility-track-papers/ |
Organizational Structure and Immediate Goals
Having established the general goals and founding principles of the group, members of QUAREP-LiMi agreed upon a set of essential topics to address and established the following organizational structureon July 9th, 2020:
- The group aims to achieve specific deliverables and established that work will be conducted by individual working groups, each led by an elected Chair and Vice-Chair.
- All interested parties are welcome to participate, either as observing members or as active participants within one or more working groups of their
- All participants, regardless of whether they are observing or active participants, will be allowed to provide feedback on the deliverables produced by individual working
- The number of working groups will be extended as needed to ensure coverage of all aspects of microscopy QC and satisfy all key beneficiaries’
More specifically, the following working groups were established, and when appropriate, will produce a robust, easy-to-use protocol based upon standardized samples or tools:
WG1 Illumination Power
Comparison of fluorescence intensities between images requires measurements of the illumination power and stability of the excitation light source. WG1 aims at establishing a recommended protocol for measuring the stability of a light source during both short- and long-term image acquisition sessions using calibrated external power sensors. This initial aim will be extended later to measure the absolute flux of light through the illumination path and irradiance of the sample. The initial protocol will be designed around lasers on confocal microscopy platforms (raster scanning and spinning disks). It will be later modified towards other microscopy techniques (widefield, TIRF, light-sheet, super-resolution).
WG2 Detection System Performance
WG2 focuses on the detection system, comprising the detection path and its detector(s), and how it measures the signal from the sample. Members of WG2 aim to standardize the characterization of the detection system performance and create standard procedures for monitoring it over time, thereby revealing performance issues that could affect data reproducibility. Therefore, WG2 will define universal, externally measurable parameters applicable to any type of detector (e.g., photons, linearity, noise), together with measurement tools and protocols for measuring these parameters from common detector types. These universal parameters will be specified according to each distinct type of detector’s internal parameters, which have already been defined by the community. They will enable the evaluation and comparison of different detection systems, thus pinpointing the most suitable technology for given applications.
WG3 Uniformity of Illumination Field – Flatness
Illumination field uniformity is critical for quantitative imaging when comparing fluorescence intensities across a field-of-view (FOV) or a large tile of images capturing an entire sample. If the illumination is not constant over a large area, the fluorescence intensities will not represent the inherent fluorescence but rather the location within the image. Thus, WG3 aims at defining a set of universal protocols to assess the uniformity of illumination (i.e., “flatness” of field) over the FOV of any photon-based imaging system and allow for correction of any non-uniformity. These protocols will identify the necessary tools, the procedures required to perform the measurements, and the analysis methods required for their interpretation. WG3 will also define criteria regarding the cut-off for acceptability and the need for correction. A database will be created with ideal images of uniform fields-of-view from different microscope modalities and settings to be used as a reference by the community and validate the protocol and criteria.
WG4 System Chromatic Aberration and Co-Registration
Chromatic aberration refers to possible artifacts caused by the wavelength dependency of an imaging system’s optical properties, with the result that two colors arising from the same physical location within the sample appear separated in the image. Such artifacts result from the optical design of the system (e.g., well-corrected versus poorly corrected objective lenses), the manufacturing tolerances of the system components, and the alignment of the optical components. Co-registration accuracy more generally refers to the system’s ability to co-localize dyes of different wavelengths emitting from the same object within a particular experimental set-up. This can be affected by both the experimental set-up and the system architecture. Working within the assumption that microscope users are ultimately interested in co-registration accuracy, WG4 aims to use sub-resolution and larger multi-colored bead preparations to measure co-registration accuracy. Alternative tools for performing these measurements will also be evaluated. WG4 will compare reproducibility across different laboratories to determine the best protocol.
WG5 Lateral and Axial Resolution
This WG focuses on the microscope lateral and axial resolution, which is essential for reporting size measurements of near- resolution limit objects or distances between them. Resolution is highly related to the objective quality but depends strongly upon other parameters ranging from the sample preparation to the signal detection.
The WG aims to define sample preparation, image acquisition, and data analysis protocols for testing resolution, first using sub-resolution fluorescent bead preparations and second employing alternative pattern-based methods. Monitoring the resolution (Point Spread Function in the case of beads) over time will identify possible aberrations in the system. Pooling the data from multiple laboratories within the WG will allow them to compare reproducibility for sample preparation, data acquisition, and data analysis tools, thereby determining a robust, easy-to-use protocol to propose to the community.
WG6 Stage and Focus – Precision and Other
The mission of WG6 is to ensure the performance and QC of stage platforms and sample holders and the optomechanical focus of the optical system as it relates to X, Y, Z movement, stability, reproducibility, and repeatability. The goals are defining the terms typically used to address QC, providing standardization of the measurements and testing protocols, and establishing performance benchmarking levels. Though initially applying these towards confocal light microscopy, the WG will endeavor to include details for standard incident light fluorescence microscopy and more advanced techniques such as super-resolution and light-sheet microscopy.
WG7 Microscopy Data Provenance and QC Metadata
For proper interpretation, microscopy images must be accompanied by both human-readable (i.e., Materials and Methods sections) and machine-readable (i.e., metadata) descriptions of all steps leading to image formation (i.e., ‘data provenance’ metadata) as well as by QC metrics detailing the illumination, detection, chromatic, optical and mechanical performance of the microscope. Nevertheless, no universally accepted community guidelines exist defining what ‘data provenance’ and QC metadata should be reported for distinct types of imaging data. Therefore, the metadata automatically recorded by different commercial microscopes can vary widely, posing a substantial challenge for microscope users to create a bona fide record of their work. To meet these challenges, the 4D Nucleome (4DN)41 Imaging Working Group and the BINA QC-DM WGr have developed a tiered set of Microscopy Metadata guidelines and a suite of extensions of the OME Data Model12 that scale with experimental complexity and requirements, and are specifically tailored at enhancing comparability and reproducibility in light microscopy. WG7 aims to systematically evaluate the structure and semantics of the initial 4DN-BINA-OME extension proposal and to launch a coordinated outreach strategy towards reaching a wide community consensus around the proposed metadata specifications.
WG8 White Paper
The remit of WG8 is to relay both short and long-term goals of QUAREP-LiMi by the publication of a set of White Papers to communicate and seek cooperation from the community. The principal aim of these White Papers is to promote QUAREP-LiMi to 1) Prospective new members: to actively engage with the work of QUAREP-LiMi; 2) Imaging scientists and bioimage analysts: to raise awareness of QC issues; 3) Group Leaders/Principal Investigators: to engage a critical mass of academic researchers (top-down); 4) Research scientists (graduate students and postdoctoral researchers) with expertise in the specialized WG topics and imaging scientists: to influence the research group leaders (bottom-up); 5) Scientific publishers: to raise the quality of methods reporting and rigor and reproducibility in publications; 6) Leads (CEO/directors) of companies and commercial application specialists: to work alongside QUAREP-LiMi to facilitate ease of measurements and reporting, and 7) Prospective funders (funding agencies, private sponsors): to support the work of this initiative.
WG9 Overall Planning and Funding
The principal aim of WG9 is to coordinate and promote the activities of QUAREP-LiMi. Within this WG, there is representation from all other WGs in addition to key global, regional, and national microscopy communities. WG9 will also liaise directly with corporate partners, scientific publishers, and funding bodies.
WG9 will focus on the following activities: 1) Ensure that the output of QUAREP-LiMi achieves maximum impact within the imaging community by raising awareness of the need for QC across all stakeholders in light microscopy (via white paper, website, publications); 2) Seek to obtain support from our corporate partners (microscope manufacturers/technology companies); 3) Obtain funding and support from national bodies, scientific publishers and learned societies to help cover the activities of QUAREP-LiMi (allow us to stage physical meetings, cover publication costs, help with organization and add impact); 4) Keep stakeholders informed and share information through a regularly updated website and tools database (towards internal and external communication and impact), and 5) Coordinate QUAREP-LiMi WGs and future QUAREP-LiMi meetings (virtual and physical).
WG10 Image Quality
Good image quality (IQ) is essential for any subsequent image processing, analysis, and presentation steps. However, the notion of IQ is very broad and encompasses concepts that might differ between various microscope types. The aims of WG10 are 1) to define a set of basic IQ parameters (quantitative criteria, metadata, QC metrics) for light microscopy; 2) to weight the significance of the individual parameters for different experimental techniques and microscope types; and 3) to facilitate the assignment of a microscope- and experiment-specific QC rating to individual images. Ultimately, WG10 will work to summarize the upshot of these steps in the form of easy-to-use workflows. The integration of IQ ratings as part of the metadata associated with every imaging dataset is a long-term goal of this WG.
WG11 Microscopy Publication Standards
WG11 will work together with scientific publishers to promote the adoption of best practices in the reporting of metadata (for both image acquisition and analysis) throughout scientific journals and books.
Only by ensuring all relevant constituents researchers and imaging scientists submitting publications and designing research; editors, scientific publishers, and reviewers monitoring and preparing publications; and funders, researchers, and educators evaluating and disseminating publications) are working in concert can we raise the bar to ensure reproducibility in imaging experiments. WG11 will focus on the following activities: 1) inform scientific publishers of the standards and metadata put forward by the other QUAREP-LiMi Working Groups; 2) liaise with and encourage individual journals to modify their imaging guidelines to align with these recommendations; 3) work together with the scientific publishers to enforce high standards of imaging metadata reporting in all research works accepted for publication; 4) facilitate the involvement of technical reviewers with significant microscopy expertise during the review of papers that rely heavily on imaging techniques; 5) work together with publishers to promote and increase the appropriate acknowledgement and co-authorship of imaging scientists and core imaging facilities in publications; 6) encourage publishers to compel authors to make raw imaging data available if, and when, required for validation of published research and to make reasonable suggestions regarding duration of storage of raw imaging data relevant to published results; 7) propose minimum standards for figure quality, figure colour selection, scale bars, inserts, annotations and labelling, in order to render all microscopy figures easily interpretable by experts and non-experts alike. | https://quarep.org/working-groups/ |
The next faculty development workshop will be conducted virtually March 11 and 12, 2021 for instructors at the Atlanta University Center Consortium (Morehouse College, Spelman College, and Clark Atlanta University).
Details about the Atlanta University Center Consortium Workshop and application information are available below.
To be notified when future workshops are scheduled, sign up for the Project TIER newsletter or follow @Project_TIER on Twitter. We will resume in-person workshops as the COVID-19 pandemic permits.
About Project TIER Faculty Development Workshops
Project TIER's Faculty Development Workshops are designed for college and university educators who are interested in integrating principles of transparency and reproducibility into quantitative methods courses and research training.
The workshops introduce participants to protocols for conducting and documenting empirical research that ensure the reproducibility of all computational results, and then present a`range of pedagogical strategies and curricular resources for teaching these methods to students in a variety of educational settings.
The objective is to help instructors develop plans for teaching reproducible research practices that will be feasible and effective in their particular contexts, so that they are fully prepared to implement the methods presented at the workshops when they return to their home institutions.
Participants are also introduced to opportunities to collaborate with Project TIER in the development and dissemination of curricular resources for practicing and teaching transparent research methods. The ultimate goal is to foster the development of a community of educators committed to the idea that transparency and reproducibility should be integrated into all levels of research training for students in quantitative fields.
Who can benefit from attending a workshop?
- Faculty who teach courses involving statistics and data analysis, and/or supervise student research.
- Staff of libraries, interdisciplinary centers for research and education, or IT departments with responsibility for training or support of student research.
- Graduate students and post-docs who currently serve as instructors or TAs, or anticipate doing so in the future.
- Any other individuals in a position to use the methods presented at the workshops in some way that promotes transparent and reproducible methods in the research training of students in quantitative fields.
Individuals who teach or advise quantitative research methods are welcome, regardless of their disciplines. Most participants in past workshops have been social scientists, but the number of individuals from mathematics, statistics, and the natural sciences has been growing. Further increases in the diversity of the disciplines represented at the workshops would be welcome.
Commitment to inclusion and diversity
Project TIER is committed to serving members of underrepresented minorities, women, and low-income and first-generation college students.
We seek to collaborate with colleagues whose talents and perspectives reflect diverse backgrounds and life experiences, and value the distinctive perspectives they bring to Project TIER.
Individuals belonging to underrepresented groups, and/or whose teaching and advising will reach large numbers of under-served students, are especially encouraged to apply.
March 2021 Atlanta University Center Consortium Workshop
The workshop will be delivered synchronously via Zoom, and consist of two sessions:
Session 1: Thursday, March 11, 1:00-4:00 pm (Eastern Standard Time)
Session 2: Friday, March 12, 1:00-4:00 pm (Eastern Standard Time)
Post-workshop expectations
To assess the impact of the workshop, we will conduct a follow-up survey in May 2022 to collect information about ways participants have used methods or materials from the workshop to incorporate reproducibility in quantitative methods courses and research training during the 2021-22 academic year.
We will ask participants to provide a very brief (one or two paragraphs) description of any innovations they have made to introduce students to principles and practices of quantitative research, and to share with us copies of any relevant documents they have created (for example: a course syllabus, a computer exercise, or slides from a class or presentation).
Stipends
Each participant in the workshop will receive an honorarium of $500.
Content of the workshop
The program of the workshop includes:
- Workflows for reproducible research. The TIER Protocol is based on a research style that has been and remains prevalent in the social sciences, but introduces standards of documentation that ensure transparency and reproducibility. This approach emphasizes the importance of constructing replication documentation incrementally throughout all phases of a research project, and preserving scripts containing commands that execute every step of data processing and analysis underlying the results of a study.
- Teaching strategies. Discussion of strategies for teaching students to conduct research using these reproducible research methods, and of how these strategies can be adapted to serve in diverse environments--differing, for example, in class size, preparedness of students, access to data and computing resources, and the amount of time available to devote to reproducibility.
- File-sharing platforms. Demonstrations of one or more file-sharing platforms (e.g., Dropbox, OSF, GitHub, etc.), and of how they can be used to radically transform the nature of collaboration among students working on projects together as well as communication between instructors and students.
- Pedagogical benefits. Discussion of the benefits of teaching reproducible research methods. These benefits have to do both with developing the professional skills of the next generation of researchers, and with reinforcing fundamental principles of inquiry, argument, and integrity that are essential elements in the education of all students, regardless of their later career paths.
Software requirements
The workshops are software-neutral, in the sense that all the methods presented can be implemented with any programmable statistical package--e.g., Stata, R, SPSS, SAS, Matlab, and many others. Of necessity, the demonstrations and examples will be conducted with particular programs, but they are easily adapted to any other programmable package.
IMPORTANT NOTE: Despite this neutrality with respect to which particular software is used, the use of some programmable statistical package is essential. The methods presented at the workshop are not applicable in settings in which students work with their data in Excel or other spreadsheets, or in which students rely on the drop-down menus available in some programs.
Instructors whose students use spreadsheets or drop-down menus, but who wish to wean them from those tools and teach them to work with editable scripts instead, are welcome at the workshop and may find much it valuable. The workshop does not have much to offer for situations in which switching from spreadsheets and drop-down menus to editable scripts is not feasible.
Workshop organizers
This workshop is being organized by Richard Ball and Norm Medeiros, Project TIER Co-Directors, and Matthew Platt, Associate Professor of Political Science at Morehouse College.
Application Information
Applications are due February 24. The application form is available here.
Applicants will be notified of acceptance decisions by March 1.
Enrollment in the workshop will be limited to 10 people. Each participant will receive an honorarium of $500.
The main criteria for selection are:
- Evidence of a candidate’s commitment to incorporating principles and practices of transparency and reproducibility into their own teaching and/or supervision of student research.
- Evidence of a candidate’s motivation to remain in touch with us after the workshop and play an active role in the community of transparency-minded educators we seek to foster.
Priority will be given to faculty and staff from the Atlanta University Center Consortium (Atlanta Clark University, Morehouse College, and Spelman College). Candidates from other Atlanta-area institutions may be considered if space is available. | https://www.projecttier.org/fellowships-and-workshops/faculty-development-workshop-atlanta/ |
December 18, 2019
Rigor and reproducibility has been a major topic in biomedical, physical, and social science research as scientist have recognized the importance of thoroughness and independent reproducibility. Beginning January 2019, the NIH began including rigor and reproducibility in grant application instructions and review criteria. There are four main areas of focus:
- Rigor of the prior research
Applicants must describe the strengths and weaknesses of their preliminary data. Elements that should be described include experimental design, biological variables, and authentication of key resources.
2. Rigorous experimental design for robust and unbiased results
Applicants must utilize the scientific method to ensure robust and unbiased experimental design, methodology, analysis and interpretation of results. See https://grants.nih.gov/policy/reproducibility/resources.htm#tools for resources on rigorous experimental design.
3. Consideration of relevant biological variables
Applicants must consider biological variables, including age, sex, weight, and underlying health conditions. Biological variables must be factored into the research design, analysis, and interpretation of vertebrate animal and human studies. Applicants may propose studies with only one sex if appropriately justified with scientific literature and preliminary data. See https://www.fasebj.org/doi/full/10.1096/fj.15-279554 for guidance on sex as a biological variable.
4. Authentication of key biological and/or chemical resources
Applicants must demonstrate validation of key biological and chemical resources, including cell lines, specialty chemicals, antibodies, and other biologics. Since these resources may differ between laboratories and over time and may have qualities that influence the results, the applicant must ensure their research material is appropriately validated. See https://grants.nih.gov/policy/reproducibility/resources.htm#authentication for examples of authentication plans.
Please see https://grants.nih.gov/policy/reproducibility/guidance.htm for more information on NIH’s Rigor and Reproducibility requirements.
NIGMS has made NIH Rigor and Reproducibility Training Modules available. These modules, developed by NIH, focus on integral aspects of rigor and reproducibility in the research endeavor, such as bias, blinding and exclusion criteria. The modules are not meant to be comprehensive, but rather are intended as a foundation to build on and a way to stimulate conversations, which may be facilitated by the accompanying discussion materials. | https://sbirland.com/2019/12/18/what-is-rigor-and-reproducibility/ |
New research into the transparency and reproducibility of biomedical research, suggests ways to improve the quality of these studies and how this may be achieved. The study focused on whether a large number of studies may be capable of being repeated.
With an increasing interest in the reliability of scientific research special attention may be focused on the actual methods of science and how these may operate. With the media refocusing this attention on particular topics like health, sugar and climate change this might have opened a public discussion on the credibility of specific scientific research.
How an individual assesses broader research may be a complex process where certain research may have been omitted from mass communication to the public. Tools to help individuals decide which scientific research may be trusted are far from easy to find and usually written in complex language for an individual to decipher. On important political decisions the public may need to be well informed of what is being communicated in any scientific journal, how the public is persuaded may then lead to imperative decisions being made based on this. The media adds to the challenge by often publicising contradictory research in specific fields daily and on topics like health and medicine; it is also critical research is trustworthy with far reaching ramifications.
For theories and research to be taken seriously it may need to be constantly validated by replicated research. Albert Einstein’s theories on general relativity are examples of this which epitomise simplicity and are reproduced many times and in different environments, including outer space. When these procedures are incorporated the result may be more accurate knowledge, especially when contrary interests are involved. Averting these procedures may result for example in the practices of mainstream economists prior to 2007/2008, although until this time the science diverged; requiring a code of ethics. Therefore, the actual practices of science in areas where contrary interests may dominate need strong codes of ethics.
This science on science approach has been pursued by new research by Iqbal and colleagues from the Meta-research innovation centre at Stanford University and Emory University, which analysed biomedical research from 2000 to 2014 to examine how the research makes key information available so proper evaluation and replication may take place. Out of the 441 articles evaluated only one provided a full protocol of data including protocols, complete data, how frequently novel information was revealed and whether it was replicated. The majority of studies abstained from including funding or contrary interests and replication studies to validate them were very rare. The finding was zero papers made all the necessary data available for an individual to make sense of the findings or to allow another team to replicate them.
The team observed how the reduced replicability and transparency decreases the value of this research. Currently, several biomedical journals have started encouraging authors to include protocols, datasets and to disclose information on funding and any potential contrary interests. The result of research like Iqbal and colleagues work may influence journals to attain a higher standard and publish timeless articles; it may also highlight what is quality research and what needs to be included to be considered this.
The team suggested many solutions to reduced transparency in this research and to guarantee reproducibility. Firstly, allowing other researchers to be actually capable of repeating the process and findings with complete data and protocols. Reanalyses of clinical data may also support scientists to assess the validity of published trial results and independent investigation verifying authentic replication as may happen in genetic replication studies. The authors also advised primary data to be included in reviews and meta-analyses which normally give a broad examination and confirmation of a topic.
The constructive strength of this research is it may establish ways in which research might become more transparent and reproducible, by highlighting bias and reduced replicability inherent in certain research. Funding of research which encompasses reproducibility may also be more beneficial financially to the public and to the quality of the knowledge bank of science.
How might individuals be able to check the validity of information communicated via any media? | https://thejupital.com/the-penny-drops/ |
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Effective weakly supervised semantic frame induction using expression sharing in hierarchical hidden Markov models
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Authors:
Janneke van de Loo,Jort F. Gemmeke,Guy De Pauw,Bart Ons,Walter Daelemans,Hugo Van hamme
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1901.10680
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http://arxiv.org/abs/1901.10680v1
We present a framework for the induction of semantic frames from utterances in the context of an adaptive command-and-control interface. The system is trained on an individual user's utterances and the corresponding semantic frames representing controls. During training, no prior information on the alignment between utterance segments and frame slots and values is available. In addition, semantic frames in the training data can contain information that is not expressed in the utterances. To tackle this weakly supervised classification task, we propose a framework based on Hidden Markov Models (HMMs). Structural modifications, resulting in a hierarchical HMM, and an extension called expression sharing are introduced to minimize the amount of training time and effort required for the user. The dataset used for the present study is PATCOR, which contains commands uttered in the context of a vocally guided card game, Patience. Experiments were carried out on orthographic and phonetic transcriptions of commands, segmented on different levels of n-gram granularity. The experimental results show positive effects of all the studied system extensions, with some effect differences between the different input representations. Moreover, evaluation experiments on held-out data with the optimal system configuration show that the extended system is able to achieve high accuracies with relatively small amounts of training data.
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Have you ever wondered why certain experiments are done under GLP (good laboratory practices) conditions? GLP is a term that is used frequently in preclinical research, and are a set of guidelines that act as a management control for research laboratories and organizations to ensure the uniformity, consistency, reliability, reproducibility, quality, and integrity of chemicals (including pharmaceuticals) for non-clinical safety tests. Sometimes it’s hard to understand when and why protocols must be done under GLP conditions. In general, GLP conditions must be maintained when an experimental drug or biologic may be used ultimately in humans and will need to be evaluated by regulators like the FDA.
Contemplate these questions to help you determine if you need to perform experiments under GLP.
- What am I testing? Are you screening a panel of drugs or small molecules as potential therapeutics? If this is the case, then one or more of these candidate molecules may ultimately be used in a clinical trial, so you may consider doing assays under GLP conditions. If you are using experimental molecules to understand basic biology, then you probably do not need to use GLP-compliant protocols.
- Are you handling patient samples? Preclinical research is greatly enriched by the use of human samples because animal models are limited by what they can teach us about our own biology. But the use of samples from patients is carefully regulated in order to assure samples are used in line with the experimental protocol by which they were obtained. If a protocol has been designed to evaluate a potential treatment or diagnostic, patient samples may need to be handled under GLP conditions.
- Are you evaluating safety or toxicity of experimental drugs or biologics? Safety and toxicity evaluation is a critical element of preclinical research and must be performed under GLP conditions for regulatory compliance.
GLP-compliant protocols must be developed to satisfy specific criteria, and this process can be more costly and time-consuming than non-GLP protocols. Consider consulting with a GLP expert in order to assess your GLP needs. Proper planning can make the adaptation of GLP protocols more manageable and less overwhelming. | https://www.flowmetric.com/cytometry-blog/why-choose-glp |
The need for effective data management and stewardship of research materials is driven by funding agency requirements, the growing size and complexity of research data sets, and a rising appreciation of opportunities for the responsible re-use and re-analysis of data.
Research data management and stewardship of other research materials often includes developing formal Data Management Plans with detailed plans for publishing, preserving or retaining, curating, and sharing data.
Data Use Agreements ensure that the parties most familiar with the data are responsible for honoring the terms of any research volunteers’ consent; the same parties are also responsible for establishing the terms by which data is stored and used.
Both sponsors and researchers must be aware of, and committed to, responsible and ethical practices, and legally compliant behavior with respect to research reproducibility, data sharing, and data security. The ability to associate published research results to the corresponding data, protocols, and analyses used to generate the results has the potential to enhance the impact of the research. Transparency is also important to help to reinforce the validity of results and the work that was done to produce the results.
While there are significant ethical issues that underscore the requirement to honor established Data Use Agreements, there are also serious legal and financial implications for both the researchers and for the University if these agreements are violated.
Whether or not the work is externally sponsored, it is important for researchers to begin early to develop long-range plans for suitables forms of data storage. Funding agency expectations regarding DMP content varies considerably across agencies and within divisions, and may be specific to an individual grant, contract, or program.
Your Contract and Grant Specialist can assist in identifying specific requirements.
The webpage on Data Management Plans provides guidance on construction of data management plans as well as pointers to tools available through LTS. | https://research.cc.lehigh.edu/handbook-data-management |
Progress in advancing a system-level understanding of the complexity of human tissue development and regeneration is hampered by a lack of biological model systems that recapitulate key aspects of these processes in a physiological context. Hence, growing demand by cell biologists for organ-specific extracellular mimics has led to the development of a plethora of 3D cell culture assays based on natural and synthetic matrices. We developed a physiological microenvironment of semisynthetic origin, called gelatin methacryloyl (GelMA)-based hydrogels, which combine the biocompatibility of natural matrices with the reproducibility, stability and modularity of synthetic biomaterials. We describe here a step-by-step protocol for the preparation of the GelMA polymer, which takes 1-2 weeks to complete, and which can be used to prepare hydrogel-based 3D cell culture models for cancer and stem cell research, as well as for tissue engineering applications. We also describe quality control and validation procedures, including how to assess the degree of GelMA functionalization and mechanical properties, to ensure reproducibility in experimental and animal studies.
|Original language||English|
|Pages (from-to)||727-746|
|Number of pages||20|
|Journal||Nature Protocols|
|Volume||11|
|Issue number||4|
|Early online date||17 Mar 2016|
|DOIs|
|Publication status||Published - Apr 2016|
Fingerprint Dive into the research topics of 'Functionalization, preparation and use of cell-laden gelatin methacryloyl-based hydrogels as modular tissue culture platforms'. Together they form a unique fingerprint. | https://researchportal.hw.ac.uk/en/publications/functionalization-preparation-and-use-of-cell-laden-gelatin-metha |
Data Sharing and Reproducibility: Systems for increasing research rigor (Milestone 3.H)
Improve rigor, reproducibility, and translatability of discovery research.
Success Criteria
- Embed requirements for providing documentation on the provenance of reagants and protocols and validation of research tools in basic research studies.
- Build systems/processes for transparent sharing of experimental results from early-stage target validation studies.
Summary of Key Accomplishments
This milestone has yet to be initiated. Accomplishments are forthcoming.
This information is current as of July 2022. | https://www.nia.nih.gov/research/milestones/research-resources/milestone-3-h |
Museums all over the world are home to some of the oldest and most beautiful works of art. People travel miles in order to take a glimpse of these masterful paintings and soak in the grandeur that radiates from them. However, what many people don’t know is that almost each of these fascinating paintings has an untold story behind it.
For many years, some of the most famous paintings of the world have been a mystery for the public. But now the veil of truth has been lifted and we can finally learn who inspired the artist to make these paintings and what events have led to their creation.
Starry Night – Vincent Van Gogh
One of the most impressive and certainly the most famous paintings by the Dutch post-impressionist painter Vincent Van Gogh is “Starry Night”. The creation of this painting is connected to the period when the artist was admitted at Saint Remy de Provence. While being treated for his mental illness, he decided to paint the night sky as he saw it through his bedroom window. However, he painted it during the day, so he could compare it to the night sky in the evening.
Mona Lisa – Leonardo Da Vinci
For years the mysterious smile of “Mona Lisa” has been an enigma among the artistic community but also among the many fans that have been pouring into the Louvre just to get a glimpse of the most beautiful woman in the world. The fascinating masterpiece by the talented Leonardo Da Vinci has sparked an interest among many, so for a long time, it was speculated that the woman in the painting is actually Da Vinci himself. However, the truth is that the woman with the enigmatic smile was the wife of a rich, silk merchant and her name was Lisa Gherardini.
The Scream – Edvard Munch
The greatest Norwegian representative of expressionism, Edvard Munch, painted not one, not two, but five versions of his most famous painting, “The Scream”. The first two versions of the painting were created in 1893, and they were done with tempera and crayon. One of these two versions is in the National Gallery in Oslo and the other in the Munich Museum. In 1895, Munch made another version, but this time he used pastel. The fourth version was made with black and white lithograph, also in 1895. Finally, in 1910 Edvard Munch created the fifth and final version of the painting, which was stolen in 2004, only to be recovered in 2008.
American Gothic – Grant Wood
One of the most popular paintings, not only in the USA but also worldwide, depicting the perfect rural life is oftentimes misinterpreted. Even though there is a general opinion that the main figures of this painting are a wife and a husband this is wrong. This painting actually depicts a daughter and a father. As models for this painting Wood used his sister and his dentist. | https://www.ravendays.org/famous-paintings-and-the-truth-behind-them/ |
Starry Night over the Rhone bridge,
I do not know anything with certainty, but seeing the celebs makes me dream.
– Vincent Van Gogh, a lover, a struggler, an admirer of nature, and a painter.
I had dreamt of writing for Rota Articles for a very long time, and now finally, I can start writing my long-planned series, the Inspiring Series, on people who have inspired me and many around the world.
Vincent van Gogh was a Dutch painter who had an unusual life. What really inspires me in Van Gogh is not just his work but his struggle and journey of pain. From art to mental health, the life of the impressionist artist covers almost every aspect of human life.
Vincent Willem van Gogh was born into a Dutch family in the Netherlands. His family belonged to the middle class. Van Gogh connected with art at a very young age. He began to draw as a child and turned out to be a very thoughtful person when he grew up. He was born in 1853.
After a miserable life and almost two centuries, his work is recognized all over the world. The question is why his work holds so much importance in the world of art. Van always put his complete self in his work.
I put my heart and soul into my work, and that I have lost my mind within the process. – Van Gogh
His words and works indicate his love for paintings, art, and nature. Van’s painting tells an incredible story. His love for nature is deeply engraved in all of his paintings.
The wondrous part of his journey is that after 27 years of living a hard life. He took painting as a profession. Before taking-over painting, he also tried his luck at being an art dealer and a religious Protestant Missionary.
After the age of 27, he worked effortlessly and made about 2100 pieces of exquisite art. Among these, 200 pieces were oil paintings. The tragic part of his story is that this Artist is known around the world for his paintings. He has a huge museum on his name, and his paintings are sold in millions. Yet he only managed to sell only one painting in his life, The Red Vineyard.
The Red Vineyard
Van Gogh lived the life of an ordinary artist who never gets appreciated in his lifetime for his work and art.
Van lived a life of poverty. It is said that there was a time when he had to eat Paint. His younger brother supported him financially. His life conditions revealed through his letters written for his younger brother Theo Van Gogh, who supported Van and helped him in his struggles.
It is a shame that an artist like Van whose paintings sell in millions now, lived a miserable life.
His mental health deteriorated badly in the last few years of his life. He suffered extreme mental illness: depression, poverty, and at the age of 37, this brilliant man took his own life. Van Gogh committed suicide.
Johanna van Gogh-Bonger was the woman who brought Van’s work and letters in the public light. And Van rose to prominence. There is a museum in Van’s name now. That is embellished with Van’s seemingly favorite sunflowers.
The reason why I get inspired by Van’s work is because of his relentless devotion towards art, his love for nature, and the stars.
Van Gogh’s story tells us that we should never give up. Even if we are not being appreciated for our efforts in our time. There will be another time and another world in which your efforts truly matter.
God cares about all your actions, and He is going to give you a never-ending reward. This world does not need to be our end. We do not have to die here. | https://www.rotarticles.com/2020/10/vincent-van-gogh-inspiring-series.html |
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Sample donated: Wendy Ramos
Last updated: May 24, 2019
Main Discussion Post-Impressionism (or Neo-impressionism) took inspiration from the principles of impressionism, developing the movement out of the impressionist period and the works of Manet, but rejecting its limitations, and embracing the canvas of their own minds. Artists often using avant-garde methods to expand the prior medium, breaking away from conventional art principles, without completely abandoning those prior art principles. Post-Impressionists are renounced for expressing a unique perspective of the world around them, seemingly expressing how their specific mood disorders affected their perspective of the world in their work. By continuing to use real-life subject matter, such as nature and people, but created their own impression of that subject often with thick paint; vivid, bright, unnatural colour pallets; and geometric forms, they distorted reality into a secondary dream (or nightmare) scape. As Van Gogh wrote in a letter to Theo van Gogh in 1888, Post-impressionists try “…to express the terrible passions of humanity by means of red and green.
” This movement has influenced generations of artists, often being considered the root of modern art. Therefore, the term “Post-Impressionism” doesn’t seem to give justice to such an influential, avant-garde art-form, but, as the art critic, Rewald, said “the term ‘post-impressionism’ is not a very precise one, though a very convenient one” The first artist I will be addressing in this dissertation is Vincent Van-Gogh, his tumultuous life, subsequent death, and infamous act of self-harm, which has been an object of fascination for art historians, fanatics, and navies alike, since the 19th Century.Van-Gogh (1853-1890) took the pain of his tragic life to create beautiful, critically-acclaimed oil paintings, altering the universe around him to create thought-provoking pieces such as “The-Starry-night” (1889), “Vase-with Fifteen-Sunflowers” (1888), “Café-Terrace-at night” (1888) etc.Although he wasn’t acclaimed in his time, artists now look to him as a pivotal artist of the post-impressionist/ expressionist period. After several, severe disappointments throughout his short life, in the different careers he’d tried his hand, he was somewhat shaped by it, failing as an art dealer, a teacher, a preacher, etc. As far as he was concerned, he’d never find meaning or a definitive purpose, outside of art. Although Van Gogh never sold a painting in his lifetime, Theo Van Gogh, his younger brother, supported him throughout his life and journey of discovery, sustaining his life as a painter by providing emotional and financial support.
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Van Gogh’s mood swings, recurring obsession with death, and psychotic insights can be seen in many of his works, adding another layer of insight within the shades of blue, orange, and yellow. As Van Gogh had written in his diary, “To understand blue you must first understand yellow and orange.” However, the most widely known fact about Van Gogh’s, is, when he took the razor kept on his small dressing table, slashing off his left earlobe that cold December night, in 1888, in the French city of Arles. The most widely accepted theory is that Van Gogh cut his ear off in a fit of mania after getting into a fight with his friend, Paul Gaugin, and gave it to a local prostitute as a token of affection or a religious gesture, giving Van Gogh the infamous reputation of the classic tortured, unhinged artist. The most commonly accepted story about the most famous ear in art and how it was cut off.
But, this account of events is covered in much more inconsistencies that first appears. Hans Kaufmann, an author of “Pakt des Schweigens” (or Pact of Silence) reinforces this hypothesis stating in a news interview, “the official version is largely based on Gauguin’s accounts, containing… inconsistencies and there are plenty of hints by both artists that the truth is much more complex than the story we’ve all known.” Van Gogh is known as the tortured artist who mutilated himself horrendously, but these historians suggest that it was Gauguin who had sliced his ear off during their confrontation prior. Although he hadn’t been present for the act, he had a highly detailed account (while Van Gogh was unconscious) raising concerns about what really happened that night in the yellow house that December night in 1888, suggesting he was in fact to blame.This is intriguing because it begs the question: did the image of the tortured artist give Gauguin an out? How does this concept help/hider artists who do suffer mental issues? And, did this mysterious charade help Van Gogh became so prominent in the art consciousness? Now Edvard Munch, his representation of emotion during his life as an artist, from 1863 to 1944, traversing the realms of his tortured psyche must be discussed as that produced his thought-provoking pieces. Munch’s most famous pieces include Death in the sickroom (1893), The Scream (1893), Anxiety (1894), and Kiss (1897).
His early years consisted of the three motifs, death, insanity, and loss, with the penitence and piety of Lutheran, but his final years were spent in recluse, dying of pneumonia, complicated by cardiovascular disease in 1944.Stenersen stated that later in life, Munch developed an incredibly intense relationship to his paintings, talking about them like they were alive. When offered substantial amounts of money for a painting, he didn’t want to part with them, as, “I must have some of my friends on the walls.
“Although Munch was always attached to his paintings, after his illness in 1908, they appeared to replace his relationships with people. Munch spent the morning pre-death working on a portrait of his old friend from his Oslo Bohemian days, Hans Jaeger, who’d died over 30 years earlier, showing his obsession with living vicariously in the past.Which could be because of his disrupted attachment period with his primary caregiver (his mother), making his fear of loss promote attachment to objects (his paintings).
After all, painting can’t hurt you, leave you, or die.Motifs of loss, despair, and death ran through the lives of both Munch and Van Gogh. But how do their works compare, bearing their respective history in mind? Van Gogh (1853-1890) and Munch (1863-1944) produced self-portraits throughout their lives. Van Gogh painted over 30 self-portraits from 1886 to 1889. His collection of self-portraits placed him among the most prolific self-portraitists of all time, using portraits to introspection and develop his skills as an artist in various mediums.Van Gogh’s portraits had notable craniofacial asymmetry whereas Munch’s portraits never portraying him smiling. Munch’s mouth is always turned downward, shoulders sagged, and in many paintings, he produces furrows on his forehead, appearing similar to Darwin’s description of “grief muscles.
” Which is described as the action of specific facial muscles, that can reveal falsified sadness on the faces of individuals deceptively pleading for the return of a missing relative who they recently had murdered.” Which could be the equation equalling pieces mainly consisting of motifs of angst, anxiety and death. His facial construction somewhat mirroring Darwin’s description of grief muscles, as he lived in the grief shadow of the deaths of his brother, sister, and mother. Although he grieved for them, his relationships with other women were shrouded by his most unfulfilled relationship with a woman, being the interrupted attachment to his mother because of her premature death. As indicated by his depictions of women and his series of depicting a dying or dead mother with a child near her bedside, evidentially shaping his relationship schema.
Art AnalysisFigure 8, named “Self-Portrait in Hell” , originally entitled “Selvportrett I Helvvette” currently resides Munch Museum in Oslo, Norway, depicting the motif of hedonism engulfing Munch in fire and angst.Whereas Figure 7, entitled “Self-Portrait with a bandage” , was executed in 1889, and currently resides at the Art Institute of Chicago. The portrait depicts the moments shortly after Van Gogh arrived from the hospital after his alleged fit of madness. Vincent was known for his manic behaviour, including episodes of depression, episodes of expansive and frenetic mood, and episodes of hallucinations.The respective dimensions of this painting are 655mm by 820mm and 410mm by 325mm.Both portraits consisted of the medium, Oil on artist’s board, mounted on cradled panel, which was often the medium of choice for post-impressionists. Edward Munch leaves nothing to ambiguity in this piece as the spiralling brushstrokes of hell illuminate him.
Munch wants the viewer to feel the hedonistic hell he’s fallen into under the influence of Hans Jaeger, a nihilistic philosopher. A man who had stated publicly his aim was to drive every member of his generation to corruption or suicide. A philosophical argument that Munch chose the former and Van Gogh, the latter.In figure 8, Van Gogh emphasised the prominent presence of bandage (on what appears to be the wrong ear) shows the importance of the event to him, the observers’ eyes are drawn to it as it’s the only prominent part of the painting devoid of colour. Munch portrays himself surrounded by angst, but Van Gogh depicts himself melancholy and thoughtful at home. Van Gogh appears to question his position as an artist, a brother (after his brother’s engagement), and a friend (after Gauguin’s departure).
Van Gogh is alone, looking off-frame, wearing an overcoat and hat. Is he showing that he feels out of place home without Paul Gauguin? Or is he cold and that’s what he was wearing?Van Gogh would often have painted from his mundane environment but shows an incredibly personalised use of brushwork that directly expresses an emotional attachment to subject from his inner mind. However, Munch adopted the abstract displaying his subdued hell.Edvard Munch believed “Disease, insanity, and death were the angels that attended his cradle, and since then have followed him throughout his life.
” personified via the tones used. A “Self Portrait in hell” has a level of foreboding and imminent death/danger emulated by the abstract background painted with a controlled franticness creating an intense, uncertain atmosphere. Making the viewer thoughtful but somewhat disturbed and uncomfortable. The colour scale shifts from realms of orange to brown to reddish black, leaving a void of blackness for an obscured figure. Is it his sin? His hedonism? Or, the filth of humanity, personified?The dark orange-red-brown tones appear to give the skin a waxy tone.
A red brush stroke clasps Munch’s neck like a wound or a noose… The clash of tones creates a light effect contributing to the picture’s eerie atmosphere.However, Van Gogh simply uses skin tones to express drained life, with his cheeks rosy from the cold December air apparent.
The red/brown/orange tones emulate the sky of Munch’s most famous painting (“The Scream” 1893) is loosely translated from the torturous cries of hell into waves of colour. Munch chose to portray himself as a dark ruler of his own domain, making the flames and smoke his oxygen. This could refer to acceptance of his inner torment, or his refusal to take medication for his health, in fear they would dampen his emotions. Munch stands naked, surrounded by a hell of (potentially) his own making. Alongside the psychological connotations of the situation, the artist doesn’t present himself as a helpless victim, cowering at the flames.
But Munch presents himself as self-assured in his stance, almost as if he’s taking an official portrait.But Van Gogh appears somewhat drained, tired, and defeated as he as he re-enters his home, alone.Both artists look towards the right suggesting their interpretation of the traditional portrait position.Munch’s early work was lighter in tone than his mature pieces, largely influenced by the French Impressionists of the 1870s and 80s (e.g. Van Gogh), moving on to darker subjects in the later years of the 1880s.
Whereas Van Gogh adopted lighter tones as his work became more influenced by Persian art pieces. Both were extremely prolific and continued painting bright landscapes and milder portraits of family members and friends throughout their careers.The background of Van Gogh’s portrait depicts a blank canvas to the right of Van Gogh, could depict new beginnings or new art to come, appearing hopeful compared to Munch’s “Self Portrait in Hell”. Van Gogh’s Lost Print, of a Japanese print on Van Gogh’s left, shows his realm of artistic interest. “Geishas in a Landscape” by Sato Torakiyo (Figure 11), oddly depicted flipped horizontally.
Manipulated to fit around van Gogh’s face, Mount Fuji and the geisha figures are to the left of him, depicting its importance to Van Gogh, in entirety. “Geisha in landscape” is a poignant expression of personal and artistic anguish painted with “Self Portrait with a bandaged ear” at a very low period of Van Gogh’s life, less than a month after slicing his ear off after a violent quarrel with his friend the Paul Gauguin. But, why would he cut off his eat? Simply because of his brother’s engagement? Or, because of a heated argument without emotional release? Or was he simply unhinged? | https://indybedbugpros.com/main-conventional-art-principles-without-completely-abandoning-those/ |
Gauguin liked van goghs painting of sunflowers so much he owned three of them. The pair quarreled and in december of 1888 gauguin confronted van gogh with a razor blade.
The Painter Of Sunflowers Wikipedia
Paul gauguin vincent van gogh painting sunflowers google art projectjpg 3116 2481.
Gauguin van gogh painting sunflowers. The painter of sunflowers showcases these differences very neatly. Tournesols is the name of two series of still life paintings by the dutch painter vincent van gogh. Van gogh panicking.
Gauguin painted this portrait of vincent van gogh in november 1888 during his brief stay in arles. However that is impossible. He planned to decorate the room with sunflower paintings.
Sunflowers original title in french. Unfortunately gaugin and van gogh were unable to create their art colony as gauguin only stayed for two months. It goes without saying that van gogh and gauguin had a tempestuous relationship in part due to the manic behaviour of van gogh.
Vincents contribution was a sunflowers painting from his paris series. It looks as if vincent is copying a vase of real sunflowers to paint his work. The first series executed in paris in 1887 depicts the flowers lying on the ground while the second set executed a year later in arles shows a bouquet of sunflowers in a vase.
But art historians and curators have long been curious to know how different this repetition is from the first. They represent the start of something good hope and dreams coming to fruition. It was december and far too late in the year for sunflowers.
Sunflowers is tied up in the saga of van goghs severed ear. Paul gauguin vincent van gogh painting sunflowers 1888. Media in category van gogh the painter of sunflowers paul gauguin van gogh museum the following 5 files are in this category out of 5 total.
The painter of sunflowers is gauguins celebration of his friend and the amazing work he knew he was producing. The artistic process of gauguin. Gauguin knew this and saw them as what was good in van gogh.
This painting was completed during gauguins stay in arles depicting van gogh painting his famous work sunflowers. In arles vincent rented quarters in what he called the yellow house and furnished a room to accommodate gauguin. However their time together was also a time of expression and of appreciating their different approaches to painting.
But he slightly adapted the true situation to suit his own purposes. Van gogh referred to this work as a repetition of the london painting. Gauguin painted this portrait in late autumn when there were no more.
But its quite probable that van gogh painted a copy of one of his own sunflower pictures around this time. Later the yellow house would be. No he cant have been.
Van gogh had repeatedly asked him to come to provence to help him realize his dream of creating an artists colony in arles a studio of the south almost as soon as gauguin arrived however problems arose and the friends had many. Was van gogh really painting a vase of sunflowers when his friend gauguin produced this portrait of him. Gauguin portrayed his friend here as the painter of sunflowers. | https://hajenol.de/gauguin-van-gogh-painting-sunflowers/ |
Daily Archives: April 3, 2019
The Sadness Will Last Forever . . .
Following up on yesterday’s blog, after our lunch at Katz’s Deli, and stocking up on hot stuff at iBurn, we got to the Houston Museum of Fine Arts about 1pm for our much-anticipated visit to their Van Gogh, His Life In Art exhibit.
We picked up our pre-paid tickets at the Will Call desk and joined the small crowd entering the hall. ‘Small’ is the reason we went on a Tuesday, and it worked.
First up was one of his most famous works, ‘Sunflowers’, though in this case, it was a reproduction.
This is probably the prime example of Van Gogh’s Yellow Period, painted when he was staying in the Yellow House in Arles, France, along with then-friend, Paul Gauguin.
Next up was another reproduction, ‘Undergrowth’.
‘Undergrowth’ is a prime example of Van Gogh ‘Pointillism’ phase. Pointillism is a method of painting using small dots (points) of paint, rather than stroked with a brush.
Van Gogh later incorporated this style as well as several others, combining them to come up with own style.
Another famous work, and another reproduction, is his ‘Blossoming Almond Tree’.
Earlier Van Gogh had become fascinated with Japanese styles of painting with ‘Blossoming Almond Tree’ one of the results.
Next up, and the last reproduction in the exhibit is ‘The Potato Eaters’.
Considered his first true masterpiece, it was painted in his native Netherlands, before he moved to France. He was intrigued with the faces and figures of the farm families and workers in the Dutch countryside, and painted many scenes of the area.
The dark lighting and gaunt faces held his interest through many paintings.
Van Gogh painted more than 30 self portraits during his career and this is one of the most famous.
And also the real thing, on load from the Van Gogh Museum in Amsterdam, a place we hope to visit next month.
One of my favorites, this next work, painted only about a month before his death in July 1890, shows off his combination of styles.
‘Portrait of A Girl In A Straw Hat’ with its bright colors and tight composition. His muted and almost impressionistic background makes the figure of the girl stand out from the canvas, almost in 3D.
‘Irises’, also painted only a couple of months before his death, combined several of his favorites, irises, Japanese style, and his favorite color, yellow.
Fittingly, the last ‘painting’ on the tour was actually his very last work. ‘Wheatfield with Crows’.
I said ‘painting’ because it was actually a photo-reproduction, blown up to about 10’ x 12’ and mounted on the wall as you leave the exhibit. The size allows you to see how he took Pointillism and then elongated the points, using slashes of paint that capture your eye, and at the same time, blend into a complete picture.
However the wall was not big enough to show the entire painting, so here it is below.
On July 27, 1890, at age 37, Van Gogh shot himself in the chest with a 7mm revolver, and died 2 days later, not from the actual gunshot, but from the infection that set in due to a surgeon not being available to remove the bullet and treat the wound.
In fact if he had been treated he very possibly would have survived since there was no obvious internal organ damage and he was able to walk back to his room after he shot himself. He was sitting up, smoking his pipe, and in good spirits, when his brother Theo arrived the next day. But then quickly went downhill, dying on July 30th. According to his brother, Theo, his last words were, “The sadness will last forever.”
I’ve just given you the highlights here, but there were many more paintings in the exhibit, showing the evolution of his style.
One thing I didn’t know, or may have forgotten from my art classes, was that Van Gogh was not a ‘natural’ painter. It was not something ‘he always wanted to do.’
After failing at a number of other occupations, one day he just ‘decided’ he wanted to be a painter. So he started off copying drawings and paintings from books, and even took some lessons at an art school.
But I guess there had to be some real talent buried in there somewhere.
The Van Gogh exhibit is here in Houston until June 27th before it moves on around the country.
Well Recommended. See it if you can.
Thought for the Day: | https://ourrvadventures.com/2019/04/03/ |
An early start from Zürich this morning for the Van Gogh exhibition in Basel.
This Van Gogh exhibition promised to be an exciting exhibition - a chronological display of the landscapes of 70 Van Gogh paintings. This, the Kunstmuseum claims, is the first exhibition comprised exclusivly of Van Gogh landscapes from both public and private collections.
Since I made my first, rather poor, attempt to copy a Van Gogh self-portrait whilst at school art-classes I've had a somewhat soft spot for the Impressionists and post-Impressionists - Van Gogh in particular. But there's no excuse to miss this gem.
From the very start of the exhibition, we are taken on a chronollogical journey through Van Goghs life which charts his life, his painting and the dramtic change in styles from life Neuen, in the Duchy of Brabant, to Paris, Arles in Provence, Saint Peters Hospital in Saint Remy and, tragically, to Auvers.
We start at the beginning with the dark, earthy browns of Neuen. The Church Tower a recurrent motif through these and other painting of Neuen. Industrialisation had taken hold in Brabant by this time and there seems to an almost deliberate effort to keep any evidence of it at bay these firmly rural pictures.
From this set of early paintings, the one which does stand out is the Water Mill at Gennep (Carmen Thyssen-Bornemisza Collection Collection) which lacks some of the realisticness of the other pictures and, instead, supplants it with the moodieness of an impending storm. This could easily have been the works of a Carravagisti if there were a greater emphasis on realism - it has all the mood and expression.
Paris, and the exposure to art at his brother Theos dealership, seems to to lighten the dark moodiness quite noticeably. The views of Montmatre and the visits to Parisian suburb of Asnières seem to have changed the colours prefered by the young Van Gogh to a cooler blue, more greens and reds. Most dramatically, the "14th of July Celebrations" (from a private collection) jar dramatically from his previous Brabant works. In my opinion, this influence and dealership was critical in allowing Vincent to develop as a painter and, without which, he would not have developed into the painter he became later.
If Paris had been a lightening process and an evolution, Arles would be a revolution. It's hard to believe that this is the same artists we saw at the beginning - dark, broody, earthy, structured - transformed into this. Brush strokes unstructured - almost anarchic. Luminous. Bright. Light. F***ing brilliant. This was no mere boy from a backwater - but an unacclaimed genius at work. I have no idea what mental process one goes through to achieve such a transformation - if I did I'd be teaching philosophy in Paris not running this blog.
Arles saw not only the luminous exuberance but acceptance of the industrialization which was encompassing the region. Industry now forms an integral part of the pictures where before, especially in Neuen, it had been studiously avoided. Bright corn fields at harvest contrasted with the heavy, polluting industry in the distant background. We had a hint of this during Asnières - but nothing like this. The archaic brushing, the light - Oh! I don't know! It's something that is more satisfying to the soul than the more ordered world of Monet / Manet or Pissaro. Almost like an outpouring of oppression. To my eye, the Summer Evening in Arles (Kunstmuseum Winterthur) and the Provence Farmhouse (National Gallery of Art, Washington DC, Ailsa Mellon Collection) are outstanding paintings of this period.
In Arles, Van Goghs encounter with Gaugin - whose work I never rated - left Van Gogh missing an ear and sick. Interned at the Saint Pauls hospital, Van Gogh painted when he could. Often confined within the walls of the hospital, Van Gogh would often paint in the gardens and occassionally outside where he would be accompanied. The wave like composition of the Olive Trees (which show the wall of the hospital in the background - 1889 Museum of Modern Art, New York City) gives us movement while the Cyprus trees (1891, Museum of Modern Art, New York) - religously significant to a religous man - give us stillness. One wonders if this was deliberate or the outpourings of an unwell extreme talent.
Perhaps most poigent is the last room - a portrait of Mademoiselle Gachot, daughter of Van Goghs Dr Gachot, is shown. He wrote to his brother Theo suggesting that the portrait would be best displayed next to the painting now known as "The Plains of Auvers." Sadly these paintings are now seperated - the former displayed here in Basel, the latter at the Belvedere in Vienna ,.
It would be of no surprise if this exhibition would be the most important art exhibition of 2009. It shows the growth, evolution and lifetime of a troubled man and artist. Perhaps with artistic irony, the full extent of his influence was not acknowledged in his own lifetime. Gaugin once saw Van Goghs paintings and proclaimed him to be quite mad - a statement he would later come to regret. | http://www.markstravelnotes.com/europe/switzerland/canton_basel_stadt/basel/travelogues/2009/05/ |
Vincent Van Gogh is a Dutch Post-Impressionist painter and acclaimed artist who posthumously became one of the most famous and influential figures in Western art history. In over a decade, he created around 2,100 works of art, including around 860 oil paintings and several hundred sketches. Yet he only managed to sell one painting during his lifetime – The red vines in Arles, for just 400 francs (about $2,000 today) at an exhibition in Brussels in March 1890, four months before his suicide. The painting now resides in the Pushkin State Museum of Fine Arts in Moscow, Russia. But how did it get there and what’s so special about it? Is this the only painting sold by Van Gogh before his death ?
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The story behind the art
The story goes as follows: Van Gogh came across a vineyard during an afternoon walk with his painter friend Paul Gauguin on October 28, 1888. He later described the scene to his brother Theo in a letter saying, “A red vineyard, completely red like red wine. In the distance it turned yellow, then a green sky with a sun, sparkling purple and yellow fields here and there after the rain in which the setting sun was reflected.
Van Gogh was so moved by the scene he saw that he decided to paint it in his studio using his imagination. Gauguin played a vital role in influencing Van Gogh’s painting style. He encouraged him to make his images more creative by using bright colors and a less realistic look. His use of color in his painting is extreme and harsh. The vines are much redder than you might expect and to the right of the composition, what might look like a river is a road, glistening and wet after a recent rain. It uses different shades of yellow to represent the huge sun in the sky, producing an eerily yellow sky. The brightness of the colors has of course faded over time. The original painting would have been even more dramatic. Recent analysis has shown that Van Gogh made several changes to the painting, one of which is that the man standing in the road in the upper right was originally a woman in a skirt, white blouse and a hat. The woman on the far right, by the side of the road, wears the traditional costume of the Arlésiennes, the famous Arlésienne. Analysts suggest that it represents Van Gogh’s friend, Marie Ginoux, who, with her husband, ran the Café de la Gare, a few doors down from the Maison Jaune, the artist’s home and studio.
The trip to Russia
The red vines in Arles has an interesting travel history. In April 1889, Van Gogh sends his painting to his brother Théo, who then resides in Paris. It is said to have been a wedding present for his brother and his wife Jo Bonger. A few months later, however, Van Gogh asked his brother to ship the painting to Brussels, where the artist had the opportunity to exhibit a few paintings during an event organized by the group Les Vingt in January 1890. It was then that the Belgian painter Anna Boch bought it and kept it until 1907. Two years later, the painting was acquired by a Moscow collector and textile factory owner, Ivan Morosov. The price had risen from 400 francs to 30,000 francs – an indication of Van Gogh’s growing popularity. Morosov’s collection was nationalized in 1918. In 1948, The red vines in Arles was among the works transferred to the Pushkin Museum.
Did Vincent van Gogh only sell one painting in his life?
For such a famous painter, selling just one oil painting in his life is quite a hard fact to believe. Although Van Gogh gained popularity after his death, he was still talked about in the art world in Europe. The myth of a single painting sold by him was disputed by the famous Van Gogh scholar Marc Edo Tralbaut, author of ‘Vincent van Gogh, a comprehensive and authoritative biography of Van Gogh‘. Tralbaut claims that Theo sold a self-portrait by the artist more than a year before the sale of The red vines in Arles. Van Gogh Museum claims that the artist sold several paintings during his life. Van Gogh’s uncle was an art dealer and to help his nephew’s career he commissioned 19 cityscapes of The Hague, Netherlands. Van Gogh is also said to have traded his paintings for art supplies or food when he was young – not a common practice among young artists. According to Louis van Tilborgh, chief curator of the Van Gogh Museum, the artist also mentions in his letters that he sold a portrait to someone, but it is not known which portrait.
Art dealers and analysts must have relied heavily on the letters that Vincent van Gogh exchanged with his brother Theo. This source alone was not sufficient in finding the truth behind the claim that he only sold one painting. It is common knowledge that not all artists thrive financially during their active years. Despite several theories surrounding the artist, his remarkable work is still appreciated and celebrated around the world. Millions of people visit Moscow every year just for a glimpse of The red vines in Arles painting, and that alone is proof that art is immortal.
Next step in Behind the Art: Why is Katsushika Hokusai The Great Wave off Kanagawa considered the most famous Japanese work of art?
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Vincent van Gogh is a Dutch Post-Impressionist painter and well-proclaimed artist who posthumously became one of the most famous and influential figures in Western art history. In over a decade, he created about 2,100 artworks, including around 860 oil paintings and several hundreds of sketches. Yet he only managed to sell one painting during his lifetime — The Red Vineyards at Arles, for a mere 400 francs (about $2,000 today) at a Brussels exhibition in March 1890, four months before his suicide. The painting now resides in The Pushkin State Museum of Fine Arts in Moscow, Russia. But, how did it end up being there and what is so special about it? Is it the only painting sold by Van Gogh before his death?
Buy Now | Our best subscription plan now has a special price
The story behind the art
The story goes as follows: Van Gogh came across a vineyard on an afternoon walk with his painter friend Paul Gauguin on October 28, 1888. He later described the scene to his brother Theo in a letter saying, “A red vineyard, completely red like red wine. In the distance it became yellow, and then a green sky with a sun, fields violet and sparkling yellow here and there after the rain in which the setting sun was reflected.”
Van Gogh was so moved by the scene he saw that he decided to paint it in his studio using his imagination. Gauguin played a vital role in influencing Van Gogh’s style of painting. He encouraged him to make his pictures more creative using bright colours and less realistic looking. His use of colours in his painting is extreme and harsh. The vines are much redder than one would expect and on the right of the composition, what might appear as a river is a road, glistening wet after recent rain. He uses different shades of yellow to portray the huge sun in the sky, producing an eerily yellow sky. The brightness of the colours has, of course, faded over time. The original painting would have been even more dramatic. Recent analysis has shown that Van Gogh made several changes to the painting — one of which is that the man standing on the road in the upper right was originally a woman dressed in a skirt, white blouse and hat. The woman on the far right, by the edge of the road, wears the traditional costume of Arlésiennes, the famed woman of Arles. Analysts suggest she represents Van Gogh’s friend Marie Ginoux who, with her husband, ran the Café de la Gare, just a few doors from the Yellow House, the artist’s home and studio.
The journey to Russia
The Red Vineyards at Arles has an interesting travel history. In April 1889, Van Gogh sent his painting to his brother Theo, who then resided in Paris. It is said it was a wedding gift for his brother and his bride Jo Bonger. A few months later, however, Van Gogh asked his brother to dispatch the painting to Brussels, where the artist was given the opportunity to exhibit a few paintings at an event organised by the group Les Vingt in January 1890. It was then that the Belgian painter Anna Boch bought it and kept it until 1907. Two years later, the painting was acquired by a Moscow collector and textile factory owner Ivan Morosov. The price had risen to 30,000 francs from 400 francs — an indication of Van Gogh’s rising popularity. Morosov’s collection was nationalised in 1918. In 1948, The Red Vineyards at Arles was among the works transferred to the Pushkin Museum.
Did Vincent van Gogh just sell one painting in his lifetime?
For such a famous painter to sell only one oil painting in his lifetime is a fact that is quite hard to believe. Although Van Gogh gained popularity after his death, he was still talked about within the art circle in Europe. The myth of only one painting being sold by him has been challenged by leading Van Gogh scholar Marc Edo Tralbaut, author of ‘Vincent van Gogh, an Authoritative and Comprehensive Biography of Van Gogh‘. Tralbaut claims Theo sold a self-portrait by the artist over a year before the sale of The Red Vineyards at Arles. Van Gogh Museum claims that the artist sold several paintings during his lifetime. Van Gogh’s uncle was an art dealer and to help his nephew’s career, he ordered 19 cityscapes of The Hague, The Netherlands. It is also said that Van Gogh traded his paintings for art supplies or food when he was young — something that is not a common practice among young artists. According to Louis van Tilborgh, chief curator at the Van Gogh Museum, the artist also mentions in his letters that he sold a portrait to someone, but it is not known which portrait.
Art dealers and analysts have had to rely heavily on the letters that Vincent van Gogh exchanged with his brother Theo. This one source has not been enough in the search for the truth behind the claim of whether he only sold one painting. It is common knowledge that not all artists thrive financially during their active years. Despite several theories surrounding the artist, his remarkable work is still valued and celebrated across the world. Millions of people visit Moscow each year just for one glimpse at The Red Vineyards at Arles painting, and this alone is proof of how art is immortal.
Next Up in Behind the Art: Why is Katsushika Hokusai’s The Great Wave off Kanagawa considered the most famous Japanese artwork?
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Van Gogh paintings. Ah, Vincent Van Gogh. One of the most famous painters in the world, and a staple in modern art.
Vincent Van Gogh was in fact a Post-Impressionist painter who painted about 2,100 artworks in his brief, but creative lifetime. He died penniless, from a self inflicted shot to his chest at the age of 37, and is sadly now more respected, than when he was alive.
According to his brother Theo, Vincent’s last words were: “The sadness will last forever”, but the same can be said of his art as well. The Van Gogh paintings include landscapes, still lifes, portraits and self-portraits, and are characterized by bold colors and dramatic, impulsive and expressive brushwork that contributed to the foundations of modern art.
The Van Gogh paintings are also among the world’s most expensive paintings. For instance, Portrait of Dr Gachet, Portrait of Joseph Roulin and Irises are worth more than 100 million dollars.
But, what about the Vincent Van Gogh paintings? What do they represent and what’s depicted on them? I made a brief selection of the most famous and beloved Vincent Van Gogh paintings and I hope that you enjoy my 12 separate picks. Here they are.
The Starry Night
Painted in June 1889, it depicts the view from the east-facing window of his asylum room at Saint-Rémy-de-Provence, just before sunrise.
The Starry Night is one of the most recognized paintings in the history of Western culture now, but in a letter to painter Émile Bernard from late November 1889, Van Gogh referred to the painting as a “failure.”
Following van Gogh’s death in 1890, Theo inherited all of his brother’s works. But when he died in the fall of 1891, his wife Johanna Gezina van Gogh-Bonger became the owner of Starry Night. It has been in the permanent collection of the Museum of Modern Art in New York City since 1941.
Van Gogh self-portrait
This self-portrait was one of about 40 that he produced over a 10-year period. Van Gogh painted himself, mostly because he didn’t had the money to pay for models.
The Musée d’Orsay in Paris obtained the painting in 1986 and it’s been in the collection since. It was painted shortly after he left the St. Remy asylum in July 1889 and shows that he was still fighting his demons. It is arguably the most intense self-portrait in the history of art.
Irises
Painted at the Saint Paul-de-Mausole asylum in the last year before his death in 1890, Van Gogh actually started painting Irises within a week of entering the asylum.
He called it “the lightning conductor for my illness” because he felt that he could keep himself from going insane by continuing to paint. Irises is on the inflation-adjusted list of most expensive paintings ever sold, and since 1990, the owner of the painting is J. Paul Getty Museum in Los Angeles.
Almond Blossoms
Almond Blossom, was painted in 1890 in honor of a special event in Vincent’s life. On January 31, Vincent’s brother Theo and his wife Johanna had a son, and they named him Vincent Willem Van Gogh.
Almond Blossom is unlike any other of van Gogh’s paintings. The branches of the almond tree seem to float against the blue sky and fill the picture plane, and it’s truly one of most beautiful Van Gogh paintings.
Vase with Fifteen Sunflowers
The Van Gogh painting belongs to a series of four extraordinary sunflower still lifes that he created in less than a week during the summer of 1888. Cold northern winds prevented him from working outdoors, and he had to improvise.
But did you know that, at an exhibition in Brussels in January 1890 a Belgian artist threatened to withdraw his own pictures? after he saw Van Gogh’s Yes, didn’t want “to find himself in the same room as the laughable pot of sunflowers by Mr Vincent”. He called Van Gogh, “an ignoramus and a charlatan” but today it’s considered to be one of the best Van Gogh paintings.
Self-Portrait with Bandaged Ear
Self-Portrait with Bandaged Ear was done after Van Gogh cut of his right earlobe. Yes. Van Gogh’s friend Paul Gauguin came to stay with the painter in Arles at the end of 1989. But during one of their arguments, Van Gogh had a seizure during which he threatened Gauguin with a razor.
However he injured himself, severing part of his left ear and surprisingly confessed to having no recollection of what happened during this fit. He died in march the next year.
Starry Night Over the Rhone
It was painted in 1888, at a spot on the bank of the Rhone that was only a one or two-minute walk from the Yellow House. Starry Night Over the Rhone is the view that Van Gogh had of the Rhone River from his rented apartment in Place Lamartine.
It also commemorates a happier time in Van Gogh’s life. He used gas lanterns to illuminate his work space while painting at night, and was very pleased with the finished result. Exquisite Van Gogh painting, don’t you think?
Self-Portrait with Straw Hat
Van Gogh painted twenty-two self-portraits while living with his brother in Paris from 1886-1888. Later ones, like this Self-Portrait with a Straw Hat, reveal the artist’s crumbling health.
He’s dressed in the yellow straw hat and work coat of the peasant laborer. If you take a good look at this painting, you’ll notice that he’s portrayed with different eye colors. One is blue and one is green eye, and it’s one of the best pieces of art in all of the Van Gogh paintings.
The Night Café
Created in September 1888 in Arles, the interior depicted is the Café de la Gare, 30 Place Lamartine, run by Joseph-Michel Ginoux and his wife Marie. The work has been called one of Van Gogh’s masterpieces and one of his most famous paintings.
Van Gogh used the picture to settle debts with Ginoux, the landlord said to be depicted (standing) in it, and The Night Café is now owned by Yale University.
Portrait of Artist’s Mother
Van Gogh’s mother Anna Carbentus van Gogh was an amateur artist herself, and is drawn in this picture from a black-and-white photograph. Vincent here captures his mother’s dignified and proud nature, and according to Van Gogh’s letters to his brother, Theo, this portrait of their mother was based upon a black-and-white photograph.
Van Gogh wrote, “I am doing a portrait of Mother for myself. I cannot stand the colorless photograph, and I am trying to do one in a harmony of color, as I see her in my memory.” The painting is currently part of The Norton Simon Museum of Art, Pasadena, California.
Bedroom in Arles
Bedroom in Arles is the title given to each of three similar paintings but Van Gogh’s own title for this composition was simply The Bedroom.
The painting depicts van Gogh’s bedroom at 2, Place Lamartine in Arles, Bouches-du-Rhône, France, known as the Yellow House. All three versions of the Bedroom were brought together for the very first time in North America, at the Art Institute of Chicago in 2016.
Sorrowing Old Man (At Eternity’s Gate)
Van Gogh made At Eternity’s Gate in 1890 in Saint-Rémy de Provence based on an early lithograph. The painting was completed in early May at a time when he was convalescing from a severe relapse in his health and some two months before his suicide.
The man’s his hands are so dark, they nearly appear decayed, rotted and the blue of his work clothes are not nearly “as deep” as the blue of the fireplace frame. One of the best Van Gogh paintings out there.
What do you think of our Van Gogh paintings selection? Which one was your favorite painting? Did you liked Van Gog’s artwork and his paintings? If you did, make sure to share this post with your family and friends. Thanks. | https://mamabee.com/van-gogh-paintings/ |
There are a number of places that you’re able to see Vincent Van Gogh’s artwork, but we couldn’t pass up the opportunity to visit the Van Gogh museum when we were in Amsterdam. I’m not usually one for art galleries, but in the name of compromise, this was something my boyfriend chose to do.
As per usual, I was not looking forward to spending the afternoon dragging my feet around a gallery, and I was actually surprised when it was in fact something I really enjoyed. We arrived on our bikes in the afternoon at the Hermitage Museum where the Van Gogh collection was being held at the time, and secured them to some railings next to a house boat.
The Hermitage Museum itself is a stunning building. From the outside, it looks like a stately home, but as you head through the archway in the front you find yourself in a stunning courtyard. I can imagine the queues can get quite lengthy for the Van Gogh museum, but we managed to arrive when there were barely any people in the queue (probably because it was a couple of hours before closing time).
Vincent Van Gogh is a famed artist around the world, and even if you think you haven’t seen any of his work, you most probably have. One of his most famous and most replicated pieces is the painting of the sunflowers. I can recall having a photo of the painting up in my primary school, and I used to walk past it every school day for 3 years. So although I wasn’t overly keen on traipsing through looking at paintings, I was excited to see the original painting of the sunflowers.
We dropped off our bags and coats, and stepped into the first part of the museum. The general flow of the artwork follows Van Gogh’s life, and his life experiences are detailed as you go along, as well as the effect they had on his art. The reasoning behind his choices of colours and techniques, are explained in various ways, with a short film playing on a loop in a side room. It was actually so interesting I watched it twice!
I really enjoyed the museum, and it was such an insight into Van Gogh’s life. He had so many struggles, and at one point was placed in a mental institution to help him. However, he was caught eating paint and his creative release of painting was taken away from him.
The relationship between Vincent and his brother is really touching, with his brother providing a great deal of emotional and financial support through his life. The correspondence between the two has led to a great deal of explanation and understanding of Van Gogh’s life, and the letters are dotted around the museum.
I actually really enjoyed the museum and learning about Van Gogh’s life, and would definitely recommend a visit here. Next time I’m in Amsterdam I’ll be heading back for another visit!
Tips
- The museum collection is now back in it’s original home by the Rijksmuseum.
- Tickets are €17, but you can get a discount with the Holland Pass.
- Floor plans are available online to plan your trip in advance, and you can also buy tickets online.
- Nearest tram stops are Van Baerlestraat or Museumplein. | https://gotthepostcard.com/2015/07/17/van-gogh-museum-amsterdam/ |
Gallery director Markus Lawrence initially claimed that the small painting that he hung in a cafe in Reading, Houses at Auvers II (1890), was by Vincent van Gogh and a family heirloom that his great-grandfather had picked up in Paris in 1920 for 300 French francs (about $300 in today’s currency). Lawrence has since admitted, however, that none of that is true. According to the BBC, Lawrence said he actually purchased the work himself about two years ago for £1,500.
“I never set out to deceive anyone,” Lawrence has said about the incident. “I just want to display the collection as a legacy to my grandfather.”
The painting, which hung at the Picnic Cafe for an hour to launch a festival in Reading, England was allegedly one of 200 works, including those of Cezanne, Degas, and Rembrandt, which Lawrence had inherited when his grandfather died in 1980. Hearing news of the painting, its authenticity was questioned by Van Gogh expert David Brooks,who said the work was “not well-executed” and “screams ‘not Van Gogh’.”
Lawrence “insists” the painting is genuine but had said the painting had not been authenticated, though he claimed he had initiated an authentication process with the Van Gogh Museum in Amsterdam (the only entity with the power to determine whether or not it was a genuine work by the Dutch master) in the beginning of the year. The museum, however, informed the BBC that it had received an email from Mr. Lawrence for the first time on Monday.
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Who doesn't love van Gogh. There is always something more to learn about the masters.
Researching a concept for a new van Gogh Art within Art painting I came across a photo
of a portrait that Gauguin painted of van Gogh. The concept I was going for was to take van Gogh's painting of his bedroom and redecorate it. Then when I saw the portrait of van Gogh I thought it would be cool to have Gauguin's portrait of van Gogh painting, inside of Vincent's bedroom...that makes two artists, then me painting them makes three - " Three Artists"
All of the paintings in the room are my take on van Goghs works as well as all of the vases of sunflowers in the room. He also did many paintings of his own shoes and boots so I thought his shoes on the floor were perfect. I've always liked working in this palette of colors, so warm!
This is the first 16 x 16 I have done and I am now working on a 16 x 20 and a
Peter Max commission of 30 x 24. A lot of work and a lot of fun!
your thoughts.
Vincent van Gogh and Paul Gauguin were two of the greatest painters of the late 19th century. A brief but intense collaboration occurred between the two artists. They met in Paris in the autumn of 1887. Each man tried to learn from the other and admired the othe's work. Their collaboration was marked at first by mutual support and dialogue, but there was also competition and friction. The men differed sharply in their views on art: Gauguin favored working from memory and allowing abstract mental processes to shape his images, while Vincent held an unshakable reverence for the physical reality of the observable world of models and Nature. This is reflected in the very different techniques each artist used. But toward the end of 1888, a series of violent incidents around Christmas Eve brought a dramatic end to their collaboration. This is the story of their personal and professional relationship.
This is a very interesting story that I found and wanted to share with you.
'Self-portrait with cut ear' by Vincent Van Gogh. Photograph: Roger-Viollet/Rex Features
Vincent van Gogh's fame may owe as much to a legendary act of self-harm, as it does to his self-portraits. But, 119 years after his death, the tortured post-Impressionist's bloody ear is at the centre of a new controversy, after two historians suggested that the painter did not hack off his own lobe but was attacked by his friend, the French artist Paul Gauguin.
According to official versions, the disturbed Dutch painter cut off his ear with a razor after a row with Gauguin in 1888. Bleeding heavily, Van Gogh then walked to a brothel and presented the severed ear to an astonished prostitute called Rachel before going home to sleep in a blood-drenched bed.
But two German art historians, who have spent 10 years reviewing the police investigations, witness accounts and the artists' letters, argue that Gauguin, a fencing ace, most likely sliced off the ear with his sword during a fight, and the two artists agreed to hush up the truth.
In Van Gogh's Ear: Paul Gauguin and the Pact of Silence, published in Germany, Hamburg-based academics Hans Kaufmann and Rita Wildegans argue that the official version of events, based largely on Gauguin's accounts, contain inconsistencies and that both artists hinted that the truth was more complex.
Van Gogh and Gauguin's troubled friendship was legendary. In 1888, Van Gogh persuaded him to come to Arles in the south of France to live with him in the Yellow House he had set up as a "studio of the south". They spent the autumn painting together before things soured. Just before Christmas, they fell out. Van Gogh, seized by an attack of a metabolic disease became aggressive and was apparently crushed when Gauguin said he was leaving for good.
Kaufmann told the Guardian: "Near the brothel, about 300 metres from the Yellow House, there was a final encounter between them: Vincent might have attacked him, Gauguin wanted to defend himself and to get rid of this 'madman'. He drew his weapon, made some movement in the direction of Vincent and by that cut off his left ear." Kaufmann said it was not clear if it was an accident or an aimed hit.
While curators at the Van Gogh museum in Amsterdam stand by the theory of self-mutilation, Kaufmann argues that Van Gogh dropped hints in letters to his brother, Theo, once commenting : "Luckily Gauguin ... is not yet armed with machine guns and other dangerous war weapons." | https://www.kmadisonmooreportfolio.com/2012/03/painting-inspired-by-van-gogh-and.html |
First full-sized Van Gogh canvas discovered since 1928.
This story shows that it pays off to carefully check the paintings you have tucked away in a dark corner of the attic. An oil painting everyone thought was fake turned out to be Van Gogh’s Sunset at Montamajour.
(INDEPENDENT, NICK CLARK) A “sensational” lost painting by Vincent van Gogh has been discovered after more than a century, a major find that for many years sat in a Norwegian attic gathering dust.
The Van Gogh Museum unveiled Sunset at Montmajour yesterday, saying a find “of this magnitude” had not happened in the institution’s 40-year history.
It is the first full-sized Van Gogh canvas discovered since 1928, while the last record of what is believed to be this work was made in 1908. One of the experts called it a “once-in-a-lifetime discovery”.
The work had actually been rejected by the Van Gogh Museum two decades ago, an admission the researchers who authenticated it in recent weeks called “painful”.
Yet, after X-rays, computer analysis, chemical tests and microscopic research, the Van Gogh Museum said yesterday that “everything supports the conclusion: this work is by Van Gogh”.
Axel Ruger, director of the museum, said it was “already a rarity” that a new painting could be added to the body of Van Gogh’s work.
Van Gogh painted it during his time in Arles in the south of France in 1888 – the period he produced the iconic Sunflowers paintings, The Yellow House and The Bedroom. The 93.3cm by 73.3cm canvas shows a landscape with the ruins of an abbey done in his trademark broad brushstroke style.
“What makes this even more exceptional is that this is a transition work in his oeuvre,” Mr Ruger said, adding it was a “large painting from a period that is considered by many to be the culmination of his artistic achievement”.
Martin Bailey, an expert on the artist and author of The Sunflowers are Mine: The Story of Van Gogh’s Masterpiece, said: “It is an important discovery, the most important since the Van Gogh Museum was established 40 years ago.
Yet the artist, pressed for time as the sun set, was not entirely happy with the results, writing in a letter that it was “well below what I’d wished to do”. Yet, he did not destroy the work that Spring along with others he felt were below par.
The painting had been in the collection of his brother Theo and was sold by his widow Jo van Gogh-Bonger in 1901 in an undocumented transaction to a French dealer. The museum found two letters from the artist that had been thought to refer to another work, but now are believed to describe Sunset at Montmajour.
Scrutiny of the work was carried out by two senior researchers at the Van Gogh Museum, Louis van Tilborgh and Teio Meedendorp and in an article for The Burlington Magazine, they called the discovery “absolutely sensational”.
They say that evidence clearly pointed to it being a work by the artist from the use of materials, to style and context, adding there were “plenty of parallels with other paintings by Van Gogh from that summer of 1888”.
The pigments used “correspond with those of Van Gogh’s palette from Arles” the researchers said, while the canvas and its pinning mimics that of another work from the time.
The work had for decades been in collection of Norwegian industrialist Nicolai Mustad, who died in 1970, but family legend had it that the work was banished to the attic after the French ambassador to Sweden suggested it was a fake or misattributed.
You might enjoy my post Fake or Fortune in my archives. It is a humorous exploration about this very subject! | https://thornews.com/2013/09/10/sunset-at-montmajour-van-gogh-work-hidden-in-norwegian-attic/ |
In addition to his better known oil paintings, Vincent van Gogh produced nearly 150 watercolor paintings during his life. Though often lacking his distinctive brush stroke textures, the watercolors are unmistakably Van Gogh in their use of bold, vibrant color. Often times, these watercolors were used as field studies for their eventual larger oil counterparts. Similar to his drawings, Van Gogh often did watercolors as studies before doing an oil painting or as practice. Although his watercolors are not as well know as his paintings, Van Gogh knew that he was perfecting his skills and in that he was on the verge of something great. At the age of 28 Vincent wrote the following in a letter to Theo, "I came away from him with some painted studies and a few watercolours. They are not masterpieces, of course, yet I really believe that there is some soundness and truth in them, more at any rate than what I've done up to now. And so I reckon that I am now at the beginning of the beginning of doing something serious. And because I can now call on a couple of technical resources, that is to say, paint and brush, everything seems fresh again, as it were."
As Van Gogh continued to refine his technique, he used more and brighter colors in his watercolors. Over time he became more comfortable working with watercolors and was able to work quickly with them to produce more impressive works. When he started working with watercolors, Van Gogh used them to add color to his drawings, but as he continued to use them he began creating works that stood alone as watercolors. In the same letter to Theo, in December of 1888, Van Gogh wrote,
"I wish you could see the two watercolours I have brought back with me, for you would realize that they are watercolours just like any other watercolours. They may still be full of imperfections, que soit, I am the first to say that I am still very dissatisfied with them, and yet they are quite different from what I have done before and look fresher and brighter. That doesn't alter the fact, however, that they must get fresher and brighter still, but one can't do everything one wants just like that. It will come little by little."
High Resolution Images:
Source:
Vincent van Gogh. Letter to Theo van Gogh. Written c. 21 December 1881 in Etten. Translated by Mrs. Johanna van Gogh-Bonger, edited by Robert Harrison, published in The Complete Letters of Vincent van Gogh, Publisher: Bulfinch, 1991, number 164. URL: http://www.webexhibits.org/vangogh/letter/10/164.htm. | https://www.vangoghgallery.com/watercolors/ |
Anyone interested in painting will recognize Van Gogh's Sunflowers. Van Gogh, who originally painted dark pictures, encountered Impressionism and spent some time painting sunflowers with great enthusiasm.
Van Gogh also studied "complementary colors," which are colors with opposite relationships that were not well known at the time. As a result, there are several paintings of sunflowers that combine a blue background with yellow sunflowers to make each other's presence shine. This combination of blue and yellow is frequently used in Van Gogh's works.
Nevertheless, why are Van Gogh's sunflowers so popular?
He was originally a painter who painted many of the same pictures. However, as for sunflowers, he created many works, even among his seven paintings. It is thought that the reason for their popularity may be that each of the sunflowers has a different atmosphere depending on his background and state of mind at the time. One of them was destroyed by fire, but the others are still in existence.
He was also a painter who actually painted what he saw with his own eyes. The first four paintings were done in August 1888, when he actually saw sunflowers in bloom. The remaining three works are reproductions of his own work.
Let's look at Van Gogh's "Sunflowers" in the order of their creation.
Sunflower 1
Van Gogh first created Sunflowers in August 1888. It is now kept in a private collection in the United States.
The two lower sunflowers are dying and seem to express a contrast with the upper sunflowers. There is less of an image of yellow, and if anything, it looks as if more orange is used.
Sunflower 2
Gogh's second work of sunflower was purchased in 1920 by a Japanese businessman named Koyata Yamamoto for a price of 200 million yen. It was exhibited at many art exhibitions in Japan, and was a big hit. It was later displayed in Koyata Yamamoto's home, but was destroyed by fire in an American air raid in 1945.
The background of this work is darker and the sunflowers are more withered than in the first work. It is the opposite of Van Gogh's image of bright sunflowers.
Sunflower 3
The work is housed in the Neue Pinakothek in Munich, Germany.
It depicts 12 sunflowers, the largest number of sunflowers in the two previous works. It is brightly colored with complementary colors. This is the Van Gogh's sunflowers that we have all been imagining.
A vase with Van Gogh's signature is also depicted.
Sunflower 4
It was painted in the motif of the twelve Sunflowers mentioned earlier; it is also the most famous of the seven works.
It is currently housed in the National Gallery in London. Gauguin, who lived with Van Gogh, praised this work, saying that it was his masterpiece. Gauguin asked him to give it to him, but Van Gogh himself was so fond of the work that he kept it for himself. It is a famous story that Gauguin left a portrait of Van Gogh working on this sunflower.
Sunflower 5
This work was painted just before the ear-cutting incident in December 1888. It was a horrific incident in which Van Gogh cut off his own left ear. This incident brought an end to Van Gogh and Gauguin's life together.
In 1987, Yasuo Goto, who was the president of the Sompo museum at the time, purchased the work for 5.8 billion yen in order to attract visitors. There were rumors that it was a fake, but after repeated investigations, it was proven to be Van Gogh's autograph.
Sunflower 6
It is said to have been painted as a copy of the third Sunflowers, which is displayed in Munich. It is now kept in the Philadelphia Museum of Art in the United States.
He has used complementary colors that he had been studied over and over. Various kinds of sunflowers are depicted, some in full bloom and others on the verge of withering. This work is truly a compilation of Van Gogh's sunflowers.
Sunflower 7
It was produced at about the same time as the sixth Sunflowers and is said to be the last sunflower Van Gogh painted. It is kept at the Van Gogh Museum in Amsterdam.
Van Gogh was hospitalized after the ear-cutting incident, and this painting was created after his release from the hospital along with the sixth Sunflowers.
The yellow color, which is a symbol of Van Gogh, is used to its fullest.
These are the all seven Sunflowers painted by van Gogh. Which sunflower is your favorite?
Artworks of Flora
Like Van Gogh's sunflowers, there are many artists today who use flowers as a motif.
Enjoy the beautiful and unique expression of flora paintings by Japanese contemporary artists as well! | https://gaka-labo.com/2022/07/21/all-seven-sunflowers-van-goghs-masterpieces/ |
By Allan H. Goodman
If a dispute arises during construction of your project, do not proceed immediately to court! Your contract may require you to use alternative dispute resolution (ADR) techniques such as negotiation, mediation or arbitration to resolve your disputes. You should therefore be familiar with these techniques.
Negotiation is the most informal method of dispute resolution. The only participants in the negotiation process are the parties to the contract and their designated negotiators. The goal of a negotiator is to resolve the dispute on the best terms for the party that he or she represents. When parties attempt to resolve a dispute by negotiation, it is not certain that the process will result in a resolution. The parties and their negotiators must deal face to face with each other in a manner that promotes the parties’ interests, yet preserves the parties’ relationship. In a successful negotiation, the parties and their negotiators reach a resolution of the dispute based on the parties’ interests.
Mediation is often referred to as “assisted negotiation.” In this process, the parties select a neutral person, the mediator, to help them arrive at a settlement of the dispute. A mediator is not a negotiator, as the mediator does not represent the interest of either party. The mediator is a facilitator, who helps the parties explore the strengths and weaknesses of their cases and assists them to frame and transmit settlement offers. The mediator spends a majority of the time meeting privately with each party. The mediator does not have authority to bind the parties, but can only help the parties resolve their dispute by agreement. In a successful mediation, the parties will reach a settlement of their dispute with the aid of the mediator.
As you can see, negotiation and mediation are both non-binding processes that will resolve the dispute only if the parties agree to a settlement. A settlement may be based upon compromises, promises of performance, and agreements to continue to do business in the future. By using these processes, the parties retain control of the resolution.
In contrast to negotiation and mediation, arbitration is binding. The parties select a neutral person, the arbitrator, who acts as a private judge. The arbitrator conducts a hearing, similar to a trial in court, and issues a decision, known as an “award,” that binds the parties. Unlike a mediator, the arbitrator cannot meet privately with the parties, but must come to a decision based upon his or her understanding of the evidence submitted at the hearing and the law. Though arbitration is similar to litigation in court, it is private, the parties can choose an arbitrator that has particular expertise in the subject matter of the dispute, and the scheduling of the arbitration proceeding is not dependent on delays usually associated with a court’s docket.
What if your contract does not require you to use ADR techniques or specifies a technique that the parties do not want to use? The parties may still use any ADR technique to resolve their dispute, as long as they agree. It is important that you know that litigation in court is not your only option.
About the Author: Allan H. Goodman is an experienced mediator and arbitrator of construction disputes, a Judge on the U.S. General Services Administration Board of Contract Appeals, and the author of Basic Skill for the New Mediator and Basic Skills for the New Arbitrator. He is also an instructor for Redvector.com, where he offers online courses on construction mediation and arbitration. For a detailed description of his books and courses, visit www.solomonpublications.com and www.redvector.com. | http://www.constructionrisk.com/2011/02/using-negotiation-mediation-and-arbitration-to-resolve-construction-disputes/ |
Mediation is a process of third-party involvement in a dispute. A mediator cannot impose an outcome but rather assists the disputing parties in reaching their own agreement. Mediation can be used in a wide range of disputes, including labor disputes, public policy disputes, disagreements among nations, family disputes, and neighborhood and community quarrels. According to research, about 80% of dispute mediations lead to resolution.
A mediator must be able to command trust and confidence by building a rapport with the parties in the mediation process. Opponents must feel their interests are truly understood, because only then can a mediator reframe problems and float creative solutions.
As compared with other forms of dispute resolution, mediation can have an informal, improvisational feel. It can include some or all of the following mediation techniques for conflict resolution:
Planning: Before the process begins, the mediator helps the parties decide where they should meet and who should be present.
Joint discussion: After each side presents its opening remarks, the mediator and the disputants are free to ask questions with the goal of arriving at a better understanding of each party’s needs and concerns.
Caucuses: If emotions run high during a joint session, the mediator might split the two sides into separate rooms for private meetings, or caucuses.
Negotiation: At this point, it’s time to begin formulating ideas and proposals that meet each party’s core interests—familiar ground for any experienced negotiator. A mediator can lead the negotiation with all parties in the same room, or may engage in “shuttle diplomacy,” moving back and forth between the teams, gathering ideas, proposals, and counterproposals.
These and other techniques and strategies are discussed in articles available at PON.
Three role-play simulations focus on the mediation of values-based disputes. … Read More
Most businesspeople understand the value of using mediation to resolve conflicts, but did you know that professional mediators can help you reach agreement during the dealmaking phase? Stephen Goldberg, professor emeritus at Northwestern School of Law, describes how mediators can aid parties in creating value at the negotiating table.
Negotiation Briefings: Mediators are typically only called … Read More
Arbitration vs mediation: Traditionally, the arbitrator is not limited to selecting one of the parties’ contract proposals but may determine the contract terms on his own. If negotiators know that impasse will lead to traditional arbitration, they typically assume that the arbitrator will reach a decision that’s an approximate midpoint between their final offers. … Read More
Group negotiations are a fact of managerial life, yet the outcomes of teamwork are highly unpredictable. Sometimes groups cohere, reaching novel solutions to nagging problems, and sometimes infighting causes them to collapse. How can you predict when conflict will emerge in groups, and what can you do to stop it?
Dora Lau of the Chinese University … Read More
During his years as George H.W. Bush’s Secretary of State, one of James A. Baker, III’s, goals was to encourage the free-market reforms that Communist Party of the Soviet Union General Secretary Mikhail Gorbachev had launched in the late 1980s. One day during his tenure, a high-level Bush administration official commented in the press that … Read More
When partners are negotiating a new business deal, overconfidence can lead them to overlook the possibility that the business will fail or otherwise struggle. Wise negotiators envision not only the best-case scenario, but the worst-case scenario, and prepare for it before signing on the dotted line. … Read More
How does mediation work in a lawsuit? For those new to mediation, we advise you being by getting a list of mediators from a reputable provider agency. You can find these agencies by searching under dispute resolution or by inquiring with your organization’s legal department. … Read More
One of the central skills of a mediator is the ability to solve problems. And while problem solving skills may lead to successfully negotiated agreements between disputing parties, an effective mediator also has to get each side to agree to sit down at the bargaining table in the first place. … Read More
On May 14, Susan Hutson, the independent police monitor for the city of New Orleans brought together community stakeholders and police officials to help formulate a program that would allow police officers and citizens to mediate minor disagreements, the New Orleans Times-Picayune reports. Aided by a professional mediator, citizens and officers would sit face to … Read More
Learn how mediation techniques could have informed Apple’s negotiation strategies when it discovered discrepancies in working conditions among its supplier factories in China. … Read More
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Copyright © 2020 Negotiation Daily. All rights reserved. | https://www.pon.harvard.edu/category/daily/mediation/page/4/ |
About: PON Staff
These posts are the product of collaboration among the PON staff.
Most Recent Article By PON Staff
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- Mediation vs Arbitration – The Alternative Dispute Resolution Process
- Business Negotiation Skills to Curb Your Overconfidence
- The Value of the Contrast Effect in Financial Negotiations
- Negotiation and Leadership: Dealing with Difficult People and Problems
- Negotiation and Leadership: Dealing with Difficult People and Problems
- The 4P Framework for Strategic Negotiation and Leadership
- The Art of Saying No: Save the Deal, Save the Relationship, and Still Say No
- Dear Negotiation Coach: Confronting Unconscious Bias Constructively
- Top Ten Posts About Conflict Resolution
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- What are the Three Basic Types of Dispute Resolution? What to Know About Mediation, Arbitration, and Litigation
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- Famous Negotiations Cases – NBA and the Power of Deadlines at the Bargaining Table
- Solutions for Avoiding Intercultural Barriers at the Negotiation Table
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- Negotiated Agreements: Why You Should Limit Your Options
- Dana Curtis
- Oladeji Tiamiyu
- Morgan Franklin
- Deanna Pantín Parrish
- Neil McGaraghan
- Lisa Dicker
- Dear Negotiation Coach: Which Negotiation Closing Techniques Will Get Me To The Finish Line?
- How to Control Your Emotions in Conflict Resolution
- Negotiating the Good Friday Agreement
- Elements of Negotiation Style: Angela Merkel
- Difficult Situations at Work – Negotiation Skills for Dealing with Difficult People
- Limiting Strategic Miscalculation in Business Negotiations
- For Sellers, The Anchoring Effects of a Hidden Price Can Offer Advantages
- Four Strategies for Making Concessions in Negotiation
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- Business Negotiation Skills: How to Deal with a Failing Business Partnership
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- Self-Analysis and Negotiation
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- Are You Ready to Negotiate? | https://www.pon.harvard.edu/author/pon_staff/?amp |
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Dr Paul Gibson is the principal of Gibson ADR - a firm which specialises in:
• Mediation, conciliation, facilitation and complex dispute resolution (multi-party & high conflict),
• Education and training in mediation, negotiation, facilitation and conciliation, and
• The design and implementation of conflict management systems within organisations.
Paul is also the Executive Director of the Centre for Conflict Management (based in Sydney, Australia).
He has special expertise in multi-party conflict and resolving complex stakeholder disagreements & disputes (including Community Dialogue). He is capable of applying a full range of ADR techniques and processes – facilitation, conciliation, mediation, neutral evaluation, arbitration and hybrid techniques.
Over his career, Paul has worked across a diverse range of businesses and industry sectors, and has consulted to large corporations in Australia and overseas. Paul has worked with international organisations and governments in South East Asia, New Zealand, United Kingdom, Europe and USA.
His clients include large corporates, SMEs, government agencies and statutory bodies; he has also worked successfully with “uniformed” cultures of the military, police and prison services. He is skilled and practised in working with Boards, JV Partnerships, CEOs, senior executives, management teams, work groups, unions and in situations involving significant turmoil and conflict.
Paul Gibson has been a full-time professional mediator since 2006. Prior to that he had 25 years of dispute resolution using facilitation, negotiation and conciliation techniques. He combines 40 years of management, consulting, training and dispute resolution experience, with current international knowledge and specialist training.
As an example of the complexity of the work which Paul undertakes, in 2007 he conducted a successful large scale multiparty negotiation and consensus building assignment with a large agricultural industry. This involved resolving conflict between more than 950 growers, 15 processors, various marketing companies, industry consultants, and the elected Board of the peak industry body. More than 290 people were involved directly in this assignment.
Member Resolution Institute (Aust. & NZ.) Former Member, LEADR (Aust. & NZ)
Former Member, IAMA (Institute of Arbitrators and Mediators Australia)
Registered EU cross-border Mediator (Federal Mediation Commission, Belgium #1446))
Member, European Centre for Dispute Resolution
Senior Fellow of the Corporate Directors’ Association of Australia
Member, Royal Australian Chemical Institute
Former National Councillor of the Institute of Arbitrators and Mediators, Australia (IAMA), and Chair of IAMA’s National Facilitative Practice Committee
Former Chair of the NSW Chapter Executive of LEADR.
Mr Francis (Frank) Handy, The Trillium Group
Ms Leta Chen, Momentum, Mediation & Psychological Services
Dr Sallie Strickland, Mediator & Consulting Psychologist
LEADR Accredited Mediator (Australia & NZ)
IAMA Accredited Mediator (Australia)
NMAS Accredited Mediator and Mediation Instructor (Australia)
EU Qualified Mediator (EMTPJ 2011, European Mediation Training for Practitioners of Justice, AIA, Brussels)
Graded Arbitrator (IAMA)
Paul is active in the education and training of dispute resolution skills. He trains and coaches mediators and is regularly asked to participate in the training and up-skilling of facilitators and conciliators. He is a NMAS qualified Mediation Instructor, and has taught NMAS mediation qualification programs for The Trillium Group and IAMA.
He teaches conflict resolution, negotiation and mediation to postgraduate students at Deakin University and the University of NSW, as well as teaching ADR to masters students at the College of Law in Sydney. He also adjudicates the University of NSW Law Faculty Negotiation Competition, and as part of this role coaches law students in negotiation skills. He was also a Judge in the 2013, 2014, 2015, 2016 & 2018 ICC International Mediation Competition (Paris).
Paul was appointed to the Faculty of the European Mediation Training for Practitioners of Justice (EMTPJ) training program at the University of Brussels, where he taught the six day practical skills component of the program in 2012 and 2013. He has also lectured on ADR and taught mediation in New Zealand, Milan, and Prague. Paul also conducts Mediator Master Classes for experienced and advanced mediators by request.
Additionally, Paul has conducted bi-lingual training of facilitators and negotiators in Malaysia, Indonesia, Vietnam, Fiji and PNG. | https://www.imimediation.org/member/paul-gibson/ |
This article examines the significance of the mediator in conflict. Mediation is a process of conflict analysis or conflict management which involves a specially-trained third party – the mediator – helping people in a dispute to attempt to discuss their situation and resolve it together (Capelos and Smilovitz, 2008). Mediation can happen at many levels, it is based on a third party to try “to be an important ingredient of social change aimed at achieving greater harmony and equity between individuals and groups, both within and between societies ” (Ronald, 2001).
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In this article, the first aim is to represent the role of the mediator and the importance of the mediator. Then the second part is related to the parties in conflict and the behaviors of them. The third part is talked about the consensus in conflict. The fourth part show how the mediation works in conflict and the process, problems, techniques and benefits of the mediation. The last part is the conclusion of this paper. The mediators help the parties in their negotiations by facilitating a fair process which results in the disputing parties voluntarily reaching a mutually agreeable settlement. The mediator is not a judge and they do not have the right to make decisions or impose solutions on the dispute. The role of the mediator is completely different from that of a judge or an arbitrator. (James G. Zack Jr, 2000). The mediators do not simply listen to the negotiations and write down the words of solutions. In nature, a mediator can be called as a negotiation facilitator. As a neutral negotiation facilitator, the responsibility of a mediator is to offer a comfort environment for the parties to express their points of view, make clear misunderstandings, explore possible solutions and assist the parties to reach an acceptable settlement. The mediator must collect any information regarded as necessary to assist the negotiation process and must drive a solution which satisfies each agent (Benisch and Sadeh, 2005). The mediator is the core part in the mediation process. Without the mediator it is like that the opponent parties are still in dispute with disorder or at a loss what to do. The mediator can give the parties the possible to reach satisfied resolution they want. With the help of the mediator, people can keep control over the resolution of their dispute. An effective mediator has strong inter-personal skills and are adept .in forming quick relationship of trust and understanding with all the parties involved in dispute (Richbell, 2002). In common, parties are unfamiiliar with the mediator they chosen. As a mediator, it is necessary to establish trust from their agents quickly then they can build good relationship. In order to build a good relationship with the agents, a mediator should demonstrate that he has empathy with them (Richbell, | https://samples.edusson.com/significance-of-the-mediator-find-consensus-in-conflict-law-essay/ |
What are Codes of Conduct?
Ethics concerns the morality and rules by which human behavior is guided. This includes, but is not limited to, standards of professional practice. Those working in conflict resolution (arbitrators, mediators, or facilitators) face a variety of complex ethical questions.
These ethical issues can be related to the disclosure or non-disclosure of information, honesty and dishonesty, and confidentiality. Often issues arise because of power imbalances among the parties, dishonest or unfair mediation techniques employed by the mediator, or questions of public interest. Codes of conduct can be thought of as ethical guidelines governing the way dispute resolution practitioners deal with these various issues.
The first codes of ethical standards for intermediaries were developed in the United States and Canada, but a number of other countries have begun to use them as well. Rules cover the responsibilities of the mediator to the disputing parties, to the mediation process, to other mediators and one's profession, and to unrepresented third parties and the general public. Common ethical issues surround the disclosure of information, confidentiality, impartiality, fairness, and questions of public interest. Standards of conduct can help to resolve the various ethical problems that arise for mediators and other dispute resolution professionals.
Guidelines For Mediators
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"Model Standards of Conduct for Mediators"
1. A mediator should recognize the importance of parties' self-determination.
2. A mediator shall conduct the mediation in an impartial manner.
3. A mediator shall disclose all actual and potential conflicts of interest reasonably known to the mediator.
4. A mediator shall conduct the mediation fairly, diligently, and in a manner consistent with the principle of self-determination by the parties.
5. A mediator shall fully disclose and explain the basis of compensation, fees, and charges to the parties.
- Available at: http://www.adr.org
As the dispute resolution field has developed, many theorists have become interested in formulating clear ethical standards for mediation practice. Motivations for devising a code of conduct include the desire to educate the public and mediation practitioners about ethical practice, a perceived need to ensure that mediations are carried out in accordance with high ethical standards, and a wish to promote public confidence in mediation as a dispute resolution process. As an impartial participant whose job it is to facilitate conflict resolution processes, the mediator faces specific ethical demands.
Truth in Advertising: First, mediators should be truthful in their advertising and in the solicitation of participants, and refrain from promises and guarantees of results. Any communication with the public concerning services offered or regarding the education, training, and expertise of the mediator should be truthful. In addition, mediators should accept only those cases where they have sufficient knowledge and expertise in terms of process and substance. A key ethical skill is the ability to recognize limits to one's personal competence. Thus, the mediation process should take place only if the mediator has the necessary qualifications to satisfy parties' reasonable expectations. Mediators should have information they can provide to the parties about their relevant training, education, and experience.
Selecting Cases: Interveners should also be aware that there are cases when conflict resolution techniques are inappropriate and should not even be attempted. If a mediator recognizes that mediation is inappropriate for particular participant or dispute, he or she has a responsibility to address this issue. This may mean educating parties about other dispute resolution options, referring them to more specialized services, or simply withdrawing from the process. In addition, mediators should take on only those matters in which they believe they can remain impartial and evenhanded. Before the process begins, they should be forthright about any circumstances that may create or give the appearance of a conflict of interest. After disclosure, if one of the parties does not wish to retain the mediator, that mediator must withdraw from the process.
Disclosing Fees: Before a process begins, a mediator should fully disclose and explain the basis of compensation, fees, and charges to the parties. Parties can then decide if they wish to use that mediator's services. Any fees charged should be reasonable and take into account the sort of mediation service used, the type and complexity of the matter, the expertise of the mediator, the time required, and the rates customary in that community. If a mediator needs to withdraw from the process, any unearned fees should be returned to the parties. Fee agreements should not be contingent upon the result of the mediation or amount of the settlement.
Discuss Expectations: It is also important, before mediation begins, for all parties to understand their own and other participants' expectations of the process. This includes an understanding of the nature of the process, the procedures it will involve, and the role that the intervener will have. Mediators should provide fair and honest descriptions of the process so that parties can give their "informed consent" to participating. They should also clarify their own expectations about the process.
Fair Process: Once mediation is underway, interveners should try to conduct the process fairly, diligently, and in a way that upholds the principle of self-determination. Many believe that neutrality and/or impartiality on the part of the mediator are crucial in conducting a fair intervention. Others, however, especially people working outside of North America do not see neutrality as critical. As a matter of fact, John Paul Lederach, a leading scholar and practitioner of mediation in Latin America has observed the preference there for what he calls "insider-partials"---mediators who are from one of the disputant groups or communities (hence "insiders") who actually favor one side over the other (hence "partial.") In order to be effective, however, such insider partials need to have a stellar reputation for honesty and fairness with both sides. Oscar Arias's mediation of the Nicaraguan conflict between the Sandinista's and the East Coast Indian tribes is an example.
Mediation Goal: The mediator's interest should be in devising a lasting resolution, not in coming to any specific resolution. He or she should guard against partiality or prejudice with respect to the parties' personal characteristics and strive to conduct the process in an unbiased manner. Of course, this does not mean that the mediator must be devoid of opinions. Like all human beings, mediators have values, attitudes, prejudices, and beliefs Nonetheless, the mediator should be aware of these values and prejudices and ensure that they do not intrude on the process. Interveners must not seek to advance their own interests nor show no any personal interest in the terms of the settlement. If at any time the mediator feels unable to conduct the process in an unbiased manner, he or she is obligated to withdraw.
Balance of Power: Mediation processes should protect the right of the parties and leave no room for coercion or manipulation. Because power imbalance between participants can be a major problem for mediation, the mediator should try to ensure that the powerful participants in the process do not manipulate, dominate, or control the less powerful participants. One of the intervener's jobs is to make sure that participants feel safe and protected. Parties should be free to consider various options, reflect on those options, or take advice. They have a right to be treated fairly and with respect, both by mediators and fellow participants. If they feel the need, parties should be free to take a time out.
Mediator Involvement: Note that the degree to which mediators should become actively involved is often an issue. Should the mediator have a role in directing parties towards resolution? If the mediator sees an obvious practical option, should he or she offer it? Should the mediator facilitate decision-making or direct it? Most theorists believe that to maintain fairness and integrity, mediators should ensure that all parties have an opportunity to be actively involved in the decision-making process. This includes decisions about when and under what conditions they will reach an agreement or terminate the mediation process. Interveners must also make sure that the parties have reached agreement of their own volition and knowingly consent to that agreement.
Consent: In order to give their consent, parties must fully understand both the mediation process and the options under discussion. If one of the parties does not have the capacity to participate, the mediator must terminate the process. Because it is not easy to determine a party's capacity, interveners must be constantly vigilant in promoting informed participation. Respectful screening processes that can assess mediation readiness or capacity are crucial for successful mediations. In the event that one or more of the parties is unable to participate due to drug, alcohol, or other physical or mental incapacity, the mediator should withdraw. Toward the end of the proceeding, if a dispute resolution practitioner is concerned about the possible consequences of a proposed agreement, he or she should inform the parties of that concern so that they can give full and genuine consent.
Confidentiality: Mediators should also be careful to uphold participants' rights to privacy and confidentiality. This includes an obligation to discuss confidentiality rules with the parties at the beginning of any proceeding and obtain party consent with respect to engaging in caucused mediation. This means that prior to undertaking private sessions with a party, the mediator should discuss the issue of confidentiality and clarify parties' expectations. They should also be careful not to imply that confidentiality is absolute. If they mislead participants into thinking that proceedings will be totally confidential when in fact they are not, grievances are likely to result. Some theorists believe that a mediator should not disclose any matter that a party expects to be confidential unless given permission by all parties or unless required by law or other public policy. For example, confidentiality might be abandoned to some extent if there is a risk it will have highly negative consequences for unrepresented third parties.
Others point out that there are instances in which one party discloses information to the mediator that is directly relevant to the conflict, but indicates that he or she does not wish the information to be disclosed to the other party. In those cases where confidentiality comes into conflict with the ultimate goal of reaching a mutually acceptable solution, some believe mediators should err in favor of a lasting solution.
Should Mediators be Neutral and Honest?
It is commonly stressed that mediators need to be neutral and impartial and that both process and outcome need to be fair. However, when faced with the challenge of effectively managing conflicts, remaining neutral may not be a viable option. It is often unclear what neutrality even means. Does it mean the mediator will not intervene in the substance of the dispute; or that the mediator is indifferent to the welfare of the clients; or simply that the mediator has no personal relationship with any of the parties? In the event that the mediator believes there is a power imbalance or that one of parties is acting disrespectfully, should he or she attempt to address this?
Various useful mediation strategies might be seen by clients as a violation of neutrality. For example, the caucus (meeting with each party separately) can be particularly precarious. Probing one of the parties' perspectives may also be viewed with suspicion. However, the mediator may in fact have a duty to question each party about their respective perspectives, raise concerns about those perspectives, and anticipate unintended consequences of solutions in order to ensure that parties' consent is fully informed and consensual. Nevertheless, it often these sorts of issues that result in grievances against mediators.
People like to think that if the mediator is neutral and disengaged, he or she will be more rational, dispassionate, and unbiased. But it seems that what parties really want is not a disengaged mediator, but rather someone who will listen to and validate their concerns. Moreover, in cases where an agreement seems completely unfair, unconscionable, or lacking in durability, it is unclear that a mediator should remain impartial or disinterested.
The most effective mediator will not be one that is distant and detached, but rather one "has permission to question both parties about their negotiating perspectives and inquire" about matters pertaining to an effective agreement. Before they begin mediation, interveners should attempt to clarify the meaning of "neutrality" so that parties do not enter the process with unrealistic explications. One option is to describe the proper role of the mediator as "balanced" rather than neutral.
Peacebuilding and International Aid
In the context of civil conflict, every foreign actor, whether it be a government official, an IGO, or an NGO, is perceived as a potential mediator. Some studies of mediation suggest that in cases of violent conflict, interventions by multilateral organizations applying political leverage often have the greatest measurable impact. As a result, there is a great need for those intervening in the international arena to adhere to a code of conduct. A number of organizations have begun to institute codes of conduct formalizing rules and regulations for field activities. Beyond these codes of conduct, there is a simple demand for ethical behavior to ensure the credibility and physical security of foreign actors. Local populations typically keep a close watch on interveners' personal behavior, both in public and in private.
Intervention by foreign actors can either exacerbate and prolong the conflict or help to reduce tensions. Those intervening have a responsibility to carry out relief and development work? so that it alleviates suffering, protects human rights, and promotes a stable and just peace. However, when international interveners arrive in a conflict area, they are often so overwhelmed by violence going on there that they fail to recognize local capacities for peace. They tend to regard violence and hatred as the only reality, and to neglect aspects of that particular society that connect people to each other. (See the associated essay on integrative power.)
All societies have systems for handling disagreements without resorting to violence, systems for limiting violence if it erupts, and groups of individuals who support peace. In these instances of complex emergency, it is important for interveners to identify and reinforce these local capacities for peace and strengthen interpersonal and intergroup relations.. Interveners have an ethical duty to empower people to become agents of change and transformation within their societies and to assume a central role in conflict resolution and transformation. This means partnering with local people and drawing upon their cultural wisdom. Building on local conflict resolution capacities helps to promote respect for cultural diversity and to support the distinctive peacemaking roles of women.
Many believe that foreign interveners should also strive to be inclusive in their work and to consider the interests of all relevant parties. This means not taking sides in conflict, refraining from bias and favoritism, and endeavoring to be open and transparent in their work. Rather than secretly supporting one group over others, interveners should work in collaboration with individuals, organizations, governments, and other institutions in an effort to prevent and resolve conflict. To achieve their goals, they will often have to make a long-term, ongoing commitment to various peacebuilding processes. They should acknowledge that once they enter a conflict setting, they become morally accountable to some extent for the results.
Gregory Tillett, Resolving Conflict: A Practical Approach, 2nd edition, (Oxford: Oxford University Press, 1999), 198.
Christopher Moore, The Mediation Process: Practical Strategies for Resolving Conflict, 2nd edition, (San Francisco, CA: Jossey-Bass Publishers, 1996), 353.
ibid.
"Model Standards of Conduct for Mediation," The American Arbitration Association. Available at: http://www.adr.org/aaa/ShowProperty?nodeId=%2FUCM%2FADRSTG_010409&revision=latestreleased.
Norbert Ropers, "Enhancing the Quality of NGO Work in Peacebuilding," in Peacebuilding: A Field Guide, eds. Luc Reychler and Thania Paffenholz, (Boulder, CO: Lynn Rienner Publishers, 2001), 530-1.
"Model Standards of Conduct for Mediation," The American Arbitration Association. Available at: http://www.adr.org/aaa/ShowProperty?nodeId=%2FUCM%2FADRSTG_010409&revision=latestreleased.
Tillett, 200.
Wehr and Lederach 1996, Mediating Conflict in Central America in Bercovitch (ed) Resolving International Conflicts: The Theory and Practice of Mediation
Moore, 354.
Tillett, 203.
Jacquelyn Drucker, "Confidentiality and Other Ethical Issues in Mediation," Alliance for Education in Dispute Resolution Research, Available online here.
Tim Hedeen, "Ensuring Self-Determination Through Mediation Readiness," Mediate.com, Available at: http://www.mediate.com/articles/hedeenT1.cfm.
Ropers, 531.
Drucker, Available online here.
Hedeen, Available at: http://www.mediate.com/articles/hedeenT1.cfm.
Tillett, 203.
Robert Benjamin, "The Risks of Neutrality: Reconsidering the Term and Concept," Mediate.com, Available at: http://www.mediate.com/articles/benjamin.cfm.
Moore, 355.
Mary Anderson, Do No Harm: How Aid Can Support Peace-Or War, (Boulder, CO: Lynne Rienner Publishers, 1999), 23.
Ropers, 528.
ibid., 529.
Use the following to cite this article:
Maiese, Michelle. "Codes of Conduct for Intervenors." Beyond Intractability. Eds. Guy Burgess and Heidi Burgess. Conflict Information Consortium, University of Colorado, Boulder. Posted: September 2004 <http://www.beyondintractability.org/essay/codes-conduct-intervenors>. | https://beyondintractability.org/essay/codes-conduct-intervenors |
Michael McIlwrath, Global Chief Litigation Counsel for GE Oil & Gas, speaks to the Singapore International Dispute Resolution Academy about global trends, key challenges, and the future of dispute resolution.
From your perspective which global trends are shaping the field of negotiation and dispute resolution?
For an in-house lawyer who deals daily with issues of dispute resolution and negotiation, I see these fields remaining as two very separate disciplines. One trend we are not seeing is the intersection between the two fields of dispute resolution and negotiation – i.e. the “adjudicative” fields of dispute resolution, court litigation and arbitration are not acknowledging the many developments that we are seeing in all aspects of negotiation, from insights on decision making to teaching people to be better negotiators.
That said, among all forms of adjudicative dispute resolution, international arbitration currently stands out. It is undergoing a period of change to adapt to user demands for efficiency, transparency, and competency, which is the most rapid that I’ve seen in my professional lifetime. We have seen more changes in the rules and culture of international arbitration in the past two years than in the previous 20. This trend is important because it shows that dispute resolution services (not limited to arbitration) are capable of rapid evolution to meet market demands.
From my perspective, the non-adjudicative forms of dispute resolution, principally mediation, have been generally good at incorporating developments in decision making and science. There is, of course, a lag in how quickly new information can be assimilated into practices and resistance from some mediators who claim to be more artists than professionals. But the trend towards professionalisation appears inexorable.
In conjunction with efforts to reduce court back-loads, many countries have introduced regulatory frameworks to govern the practice of mediation, standards of quality, and licensing and accreditation schemes. This is a huge benefit to users, and provides a robust framework to support the growth of mediation. And this trend towards a more structured regulatory support is one of the reasons we are finally seeing mediation growing as much as it is today.
An additional trend, and one that is truly heartening, is the level of interest among young practitioners in mediation and other innovative forms of dispute resolution. The enthusiasm is palpable. The new generation will revolutionise the field of dispute resolution, if my generation and the one before me do not inhibit them. Emerging negotiation, mediation, and arbitration competitions all over the world are evidence of the enthusiasm in this field. In fact, many face the problem of over-subscription as they simply cannot accommodate all the students who want to compete and learn.
It’s an exciting time to be a practitioner in any of these fields.
What can negotiators and dispute resolution practitioners do now to position themselves well for the future?
Probably the most important thing will be for negotiators and dispute resolution practitioners to equip themselves with the right learning tools to adapt to change and stay ahead of the curve. A professional in any field of dispute resolution today should expect that many of the practices they employ today will either be radically different in ten years or, in some cases, may not be used at all.
It is also important to develop an ear for listening to what the “parties” want, i.e. those they represent in negotiations or dispute resolution. This has always been true, and one of my law school professors used to say that understanding a client’s interests, such as understanding how their business operates (in the case of commercial clients), is the most important thing a lawyer should do.
What is different today is the increasing sophistication of the clients, and their ability to distinguish a lawyer who understands them from a lawyer who is just doling out the standard practice applied to all clients. The need to understand the parties and their interests applies to everyone involved in negotiation and dispute resolution, not just the lawyers.
What are the three biggest challenges that people face in their negotiations and conflicts?
I’ve had the honour to chair the Global Pound Conference, a multi-stakeholder discussion sponsored by the International Mediation Institute on the future of access to civil justice that is taking place in 25 cities around the world. In addition to being a discussion, the conference has been a data collection exercise, with stakeholders providing their views on the current challenges in dispute resolution and what needs to change and who should change them.
One thing that has struck me from these discussions has been the almost universal call for more guidance and flexibility of process at the outset of disputes. There is a sense that parties get channelled into procedures that may not be optimal for their disputes. I’m not sure how exactly things should change to accommodate this desire, as parties always want predictability of their disputes, and I sense some tension may exist there. But there is clearly a desire for improvement here.
I can list two other challenges that come up frequently in my own job.
The first is the difficulty of establishing a clear and achievable objective. Even large companies are made up of individual employees who must make decisions that are ostensibly over large sums of money, which ought to be straightforward. Or at least that’s what you would think. But individuals play roles in stories of contracts that did or did not go awry, relationships that went askew, and emotions that run high and colour how people perceive the other party and the issues. So just getting people to agree on a reasonable objective can often be the biggest challenge.
The second is overcoming self-deception, which will often not be possible given our inability to control or even appreciate how self-deceived we are let alone influence the self-deception in others.
This poses many challenges for people like me who counsel parties who may end up in formal dispute resolution if they do not resolve their conflict, not the least of which is that those who are deeply self-deceived often appear, incredibly, to be more effective in negotiation. Unfortunately, when they do not satisfy their delusions in the negotiation, which is a frequent occurrence, the same delusions push them into a formal, and often expensive, dispute resolution process.
What can people do to effectively overcome such challenges?
There is a simple but honest answer to the challenges that I listed above: preparation.
What will make you stop and say: “Wow, that person is a good negotiator/mediator”?
On this, I can actually answer with some expertise, because I’ve been privileged to participate in mediations conducted by truly great mediators in various countries over the years. They were different in many ways, but they also had shared some key characteristics. One thing they all shared was that they did not treat the present dispute like the last one that they just did, and they did not feel bound to follow a particular process just because that’s how things are usually done in a particular place or industry.
There is one German mediator with whom we have had at least four mediations of very large, international commercial disputes over the past 10 years. In looking at any of those mediations, you could not predict how the others would take place. Like other great mediators I’ve encountered, he adapted his style and the mediation to fit the parties and the particular dispute.
At the most recent mediation, one of the hardest and most complex cases we’ve had in the past several years, I asked the opposing party’s general counsel what he thought about the process. It was his first mediation experience, and he said, “We are going to require mediation for all of our cases now!” Obviously, not every mediator is capable of generating that kind of enthusiasm, which is why it’s important to share best practices.
The second thing these great mediators did was to convey a sense that they were engaged in the dispute, not simply that they were engaged for a day. They genuinely want the parties to find a resolution, and the parties will not want to disappoint them. Unfortunately, I’ve also experienced many mediators – too many – who instead really do not convey a sense of presence in the dispute. They show up, punch the clock, do their usual thing, and if the parties do not settle it’s not their fault.
Is there a question that we should be asking but have not asked?
Yes! Why is the Singapore International Dispute Resolution Academy so important today? Given the challenges that we are facing in both domestic and cross border negotiations and dispute, another question is, how is it possible the world did not already have a Singapore International Dispute Resolution Academy before now?
Interviewed by the SIDRA team.
This interview was conducted by the Singapore International Dispute Resolution Academy (SIDRA) for their interview series PERSPECTIVES and was originally published on the SIDRA blog. Please find the original version here.
Michael McIlwrath is a faculty member of the Singapore International Dispute Resolution Academy and the Global Chairman of the Global Pound Conference. | https://imimediation.org/2017/05/10/in-conversation-with-michael-mcilwrath/ |
The following items are tagged ground rules:
Making Global DealsWhat Every Executive Should Know About Negotiating Abroad
Picking up where other negotiation books leave off, this practical, incisive handbook shows executives, lawyers, and government officials how to survive and thrive in today’s highly competitive international marketplace. Making Global Deals explains how to overcome the obstacles-the instability of the international marketplace and differences in culture, ideology, law, politics, and currencies-and come out on top … Read More
Team-Building Strategies: Building a Winning Team for Your Organization
Discover how to build a winning team, find an effective negotiation “coach,” budget for negotiations training and boost your business negotiation results in this free special report from Harvard Law School. … Read More
What is Crisis Management in Negotiation?
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Summitville Service Agreement
Patrick Field and Tracy Dyke A two-team (four-party), co-mediated, multi-issue negotiation simulation involving a bitter property tax dispute between a small town and an Indian band living on a nearby reservation … Read More
Techniques for Leading Multiparty Negotiations: Structuring the Bargaining Process
Imagine leading negotiations involving representatives from most of the world’s nations on a contentious topic such as sustainable development. Where would you start? How would you proceed when conflict emerged? How would you know when it was time to wrap things up? … Read More
Long River
Catherine Ashcraft and Larry Susskind A six-party, seven-person (including the mediator), multi-issue mediation among representatives of governmental, business, environmental, recreational, and tribal interests regarding a dispute over developing an instream flow action plan … Read More
Negotiating Skills: Learn How to Build Trust at the Negotiation Table
In this article some negotiating skills and negotiation tactics for building trust with your counterpart are presented. … Read More
Federal Lands Management II
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East Falls Brownfields
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The Mediation Process and Dispute Resolution
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Changing Times for the Senior Center in Redwood Hills
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What is an Arbitration Agreement?
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How to Create Value at the Negotiation Table: Strategies for Creating Win-Win Negotiations
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Integrative Negotiations: Dispute Resolution Through Joint Fact-Finding
Sometimes parties to a dispute disagree on key facts and forecasts but lack the technical or scientific expertise needed to come to a consensus. Suppose, for instance, that a developer is seeking to build a high-rise condominium building in a village that is experiencing a development boom. Longtime residents fight the proposal, arguing that another … Read More
15 Things You Need to Know About Environmental Dispute Resolution
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Crisis Negotiation Skills: The Hostage Negotiator’s Drill
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Mediation Training: What Can You Expect?
Organizations have long recognized the value of hiring professional mediators to help resolve disputes. More and more, managers have begun to also see value in securing mediation training for themselves and their employees. Although there are times when the services of an unbiased, professional mediator are needed, there may also be instances in which employees … Read More
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How Does Mediation Work? | https://www.pon.harvard.edu/tag/ground-rules/ |
Aronberg Goldgehn attorney John C. Sciaccotta is serving on the faculty of the Chicago Bar Association’s “Advanced Workshop for Improved Negotiation and Mediation Skills: Sophisticated Strategies for In-Person and Virtual Mediation” program.
Taking place from 8:30 a.m. to 5:30 p.m. on November 11 and 12, 2020, this intensive, virtual workshop on negotiation and mediation is for anyone who wants to improve his/her negotiation and mediation skills.
The workshop will present cutting-edge strategies for successful negotiation and advocacy and will provide insight on how to mediate difficult disputes. The presenters will discuss methods to resolve issues on their merits rather than through a haggling process. They will highlight strategies for attendees to employ in order to remain fair – but not taken advantage of - while negotiating.
John will co-present two workshop sessions:
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“How to be an Effective Mediator on Zoom” from 10:45 a.m. to 12:30 p.m. on Wednesday, Nov. 11, 2020.
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“Mock Mediation and the Virtual Mediation” from 1 p.m. to 2 p.m. on Thursday, Nov. 12, 2020.
Additional Workshop Sessions
- Common Elements of Successful Negotiation Strategy and the Use of Zoom
- Mediator's Strategies for Success
- Mediation: Introduction, Successful Strategies and Virtual Mediation
- Traits of a Successful Mediator
- Mock Mediation
- Managing the Mediation
- Mediation and Dispute Resolution
- Handling Difficult Situations in the In-Person and Virtual Mediation
- Separating Yourself From an Average Mediator
- Technical Specifics and the Advance Use of Zoom to Mediate
- Facilitative vs. Evaluative Methods of Mediation
- Arbitration
- The Future of Mediation
A certificate of completion will be issued by The Chicago Bar Association, which will qualify participants to act as an arbitrator in the Circuit Court of Cook County Commercial Section, Mandatory Arbitration Program. The program also satisfies the training requirement necessary to join the CBA Mediation Program.
Featured Faculty
In addition to Aronberg Goldgehn Member John C. Sciaccotta, other faculty members include:
- Maryam Ahmad, Cook County Assistant State’s Attorney; CBA President
- Hon. Wayne R. Andersen (ret.), JAMS
- Hon. Morton Denlow (ret.), JAMS
- Prof. Katheryn M. Dutenhaver, DePaul College of Law
- Prof. William Elward, DePaul College of Law
- Prof. Daniel Gandert, Northwestern Pritzker School of Law
- Hon. William J. Haddad (ret.), ADR Systems
- Eli Hart, River CityMedia
- Hon. Thomas Hogan (ret.), TLH Consulting Corporation
- Hon. James F. Holderman (ret.), JAMS
- Pari Karim, Training Director, Center for Conflict Resolution
- Hon. Thomas R. Mulroy, Supervising Judge, Mandatory Arbitration Program, Circuit Court of Cook County
- Ashley Rafael, General Counsel, Midway Moving & Storage, Inc.
- Ajay Shah, CEO, Globetrotters Engineering Corporation
- Greta Weathersby, WEC Energy Group, Inc.
Program Cost and Registration
CLE Advantage Members/Law Students: $525
CBA Member: $525
Non-member: $675
CLICK HERE to register. | https://www.agdglaw.com/john-c-sciaccotta-serving-on-the-faculty-of-the-cbas-advanced-workshop-for-improved-negotiation-and-mediation-skills-sophisticated-strategies-for-inperson-and-virtual-mediation |
I took my first 40-hour mediation training for general civil disputes over a decade ago. Since then my training has included mediation in domestic relations, adult guardianship, special education, and Native American peacemaking. As a regular participant in advanced mediation trainings and workshops, I’m able to keep skills current and sharp. Extensive and diverse mediation training enables me to help litigants to fashion the best process for reconciliation and to bring the right resolution technique to bear on each litigation problem.
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Unique Mediation Experience
In addition to my private mediation practice I am a volunteer mediator for Community Dispute Resolution Program Centers in Washtenaw and Wayne Counties, winning awards for outstanding mediation work. As president of the board of the Dispute Resolution Center for Washtenaw and Livingston counties for three years, (headquartered in Ann Arbor, Michigan) I gained unique perspective on how mediation can solve community conflicts. Having mediated business and commercial disputes, environmental clean-ups, divorces, adult guardianship problems, and estate distribution disputes, I’m able to help parties who may be stuck at an impasse to develop out-of-the-box solutions.
An Academic Perspective
For the past three years I taught Negotiation at Michigan State University’s College of Law. Using proven negotiation techniques and the latest developments in the field of alternative dispute resolution, I’m uniquely qualified to guide participants through the mediation process to help them recognize and satisfy their interests.
Singular Listening Skills
Specialized training in listening skills calculated to help disputants determine and satisfy their real interests, because “it’s never just about the money,” gives me a unique perspective; a mediator is much more than a messenger the parties use to trade offers and counteroffers. He is also a counselor charged with guiding the parties through sometimes emotionally charged and heated conflict. | http://bastaresolutions.com/our-services/extensive-mediation-training-2/ |
Catoctin Counseling Center is a non-governmental organization that offers counseling service in Maryland, although it has extended its services to other areas such as Hagerstown, Westminster, as well as Frederick. The center was established twenty years ago with an aim of assisting clients to develop strategies necessary for managing stress and other behavioral health conditions. The center recognizes that life is difficult, thus, individuals require other individuals to assist in uplifting their emotions once they veer away from the normalcy. The center offers individual counseling, group counseling, family counseling, medical referrals, and other forms of assistance. The counseling center offers psychotherapy to compulsive behaviors brought by alcohol, cocaine, pornography, overeating, gambling, and poly-substance abuse. The center has also amalgamated its own personal growth impediments into its therapeutic approach to assist its employees who could be facing difficulties similar to its clients.
Every organization that deals with humans experiences conflicts, and Catoctin Counseling Center is not been an exception. Some employees were complaining that they have been awarded more responsibilities while others in the same level of hierarchy handled a few responsibilities. The immediate manager had already begun to complain that the clients are threatening to withdraw their services from the center due to mishandling by some employees. According to Maslow’s hierarchy of needs, humans seek fulfillment in order to attain self-actualization, but individuals who succeed the corporate hierarchy usually pay a price for sacrificing their loyalty to the organization (Johnson & Keddy, 2010). In this case, the immediate manager could not solve the employees’ problem because he was in conflict with them, thus, a third party was necessary. The manager was compelled to seek assistance from his senior manager, who became the third party.
Part II: Mediation and Arbitration
Managing conflict is essential in ensuring smooth running of organizations. A third party in conflict resolution was critical to demonstrate objectivity and authority in sticking to the resolutions to be made. According to Myatt (2012), conflict resolution can only occur when leaders embrace conflict rather than fearing it, for there is no way to evade conflict. The human resource manager at Catoctin Counseling Center opted to seek the help from the overall manager, who seemed to be competent in handling conflicts in the workplace.
The mediation followed the six stages of mediation. In the first stage, the mediator explained to the two parties the aim of mediation, and persuaded them to accept his resolution. In the second stage, the overall manager called each side to explain the dispute, and how each party has been affected by it. The third stage involved determining the dispute, as explained in the first stage. The fourth stage involved meeting each party privately in a private caucus, where the mediator explained to the workers that their issue would be addressed while the immediate manager was instructed to respect his employees by sharing responsibilities equally. In the fifth stage, both parties came together for direct negotiation and agreement while the last stage involved signing a written agreement, which depicted that they had agreed to resolve their disagreement.
After the sixth stage, each party accepted the faults committed and agreed to bind by the resolutions. This marked the end of mediation, as the overall manager witnessed the signing of a memorandum that both parties will work on improving the organization’s operations. The perspective had to be objective, with an emphasis of understanding each party’s needs, without forgetting individual needs (Fry & Bjorkqvist, 2013). Both parties accepted the mediator’s decision to resolve their discrepancy without coercion.
Part III: The Neutral Party
In every conflict resolution, a third party is required to assist the disagreeing parties to find solution for their conflict on their own, and to act as a judge. In my opinion, the immediate manager failed in his duty because he did not allocate employees equal responsibilities. The origin of the conflict was the management, which failed to allocate duties equally. The immediate manager should have realized the problem before the workers could experience fatigue. Dealing with people suffering from psychological problems requires expertise to have enough time to relax. For self-actualization, individuals require time for leisure and reflection. Handling too many clients of such nature would not help them to recover. Employees were right to demand their rights, as their contribution is essential for the organizational survival.
I support the verdict offered by the mediator in Catoctin Counseling Center’s case because he allowed each party to express its problem. Taking time to listen to complaints from both sides was necessary to assist in understanding the origin of the conflict. Some mediators may make resolutions depending on the type of disagreement while others apply techniques that are associated to their mediation styles (Illes, Ellemers & Harinck, 2014). The aim of the mediator is not to solve the current issue under conflict, but rather to ensure that such conflict would not emerge again. The management of Catoctin Counseling Center should review job description so that each employee has specific duties based on his/her qualifications. Setting up a department to handle disputes could be appropriate in an organization that employs too many workers. I believe that my resolution is appropriate for the disputing parties, as it does not favor any side.
References
Fry, D. P., & Bjorkqvist, K. (2013). Cultural variation in conflict resolution: Alternatives to violence. East Sussex, UK: Psychology Press.
Illes, R., Ellemers, N., & Harinck, F. (2014). Mediating Value Conflicts. Conflict Resolution Quarterly, 31(3), 331-354. doi:10.1002/crq.21089.
Johnson, C., & Keddy, J. (2010). Managing conflict at work: Understanding and resolving conflict for productive working relationships. London: Kogan Page. | https://www.customwritingservice.org/health-care-sample-essay-on-mediation-and-arbitration-at-catoctin-counseling-center/ |
The Program on Negotiation at Harvard Law School is pleased to present:
PON Live!
Follow the Science:
Proven Strategies for Reducing Unconscious Bias
A virtual discussion with:
David Hoffman
John H. Watson, Jr., Lecturer on Law
Faculty, Program on Negotiation
Harvard Law School
Mediator, Arbitrator, Attorney, Boston Law Collaborative, LLC
Wednesday, April 26, 2023
12:00 pm – 1:00 pm ET (US and Canada)
Free and open to the public.
Click here to access the Zoom registration link.
The session will be recorded. Pending faculty approval, we will post the recording on this page after the session.
About the talk:
Unconscious bias – a set of attitudes and stereotypes that we are unaware of – is ubiquitous and its effects can be pernicious. Some of these attitudes – regarding race, gender, class, sexual orientation, and other characteristics – may be the opposite of what we consciously believe but can nonetheless affect our behavior. Biases are particularly problematic for those who are required to be impartial, such as mediators, arbitrators, and judges, and also for lawyers and many other professionals who have an ethical duty to act in an unbiased manner. Fortunately, unconscious bias (sometimes called “implicit bias”) is also malleable. In this presentation, David Hoffman and Helen Winter provide a “user’s guide” to peer-reviewed social psychology research on bias-reduction strategies, with suggestions for how this research can be implemented in everyday life. Their conclusions can also be found in their recent Harvard Negotiation Law Review article, which can be found here.
About the speakers:
David A. Hoffman is the John H. Watson, Jr. Lecturer on Law at Harvard Law School, where he teaches three courses: Mediation; Legal Profession: Collaborative Law; and Diversity and Dispute Resolution. He trains mediators with the Program on Negotiation at Harvard Law School. Hoffman is an attorney, mediator, arbitrator, and founding member of Boston Law Collaborative, LLC, where he handles cases involving family, business, employment, and other disputes. He is past chair of the American Bar Association Section of Dispute Resolution.
Hoffman has published three books including Bringing Peace into the Room (with co-editor Daniel Bowling) and more than 100 articles on law and dispute resolution. Prior to founding Boston Law Collaborative in 2003, Hoffman was a litigation partner at the Boston firm Hill & Barlow where he practiced for 17 years. Before that he served as a law clerk for Judge Stephen G. Breyer on the U.S. Court of Appeals for the First Circuit.
He has received a number of awards for his work as a mediator, including the Lifetime Achievement Award of the American College of Civil Trial Mediators and the D’Alemberte-Raven Award for service in dispute resolution from the ABA. Hoffman has an A.B. from Princeton University, an M.A. from Cornell University, and a J.D. from Harvard Law School where he was an editor of the Harvard Law Review. His TEDx talk about “Lawyers as Peacemakers” can be found here: https://www.youtube.com/watch?v=JKXv1_Sqe_4. Hoffman lives in a cohousing community in Acton, Massachusetts with his wife, Leslie Warner, who is a career coach. They have five adult children, an adolescent cat, and a rescued golden retriever from Serbia.
Helen Winter is a Graduate Research Fellow at the Program on Negotiation at Harvard Law School. Winter is a mediator and founder of the charitable organization R3SOLUTE based in Berlin. R3SOLUTE empowers refugees and locals to manage and prevent conflicts in their communities through dialogue work and peer mediation.
Winter holds a law degree with a focus on International Public Law from Heidelberg University, and an LL.M. with a specialization in Dispute Resolution from Pepperdine University’s Straus Institute. She is pursuing a Ph.D. at European University Viadrina in Germany.
In her own mediation practice, Winter mostly deals with intercultural disputes. Previously, Winter has worked as a mediator with the Los Angeles Superior Court and as a consultant with On Deck Mediation, where her expertise included anti-discrimination and labor law. Additionally, she has worked with the United Nations Office of the Ombudsman and Mediation Services (UNOMS), addressing systemic issues. | https://www.pon.harvard.edu/events/pon-live-follow-the-science/ |
Mediation is a form of assisted negotiations, usually confidential, in which the parties seek a resolution of their dispute, with the active assistance of an independent and neutral third party – the mediator.
Mediations can occur at any stage of a dispute. In franchising matters, the Franchising Code of Conduct prescribes a dispute resolution process by which the parties must mediate their dispute before the matter can proceed to a hearing. Other contracts may provide similar dispute resolution mechanisms that encourage mediation.
Courts also actively encourage parties to mediate their dispute during their proceedings.
The mediator does not make a determination of any issues in the dispute, does not make any recommendations or give legal advice.
Prior to the mediation, the mediator will usually meet (or at least speak to) the parties separately and confidentially to gain a general understanding of the nature of the dispute and what outcome the parties hope to achieve. There is also commonly a directive that the parties exchange ‘position papers’ prior to the mediation setting out in brief their ‘submissions’ or areas of dispute.
The mediation itself generally begins with a joint meeting between all parties and the mediator. The mediator will usually begin by outlining and reminding the parties of the reason for the mediation, the process that they have agreed on and their obligations to each other during the course of the mediation.
The mediator will then usually invite the parties to each describe what brought them to where they are now, and what they want to achieve. Frequently, a party or the mediator will then suggest that there be a break and that the parties go into separate rooms. Here the parties can discuss with the mediator how they see the mediation proceeding and explore options for settlement of their dispute (in a confidential setting).
It is not uncommon for the negotiation process to reach a point at which it is constructive to bring the parties back face-to-face. This is particularly useful if the negotiation is showing signs of stalling or, in mediations where the parties have their lawyers present, and where the mediator believes direct discussion between the parties might result in a breakthrough.
Most mediations are concluded in a day (say 8 hours) and will include some additional preparation time. The parties usually split the cost of the mediator. There may be additional expenses in relation to legal and accounting advice, room hire, travel and catering.
It is not a requirement, however it does help if you have had a discussion about your legal position beforehand and have access to legal advice on the day of the mediation session in case there are any points you may want to discuss with a lawyer during the mediation. Lawyers can assist with providing technical legal advice on issues at hand and can assist with ‘nutting out’ a resolution.
It is usually private – unlike Court proceedings that are public and may have the effect of damaging reputations.
Mediation is fast becoming a popular form of alternative dispute resolution, having the ability to bring parties together to reach out of Court settlements and facilitate the just, quick and cheap resolution of disputes. If you’re facing a commercial dispute and would like more information about mediation, call LegalVision on 1300 544 755 and our litigation lawyers will be more than happy to assist. | https://legalvision.com.au/what-is-mediation/ |
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Jeremy Lack is an independent attorney specializing in the prevention and resolution of disputes and the facilitation of commercial transactions, especially in international or cross-cultural settings. He is familiar with common law and civil law proceedings. He initially trained as a barrister in England (Middle Temple), and then worked as a patent litigation lawyer for Fish & Neave in New York (1989-1995), when he was first introduced to mediation. Since then, he also admitted to the Geneva bar as an overseas lawyer, and he is a former partner with Etude ALTENBURGER in Geneva, Switzerland, a tax and general legal services firm. Jeremy is a door tenant with QUADRANT CHAMBERS in London, UK and serves as counsel to HELVETICA AVOCATS in Nyon, Switzerland. He is also an adjunct professor with the FEDERAL POLYTECHNIC SCHOOL OF LAUSANNE (EPFL). Following his call to the bar of England & Wales in 1989, Jeremy qualified as a US attorney-at-law in 1990 (NY, various federal courts, and the USPTO), and registered with the bar of Geneva bar (ODAGE) as an EU lawyer, where he currently serves on its Executive Committee for the Section of International Lawyers. He has worked for BECTON DICKINSON & CO, MEDABIOTECH and NOVIMMUNE in general counsel, director and interim management roles (including as CEO) and for several start-up companies. Jeremy is accredited by and has provided mediation advocacy training services as well as ADR services to several mediation institutions in various countries, including IMI, AAA/ICDR, ASA, BCCI, CEDR, CMAP, CPR, ECDR, Geneva State Council, Global InterMediation, HUM/CMA, IBMS, IAM, ICC, INTA, IMI, JAMS International, Result ACB, SCAI, Singapore Mediation Centre, SIMC/SIMI, SKWM/CSMC/SCCM, WIPO, and the Swiss Chambers of Commerce. He was recently ranked as one of the ten most highly regarded mediators by THE INTERNATIONAL WHO’S WHO OF COMMERCIAL MEDIATION 2011 and was ranked again under the "Most Highly Regarded Firms" for mediation in 2012 and in 2013 and as a Global Elite Thought Leader in 2019. Jeremy serves as a member of IMI's Independent Standards Commission, where he is responsible for its taskforces, and has served on several ADR leadership committees for ABA, CPR (Europe), CIArb, CSMC/SKWM, CCIG, IMI, and GNII. He has Swiss, British, Israeli and US citizenships, and lives with his wife and two daughters in Geneva, Switzerland. For more information, see: www.lawtech.ch
Jeremy regular acts as settlement counsel in arbitrations, conciliations, mediations and negotiations. He also advises other lawyers and law firms on negotiation and dispute resolution strategies, helping them to identify the key issues in their case, separate the parties' interests from their positions, and assist them in perspective taking, reality testing, assessing their alternatives (BATNAs/WATNAs/PATNAs), SWOT analyses, option generation possibilities, and how to prepare for seven critical junctures in a negotiation or mediation: (1) the preparation stage, (2) the opening phase, (3) the exploration phase, (4) the option generation phase, (5) the negotiation phase, (6) the closing phase, and (7) the execution phase.
Recent cases include:
- Institutional Mediation: Acting as counsel for a party in a dispute involving civil and criminal allegations in three countries in Europe and North Africa, involving private partnership agreements, two corporate entities (one in France and one in Morocco), and parties from four different jurisdictions. The matter was satisfactorily settled within six months of initiating the mediation proceedings, saving each party at least €1.5 million in procedural fees.
- Ad-Hoc Investor-State Negotiation: Advised a large construction company on the verge of arbitration proceedings in final negotiations with a government that had appointed the company to design and build a series of ports in Asia. Although the request for arbitration had been prepared and previous negotiations by arbitration and in-house counsel had failed, the company used a new ADR approach to reach a settlement that preserved the value of the original agreement and generated new contracts in the process. The matter was resolved for less than 1% of what an arbitration or litigation would have cost, and within two months of initiating the ADR approach with the government in question. Approximate savings: three years of business uncertainty and € 2.5 million in litigation, arbitration and experts fees.
- Ad-Hoc Technology Negotiation: Acted as settlement counsel to a consultancy firm in a complex cross-border in-rem internet dispute. The matter was satisfactorily settled within three months, within less then €25,000 in fees and expenses, following a successful UDRP process.
- Ad-Hoc IP Dispute: Acted as settlement counsel to an open source company involved in a potentially costly and long-term international trademark dispute. Assisted the party in assessing and generating new options, and reaching a mutually acceptable outcome with its partner in the negotiation.
- Institutional mediation: Sole mediator in a dispute between two large global pharmaceutical companies regarding a new product launch and licensing provisions.
Jeremy uses Guided Choice ADR techniques and has an outcome-focused and holistic approach, which is flexible and adaptable to a broad range of cross-cultural and international commercial disputes. He seeks to ensure that the parties have a common understanding of any mediation process that is used (which can vary significantly country-by-country), to tailor any ADR processes to take into account the parties' perceived procedural needs and their future business interests, and to jointly select one or more neutrals as may be appropriate, and depending on the type of dispute resolution process chosen. Jeremy tries to ensure that he understands the client's legal positions, facts and interests. He then conducts a future-oriented assessment process to clearly identify the client's interests, needs, concerns, motivations and pre-occupations looking forward, seeking to understand the rational, emotional and social drivers involved in the dispute. He also conducts an assessment of the conflict's propensity to escalate, and his client's expectations and constraints regarding the time, costs, award, consequences and likely impact of the clients's various alternatives (BATNA/WATNA/PATNA). A similar analysis is done using a perspective-taking analysis approach to assess the positions and interests of the client's partners in the dispute or negotiations and their counsel. With this analysis completed, anti-escalation measures are assessed and discussed and a strategy is formed and implemented, taking into account the procedural needs and concerns of all of the parties involved in the dispute. This can involve a traditional negotiation, mediation, or conciliation process, or a combination thereof, sometimes in parallel, separate from or integrated into any arbitration and/or muti-jurisdictional litigation proceedings (e.g., in MED-CON, ARB-MED, MED//ARB, MEDALOA and other guided choice proceedings). He works with co-counsel and co-counsel to design a mutually acceptable dispute resolution process and strategy and at times advises on the creation of hybrid processes to generate faster, cheaper and better outcomes, whereby the client can retain greater control over its costs and any outcome. This often involves working closely with counsel for the client's litigation partners to set mutually acceptable checks and balances, which foster a cooperative settlement spirit between the parties and their counsel, despite the possible existence of previously acrimonious or adversarial exchanges. This also sometimes involves acting as a Collaborative or Cooperative Lawyer, or as a quasi-collaborative/cooperative, agreeing to forego using or providing any information or knowledge obtained in the negotiation process in any future litigation or arbitration proceedings, should the matter not settle. This is discussed on a case-by-case basis, with the client's prior knowledge and written consent.
Jeremy has a broad commercial ADR practice and works in several fields. His areas of specialism are cross-cultural or international civil and commercial disputes and deal mediations, typically where there are complex business, technological, personally sensitive or intellectual property issues involved. He has worked extensively with large corporations, start-up companies, NGOs, IGOs, universities, families, venture capital firms, and private equity situations, where different disputants or stakeholders are seeking pragmatic outcomes that are cheaper, faster and/or better than litigated outcomes, and where the parties seek to re-align their interests. He is comfortable working in civil law and common law jurisdictions and with highly charged or emotional disputes, including family disputes. Jeremy also specializes in cross-border disputes and transactions, family businesses, new technologies, life sciences, information and communication technology, and has a broad international dispute prevention and resolution practice (including deal facilitation, advocacy, arbitration, conciliation and mediation), including designing hybrid processes. His practice areas include:
- General Corporate & Commercial Law
- Finance & Banking
- Intellectual Property (creation, management, valuation & enforcement)
- Film, entertainment, music, multimedia & copyright disputes
- Internet, ICT & UDRP disputes
- Board, management, succession planning & governance disputes
- Intra-company disputes & team-building
- Inter-Governmental Organisations & Non-Governmental Organisations
- Investor-State Disputes
- Industrial construction, shipping & trading disputes
- Litigation / Conciliation / Arbitration & Mixed ADR Processes
- M&A, Joint Ventures & Strategic Alliances
- Sports & Sponsorship disputes
- Private Equity & Family Businesses
- Start-Up Companies / Venture Capital
- Medical ADR & Healthcare
- Pharmaceutical, biotech & medtech disputes (including licensing agreements)
- Technology Transfer
- Trusts, Estates, Divorces & Family disputes.
CHF 650/hour depending on the complexity and size of the case. Extensive travel time is invoiced at 50% of hourly rates. Adjustments can be made for long term or complex cases, where Jeremy has occasionally worked on a retainer basis, with a percentage of savings. VAT and/or an additional fee of 3% may be added to invoices to cover administrative expenses. Alternative fee arrangements are also available, particularly for start-up companies, NGOs, family businesses, individuals and not-for profit entities. See: http://lawtech.ch/fees/.
BAR ADMISSIONS
- 2003: Geneva Bar (admitted as a European Union lawyer)
- 1991: United States Patent and Trademark Office (Reg. No. 35,813)
- 1990: US Federal Courts: EDNY, SDNY, NDNY, CAFC
- 1990: US New York Supreme Court (1st Dept.)
- 1989: Bar of England and Wales -- Middle Temple (current practice certificate)
MEDIATOR ACCREDITATIONS/APPOINTMENTS:
- Bombay Chamber of Commerce and Industry (BCCI), India
- Centre de Médiation et d’Arbitrage de Paris (CMAP), France
- Centre for Effective Dispute Resolution (CEDR), UK
- Chamber of Commerce of Milan, Italy
- Chamber of Commerce of Florence, Italy
- CPR: International Institute for Conflict Prevention & Resolution, USA
- Croatian Mediation Association (Honorary Member), Croatia
- Global InterMediation, USA
- Grand Council for the Canton of Geneva, Switzerland
- International Academy of Mediators (IAM), USA & International
- International Centre for Dispute Resolution (ICDR) Panelist, USA & Europe
- International Chamber of Commerce (ICC), International
- International Mediation Institute (IMI), International
- International Trademark Association (INTA), International
- JAMS International (former Panelist)
- Result ADR, the Netherlands
- Singapore International Mediation Centre (SIMC), Singapore
- Singapore International Mediation Institute (SIMI), Singapore
- Swiss Chamber of Commercial Mediation (SCCM/SKWM/CSMC), Switzerland
- World Intellectual Property Organization (WIPO), International
ADDITIONAL AFFILIATIONS:
- Vice-Chair of the Independent Standards Commission of the International Mediation Institute (IMI) and a member of its Cross-Cultural, Investor-State, Mixed Modes, QAP and Mediation Advocacy Taskforces
- President of the Swiss Chamber of Commercial Mediation (Section Romande) (CSMC/SKWM)
- Advisor to the Geneva Chamber of Commerce and Industry (CCIG) on mediation issues, and member of the Advisory Council for the Swiss Rules of Commercial Mediation of the Swiss Chambers of Commerce and Industry
- Member of the State Council of Geneva's Advisory Commission on Mediation Matters, Switzerland
- Member of the Section of International Lawyers of the Geneva Bar Association (ODAGE)
- Board member of the Global Negotiation Insight Institute (GNII)
- Board member of Negotiation & Conflict Management Group (NCMG) International, a pan-African non-for-profit association with its headquarters in Geneva, Switzerland (see www.ncmginternational.org)
- Past Member of the Practices and Standards Committee of the Chartered Institute of Arbitrators and former Chairman of its Mediation Subcommittee (CIArb)
- Past Co-Chair of the International Committee of the American Bar Association (ABA)'s Dispute Resolution Section
Richard D. Tipton Easton-Bell Sports, Inc. Senior Vice President, General Counsel and Secretary Oliver Iteanu Selam Iteanu Avocats France Regis Duchamp European Coordinator Easton-Bell Michael Farrelly VP Finance and Sales (CFO) Compania Minera Collahuasi [email protected] Brian Hick CEO Digicall SA [email protected] Francois Kaiser Attorney at law Carrard and Associes [email protected] Dr iur Christophe Wilhelm Partner FBT Attorneys-at-law [email protected] Ruslan Kharlamov Managing Director Alpicom SA [email protected] Felipe Ossa Partner Claro y Cia [email protected]
Jeremy has taught mediation worldwide, and has lectured at Harvard, Pepperdine, Fordham, and Cardozo in North America, as well as across Europe, Asia, the Middle East, Africa and in Latin America. He was one of the original members of IMI's mediation advocacy taskforce, and was actively involved in shaping and designing its criteria. He has conducted several trainings on mediation advocacy with Prof. Harold Abramson (USA) and Ms. Manon Schonewille of TOOLKIT COMPANY (NL). He served as the Global Coordinator of the Global Pound Conference Series in 2016-18.
Jeremy is an accredited mediation and mediation advocacy trainer, working with TOOLKIT COMPANY in the Netherlands. He has been involved in teaching mediation advocacy programs for the Geneva Bar Association, the Paris Bar Association, the International Committee of the American Bar Association's Dispute Resolution Section, the International Chamber of Commerce, and for several leading mediation organisations in the United States, Canada, Australia, the UK and continental Europe. He also provides regular trainings for NEUROAWARENESS CONSULTANCY SERVICES on mediation advocacy. For feedback on these trainings, see: http://www.neuroawareness.com/references/testimonials-about-our-workshops/.
Recent publications include:
- J. Lack & A. Goh, The Importance of Process-Design When Selecting a Mediator for Cross-Border Disputes, Who's Who Legal 2019
- R. Abbott, J. Lack and D. Perkins, "Managing Disputes in the Life Sciences", Nature Biotechnology, Volume 36, Number 8, August 2018.
- W. von Kumberg, J. Lack and M. Leathes, "Enabling Early Settlement in Investor-State Arbitration"
- P.M. Lurie & J. Lack, “Guided Choice Dispute Resolution Processes: Reducing the Time and Expense to Settlement” in Dispute Resolution International Vol. 8, No. 2, October 2014, pp. 167-177.
- J. Lack, “A mindful approach to evaluative mediation” in MfN Tijdschrift Conflicthantering Nummer 3, pp. 18-23 (2014)
- P.M. Lurie & J. Lack, “The Seven Principles of Guided Choice Dispute Resolution Processes”, Who’s Who Legal Mediation (2014), pp. 17-19
- M. Schonewille & J. Lack, “Mediation in the European Union and Abroad: 60 States Divided by a Common Word?” in The Variegated Landscape of Mediation: A Comparative Study of Mediation Regulation and Practices in Europe and the World (Ed. M. Schonewille & F. Schonewille), Eleven International Publishing, the Netherlands (2014), Chapter 2, pp. 19-44
- J. Lack & A. Lafranchi; “Chapter 32. Switzerland” in The Variegated Landscape of Mediation: A Comparative Study of Mediation Regulation and Practices in Europe and the World (Ed. M. Schonewille & F. Schonewille), Eleven International Publishing, the Netherlands (2014), Chapter 2, pp. 19-44
- J. Lack, Proposed rules for Arbitration-Mediation (ARB-MED) (2014)
- J. Lack, Chapter 5, “Outline of Civil & Commerical Mediation in Switzerland” in How to Master Mediation (Ed. David Richbell) in publication (2015)
- J. Lack; M. Leathes; W.J. von Kumberg; "Enabling Early Settlement in Investor-State Arbitration - The Time to Introduce Mediation Has Come", TDM 1 (2014), www.transnational-dispute-management.com
- J. Lack & F. Bogacz, "The Neurophysiology of ADR and Process Design: A New Approach to Conflict Prevention and Resolution?", 34 Cardozo J. of Conflict Resolution [Vol. 14:33] 2012, pp. 33-80 (also published in Contemporary Issues in International Arbitration and Mediation: The Fordham Papers 2011, Martinus Nijhoff Publishers, 2012 pp. 341-82)
- "Negotiation and Neuroscience: Possible Lessons for Negotiation Instruction”, guest lecture to Harvard University’s Program on Negotiation (PON) faculty dinner in November 2012 (see http://www.pon.harvard.edu/research_projects/negotiation-pedagogy-program-on-negotiation/negotiation-and-neuroscience-possible-lessons-for-negotiation-instruction/)
- "Bediou B, Mohri C, Lack J and Sander D (2011), “Effects of outcomes and random arbitration on emotions in a competitive gambling task”, Front. Psychology 2:213. doi: 10.3389/fpsyg.2011.00213
- "Appropriate Dispute Resolution (ADR): The Spectrum of Hybrid Techniques Available to the Parties, Chapter 17 to ADR in Business, Practice and Issues Across Countries And Cultures (Kluwer Law International, edited by A. Ingen-Housz, 2011)
- "Case Comment No. 7.2": in Practical Ethics for Mediators by Ellen Waldman (2011)
- "The Growing Need for ADR in IP Disputes", Intellectual Property Magazine, December 2010 pp. 19-22
- "Understanding the Mind in Peace Negotiations: The Neurobiology of Conflict and New Approaches to Dispute Prevention and Resolution" position paper and presentation for the James Martin 21st Century School, Oxford University, UK on (Mar 10, 2010) together with Baronness Susan Greenfield
- "Finding an International Mediator: Identifying Suitable Candidates to Mediate an International Commercial Dispute" (co-written with Michael McIlwrath, Diane Levin, & Giovanni Nicola Giudice), The Peacemaker, Vol. 24, No. 2 February 2010
- "The New Swiss Rules of Commercial Mediation of the Swiss Chambers of Commerce and Industry: Possible Links to Arbitration", Müller/Rigozzi (eds.) New Developments in International Commercial Arbitration 2008, Schulthess Editions Romandes 2008, pp. 105-24
- "The Interaction Between Arbitration and Mediation: Vision vs. Reality", Dispute Resolution International, May 2007 Vol 1 no 1 (also published in SchiedsVZ, C.H. Beck Verlag, Muni
Jeremy is bound by the various codes of conduct applicable to lawyers who are members of the bars of England & Wales, New York and Geneva.
In addition to the regulatory and complaints procedures available via his various bars in the UK, USA and Switzerland, Jeremy has agreed to adhere to the IMI Professional Conduct Assessment Process both as a mediator and as a mediation advocate. Parties are also encouraged to provide their feedback in an IMI Feedback Form to his IMI Reviewer.
Jeremy is covered by a general professional liability insurance policy with ALLIANZ in Switzerland, which provides a 5 million Swiss Francs coverage. This policy includes all work done as a mediator or as an attorney. | https://imimediation.org/member/jeremy-lack/ |
Lance will be a speaker at the Orange County Bar Associations's Alternative Dispute Resolution section on July 23. The topic will be, "Settlement Strategies and Techniques: Closing the Deal."
Topics for discussion include:
-How to "Set the Table" for successful mediati...
April 27, 2018
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Lance LaBelle
Mediation is a process. That process begins well before the day of the mediation. Unfortunately, all too often, inadequate preparation means that the mediation may be headed for failure. But there are ways to maximize the chance that the mediation will be productive an...
February 10, 2018
You’ve heard it before--the mediator cautions you that litigation will be very expensive. But you already knew that and advise the mediator that the litigation will also be expensive for the other side.
That is exactly the point. Both sides are probably looking at si...
February 5, 2018
As of Monday, February 5, 2018, Lance has officially joined ADR Services, Inc.! Read more...
November 13, 2017
Mediation is more often than not a negotiation about money. Of course, non-monetary issues may also be involved. But all too often, back and forth negotiation over money (“positional bargaining”) reaches an impasse. That raises the question, what tools are available to...
August 11, 2017
It is now commonplace to find an arbitration clause in a wide variety of contracts or agreements. Many consumer contracts now contain arbitration clauses. Contracts with doctors, cell phone providers, cable, satellite and video streaming services, banks, auto dealershi...
May 25, 2017
Lance will speak at the OCBA Insurance Law Section Meeting June 28 along with Brian Bark of Wilbert Bark LLP on Cumis Counsel Issues. Lance is a longtime OCBA member and former two-time ADR Section Chair. Learn more or register now...
In many ways, the process of mediation incorporates several of the same elements as a musical composition. Think about these key aspects of a musical composition as important elements of any mediation.
I. Introduction and Arrangement:
Interview your mediator bef...
February 7, 2017
The esteemed list of Super Lawyers is a peer-reviewed ranking service identifying the top 5% of the Bar. Lance LaBelle was honored to be included on the list of "O.C. Top 50" for the fifth consecutive year and the list of Southern California Super Lawyers for a tenth c...
As featured in Avvo Guides, Lance LaBelle lends his knowledge and expertise to the identification of the keys of a successful mediation.
You’re right from your side
I’m right from mine;
We’re both just one too many mornings and a thousand miles behind.
-Bob Dylan, One Too... | https://www.labelle-arb-med.com/news/page/1 |
Continue reading How to deal with workplace conflicts – Develop your personality and business skills.
Tag: Conflict Management
#Infographic – Indicators of Effective #Mediation
Mediation is often assessed in terms of single factor only: whether involved parties reached settlement or not, irrespective of the way in which it was steered or the quality of the outcome. While effectiveness of outcome is obviously important, there is wider range of indicators of a competent and effective mediation.
Feature Image Source: here
Attributes of a Good Mediator
There is no formula for figuring out who the “best” mediators are – there is no governing body that determines minimal qualifications for a professional mediator. Even if there were, education and training don’t guarantee competence, because a “good” mediator also possesses certain internal attributes that aren’t necessarily learned in a classroom. They just simply can’t be learned in a classroom. They are internal traits which are either inherent or learnt from one’s own environment.
This article lists external and internal attributes that the most effective mediators possess.
External attributes
Mediators in the United States are not required to meet a uniform standard of education or training for beginning to practice mediation; each state has its own requirements, or, in many cases, none at all. It depends from situation to situation and place to place.
For this reason, it can be difficult to evaluate the qualifications of a potential mediator. We recommend paying particular attention to the following external attributes of mediators you are considering to hire:
Training/Education
How much training has the mediator received?
Was any of the training specific to a certain area of practice (e.g., family, landlord/tenant)?
How recently was the mediator trained? Do they attend refresher courses and keep up on current mediation techniques?
Where was the training conducted?
Does the mediator have a degree in dispute resolution or a related field? If so, from where (e.g. online, law school, university)?
These questions do held relevance, even though just a degree is not enough to know the competence of a mediator.
Certified or certificated? (If required in your state)
Is the mediator actually certified or certificated?
What organization issued the certificate?
What are the requirements of that certificate?
When was the certificate earned?
This will let you know the ‘value’ of you mediator, and will give you a fair abour his or her skills.
Experience
For how long has this mediator been in practice? Full-time or part-time?
How many mediations has this mediator conducted, and how many were similar to yours?
Does this mediator specialize in the area of your particular dispute?
This one is important. More the experience, more the tact. Experienced mediators often have higher success rates than the ones who are not that experienced.
Professional memberships
Does this mediator belong to an organization requiring adherence to certain standards?
Does this mediator serve on the board of any relevant organizations?
This again gives an idea about the standing and influence of a mediator.
Philosophy and approach
What philosophy does this mediator apply to their work? Do they describe their work as facilitative, transformative, and/or evaluative? Take note of how the mediator describes their process, then consider what that would look like when applied to your case.
What kind of interaction with disputants does the mediator like to have?
Fees
Are fees charged by the session, by the hour, by the case?
What is included in these fees?
This one is also important and should be decided beforehand so there are no disputes about it afterwards.
Internal attributes
What about the things that can’t be listed on a profile page? There are five ways to know about the competency skills which cannot be presented on the paper:
Investigative
Effective mediators are able to quickly identify relevant information. They ask questions to gain an understanding of both the facts of the case and of parties’ underlying interests and motivations. This investigation helps them in understanding and resolving the case.
Empathetic
Mediators should handle the knowledge of parties’ underlying interests with empathy and consideration. They are willing to ask emotionally difficult questions and do so in an unbiased and respectful manner. A non empathic mediator has lower success rates.
Inventive and problem-solving
Effective mediators help disputants discover common ground and guide them toward mutual understanding from there; they are willing to be inventive with unusual situations. This will help you reach faster to a resolution.
Effective presenter
Verbal expressions, gestures, and eye contact are consistently and effectively used by good mediators to structure an environment in which disputants are willing to re-examine their positions. They maintain a safe and relatively calm atmosphere with confidence and communicative body language.
Capably manages interactions
Mediators should keep the parties on track and working toward the issues they have identified as central to their conflict, and call for breaks or private caucuses when needed. A good mediator knows when allowing tension to rise will be productive and when to effectively defuse tension. These tactics must demonstrate sensitivity to the disputants’ needs (e.g., emotional, cultural) and remain neutral.
After the mediation
After you select your mediator – and hopefully, settle your case – it’s time to help others consider this mediator for their own cases. A testimonial and/or recommendation of your mediator provides vital information for other people in conflict, particularly about the mediator’s internal attributes that can’t be seen on a profile page.
Additionally, a testimonial helps to spread the word that mediation is a quick, confidential, and cost-effective way to settle disputes out of court. A mediator should be selected very carefully and in no haste.
Exploring Mediation
Is going to court the best way out for any legal matter? Or, is there a better alternative? And how will the legal industry look like in the next 5 years?
Let’s find out in this special feature where Prerna Foundation and KyaBae come together, with our host, Parzaan Dastur interviewing Mr. Prathamesh D. Popat.
What if Conflicts were not Bad?
Very interesting TedxTalk on Conflict. It deals with the question: What if Conflicts were not Bad?
It talks about mediation without labeling it.
The important shift from trying to manage people with the conflict to ensuring there is a process in place that allows your parties to be vulnerable!
The video dates from 2015, but it gives some interesting perspectives for workplace conflicts. How do you deal with conflicts?
Active Listening in Mediation
The object of active listening in conflict resolution is to acquire and demonstrate understanding of the other, which will serve as a basis for reaching joint decisions and resulting in resolving a conflict. In order to succeed in this, active listening has to focus on common problems in oral interpersonal communication. This presentation mentions the few ways in which active listening can be practiced and also deal with communication pitfalls during mediation.
Workplace Conflict & Strategies for Management
Conflict is a normal and natural part of any workplace. When it occurs, there is a tendency for morale to be lowered, an increase in absenteeism and decreased productivity. It has been estimated that managers spend at least 25 percent of their time resolving workplace conflicts – causing lowered office performance.
NOTE: To enlarge the slides click this icon
The Art of Negotiation
Negotiation is a dialogue between two or more parties, with the intent of coming to a mutually agreed solution, because each party has something the other wants.
Successful negotiation is an art form that comes naturally to some, but must be learned by most. | https://www.brav.org/blog/tag/conflict-management/ |
On Thursday, May 23 the Kingston Area Secondary School Sports Association (KASSAA) held their Soccer and Rugby Championships.
Regiopolis-Notre Dame Catholic High School (RND) captured four of the available six championships with Gananoque area student athletes playing an important role on three of the winning teams.
The RND Junior Boys Soccer team defeated the KCVI Blues 2 – 0 in the KASSAA final. It was the second straight undefeated, championship season for the Panthers.
Grade 10 defender Eric Prior has been a solid force for the past two years for RND. Kewin Rutherford, a Grade 9 mid-fielder was an important part of the ball control game that the Panthers used as the central strategy for their offensive success.
For the fifth consecutive season, the RND Senior Girls Soccer team captured the KASSAA crown when they defeated their rival, the Holy Cross Crusaders, on the turf of Queen’s University West Campus. Molly Rutherford, who also plays senior basketball for the Panthers, made significant contributions to the soccer squad over the course of the spring sports season.
Grade 12 student Kristin O’Neill has been part of championship volleyball, tennis and badminton teams at RND. She was also a member and the captain of the Girls Field Hockey team in the fall of 2012. Last Thursday’s senior soccer championship was the second straight for the accomplished student athlete. The Panthers now make the long trip to the Windsor area for the OFSAA Provincial Soccer Championship Tournament.
After a narrow loss in the KASSAA final last year, the 2013 Senior Boys Rugby team would not be denied as they dominated the second half of their 19 – 5 victory over the Lasalle Black Knights.
Nicholas Hart and Aiden Tamasaukas, of Gananoque, ended their high school sports careers with a championship. Both had also captured the KASSAA Junior Rugby championship in 2011. RND is one of the highest ranked Rugby squads in Ontario and now moves directly to the OFSAA Provincial Rugby Championship Tournament, which takes place June 5 – 7 in Ottawa.
These championships drew the 2012-2013 KASSAA High School Sports season to a close. Regiopolis-Notre Dame completed another very successful year that included championships in Senior Boys Volleyball, Junior Boys Volleyball, Junior Girls Basketball, Field Hockey and Team Tennis that were captured earlier in the school year. All the teams of the RND Athletic Program are documented on the web site of the RND Athletic Department – The RND Scoreboard – at www.rnd-panthers.com. | https://www.gananoquereporter.com/2013/05/28/gananoque-athletes-are-champions-at-regi/wcm/b1309815-6769-60cf-2f49-0f133e5e11bd |
This activity is closed to further registration.
1119 W. Cullerton St.Chicago, IL, US 60608
Description: In this active and fun-filled camp, children will learn the basic skills of a number of sports, with a concentration on exercise, sportsmanship, and friendly competition. Sports and activities commonly covered in camp include basketball, biking, fitness, floor hockey, gymnastics, in-line skating, soccer, tennis and volleyball.
Michael P. Kelly, General Superintendent & CEO
541 N. Fairbanks Ct. | https://apm.activecommunities.com/chicagoparkdistrict/Activity_Search/270779 |
# Grand River Collegiate Institute
Grand River Collegiate Institute is a public secondary school in Kitchener, Ontario. The school is located at 175 Indian Road. It is part of the Waterloo Region District School Board. As of November 2017, there are approximately 1250 full-time students and 130 staff.
## History
As the fifth collegiate in Kitchener-Waterloo, Grand River Collegiate (GRCI) was built on Indian Road near the Grand River in Kitchener's eastern area. "Grand River" was chosen in favour of other names like 'Parkwood' or 'Sand Hills', as the name for the new school. GRCI officially opened on September 6, 1966, with about 850 students and 55 teachers.
Grand River Collegiate Institute has had seven principals:
Ross L. Shaver (1966 to 1984) Gary A. Boug (1984 to 1995) Ray Teed (1996 to Jan 2008) Agnes Dufournaud (Feb 2008 to Aug 2009) Scott Lomax (Aug 2009 to Jan 2011) Deborah Tyrrell (Feb 2011 to June 2017) Jim Woolley (July 2017 to Oct. 2018) Josh Windsor (Oct. 2018 - Present)
## Athletics
Grand River has athletic groups which include: alpine skiing, archery, badminton, basketball, cross-country, curling, dance, field hockey, football, ice hockey, Nordic skiing, power lifting, rugby, soccer, swimming, tennis, track & field and volleyball. Grand River's sports teams are known as the Renegades (commonly shortened to the "Rens").
## Notable alumni
Chelsea Aubry, Olympic Basketball player Riley Damiani NHL hockey player, Dallas Stars Dana Ellis, Olympic Pole Vaulter Jill Hennessy, actress Mike Hoffman, NHL Hockey player, Ottawa Senators Jamal Murray, Basketball player, Kentucky Wildcats, Denver Nuggets Mark Scheifele, NHL Hockey player, Winnipeg Jets Kelly VanderBeek, Olympic Alpine Skier | https://en.wikipedia.org/wiki/Grand_River_Collegiate_Institute |
Defining "qualified sports team."
"Qualified sports team" as used in WAC
230-03-153
means a Major League or highest-level team organized in Washington state as a member of Major League Baseball, National Hockey League, National Football League, National Basketball Association, Women's National Basketball Association, Major League Soccer, or National Women's Soccer League. This does not include lower-level teams including, but not limited to, minor, farm, or development league teams. | https://app.leg.wa.gov/WAC/default.aspx?cite=230-03-138 |
Following the Okanagan Charter, we have a commitment to our students’ physical, mental and social well-being and embedding health and wellness in all aspects of campus culture.
Varsity Athletics
As a University of Guelph-Humber student, you have the choice of trying out for either the University of Guelph Gryphons or the Humber Hawks.
Humber Hawks play home games on campus. For Guelph Gryphons, you must travel to practices and games in Guelph. Spectators are always welcome!
|Guelph Gryphons|
|M||Baseball|
|M||F||Basketball|
|M||F||Cross-Country|
|M||F||Curling|
|F||Field Hockey|
|M||F||Figure Skating|
|M||Football|
|M||F||Golf|
|M||F||Hockey|
|M||F||Lacrosse|
|M||F||Nordic Skiing|
|M||F||Rowing|
|M||F||Rugby|
|M||F||Soccer|
|M||F||Swimming|
|M||F||Track & Field|
|M||F||Volleyball|
|M||F||Wrestling|
|Humber Hawks|
|M||F||Badminton|
|M||Baseball|
|M||F||Basketball|
|M||F||Cross-Country|
|M||F||Curling|
|M||F||Golf|
|M||F||Rugby|
|M||F||Soccer, Indoor|
|M||F||Soccer, Outdoor|
|F||Softball|
|M||F||Volleyball|
Meet Rebecca S.
- Early Childhood Studies, graduated 2020
- Played soccer for Humber Hawks
- Currently completing a post-graduate certificate in Human Resource Management
"Being a student and an athlete worked in tandem to better my school experience. Being a part of a team is so special, and there is nothing more important than the relationships I have built over the years with my teammates."
Meet Riley D.
- Kinesiology, graduated 2020
- Played rugby for Guelph Gryphons
- Currently working on his Bachelor of Education and playing for the Toronto Arrows
"Playing a varsity sport is not only a great way to make close friends and compete, but it also strengthens your resume. Competing at the varsity level while managing a course load—whatever the size—is proof of strong organizational and time management skills!"
Recreation
Whether it’s team sports you’re after or doing stuff on your own, you can find your fit for active recreation. The Athletic Centre is where you’ll head for fitness classes, intramural and extramural leagues and other recreational activities. You’ll meet students from both UofGH and Humber.
Extramural Sports
Looking to play sports, but don’t have the time commitment for varsity athletics? Extramural sports are a level below varsity, allowing you to compete on a team against other schools without the rigorous time commitment that varsity athletes face. You must tryout to play on an extramural team.
Sports you can play:
- Co-ed Ultimate Frisbee
- Co-ed Dodgeball
- Co-ed Indoor Soccer
- Co-ed Volleyball
- Men’s Basketball
- Men’s Hockey
- Men’s Indoor Cricket
- Women's Basketball
- Women’s Hockey
Intramural Leagues
Looking to burn some energy, meet new people and play a favourite sport? Join an intramural league.
Intramural leagues keep the action on campus. All players come from Humber and/or UofGH. Meet new people, learn new skills and earn recreational rewards regardless of skill level and experience.
Sports you can play:
- Volleyball
- Indoor Soccer
- Basketball
- Floor Hockey
I counted on weekly intramural volleyball games to help break up my classes and appreciated weekly Residence Nights in the gym where sports like cricket and ball hockey allowed me to connect with other students in res.
—Brandon Ferguson, Media Studies
Other activities at the Athletic Centre
Services include:
- Aerobic Studios
- Pool
- Gymnasiums
- Weight Room
- Cardio Room
- Fitness classes
- Certified Personal Trainers
- Nutritional Consultants
- Mood Walks
- Urban Pole Walking
Humber Arboretum and Centre for Urban Ecology
Take a break from class and city life by stepping into Toronto’s hidden gem, the Humber Arboretum.
Explore more than 100 hectares of walking trails, forests and gardens. Discover stunning horticultural designs, rivers, ponds and wildlife a two-minute walk from the UofGH building. | https://www.guelphhumber.ca/futurestudents/sports-healthy-living |
In Duluth, Youth Soccer Grows But Others Suffer
More competition and fewer kids is the theme of a recent story in the Duluth News Tribune about youth sports enrollment.
Within the city, K-12 enrollment is down 23% compared to 10 years ago. With a smaller pie to work with, some youth sports are struggling to stay viable – especially with more sports offered than ever before.
In particular, traditional sports like baseball, basketball, and hockey have all seen at least a 30% decrease in enrollment over the past ten years.
Soccer and Lacrosse Growing
What’s growing? Soccer and Lacrosse. The local youth soccer program has over 6,000 registrants – five times the number of hockey registrants – the second most popular sport. Lacrosse is growing rapidly as well, especially considering the local organization didn’t exist in Duluth ten years ago.
The Right Message
Thankfully, Dave Geary, the local soccer administrator, has the right message. He doesn’t want to “compete with other sports” because “we’re all here for the same thing.”
The goal is to get kids active and teach life lessons. The question, though, is how to keep all the sports sustainable into the future.
What do you think? | https://demosphere.com/youth-sports-annual-registration-by-sport/ |
Jul 30, 2018
When you’re the oldest continuously operating franchise in baseball (or in all of American professional sports, for that matter), you’re bound to have some stories – and the proverbial dusty boxes of history sitting in the attic of the Atlanta Braves’ SunTrust Park are certainly full of them.
This week, we rope...
Jul 23, 2018
We conclude our conversation with National Soccer Hall of Fame coach Al Miller, who shares a wide array of additional recollections, anecdotes, musings, and insights from a legendary career across US outdoor and indoor soccer, including:
Jul 16, 2018
In February 1973, the suddenly ascendant North American Soccer League hurriedly awarded a new franchise to Philadelphia construction magnate Thomas McCloskey, despite the league’s fast-approaching season start date of May 1st. The result of some Super Bowl VII arm-twisting by Kansas City Chiefs (and NASL Dallas...
Jul 9, 2018
Fresh off of kicking pro basketball’s establishment in the teeth with the launch of the upstart American Basketball Association in 1967, inveterate sports entrepreneurs Dennis Murphy (see also: World Team Tennis, Roller Hockey International) and Gary Davidson (World Football League) turned their attention to an even...
Jul 2, 2018
At the beginning of the 20th century, the professional game of baseball had already taken on much of its modern shape – where pitching and managerial strategy dominated, and “manufactured” offense meant taught and tense contests, albeit often with limited scoring. Stretching roughly from 1901-19, the period... | https://goodseatsstillavailable.libsyn.com/podcast/2018/07 |
Racket sports, like badminton, are very, VERY popular sports in Indonesia.
Football (Soccer) and Badminton are some of the most popular sports in Indonesia.
Football(soccer), polo, badminton, cricket and rugby are the most popular sports.
Indonesia mostly play: tennis baseball volleyball's
tidilywinksfootballstool ball
National Sports Committee of Indonesia was created in 1946.
what kind of question is that? You are silly boy
badmenton
The most popular sports in Finland are football, automobile racing, and ice hockey. Also popular are skiing, ski jumping, and cycling.
Some of their most popular sports are baseball and soccer but they pretty much the same sports as us.
The national sport is football. It is extremely popular in Cyprus.
Baseball, football, basketball and hockey were popular in the 1950s. | https://sports.answers.com/Q/What_kind_of_sports_are_popular_in_Indonesia |
# Coach of the Year
Many sports leagues, sportswriting associations, and other organizations confer "Coach of the Year" awards. In some sports — including baseball and association football — the award is called the "Manager of the Year" award.
Some of these are:
AFCA Coach of the Year (American collegiate football) (US) Annis Stukus Trophy (Canadian Football League) Clair Bee Coach of the Year (NCAA Division I basketball) (US) Henry Iba Award (NCAA basketball) (US) IHJUK Coach of the Year Trophy (Ice Hockey Journalists UK) Jack Adams Award (National Hockey League) (Canada & US) Major Indoor Soccer League (US) Coach of the Year Major League Lacrosse (US) Coach of the Year Major League Soccer (US) Coach of the Year Naismith College Coach of the Year (NCAA Division I basketball) (US) National Basketball Association (US) Coach of the Year National Basketball League (Australia) Coach of the Year National Football League (US) Coach of the Year Swedish Ice Hockey Coach of the Year United States Olympic Committee Coach of the Year Women's National Basketball Association (US) Coach of the Year USA Swimming Golden Goggle Awards Coach of the Year | https://en.wikipedia.org/wiki/Coach_of_the_Year |
The UCSB Department of Recreation operates a number of state-of-the art facilities for students, faculty, and community members. The Recreation Center hosts gymnasia, weight rooms, racquetball/squash courts, swimming pools, and locker room facilities. Within the Rec Cen premises lies the Multi-Activity Court, a large expansion that includes an additional weight room, climbing wall, indoor hockey arena, basketball courts, and additional lockers. Adjacent to the Rec Cen is Robertson Gymnasium, a large multi-use facility that hosts basketball courts, athletic training centers, locker rooms, indoor cycling rooms, a gymnasium and more. The Department also manages three major grass and turf fields, sand volleyball courts, and tennis courts.
BOATING AND SAILING DOCK - SB HARBOR
UCSB Recreation operates sailing/boating classes at the Santa Barbara Harbor as part of the Gaucho REC program.
The Sailing Facility is also home to the UCSB Sailing team which is a sport club open to all UCSB Students.
For information on the UCSB Sailing Team click here.
ROBERTSON GYMNASIUM
Robertson Gymnasium, affectionately known as Rob Gym, comprises a main gymnasium as well as numerous auxiliary spaces. Built in 1959 as one of the first buildings at UC Santa Barbara, Rob Gym remains a hub of student activity. Rob Gym's main gymnasium is the home of the UCSB men's intercollegiate volleyball team, Exercise & Sport Studies activity classes, intramural leagues and numerous special events. Rob Gym's main court is a multi-use space which can be used for volleyball, basketball, badminton, large dances, gymnastics competitions, lectures, concerts, or other special events. The main gym can be configured for up to 2 basketball courts or 3 volleyball courts (bleachers retracted) or 1 main court for each sport with bleacher seating for spectators. Approximate seating in the bleachers is 1500. Floor seating varies.
Other spaces located as part of the Robertson Gymnasium complex include; UCSB Sport Club Athletic Performance Center (APC), the Sport Club Athletic Training Room, a gymnastics room, fitness studios, locker rooms as well as many Recreation Department offices.
The main gymnasium was remodeled in 2015 during phase 1 of the "Flip the Switch-for Student Recreation" fee referendum.
The gym and auxiliary spaces are not available for drop in use.
Rental and reservation information can be obtained by contacting the Recreation Department Scheduling Officer at [email protected].
REC CEN FIELDS
The Recreation Center Fields are located on Ocean Rd adjacent to the Recreation Center. The artificial turf surface and LED lighting makes them popular for myriad of events from Sport Clubs and Intramurals to Greek events and local team use. Field 1 is lined for soccer, Field 2 soccer and field hockey, Field 3 is an unlined warm up area and Field 4 features soccer and men's and women's lacrosse lines as well as stadium seating and a scoreboard. The fields can also easily accommodate ultimate frisbee and rugby games.
MULTI-ACTIVITY COURT (MAC)
The Multi-Activity Court (MAC) is the most versatile facility at UCSB. It is separate from the main Rec Cen building and is located towards the back of the UCSB Rec Cen complex, to the left of Pavilion gymnasium. It is home to the Adventure Program office, a workout facility with cardio and weight training, a roller hockey rink, and a climbing wall affiliated with Adventure Programs. The MAC can host a number of sports including: roller hockey, indoor soccer, indoor lacrosse, basketball, and volleyball. The MAC is currently used for intramural soccer, club roller hockey, and lacrosse practice. When it is not being used for Sport Clubs or Intramural Sports, it is open for recreation. Normal operation Hours are the same as the main building.
TENNIS COURTS
UCSB has three sets of tennis courts.
The Rec Cen Tennis Courts are located to the north of the Recreation Center off Mesa Rd.
The Stadium Tennis Courts are located near Harder Stadium on Stadium Rd.
The Rob Gym Tennis Courts are located between Rob Gym and Pauley Track.
All courts are used for intramural leagues, Exercise & Sport Studies classes, Intercollegiate Athletic Tennis, GauchoREC classes and rentals. The Rec Cen and Stadium courts have lights for nighttime use..
All UCSB tennis courts are open to UCSB students, staff & faculty only unless otherwise contracted thru the Department of Recreation.
Please contact the Department of Recreation Scheduling Officer for rental information.
STORKE FIELD
Storke Field is located between El Colegio Rd and Harder Stadium. The large grass field hosts many events and is regularly used for soccer, flag football and softball. Storke hosts Intramural Sports, Sport Clubs, alumni events and can be rented by the community. Fields not reserved/ in use by others or closed for maintenance may be used by UCSB students on a drop in basis. All users must abide by posted signs and or adhere to instructions from field monitors. The field closes at sunset.
Storke Field will undergo a major renovation as phase 3 of the 'Flip the Switch - For Student Recreation' fee referendum. The majority of the fields will be converted to all weather synthetic turf. Project is due to be completed in late 2018 or early 2019. | https://recreation.ucsb.edu/facilities |
Where did they come from? Where did they go? Where did they come from? Mostly Ontario!
Organisation: Russmedia (Austria)
Publication Date: 06/02/2014
Applicant(s)
DescriptionShow the people on an interactive map the migration of a player during his career. How many other players of his region, hometown or country did choose the same way or how different were their ways in present time or history? How did historical events like the dissolution of the Soviet Union, the Bosman ruling or various sports relevant events like the NHL Lockouts 2004 or 2012 affect the international migration of people and the set-up of sports teams. The concept is applicable for different - mostly team based - sports like ice hockey, soccer, basketball, ping pong, etc. The concept and presentation though could be also applied to non-team sports like boxing (think of the cuban boxers, wrestlers from Georgia, sumo fighters, speed-skating, cross-country skiing, etc.).
Technologies used for this project:Sports-data is one of the best prepared data sources, but it is mostly presented in spreadsheets or tables. The available content sources are different: there are official data from the different leagues and teams. For our proof of concept we used the largest crowd-maintained database of Ice Hockey data eliteprospects.com. It aggregates data from all kind of leagues all over the world.
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Sports (or sportsmanship) is any form of typically competitive physical activity that, through organised or casual competition, attempt to employ, hone or develop athletic, sporting or physical skill and abilities while offering recreation to participants, and occasionally, spectators. It may be contact sports like contact boxing, mixed martial arts fighting, or more exercise oriented sports like track running, basketball or softball. The most well-known and popular form of modern sport is football, with its worldwide following. Though other sports have also become very popular over time, such as hockey, cricket and racing. A wide variety of games are available for children and adults alike, ranging from virtual reality board games to real life simulations of hunting, racing or military exercises.
Some sports can be broadly categorized into sports which require team participation, and sports which involve the use of specialized equipment or a particular type of physical activity, such as archery or weightlifting. Sports can be competitive or non-competitive, but all are based on the same principles of self-discipline and a fair competition, which can include aspects of strategy and tactics. There are many different types of sports, but all require equal degree of skill, strategy and physical conditioning. As physical activity is necessary for all sports, the competitors can be classified into athletes or merely participants.
The game of football is usually governed by the “house” rules, which ensure fair competition between teams and prevent unfair advantage. It requires players to wear uniform jerseys, shoulder pads and appropriate protective gear. Each player on a team has a definite role and play a particular role according to the role that he or she is given. The game has also incorporated rules for the administration of the game, for example to prevent players from using ineligible touches, and the laying of card after card being exchanged, both with regard to the cards and the boots. The game of soccer involves a great deal of running around and making lots of tackles, while baseball involves hard hitting balls and the use of designated areas for bases, home plate and pitching machines. | https://qqotomotif.com/types-of-sports-2/ |
More information coming soon!
We are still collecting information on the Russia Samara Mission. If you served in this mission and are willing to share your experiences with us, please contact us at [email protected]
Snapshot of Russia – Russian is the official language of Russia, though several other languages are given co-official status in certain regions, the most-spoken being Tatar and Ukrainian. The largest church in Russia is the Russian Orthodox Church, which claims about 40% of the population. Another 40% does not practice religion. Several other religions are also present, with certain southern regions having majority populations of Muslims or Buddhists. Russia has a rich and diverse history in areas such as architecture, literature, philosophy, science, music, and dance, especially ballet. Modern Russian rock and pop are also popular. Ice hockey, basketball, and soccer are all popular sports in Russia. Another popular activity is washing in banya steam bath houses. Some elements of folk culture remain, such as matryoshka dolls and other art forms. Russian cuisine is varied across the country, but several different types of bread are common. Soups (both hot and cold) are also popular parts of Russian meals, such as shchi, a cabbage and beef soup. Several meat dishes are also popular, such as shashlik (a marinated kebab) and pelmeni (dumplings filled with minced meat).
The Church
There are two districts located within the boundaries of the Russia Samara Mission. While the Church is small in the region, the branches in the area continue to grow. Members living in this area are currently served by the Kiev Ukraine temple.
Food
Hot and cold soups, such as shchi or cabbage and beef soup, are commonly found in Russian meals. Breads, dumplings, cabbage, and potatoes are also popular staples. Most meat dishes are boiled and served as part of a stew or soup, though other dishes such as kotlety (a type of meatball) and shashlyk (a shish kebab) are also popular.
Transportation
Missionaries serving in the Russia Samara Mission will generally rely on their own two feet or on public transportation to get around. Samara’s public transportation system includes a metro, buses, trams, and trolleys. Trains are often used for longer transfers.
Safety
Just as in any other mission, missionaries should be aware of their surroundings and avoid dangerous neighborhoods. The Russia Samara Mission has had its share of newsworthy events, such as the kidnapping of two LDS missionaries in Saratov in 1998 (as portrayed in the film “The Saratov Approach”). Recently two missionaries were robbed in Engels. Missionaries should heed the promptings of the Spirit and be careful to avoid bad situations.
Customs
Russians love to celebrate holidays. New Year’s and Victory Day (May 9th) are two of the biggest holidays in Russia.
The Russian people have many traditions and superstitions, which tend to be more commonly practiced among the older generations and those who adhere to traditional religious beliefs.
Sports such as ice hockey, basketball, and football (soccer) are all very popular in Russia. The city Kazan is considered Russia’s sports capital.
Essential Equipment
Bring a pair of strong, sturdy shoes, as well as clothing that you can layer up with, such as wool socks, long underwear, and hats. The best winter-weather clothing can be purchased in Russia, so many missionaries recommend that you wait to purchase heavy coats or winter boots until you are in the mission field, unless you are arriving during the winter (in which case you should come prepared with some of your own winter gear).
Additional Info
The city of Kazan is home to many of the area’s most interesting sites, such as the Kazan Kremlin (a World Heritage site and popular tourist destination). Another interesting site in Kazan is the Temple of All Religions, a cultural center that incorporates architectural elements of an orthodox church, a synagogue, and a mosque. The Russian Orthodox churches are also interesting places to visit because of their beautiful architecture.
With Russia’s successful bid to host the 2018 FIFA World Cup, new football (soccer) stadiums are being built in Samara and Kazan in preparation for the event.
Profile
Vodnikov Street 95-1
Samara
Samara oblast 443099
Russia
http://www.mission.net/russia/samara/
Facebook Group https://www.facebook.com/groups/samaramission/
Experiences
Did you serve in the Russia Samara Mission? If so we want to hear from you! Contact us at [email protected] and share your unique experiences! | http://missionhome.com/?missions=russia-samara-mission |
Erskine Academy has 33 interscholastic sports teams at the Varsity and Junior Varsity levels that participate in the Maine Principals’ Association and Kennebec Valley Athletic Conference competitions. Team coaches include faculty and staff members, alumni, and local community members. We have an athletic trainer available during after-school practice times and at-home games. Students are encouraged to participate in one or more sports seasons.
NOTE: All schedules are subject to change, and it is best to check with the school (207) 445-2962 or email Athletic Director Chuck Karter before traveling to games. PLEASE BE ADVISED THERE IS A NO SMOKING AND NO PETS POLICY AT ALL ATHLETIC EVENTS. ERSKINE ACADEMY IS A SMOKE-FREE CAMPUS.
The Athletic Department requires all student-athletes to submit the following forms by the first day of tryouts: Pre-Participation Health History, Parent-Student Permission Contract, Concussion Management and Policy Acknowledgement, and the Boosters Sign-Up Form, which are available below.
NEW – All Freshmen MUST provide proof of a sports physical exam to the Athletic Department. Any upperclassman, new to Erskine Academy, must also provide proof of a sports physical.
**** Student-Athletes must have a Parent Permission and Contract Form, Concussion Management Form, Boosters Sign-Up Form, & Health History Form completed and on file in the Athletic Department Office to participate. Forms are available outside Mr. Karter’s office or on the Athletics page of the EA website. All Forms are due to the coach on the first practice****
The Erskine Academy Athletic Department Announces that open tryouts for all students interested in participating in Fall sports teams will take place on Monday August 15th . The Athletic Department will require all student-athletes to submit a current Health History form, Parent-Student Permission and Contract form, and Concussion Management and Policy Acknowledgement prior to any try out or participation in Fall sports activities beginning August 15, 2022. Athletes may pick up forms at the Erskine Academy Athletic Office or download them from the Athletics page on the Erskine Academy website at www.erskineacademy.org . Athletes and parents may also review tryout and practice schedules by visiting the Erskine Academy website.
Fall 22 Pre-Season Try-outs Schedules
Monday, August 15th – Friday, August 19
Cross Country – Monday-Friday 6:00 – 8:00 pm (meet at the gazebo in front of the building)
Golf – (all practices/home matches are played at Natanis Golf Course)
-Monday, August 15- 9:30-10:30 am- Meet at the Natanis driving range (Rain or shine), then 10:30 am -12:30 pm on Course = 9 holes.
-Tuesday, August 16- 10:30 am-12:30 pm Course = 9 holes (meet at clubhouse)
-Wednesday, August 17- 10:30 am-12:30 pm Course = 9 holes (meet at clubhouse)
-Thursday, August 18- 10:30 am-12:30 pm (meet at driving range)
-Friday, August 19 – No Practice
Girls’ Soccer – Monday-Friday 4:00 – 7:00 pm (meet at game soccer field)
Boys’ Soccer – Monday- Thursday 7:00-9:00 am (game field) and 5:00-6:30 pm (practice soccer field)
Friday – 7:00-9:00 am (game field) and 9:30 -11:00 am (multipurpose room)
Field Hockey – Monday-Friday 8:00 – 10:00 am (field hockey game field)
MEET the TEAMS
Player and Parent Meeting
Required-for ALL Fall athletes and their PARENTS
Boys Soccer, Girls Soccer, Cross Country, Golf, Field Hockey
Thursday, August 18 at 5:30 pm in the Gymnasium
Season Schedules / Erskine Academy Season Information and Expectations
EA Rules and Regulations for Athletic Participation
Important Forms:
Student/Parent Permission (Contract)
Rules & Regulations for Athletic Participation
Coaching positions are currently available
INTERSCHOLASTIC SPORTS PROGRAM
|Boys||Girls|
|FALL||Varsity Soccer||Varsity Soccer|
|JV Soccer||JV Soccer|
|Cross Country||Cross Country|
|Golf||Golf|
|Varsity Field Hockey|
|JV Field Hockey|
|WINTER||Varsity Basketball||Varsity Competition Cheerleading|
|JV Basketball||Varsity Basketball|
|Freshmen Basketball||JV Basketball|
|Indoor Track||Freshmen Basketball|
|Swimming||Indoor Track|
|Wrestling||Swimming|
|Wrestling|
|SPRING||Varsity Baseball||Varsity Softball|
|JV Baseball||JV Softball|
|Track||Track|
|Varsity Tennis||Varsity Tennis|
|JV Tennis||JV Tennis|
|Varsity Lacrosse||Varsity Lacrosse|
|JV Lacrosse||JV Lacrosse|
Click on the school name for directions to their facilities.
Refer to a school’s website for directions to events not held on campus. | https://www.erskineacademy.org/activities/athletics/ |
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– ThePowerOfPrayer 2 points ago +2 / -0
You can prevent them from catching the ball.
Knocking the ball away is one way.
Catching the ball yourself (interception) is another way.
Grabbing the helmet, jersey or shoulder pads to stop them is not allowed.
Timing your hit with the catch used to be allowed but now can be flagged as targeting.
In any event, it's rigged, just like soccer, hockey, basketball, and other sports are. | https://conspiracies.win/p/141rQglTs7/x/c/4OTQ0Wb0HyK |
Healthy, active and connected for life
Our students benefit from the early development of healthy, active lifestyle and recreational habits that will stay with them for life.
Every student at Marist Regional College is encouraged to be active and sociable through playing sports and games with their peers at the College and at other facilities.
Sports include:
- Swimming, athletics and cross-country carnivals at school, regional (NSATIS) and state (SATIS/all-schools levels)
- Rosters in all-year levels for hockey, Australian Rules, netball, soccer and basketball
- NSATIS sports – rosters against other independent schools in the North in tennis, soccer, basketball, Australian Rules, netball, hockey and rowing
Students also enjoy cricket, triathlons, surfing, gymnastics, touch football and a range of other activities. | https://mrc.tas.edu.au/learning/sport/ |
The Emmaus boys swimming team is coming off its seventh straight District 11 title, but has a lot of holes to fill thanks to having lost key swimmers to graduation. The good news is that underclassmen also contributed strongly to last year's squad, so those holes may be a little easier to fill than first thought.
Bingham, Frank will lead EHS girls swim team
Wednesday, December 3, 2014 by CHUCK HIXSON in HS Sports
The Emmaus girls swimming team has quite a task ahead of it. There is always the battle to catch Parkland and this season, the Hornets have to do it with a young team consisting of just two senior swimmers.
Graduation took away many of the team's top swimmers, but that doesn't mean there's not enough talent remaining for the girls team to make a run at Parkland as well as conference and district titles.
The two seniors (Tori Bingham and Claire Frank) are both quality swimmers who can provide leadership for the younger swimmers coming up through the program.
Lady Hornets must replace four grads
Wednesday, December 3, 2014 by CHUCK HIXSON in HS Sports
Last season, the Emmaus girls basketball team played with four seniors who were pretty well seasoned and had played full-time through most of their varsity career. Ivy Forstater, Miryah Palko, Drea Watkins and Beth Wiseley provided a lot of leadership and experience. This season, the team will be much younger and will have just two senior players in Jenna Reid and Ashley Petre.
Lady Hornets fall to Palmyra in PIAA semifinal
Wednesday, November 19, 2014 by CHUCK HIXSON in HS Sports
The Emmaus field hockey season came to a surprising end in a 4-0 loss to Palmyra in the semifinal round of the PIAA playoffs last week. The biggest part of the surprise wasn't that the Lady Hornets lost, but the margin. It was the first time all season that they allowed more than one goal in a game and just the second time that they failed to score, with the other being a 1-0 loss to Stroudsburg in the Eastern Pennsylvania Conference final.
Emmaus overcomes slow start in playoff game
Wednesday, November 12, 2014 by CHUCK HIXSON in HS Sports
Coach Sue Butz-Stavin is in her 39th season as the head coach of the Emmaus field hockey team, so it's safe to say that she knows every strategy that works in the game.
That's why when she looks at her team, she doesn't recognize its current trend of falling behind early only to rally back as any sort of solid strategy. The team's latest comeback was a 3-1 win over Wyoming Valley West in the PIAA quarter-finals, which were played in Berwick.
"That's not a new strategy," said Butz-Stavin about falling behind early. "It never was in my book."
Spartans upset Emmaus in D-11 boys soccer final
Wednesday, November 5, 2014 by CHUCK HIXSON in HS Sports
For much of the season, most folks thought the District 11 boys soccer championship would come down to Emmaus and Parkland. Southern Lehigh wasn't very involved in the discussion, but the Spartans beat both of the favorites on their way to winning their first district title since becoming a Class AAA school.
Southern Lehigh downed Emmaus 2-1 in last week's title game, with all three of the goals coming in a span of 1:39. It started with Southern Lehigh's Ryan Fowler firing a shot past goalkeeper Ethan Lang with 22:39 left to play in the first half.
Field hockey defense posts 15th shut out
Wednesday, November 5, 2014 by CHUCK HIXSON in HS Sports
While it's the offense that gets the lion's share of the attention in most sports, the defense often winds up winning championships. In picking up their 26th straight district title, the Emmaus Hornets field hockey team can credit its defense with having played a big role in the success.
Consider some of the numbers.
Lady Hornets get revenge on Mounties
Wednesday, November 5, 2014 by CHUCK HIXSON in HS Sports
The Lady Hornets had a lot of motivation at their disposal and they used it all to beat Stroudsburg, 2-0 in Saturday's District 11 field hockey championship. The win gives Emmaus 26 straight district titles.
The two teams were both undefeated at the time they met for the Eastern Pennsylvania Conference championship, where the Mounties pulled off a 1-0 victory over Emmaus. It wasn't only the first loss of the season for Emmaus, but it was the first time all season that the Hornets were shutout.
Mihalik follows in his father's footsteps
Wednesday, November 5, 2014 by CHUCK HIXSON in HS Sports
Following the 1997 baseball season, Mike Mihalik Sr., resigned as the Emmaus baseball coach so he would have more time to spend with his son, who was a pretty good baseball player at Parkland High School.
Fast forward to the end of the 2014 season and Mihalik's successor, John Schreiner, left the program to spend more time watching his two sons play baseball at Northwestern Lehigh High School. Now, that young Parkland baseball player takes over the program that his dad coached.
Scheitrum Classic set for this weekend
Wednesday, November 5, 2014 by CHUCK HIXSON in HS Sports
The second annual Scheitrum Classic will be played this weekend at Emmaus High School. The girls basketball tournament opens Friday at 6 p.m. and the final game, which features the Emmaus varsity team, is slated for 2 p.m. Sunday. | http://eastpenn.thelehighvalleypress.com/by/chuck-hixson?page=29 |
Students who complete physical education courses are exposed to practical experiences that encourage fitness and the development of well-rounded, health individuals. Physical education activity courses may be taken more than once for additional credit in subsequent semesters.
Intercollegiate Athletics
Rochester University’s athletic program competes in the National Association of Intercollegiate Athletics (NAIA). Our conference affiliation within the NAIA is the WHAC (Wolverine-Hoosier Athletic Conference), which allows Rochester University to compete for an automatic bid to NAIA National Championships.
Men’s sports include JV and varsity basketball, JV and varsity baseball, reserve and varsity soccer, and varsity teams for golf, track and field, cross country, wrestling, cheer, and bowling. Women’s sports include JV and varsity basketball and varsity teams for softball, volleyball, golf, track and field, cross country, soccer, lacrosse, cheer, and bowling. Rochester University boasts a tradition of athletic excellence, winning national titles in men’s basketball (1989, 1997, 2004, 2005, 2013, 2018), women's basketball (2018), men’s cross-country (1989, 1990), men’s soccer (1996, 2006), women’s volleyball (1998, 1999), women’s softball (2011), and men’s golf (2009, 2010).
In addition, Rochester University’s men’s ice hockey program is a non-scholarship club sport that competes in Division 1 of the American Collegiate Hockey Association (ACHA). The program is also an affiliate member of the Great Lakes Collegiate Hockey League (GLCHL). | http://docs.rochesteru.edu/en/2019-2020/Course-Catalog/College-of-Professional-Studies/School-of-Education/Department-of-Physical-Education |
Article by: Dan Ryan Another week, another goaltending honor for Suffolk’s Jeff Rose. On Monday, Rose was named the GNAC Goalie of the Week for the third straight week. The Collinsville, Conn., native went 2-0 on the week, running the Rams’ win streak to a season-high five straight games. Rose stopp...
Olympics: Scrappy US bunch shocks Canada
Dan Ryan
February 24
Filed under Hockey, Sports
Article by: Dan Ryan No, it wasn’t the “Miracle on Ice Redux,” but it certainly was spectacular. This past Sunday’s preliminary round men’s Olympic hockey game between the United States and Canada was one of the most highly-anticipated hockey games in recent history, a sports border...
Sports Briefs Feb. 17, 2010
February 17
Filed under Basketball, Golf, Track & Field, Uncategorized
New faces in the top 25 The tumultuous times in the men's college basketball season continued this week as a few unfamiliar teams crept into the Associated Press' top 25 poll, including one team that hasn't been ranked in over two decades. According to FoxSports.com, the University of Richmond is r...
Students plan countrywide bike trip
Derek Anderson
February 17
Filed under Cross Country, News
Article by: Derek Anderson After four years at Suffolk and much preparation, Gregory Ralich and Bianca Pettinicchi will trade graduation robes for bicycle wheels as they head out on a 4,000 mile cross-country bike trip one week after they graduate to benefit the Autism Society of America. The two...
Rose, Welch net GNAC honors
Dan Ryan
February 10
Filed under Basketball, Sports
Article by: Dan Ryan Two members of Suffolk’s hockey team were honored by the Eastern College Athletic Conference’s Northeast division for their performances in the past week. Goalie Jeff Rose, who has had a stellar season thus far, was named the ECAC Northeast’s Goalie of the Week for the...
South Africa: 2010 World Cup will be green
Dan Ryan
February 3
Filed under Soccer, Sports
Article by: Dan Ryan Despite warnings that the 2010 edition will have the highest carbon footprint in the history of the World Cup, South African organizers have pledged to ensure that the event is “green.” In keeping with a tradition started by Oslo during the 1994 Winter Olympics, a tourism offici...
Pepdjonovic continues to put up huge numbers on the hardwood
Dan Ryan
January 27
Filed under Basketball, Sports
Named GNAC Rookie of the Week for the fourth time Article by: Dan Ryan It’s been a tough season for the members of Suffolk’s men’s basketball team, but there has been one bright spot: the emergence of a strong core of young players, perhaps none more exemplary than freshman Matt Pepdjonovic. The ...
Women’s soccer earns NSCAA silver medal
Dan Ryan
January 27
Filed under Soccer, Sports
Article by: Dan Ryan Even though the season ended a few months back, Ernst Cleophat’s Lady Rams soccer team received a positive accolade earlier this month for their play as a team over the course of the year. The team was given the Silver Award by the National Soccer Coaches’ Association of A...
Men’s basketball team shares skills with youngsters
January 27
Filed under Basketball, Sports
Trip marks fifth consecutive year of the team giving back to the community While most of Suffolk’s students were enjoying the last few days of winter break, the members of the men’s basketball team were busy visiting area elementary schools to both share their bas...
Sports Briefs Jan. 27, 2010
January 27
Filed under Soccer, Uncategorized
“Big Baby” all grown up? Apparently Glen Davis no longer wants to be “Big Baby.” The Boston Celtics' forward who has found himself in the spotlight for all the wrong reasons at times this season, mentioned to reporters that he was tired of the nickname and was looking for something new. A...
Riddled with injuries, men’s basketball struggles
Mike Giannattasio
January 27
Filed under Basketball, Sports
Despite rough stretches, young core gaining invaluable in-game experience Article by: Mike Giannattasio "We need to win a few more league games to achieve our goal of making the playoffs. We get better every day...we could be dangerous as soon as we can put a complete team together." 4-0, the Suff...
Suffolk team updates: runnin’ Rams and more
Ethan M. Long
October 21
Filed under Cross Country, Sports
Golf team competes in 75th Annual NEIGA Championship The Suffolk University men’s golf team competed in the first round of the 75th Annual New England Intercollegiate Golf Association Championship earlier this week, finishing 37th out of the tournament’s 39 teams, ahead of GNAC rival St. Joseph... | http://thesuffolkjournal.com/category/sports/campus-sports/page/29/ |
Oakland, Berkeley, And East Bay News, Events, Restaurants, Music, & Arts
If you were a kid in the '60s or earlier, this was the central dialogue of your summers:
"Mom, I'm bored."
"Well, go out and play."
That's what children did in those days, when they weren't at school or doing homework or watching TV. But not even children have time to play these days. When today's over-scheduled kids aren't rushing from music lessons to soccer practice, they're rooted in front of a computer, game console, or TV screen. In fact, some kids don't seem to know any other way to play.
Dr. Toy wants to change that. The Berkeley resident, formally known as Stevanne Auerbach, is one of the world's top experts on play, toys, and children's products, thanks to fifteen books and hundreds of interviews on the topic. "Parents need to be serious about child's play," she said. "Respect it, recognize that when children are playing, they're learning."
Auerbach defines play as "spontaneous activity that is fun, sometimes requires concentration or thinking, sometimes physical activity, sometimes creative activity sometimes." Good play is multidimensional, and one of its most important elements is relaxation and change from the routine of school or work.
Babies begin to play almost immediately, according to Auerbach, and as they develop their play evolves, helping them to try on different roles, develop physical and cognitive skills, learn how to figure things out, and understand the world.
The ability to play needs to be nurtured as much as the ability to think, according to Auerbach. She coined the term PQ, or "play quotient," to emphasize how important it is. "Play needs to be nurtured like everything else," she said. "And it doesn't happen automatically."
While Auerbach recommends board games, puzzles, and traditional toys, she isn't anti-technology. She thinks that good educational software can help children get ready for school or learn to read, and she was an early enthusiast about Leapfrog, the Emeryville company that makes technology-based educational products. But enough is enough, she says.
"If you're not also reading to your children and using a puppet, or having fun with them, then it's not Leapfrog that's going to solve all the problems," she said. "We can't overlook the importance of the simplicity of play. The simple pleasure of a family getting together around a board game is something I don't want to see disappear."
In fact, she thinks, too much screen time may be causing deficits in children's brain development. "I think children are going to be deprived of the emotional, physical, and social benefits of play when they are isolated by playing with their electronic games," she said.
Auerbach started her career as a teaching and reading specialist. In the early 1970s, she worked in the early childhood division of Far West Laboratories, one of twenty regional organizations created by Congress to bring education research into schools. As she visited childcare centers for a study, she realized just how important play is for children.
She was shocked at the paucity of playthings at some centers. "Some programs were well-equipped, and some had hardly anything. I began to see how that affected children," she said. Auerbach went on to help establish the first childcare center for federal employees. Then, in 1986, she founded the San Francisco International Toy Museum, and served as its director until 1990, when the dearth of tourists after the Loma Prieta earthquake forced it to shut down.
Recently, she's been working to bring a children's museum to Oakland, but the committee hasn't found a location or funding. Auerbach thinks it's a shame that there are more than two hundred children's museums in the country, but none in the East Bay. She dreams of a venue like the Bay Area Discovery Museum in Sausalito, which is less about looking at exhibits and more about hands-on science and art projects, cultural festivals and performances.
Since the demise of the toy museum, Auerbach has worked as a consultant while authoring a series of books including the latest, Dr. Toy's Smart Play/Smart Toys: How to Raise a Child With a High PQ. Four times a year, she publishes lists of the best toys on her web site, DrToy.com, as well as lists of the best toys of the year and the ten best toys in various categories. The site also has a searchable database that includes toys from around the world.
Nevertheless, she declined to name a hot toy for the coming holiday season.
"I avoid hot because hot gets cold really fast," Auerbach said. "Instead, think about your children. What are their needs, their interests, and what are they ready for? Then, find on our site something they don't already have to play with but is appropriate for them. It's not about hot."
And don't forget play for grown-ups. Auerbach admires Google because its founders include toys and games in the Googleplex. And the typical geek's desk is loaded with toys and gadgets.
"There's a lot of pressure in high tech, but many people who work in it are stimulated by toys, have toys and products on their desks, and may break up into teams to play and build connections between people," she pointed out. She'd like to see people play chess and board games in the office.
Dr. Toy's motto is "Let's play!" Auerbach said, "Everyone should take time out to be playful every day."
Contact the author of this piece, send a letter to the editor, like us on Facebook, or follow us on Twitter. | https://www.eastbayexpress.com/oakland/the-science-of-play/Content?oid=1091807 |
Susan and her business partner Kelly Marcontell work together to provide the highest level of service, professionalism and market expertise to their clients. A full-time Realtor since 2007, Susan has completed over $500,000,000 in transactions. She has a proven track record of delivering exceptional client service, understanding her clients’ unique needs, managing the buying and selling process, and working in partnership with all parties through the closing.
Prior to her career in Real Estate, Susan was a Marketing executive for a Fortune 100 company. Susan also holds a MBA in Marketing and numerous Real Estate professional designations. This unique combination of experience allows her to assist Sellers to best position and market homes in today’s competitive environment. She also has extensive experience in working with Buyers to find the right properties, write winning offers and successfully close transactions.
Raised in the New York City/Connecticut area, Susan is now a long-time proud Texan. After experiencing the welcoming Texas spirit firsthand, Susan is always excited to introduce her relocating clients to the area and highlight the unique personalities of each town and neighborhood.
As a mom, she also understands the importance of schools as a driving force in the home selection process. After relocating her family twice, Susan knows the process can be stressful for families, and works hand-in-hand with clients to make the transaction go as smoothly as possible.
Susan holds a Bachelor in Science (Finance) from Boston College School of Management and a Master of Business Administration (Marketing) from Fordham University in New York City, where she graduated #1 in her class. She has two children who both graduated from Southlake Carroll ISD. Susan is actively involved in her church and community. | https://www.ebby.com/bio/susangilchrest |
The development of the child from birth to eighteen months is a significant period that affects the success of subsequent stages. The physical and emotional development of the baby is the most intense during this period. Those who take care of the kid should clearly understand the characteristics of the child’s growth and learning at various age periods. It is essential to know what skills can be developed and what activities the infant needs according to age not to cause exhaustion.
Physical Skills (Gross and Fine Motor)
The physical development of the child from birth to eighteen months takes place in several main stages. Gross motor skills include spatial movements – the baby learns to hold the head, sit, crawl, and walk. Fine motor skills coordinate the eyes and fingers. During this period, the main stages of development are Palmer Grasp – grabbing the object with the fingers and palm without using the thumb, and Pincer Grasp – grabbing with the help of the thumb and forefinger (Lally & Valentine-French, 2019). Following these stages of development, selecting the required toys, and organizing space for the baby is necessary.
When a child shows the ability to crawl and walk, it is essential to allow him or her to spend as much time as possible in free movement. Furthermore, it is recommended to minimize the kid’s stay in a baby carriage and other devices that limit the child’s activity. When trying to walk, the child’s guardians need to ensure safety and the ability to cling and rely on something. For the development of fine motors, parents can choose toys that are easy to grab and transfer, for example, cubes. Meanwhile, it is vital to monitor safety and not give toys that the kid can swallow.
Emotional Skills
The theory of attachment was developed after the years of work of various scientists. Harlow made a great contribution to it but Bowlby formulated the concept (Lally & Valentine-French, 2019). It is the bonds and relationships of the child with his or her main guardian – most often, the nursing mother. Through this connection, children feel safe and form a sense of trust to parents. Erickson (1982) argued that trust is the basis for the proper development of a child and affects his whole life (as cited in Lally & Valentine-French, 2019, p.102). All scientists working on the theory of attachment note its importance in the child’s nurture. However, Erikson (1982) claims that when a child begins to study the world and walk, he or she can receive little independence (as cited in Lally & Valentine-French, 2019, p.106). Thus, from the first months of the baby’s life, it is crucial to establish effective emotional and social ties between the child and his mother.
Social Skills
During the studied period, children slowly acquire communication skills – hearing, understanding, and language skills are emerging. It all starts with sounds that children reproduce changing intonation and listening to them. Gradually, by the age of eighteen months, they can compose simplified words, possibly even sentences, and use gestures (Lally & Valentine-French, 2019). Simultaneously, the forms and methods of the pronunciation of words may depend on culture – children try to imitate what they hear.
Scientists are making a lot of research work about ways how babies begin to speak. As part of the criticism of learning theory, some studies have been conducted on how deaf children learn the language (Lally & Valentine-French, 2019). Its results showed that children do not simply learn the language from experience, but rather succeed when they hear it. According to social pragmatics, language has a social nature and is required for interaction (Lally & Valentine-French, 2019). Based on this, one can conclude that to develop the child’s language skills, it is necessary to communicate with him or her a lot, ask questions, voice what he or she sees. At the same time, speech should be slow with understandable facial expressions and gesticulation, but without distortions and errors in words.
Cognitive Skills
Newborns need only acquire basic skills for further intellectual development. According to Piagetian perspective, the period from birth to eighteen months corresponds to the sensorimotor stage, in which the main component is the child’s achievement of the skill of object permanence (Harris, 2005, as cited in Lally & Valentine-French, 2019, p.86). This concept means awareness of an object’s existence, even if it is hidden from the eyes, and children acquire this ability by 12-18 months (Lally & Valentine-French, 2019). However, some critics point out that babies can achieve it earlier.
The development of the fine motor skills of the child also can influence the capability of object permanence and the formation of causal relationships. The child begins to understand that if he or she throws a ball on a slide, then it will roll, and if he or she puts the thing in the box and cover it, then it will not disappear anywhere. Adults can help by playing with children, alternately showing and hiding toys from them (for example, behind the back). It is important to pick toys that help the child establish such connections. With such materials, children can often experiment, assuring themselves of the constancy of what is happening and developing motor skills.
Conclusion
Thus, based on the information about the child’s development from birth to eighteen months, recommendations were proposed to obtain the necessary skills for children. The main thing that infants demand during this period is the adult’s attention for emotional, social, and cognitive development. Moreover, it is crucial to monitor the child’s reaction and take into consideration his or her temperament. For physical development, in particular gross and fine motor, it is also necessary to create a safe space for the baby and choose appropriate toys. | https://psychologywriting.com/preschool-program-for-children-from-birth-to-eighteen-months/ |
Children develop most of their basic skills and abilities during the first five years of life. They actively explore their environment, learn to hold objects, walk, speak and become increasingly independent. Often, this process occurs by itself. However, if difficulties or delays occur, various forms of therapy can help a child’s development with the use of specifically designed toys and games. Because Naef toys are often used in therapeutic settings, we are interested in how children develop through play, as well as how early childhood therapists work with their clients.
Interview with an early childhood educator for children with special needs, Nicole Lasagni
Nicole Lasagni has been working as an early childhood educator for children with special needs since 2003. She works at “zeka”, an institution that provides services for people with disabilities. In her work, Nicole Lasagni supports and assists preschool children, who are developmentally delayed or at risk with their general, but primarily their physical development. She also provides their parents with advice and guidance. Nicole Lasagni, 54, is married and the mother of two grown children. She lives in Zofingen (Aargau / Switzerland).
What are the difficulties facing the children you work with?
Parents or professionals involved at the early stages of development contact us when they realize that a child is significantly different in their development compared to their peers. In addition to gross motor skills, this early childhood development also includes basic fine-motor skills such as perception, fixation on an object, grabbing, hand-eye coordination and manipulation of objects. Very often we receive referrals from paediatricians or children’s hospitals, after the child has been diagnosed with developmental difficulties.
What is the goal of Special Needs Education?
The goal is always to encourage the child in his or her autonomy so that he or she can participate in life and be self-efficacious. To do this we need to determine the child’s present stage of development and define the closest goal, which we can work towards together.
Which Naef toys do you use for infants?
For infants, the teething toys are of central importance. After looking and focusing on an object, come the first attempts at grasping and oral exploration. Later, the child can transfer the object from one hand to the other and also release it. I especially like the Dolio. It is very easy for infants to grab. Its colorful balls, which move around without falling off, offer a special experience for children’s hands. It behaves reliably and predictably, but is stubborn enough to be stimulating, as the balls can’t be removed.
What is suitable for slightly older children?
A toy I like to use in therapy is the Ligno. Building blocks are generally important for development, but this game, with its contrasting shapes (round and square), the cubes and cylinders that can fit together and slide apart, present additional construction challenges and are therefore suitable for different age groups. The specially shaped Naef block is also an interesting component which is compatible with Ligno. Both block varieties have a pleasant feel: they are neither too smooth nor too rough and are pleasantly colorful. Another Naef product I use is the mosaic. I set down rows of blocks and have the children copy them, distinguishing colors and patterns. I also use the Schnurpfelpony to encourage children to recreate patterns.
What role does the material play?
Wood is wonderful to touch and especially valuable for children growing up in today’s plastic world. In general, the exploration of natural materials such as wood, stone, earth and sand are important in the early stages of childhood. Modeling clay or dough is also an interesting material for children.
What does a therapy session look like?
I usually go to the child’s home. The sequence lasts about 60 minutes and is structured. I prepare for each child based on the child’s present stage of development and which steps are pending. In my bag I have the corresponding materials, usually about four different things. I might also use toys from the family. For example, after a welcoming ritual, I give the child a box of building blocks that he can open and unpack. I let him play for a while, before turning his attention to a particular aspect, such as the color or shape of an object. I direct the child’s activity as best I can. In order to deepen the selected aspect, I often use picture books or let the child draw about the topic. For the promotion of language development, it is important to talk about what is happening. For example, when a construction suddenly becomes a dragon in a castle, I am glad because the use of the imagination further promotes language development.
At the conclusion of the therapy sequence, a brief exchange of information takes place with the parent present.
What exactly are the benefits of the toys you are using?
For infants, Naef toys are well suited for oral and visual exploration and especially for the development and promotion of dexterity and eye-hand coordination. Later, children learn to build. With the variety of Naef blocks everything is possible, from simple towers to complex three-dimensional structures. Children learn a lot about physical laws by exploring the objects. Using the blocks for filling and emptying vessels, or lining them up and stacking them, they make their first experiences with concrete quantities. This helps children to acquire basic competencies, for example, the foundations of math. In communicative exchanges with other children and adults about what they have built and experienced in turn, they expand their language skills. This happens all the more when the children are encouraged to use their imaginations.
How important is playing for child development?
“Play is the work of the child,” Maria Montessori once said. Through play, children learn for life and develop motor and cognitive skills. Children should be allowed to engage in self-directed, free play, and to explore the world around them. It is also very important for adults to play with children. They learn from each other. Adults can give input or assistance if necessary. Working together is especially valuable in the fostering of positive relationships.
What should parents consider when choosing toys?
Toys should be stimulating in terms of their material and diverse in their potential uses. Moreover, everyday objects are also perfect for playing. I’m skeptical of smart phones. In my opinion, they do not belong in children’s hands. Tapping and swiping, the movements that are required on the screen, are skills that the child has mastered almost from the beginning, so they are not learning any new skills. It may be that the fun factor is present, but normal learning processes for children don’t work that way.
How can parents foster their children’s development?
By spending time with their children, paying attention to them and communicating with them, for example, talking about what is happening right now, and also about feelings. It is also important for children to have contact with other children. Parents should often give their children opportunities for free play and provide natural materials for their children to touch, because grasping leads to understanding. The exploration and handling of materials stimulates learning processes. It is very important that parents focus on the process of play rather than the results. In no case, should parents ever expect perfection, because perfection often results in boredom or stress.
About “zeka” (Center for people with disabilities in Aarau)
In the canton of Aargau (Switzerland), zeka has been providing care and support for people with physical disabilities or developmental delays since 1966. Their goal is to maximize the development, independence and integration of their clients.
In two schools (Aarau and Baden), children with disabilities, ranging in age from kindergarten to secondary, attend lessons and therapy sessions. There are also outpatient services: infants and toddlers receive educational and therapeutic support, children and adolescents receive help with integration into regular kindergartens and mainstream schools, and adults with disabilities are supported in housing, employment, and education. | https://www.naefspiele.ch/en/blog/2018/12/07/naef-toys-used-for-therapy/ |
Guest author Mike Jones is COO of Integrated Distribution Services (IDS) that focuses on developing and integrating logistics solutions for its clients. Prior to transitioning to the logistics industry in 1998, Mike’s career was in the transportation products manufacturing field. He left that industry as the Executive Vice President/Sales and Marketing of one of its largest companies. Mike was graduated from the University of Notre Dame with a BA in Economics and resides with his three children in Indianapolis.
Guest Post by Mike Jones
Direct Selling vs. E-commerce Revisited
As a regular reader of The World of Direct Selling, I appreciate its insights and news. A recent article by Hakki caught my attention and compelled a response.
Hakki’s initial position is that for all its benefits, conventional e-commerce has a future that is “not that bright”. While Hakki later turns the table and encourages Direct Selling (DS) companies to incorporate some features of e-commerce retailers, the gist of the article is that e-retailers don’t generally do the things that distinguish Direct Selling companies. While we agree that DS companies do many unique and valuable things, the essential fact is that from a growth perspective e-tailing consistently has been showing double-digit growth on an already significant base: DS and conventional retailing are not even close to that level of growth.
From my perspective at IDS, we definitely believe in the power of Direct Selling. We support e-commerce companies as well as MLM and Party Plan Direct Sellers but we have a disproportionately large sales base in DS. We have been DSA members since 2003 and have a large part of our success tied directly to Direct Selling. We want it to succeed. But we can’t ignore the signs in front of us: traditional e-commerce growing fast and it is e-commerce that is defining a very large part of the consumers’ expectations. It is cannibalizing traditional retail. Depending upon your approach, generally speaking it is either competing all too successfully with Direct Selling, or is being used by some DS companies to enhance the customer’s value proposition. Let’s review each of Hakki’s points regarding the disadvantages of e-commerce vis-à-vis direct selling:
Word of Mouth (WOM) – this gets heavily into social media which can be leveraged by both e-com and DS. While DS may have more inherent traditional WOM capabilities, social media methods often eclipse these traditional capabilities in importance. Social Media substantially levels the playing field so this then becomes a company specific advantage (or not), not a channel specific factor.
Person Sales Consultancy – This is the core of Direct Selling and DS does this well. However, once the consumer is sold the first time, the value of consultancy declines. She probably wants less Personal Consultancy once she is familiar with the product or program. She has also been trained to and generally enjoys the on-line experience. We believe that, generally speaking, successful Direct Selling companies will be those that leverage their advantage in educating and acquiring a new customer with the built in advantages or e-commerce for re-orders and follow-ups to the relationship.
Distribution problems – Hakki has one example but it’s a rare and unlikely one. From the viewpoint of someone who makes a living in distribution, distribution is only a problem if you make it one. Distribution for either channel should generally be viewed as no worse than a necessary expense to be minimized and at best as a competitive advantage and touch point to the client.
Loyalty Maintenance – This is a problem, or opportunity, for both channels. E-com generally has a disadvantage in personal touch while most DS companies have some premium in the price that leave them susceptible to losing clients to lower price knock-offs if they don’t have compelling product advantages. But in today’s world, your consumer generally doesn’t want a lot of personal attention after the initial sale (she would rather get a text than a call) and you can often provide your consultants better leverage through use of e-commerce post-customer-acquisition techniques to drive repeat sales.
Promoters – E-commerce does provide an avenue for “promoters” to make an income and often a living. Successful bloggers leverage their following for significant incomes. The key here is that e-commerce is flattening the sales environment for everyone. E-commerce married to your MLM or Party Plan program gives your consultants the tools to spread their personal sales nets wider. It can give them the leverage to sell more at lower cost. The result may be less “downline” but with expectations of increased overall sales. Less downline may create opportunities do provide discounts to repeat clients (loyalty programs) which will be familiar to your end customers shopping online.
In fairness to Hakki, he concludes his article largely encouraging Direct Selling companies to incorporate the best of on-line sales into their programs and we could not agree more. We see many Direct Selling start-ups pioneering exciting uses of web technology and blends of Direct Selling and e-commerce. We also see e-commerce companies finding new ways to leverage technology to create a more unique experience and enable other entrepreneurs to sell through their site, i.e. they are creating opportunities for others as well. So our conclusion follows Hakki’s: those MLM and Party Plan organizations that best succeed in converging e-commerce and direct selling will surely outpace others. | http://mlmhelpdesk.com/world-of-direct-selling-direct-selling-vs-e-commerce-revisited/ |
CBSE Class 10 Science Notes Chapter 2 Acids Bases and Salts Pdf free download is part of Class 10 Science Notes for Quick Revision. Here we have given NCERT Class 10 Science Notes Chapter 2 Acids Bases and Salts. According to new CBSE Exam Pattern, MCQ Questions for Class 10 Science pdf Carries 20 Marks.
Metal/Nonmetal Health Inspection Procedures Handbook PH06-IV-1(1) is the most common route of entry for metal fumes and dusts. Bone cancer, blood cancer (leukemia), kidney failure, or heart failure can result. Because the early symptoms of metal poisoning
17/8/2020· Chemical compound - Chemical compound - Trends in the chemical properties of the elements: reactivity series of metalsA reactivity series is used to rank the chemical reactivity of a group of metals from most reactive to least reactive.Encyclopædia Britannica, Inc.As mentioned above, the characteristic chemical property of a metal atom is to lose one or more of its electrons to form a
For example, calcium carbonate is 40% calcium by weight, whereas calcium citrate is 21% calcium. Fortunately, elemental calcium is listed in the Supplement Facts panel, so consumers do not need to calculate the amount of calcium supplied by various forms of calcium supplements.
This is the first example of the compounds in which H2F3− and HF2− anions simultaneously bridge metal centers forming close packed three-dimensional network of polymeric compounds with low
metal & a non metal)where the metallic element lose 1,2 or 3 elecrons giving them to the non-metalic element (example : sodium (Na)and it''s atomic nuer is 11 can be coined during chemical
Start studying Metals. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Sodium (Na) is an Alkali metal and Calcium (Ca) is an Alkaline Earth metal. They are both VERY reactive having only one and two valence electrons, repectively.
In chemistry, a metal is an element that readily forms positive ions (ions) and has metallic bonds. Metals are sometimes described as a lattice of positive ions surrounded by a
17/8/2020· For example, if the label says a serving of the product contains 40% of the Daily Value, it has 400 mg of elemental calcium. While products that yield a high amount of calcium may seem to be the best bet at first blush, they may not serve you best.
For example, Mg metal will react with Zn2+(aq), Cu2+(aq), and Ag+(aq). Summarize your findings concerning the coination of non-reacting metals and metal ions in Tables 2a and 2b. Any particular metal in Table 2b wll not react with the metal ion in Table 2a
Most non-ferrous metals can also be refined by electrolysis. Often metallurgical processes are a coination of pyro- and hydrometallurgical processes, depending on the ore concentrate to be treated and the type of metal to be refined. An example is nickel
6d. Making a salt by direct coination of elements e.g. coining a metal with a non-metal element Doc Brown''s Chemistry GCSE/IGCSE/O level Science-Chemistry Revision Notes The pH scale of acidity and alkalinity, acids, alkalis, salts and neutralisation 6.
1. Introduction Aqueous solutions of salts are ubiquitous, and solvated ions greatly influence many naturally occurring processes, such as the protein folding and the conformational changes of nucleic acids , the permeability, conductance, and electrostatic potential of cell meranes [2, 3], the micellization of surfactants and hydrophobic effect (also Hofmeister effects) [4, 5].
Download free PDF of best NCERT Solutions , Class 10, Chemistry, CBSE- Metals and Non-Metals . All NCERT textbook questions have been solved by our expert teachers. You can also get free sample papers, Notes, Important Questions.
10/6/2015· The metal is always written first, followed by the nonmetal or polyatomic ion. For example, the metal sodium and nonmetal chlorine coine to form sodium chloride, #"NaCl"#; the metal calcium and the polyatomic ion carbonate form calcium carbonate, #"Al"_2.
10 PHYSICAL PROPERTIES OF METALS Metals are malleable:- All the metals can be beaten into thin sheets with a hammer e.g. gold, silver aluminium etc. Uses of Aluminium Foil It is used for packing food items such as chocolates, biscuits, medicines
6/8/2020· A metal ion is a type of atom compound that has an electric charge. Such atoms willingly lose electrons in order to build positive ions called ions. Ions are essentially enclosed by delocalized electrons which are responsible for processes like conductivity.
When calcium is added to phosphorus compounds, we get products such as dicalcium phosphate, which is used as a polishing agent in toothpaste, and tricalcium phosphate, which is the conditioning agent in salt that keeps it flowing freely out of the tube.
6/4/2020· Reactive metal is a group of metal elements that can form a reaction with acids, water, mineral acids and powerful oxidizing acids. This group can be identified with the activity or reactivity series, which determines the most reactive metals from highest to lowest.
Metal oxides contain atoms of a metal coined with atoms of oxygen. The black powder copper oxide is an example of a metal oxide. Copper Oxide Powder Metal oxides react with acids to produce a salt and water. This can be shown in an equation: Acid
In the reactivity series, as we move from bottom to top, the reactivity of metals increases. Metals present at the top of the series can lose electrons more readily to form positive ions and corrode or tarnish more readily. They require more energy to be separated from their ores, and become stronger reducing agents, while metals present at the bottom of the series are good oxidizing agent.
In binary compounds of metal and non-metal, the metal atom has positive oxidation nuer while the nonmetal atom has negative oxidation nuer. For example, O.N. of Kin KI is + 1 but O.N. ofl is -1. In binary compounds of non-metals, the more electronegative atom has negative oxidation nuer; but less electronegative atom has positive oxidation nuer.
IONIC BONDING Name Ionic bonding occurs when a metal transfers one or more electrons to a nonmetal in an effort to attain a stable octet of electrons, For example, the transfer of an electron from sodium to chlorine can be depicted by a Lewis dot diagram. | https://kotly-promar.pl/2020-11-21_is-calcium-an-example-of-metal-or-non-metal-in-slovenia.html |
NaOHAq+HNO,Aq = Na NOAq+H,0.
NaOH is an alkali, HNO, an acid, and Na NO, a salt. 136 When an alkali reacts with an acid to form a salt, the acid
is said to be neutralised by the alkali, and the alkali to be neutralised by the acid. The salt does not exhibit the properties of either acid or alkali.
The following equations represent interactions of alkalis and acids with production of salts :
HCIAq+ NaOHAq = NaClAq+H.O.
HČIO, Aq + RbOHAq = RbCIO, Aq + H,O.
of the alkali. 137 But we have already learned that all basic oxides are not alkali-forming
Let'us consider the interaction between a basic, but non-alkaline, oxide and an acid. The oxide of iron whose composition is expressed by the formula Fe , (Fe = 56) ' is a basic oxide. This oxide is insoluble in water, but it dissolves in solutions of various acids, and on evaporating these solutions salts are obtained : thus,
Fe,O2 + 3H, SO Aq = Fe 380,Aq + 3H,0.
О
3
3
3
2
2
3
3
*2
2
2
3
2
4
Salts then are produced by the interactions between basic 138 oxides and aqueous solutions of acids. Salts are also generally produced when metals interact with aqueous solutions of acids. We have had examples of these reactions before (par. 124). The following may be added ;
Other products Metal Solution of acid
Salt
of reaction Iron Sulphuric
Iron sulphate
Hydrogen
Iron nitrate Water and ni. 2Fe+8HNO Aq=Fe 6NO Aq+44.0+2NO tric oxide Iron Hydrochloric
Iron chloride Hydrogen
Sodium nitrite Hydrogen
Sodium oxalate Hydrogen
Ba + 2HC10, Aq = Ba2C10, Aq + 2H
Copper nitrate Water and ni-
Zinc nitrate Water, and
according to temperature and concentration of acid used. The relation between the composition of the salt and the acid which interacted with a metal to produce the salt may in each case be expressed by saying that the hydrogen in one or more reacting weights of the acid has been replaced by the metal; in many reactions the displaced hydrogen is obtained, but in some cases further chemical change occurs, and water and compounds formed of the elements formerly combined in the acid are produced.
Sometimes the whole of the hydrogen combined with other elements to form a reacting weight of an acid is not displaced by metal when a salt is produced ; thus
(1) KOHAq+H SO, Aq=KHSO Aq+H.O.
2
139
140
Nevertheless each of the compounds in the third column (KHSO, &c.) is called a salt.
So far as composition goes we may at present regard à salt as à compound of a metal with the elements of an acid except the whole or a part of the hydrogen of that acid; as regards mode of formation we may say, that a salt is one of the products of the interaction between an acid (in solution) and a metal, a basic oxide, or an alkali.
The meaning of the term salt then evidently includes the meanings of the terms acid, metal, basic oxide, and alkali ; and any one of these terms can be understood only by considering the meanings of them all.
We already know the general characteristics of those elements which are called metals; we also know that most basic oxides are oxides of metals; and that alkalis are produced by the interaction of certain basic oxides with water.
The meaning given above to the term salt implies that an acid is a compound of hydrogen. But all compounds of hydrogen are not acids. The characteristic of those compounds of hydrogen which are acids is that when they interact with metals, basic oxides, or alkalis, they exchange the whole or a part of their hydrogen for metal, and thereby form a salt, or salts. Alkalis also are compounds of hydrogen with oxygen and a metal. The composition of a reacting weight of the alkalis is represented by the formula MOH; where M=Li, Na, K, Rb, or Cs. These elements, Li, &c. are the most positive of all the elements.
If the composition of acids is compared with the properties of the element or elements which combine with hydrogen to produce these acids, it is found that the non-hydrogenous constituents of acids, as a rule, are distinctly negative elements. This is shewn by comparing the compositions of the following well known acids with the arrangement of elements in electrical order given in par. 131.
HNO3, H SOX, HCN, H,C,O., HClO3, H,PO,, HI, HCI, HF, H,siF, H,B,0,, H Sið,
But the relations between the compositions and properties of acids, alkalis, and salts cannot be properly elucidated until a later stage.
The term base is frequently used to include basic oxides, alkaline hydroxides, and alkalis; as thus used it indicates a compound which interacts with an acid to produce a salt and water.
4
4
6
Looking back for a moment we see that in attempting 141 to classify oxides we have been led to classify very many elements. We have divided these elements into electropositive and electro-negative. With the characters expressed by each of these terms we have connected several other physical, and some chemical, characteristics.
The electro-positive elements, as a class, are metallic; their oxides are basic; the oxides of the more electro-positive elements interact with water to form compounds of the composition MOH which are alkalis. Many of these elements decompose water, or steam, with production of hydrogen and a metallic oxide.
The electro-negative elements, as a class, are non-metallic ; their oxides are generally acidic, that is they interact with water to produce acids. Some of these elements decompose steam with production of oxygen and a non-metallic hydride.*
* For a fuller treatment of the subject of acids and salts s. Chap. XI.
CHAPTER X.
CHEMICAL NOMENCLATURE.
142
143
BEFORE proceeding further with the examination of the properties of classes of elements and compounds with the view of tracing connexions between changes of composition and changes of properties we must acquaint ourselves with the system of nomenclature used in chemistry.
Many names of elements, and such names of classes of compounds as oxides, hydrides, &c. have been incidentally employed
A name is given to each element. Sometimes the name expresses a characteristic chemical or physical property of the element; e.g. oxygen=acid-producer, hydrogen=water-producer, bromine, because of its powerful and obnoxious smell (Bpwuos), iodine, because of the violet colour of its vapour (iwons), chromium, because of its many-coloured compounds (xowua). Sometimes the name is that which was used by the ancients or is a modification of this name; e.g. arsenic (åpgevukov), copper (cuprum). Sometimes the name is derived from the name used by the alchemists, many of which were derived from the names of the planets; e.g. mercury. The names of many recently discovered elements are derived from the names of the minerals from which they were first obtained, or from the names of the districts, or in some cases countries, in which these minerals were found; thus strontium (from the mineral strontianite found near the village of Strontian in Argyleshire), beryllium (from the mineral beryll), ytterbrium, yttrium, erbium (from Ytterby the district in Sweden where the minerals were found from which the three elements were obtained), gallium, germanium (the former was discovered by a French, the latter by a German, chemist). | https://books.google.co.in/books?id=DPo4AAAAMAAJ&pg=PA107&dq=editions:UOM39015064484705&output=html_text&hl=en |
Hydrates of Tungsten Trioxide, Tungstic Acid. - Two well defined hydrates of tungsten trioxide are known:
Both hydrates on heating to 100° to 110° C. lose water and leave a residue of composition 2WO3.H2O. This does not appear to be a true hydrate; on further heating, anhydrous WO3 is obtained, and the process of dehydration has been investigated by means of the Huttig tensi-eudiometer, an instrument which is able to determine the pressure and volume of a gas liberated in any reaction at any moment. The results indicate that between the dihydrate, WO3.2H2O, and the anhydrous compound only one definite hydrate, WO3.H2O, exists. These results are supported by X-ray examination, both hydrates exhibiting characteristic crystalline forms.
The yellow hydrate dissolves very slightly in water; the specific conductivity of the saturated solution at 25° C. is k = 10.3×10-6.
Tungstic acid is insoluble in most acids, but dissolves slightly in hydrochloric acid and is readily soluble in hydrofluoric acid, as is shown in the following table:
It is readily soluble in alkalies.
Colloidal Tungstic Acid
When dilute hydrochloric acid is added to a solution of sodium tungstate until the liquid becomes slightly acid, a colloidal solution of tungstic acid is obtained. If the solution of sodium tungstate is concentrated, a white gelatinous precipitate is obtained on the addition of the acid. This precipitate, after washing by decantation at a low temperature (0° to 5° C.) with as little exposure to air as possible, may be dissolved in a concentrated solution of oxalic acid and the liquid subjected to dialysis. If the outer water is repeatedly changed, the oxalic acid may be completely removed, leaving a colloidal solution of tungstic acid.
The colloidal solution may also be prepared by dissolving tungsten tetrachloride in alcohol and ether (equal volumes) and then diluting with alcohol and water. The solution obtained acts as a positive colloid and coagulates immediately when small quantities of neutral salts, hydroxides, or strong acids are added. On passing an electric current through the solution, a deep blue precipitate separates at the cathode.
A hydrosol of tungsten hydroxide is readily produced by the electrolysis of a 2 per cent, solution of sodium tungstate between a mercury cathode and a silver anode in a Hildebrand cell. The solution must not be allowed to become acid, or blue compounds are produced. The hydrosols obtained in this way are clear and transparent but brown in colour. The addition of potassium chloride causes coagulation, a black powder, resembling the lower oxides of tungsten, being formed.
Colloidal solutions of tungstic acid, in presence of various organic reducing agents such as formaldehyde, sucrose, glucose, dextrin, etc., yield intensely blue solutions on exposure to light. If the solution is kept for some time, it does not undergo this reduction on being exposed to light; but on raising the temperature the blue reduction products are obtained. In order to account for this it has been suggested that two forms of colloidal tungstic acid exist, one being photochemically sensitive and the other not. The former changes spontaneously into the latter, the reverse change being brought about by rise in temperature, and the absorption spectra of the two modifications differ considerably.
The composition of the hydrosol has not been determined, but it is thought to consist of tungstic acid in combination with water, or possibly with sodium tungstate, since Sabaneeff obtained an amorphous powder, of composition Na2O.4WO3, from the dialysed solution.
When the solution is evaporated to dryness, transparent vitreous scales remain, strongly adherent to the crucible; on heating this residue to redness, the trioxide WO3 results. The aqueous solution has a bitter astringent taste; its density at 19° C. is as follows:
The gelatinisation of silicic acid is retarded by the presence of colloidal tungstic acid.
Salts of Tungstic Acid
Tungstic acid resembles molybdic acid in that it reacts with bases to form many different types of salts. A satisfactory classification of these salts has long been, and still is, a matter of difficulty, owing to the fact that many of the compounds are only described by individual investigators, whose work is either insufficient in detail or has lacked confirmation by later workers. The existence of the di- and tri-tungstates prepared by Lefort has not been established. Laurent, in 1847, suggested that there were at least five distinct acids (combinations of tungstic anhydride with water in different proportions) with corresponding series of salts, and although the preparation and properties of all these acids have been described, it is now recognised, largely owing to the work of Riche, Scheibler, and Marignac, that only two different acids are definitely known to exist, namely, ordinary tungstic acid, H2WO4, and metatungstic acid, H2W4O13.aq. The former is insoluble in water and reacts with bases to form normal di-, tri-, and para-tungstates; the latter is soluble in water and yields a well-defined series of salts, the metatungstates.
This division into only two groups is justified by the fact that the metatungstates show marked differences both in properties and in ionic reactivity from those of the ordinary normal and acid tungstates, whilst the latter are very similar in their reactions. The transformation of normal tungstates into ordinary acid tungstates takes place readily, whereas the formation of metatungstates - by the addition of tungstic acid or other acids to tungstates - takes place only slowly and incompletely at ordinary temperatures. Further differences between the two types of salts are found in the peculiar behaviour of metatungstates on dehydration, and in the fact that whilst normal and para-tungstates increase the specific rotatory power of tartaric acid, the metatungstates do not act in this way.
Of the numerous types of salts of ordinary tungstic acid only two (the normal, of composition R2O.WO3.xH2O, and the so-called para-tungstates in which the ratio R2O:WO3 = 3:7 or 5:12) have been accurately investigated and their existence established beyond doubt. The readiness with which one type of salt is transformed into another, and the fact that paratungstates decompose on prolonged contact with water or on heating, make exact analysis almost impossible; and an added difficulty lies in the high atomic weight of tungsten, the difference in composition of various compounds with high tungsten content being very small. It is from such causes that, although the paratungstates are recognised as a well-defined series of salts, their actual constitution and relation to the normal tungstates remains unestablished. Further, the higher acid salts such as hexa- and octa-tungstates appear to show a closer relation to meta-tungstates than to ordinary tungstates, but the nature of this has not been determined. According to Smith, tungstates of the type 4R2O.10WO3.xH2O constitute another very definite series of salts.
The normal tungstates of the alkali metals are usually obtained by fusing together tungstic anhydride and the alkali hydroxide or carbonate in equivalent proportions. Those of the heavier metals are produced either by double decomposition in solution, or by fusing together an alkali tungstate and the chloride of the metal, often in the presence of sodium chloride. The tungstates of the alkali metals and of magnesium are soluble in water, those of other metals being insoluble, or only slightly soluble, not only in water but also in dilute acids. Concentrated mineral acids (except phosphoric acid) decompose them, with separation of tungstic acid. In this reaction the paratungstates behave similarly, whereas the metatungstates are not decomposed.
Solutions of tungstates containing ammonium sulphide yield with hydrochloric acid a brown precipitate of tungsten trisulphide. The addition of zinc chloride to a tungstate solution produces a yellow precipitate which becomes blue on warming with dilute hydrochloric or sulphuric acid. When excess of hydrochloric acid is added to a solution of alkali tungstate and the mixture reduced by means of zinc, brilliant colours, from red to blue, are produced; if phosphoric acid is used, a fine blue precipitate results.
The paratungstates are generally obtained by treating solutions of alkali normal tungstates with acid, or by double decomposition. They can only be obtained from solutions, and always contain water which appears essential to their constitution; it can only be removed with difficulty,.strong heating being necessary for complete dehydration, which is accompanied by decomposition of the salt into the soluble normal salt and the insoluble tetratungstate. From an investigation of the dehydration of the sodium and potassium salts the following results were obtained:
The content of base to acid in paratungstates was first given by Laurent as 5R2O:12WO3, whilst Lotz and Scheibler suggested the formula 3R2O.7WO3.xH2O. Marignac, after careful analysis, concluded that most paratungstates contained 5R2O:12WO3, but that a few contained 3R2O:7WO3. Other investigators, for reasons mentioned above, were unable to decide between the two formulae. Copaux, from the behaviour of the salts towards dehydration, considered them to be hydrotungstates and gave them the co-ordinative formula R•5[H(W2O7)3].aq. In support of this he points to the fact that the paratungstates resemble the complex tungstates in absorbing ultraviolet light, whereas normal tungstates do not do so. Rosenheim suggests that they are 6-tungsto-aquates of composition R5H5[H2(WO4)6]aq.
Such formulation suggests a closer relation to the metatungstates than appears to be justified, and would not account for the very essential differences between the two types of compounds.
Paratungstates gradually decompose in aqueous solution with formation of the normal and metatungstates, so that while a freshly prepared solution is neutral to phenolphthalein, it gradually becomes acid on standing - more rapidly on boiling. For this reason the electrical conductivities of the solutions slowly increase at ordinary temperatures.
According to Hallopeau the free paratungstic acid is formed in dilute solution when the barium salt is treated with dilute sulphuric acid. Concentration of the solution, even in vacuo, causes decomposition, and on prolonged boiling, metatungstic acid is formed. Alkalies neutralise the solution, yielding paratungstates. There is, however, no proof that this solution contains any special modification of tungstic acid.
In the following pages a description is given of the individual normal and acid salts of tungstic acid, including the paratungstates. | http://tungsten.atomistry.com/tungstic_acid.html |
17/8/2020· Metals can react with water, acid and oxygen. The reactivity of the metal determines which reactions the metal participates in. When metals react with …
Other metals don’t react at all with other metals. This means they can be found in a pure form (examples are gold and platinum). Because copper is relatively inexpensive and has a low reactivity, it’s useful for making pipes and wiring. Five groups of metals:
All alkali metals are strong reducing agents that react strongly with water, including the water in your skin! Wear safety goggles. Avoid touching the metal samples. The reactions of sodium and potassium with water can be quite vigorous. Be sure to place the wire
These lower alloys do not react the same way as the richer blends, so the “eutectic magic” of granulation could no longer be used. For example, in silver alloys like sterling, the eutectic temperature remains unchanged at 779 o C, 1434 o F.
8/4/2019· The same reason explains why nonmetals also tend to be more electronegative than metals. The positively charged nuclei of nonmetals exert a strong pull on electrons, strong enough to sometimes remove them from neighboring atoms. in general, the further left one goes on the periodic table, the higher ionization energies and electronegativities get.
2/5/2021· Metals Most elements are metals. This includes the alkali metals, alkaline earth metals, transition metals, lanthanides, and actinides.On the periodic table, metals are separated from nonmetals by a zig-zag line stepping through carbon, phosphorus, selenium, iodine, and radon.
Reactions of acids with metals. Chapter overview. 0.5 week. This is a short chapter to conclude the series of reactions that learners will have been exposed to this term. The last reactions to look at are those between an acid and a metal. At the end of this chapter, there is a short activity on some of the careers in the chemical industry.
20/9/2019· Magnetic metals & non-magnetic metals both play an important role in engineering. Magnetism is the basis for many appliions. At the same time, this property may also be unwanted in certain circumstances. Therefore, it is important to know which metals are
10/2/2018· Metals react with dilute acid, to produce salt and hydrogen gas. As opposed, non-metals do not usually react with dilute acid. Conclusion All the objects around us are made up of metals or non-metals. The elements that conduct the features of both metals and
361 Coordinated Sciencefor the 21st Century Activity 6 Metals and Nonmetals Choose two of the materials that are obviously different. In your group, brainstorm at least five characteristics or properties of each material. a) In your Active Chemistrylog, usethe
i.e. use the same mass of the sized/shape granules or same sized sheet of same thickness - to give the same surface area in contact with the acid. Powdered metals will automatically react faster than big lumps of another metal, especially if they were of similar, but not identical, reactivity.
On the Periodic Table, there are three major types of elements known as Metals, Non-Metals, and Metalloids. Here are a few properties of metals, non-metals, and Metals are generally shiny, malleable, and hard. Metals are also good conductors of electricity.
Metal Chisel, Fracture or Chip Tests. Several metals can be identified by examining chips produced with a hammer or chisel or the surface of a broken part. The only tools required are a cold chisel and a banner. Use the cold chisel to hammer on the edge or corner of the material.
All metals react with oxygen in the same way. false: example- gold does not react, magnesium does An important property of transition elements in their ability to form compounds _____ with distinctive colors what is being described? •gases at •some are
The periodic table is a chart that shows how elements are related to one another. The halogens are also known as the salt formers. Fluorine, chlorine, bromine, iodine, and astatine form salts when chemically coined with a metal. Bromine was discovered, at almost the same time in 1826, by two men, German chemist Carl Lowig (1803-90) and French
The granules are readily soluble and a concentrated hypochlorite solution is prepared and used in the same way as the powder. The stronger chlorine content of the granules means that 1.5 kg of the granules is sufficient to dose 1000 m 3 of water at 1.0 mg Cl 2 L −1 .
17/8/2020· This page looks at the the different types of alyst (heterogeneous and homogeneous) with examples of each kind, and explanations of how they work. You will also find a description of one example of autoalysis - a reaction which is alysed by …
Metals and Non-metals 41 3.2.1 What happens when Metals are burnt in Air? You have seen in Activity 3.8 that magnesium bur ns in air with a dazzling white flame. Do all metals react in the same manner? Let us check by performing the following Activity. Activity
Mixed reaction to Palin’s resignation as Alaska and everyone is asking the same questions: Is it’s about as odd a way as we’ve ever happen® 2018- Global Innovation Consultancy It’s about the smart appliion of all of those things, tailored to your business context that makes the difference.
6/4/2018· Metals react differently with different substances. It gives a descriptive detail on metal reactions with the extraction of metals from ores and with acids and water . In other words, the most reactive metal is presented at the top and the least reactive metal at the bottom, as shown in the reactivity series chart below. | https://kine-licht.be/Feb/26+25545.html |
The s-block elements of the Periodic Table are those in which the last electron enters the outermost s-orbital. As the s-orbital can accommodate only two electrons, two groups (1 & 2) belong to the s-block of the Periodic Table.
Group 1 of the Periodic Table consists of the elements: lithium, sodium, potassium, rubidium, caesium and francium. They are collectively known as the alkali metals. These are so called because they form hydroxides on reaction with water which are strongly alkaline in nature.
The elements of Group 2 include beryllium, magnesium, calcium, strontium, barium and radium. These elements with the exception of beryllium are commonly known as the alkaline earth metals. These are so called because their oxides and hydroxides are alkaline in nature and these metal oxides are found in the earth’s crust*.
Among the alkali metals sodium and potassium are abundant and lithium, rubidium and caesium have much lower abundances. Francium is highly radioactive; its longest-lived isotope 223-Fr has a half-life ofonly 21 minutes. Of the alkaline earth metals calcium andmagnesium rank fifth and sixth in abundance respectively in the earth’s crust. Strontium and barium have much lower abundances. Beryllium is rare and radium is the rarest of all comprising only 10–10 per cent of igneous rocks.
The general electronic configuration of s-block elements is [noble gas]ns1for alkali metals and [noble gas] ns2for alkaline earth metals.
Lithium and beryllium, the first elements of Group 1 and Group 2 respectively exhibit some properties which are different from those of the other members of the respective group. In these anomalous properties they resemble the second element of the following group. Thus, lithium shows similarities to magnesium and beryllium to aluminium in many of their properties. This type of diagonal similarity is commonly referred to as diagonal relationship in the periodic table.
The diagonal relationship is due to the similarity in ionic sizes and /or charge/radius ratio of the elements.
Mono valent sodium and potassium ions and divalent magnesium and calcium ions are found in large proportions in biological fluids. These ions perform important biological functions such as maintenance of ion balance and nerve impulse conduction.
The alkali metals show regular trends in their physical and chemical properties with the increasing atomic number. The atomic, physical and chemical properties of alkali metals are as.
All the alkali metals have one valence electron, ns1, outside the noble gas core. The loosely held s-electron in the outermost valence shell of these elements makes them the most electropositive metals. They readily lose electron to give monovalent M+ ions. Hence they are never found in free state in nature. increase in atomic number, the atom becomes larger. The monovalent ions (M+) are smaller than the parent atom. The atomic and ionic radii of alkali metals increase on moving down the group i.e., they increase in size while going from Li to Cs.
The ionization enthalpies of the alkali metals are considerably low and decrease down the group from Li to Cs. This is because the effect of increasing size outweighs the increasing nuclear charge, and the outermost electron is very well screened from the nuclear charge.
The hydration enthalpies of alkali metal ions decrease with increase in ionic sizes.
and boiling points of the alkali metals are low indicating weak metallic bonding due to the presence of only a single valence electron in them. The alkali metals and their salts impart characteristic colour to an oxidizing flame. This is because the heat from the flame excites the outermost orbital electron to a higher energy level. When the excited electron comes back to the ground state, there is emission of radiation in the visible region as given below: Alkali metals can therefore, be detected by the respective flame tests and can be determined by flame photometry or atomic absorption spectroscopy. These elements when irradiated with light, the light energy absorbed may be sufficient to make an atom lose electron.
The alkali metal atoms have the largest sizes in a particular period of the periodic table. With This property makes caesium and potassium useful as electrodes in photoelectric cells.
The alkali metals are highly reactive due to their large size and low ionization enthalpy. The reactivity of these metals increases down the group.
(i) Reactivity towards air: The alkali metals tarnish in dry air due to the formation of their oxides which in turn react with moisture to form hydroxides. They burn vigorously in oxygen forming oxides. Lithium forms monoxide, sodium forms peroxide, the other metals formsuperoxides. The superoxide O2 –ion is stable only in the presence of large cations such as K, Rb, Cs.
In all these oxides the oxidation state of the alkali metal is +1. Lithium shows exceptionalbehaviour in reacting directly with nitrogen of air to form the nitride, Li3N as well. Because oftheir high reactivity towards air and water, they are normally kept in kerosene oil.
(ii) Reactivity towards water: The alkali metals react with water to form hydroxide and dihydrogen.
It may be noted that although lithium has most negative E0 value, its reaction with water is less vigorous than that of sodium which has the least negative E0 value among the alkali metals. This behaviour of lithium is attributed to its small size and very high hydration energy. Other metals of the group react explosively with water.
They also react with proton donors such as alcohol, gaseous ammonia and alkynes.
(iii) Reactivity towards dihydrogen: The alkali metals react with dihydrogen at about 673K (lithium at 1073K) to form hydrides. All the alkali metal hydrides are ionic solids with high melting points.
(iv) Reactivity towards halogens: The alkali metals readily react vigorously with halogens to form ionic halides, M+X–. However, lithium halides are somewhatcovalent. It is because of the high polarisation capability of lithium ion (The distortion of electron cloud of the anion by the cation is called polarisation). The Li+ ion is very small in size and has high tendency to distort electron cloud around the negative halide ion. Since anion with largesize can be easily distorted, among halides, lithium iodide is the most covalent in nature.
(v) Reducing nature: The alkali metals are strong reducing agents, lithium being the most and sodium the least powerful reducing agent.
negative E0 value and its high reducing power.
(vi) Solutions in liquid ammonia: The alkali metals dissolve in liquid ammonia giving deep blue solutions which are conducting in nature.
The blue colour of the solution is due to the ammoniated electron which absorbs energy in the visible region of light and thus imparts blue colour to the solution. The solutions are paramagnetic and on standing slowly liberate hydrogen resulting in the formation of amide.
(where ‘am’ denotes solution in ammonia.) In concentrated solution, the blue colour changes to bronze colour and becomes diamagnetic.
hydroxide is used in the manufacture of soft soap. It is also used as an excellent absorbent of carbon dioxide. Caesium is used in devising photoelectric cells.
All the common compounds of the alkali metals are generally ionic in nature.
The oxides and the peroxides are colourless when pure, but the superoxides are yellow or orange in colour. The superoxides are also paramagnetic. Sodium peroxide is widely used as an oxidising agent in inorganic chemistry.
The alkali metal halides, MX, (X=F,Cl,Br,I) are all high melting, colourless crystalline solids. They can be prepared by the reaction of the appropriate oxide, hydroxide or carbonate with aqueous hydrohalic acid (HX). All of these halides have high negative enthalpies of formation; the ΔfH0 values for fluorides become less negative as we go down the group, whilst the reverse is true for ΔfH0 for chlorides, bromides and iodides. For a given metal Δf H0 always becomes less negative from fluoride to iodide.
of CsI is due to smaller hydration enthalpy of its two ions. Other halides of lithium are soluble in ethanol, acetone and ethylacetate; LiCl is soluble in pyridine also.
more stable Li2O and CO2. Its hydrogencarbonate does not exist as a solid.
(ii) high polarising power (i.e., charge/ radius ratio).
As a result, there is increased covalent character of lithium compounds which is responsible for their solubility in organic solvents. And lithium shows diagonal relationship to magnesium .
(i) Lithium is much harder. Its m.p. and b.p. are higher than the other alkali metals.
(ii) Lithium is least reactive but the strongest reducing agent among all the alkali metals. On combustion in air it forms mainly monoxide, Li2O and the nitride, Li3N unlike other alkali metals.
(iii) LiCl is deliquescent and crystallises as a hydrate, LiCl.2H2O whereas other alkali metal chlorides do not form hydrates.
(iv) Lithium hydrogencarbonate is not obtained in the solid form while all other elements form solid hydrogen carbonates.
(v) Lithium unlike other alkali metals forms no ethynide on reaction with ethyne.
(vi) Lithium nitrate when heated gives lithium oxide, Li2O, whereas other alkali metal nitrates decompose to give the corresponding nitrite.
(vii) LiF and Li2O are comparatively much less soluble in water than the corresponding compounds of other alkali metals.
(i) Both lithium and magnesium are harder and lighter than other elements in the respective groups.
(ii) Lithium and magnesium react slowly with water. Their oxides and hydroxides are much less soluble and their hydroxides decompose on heating. Both form a nitride, Li3N and Mg3N2, by direct combination with nitrogen.
(iii) The oxides, Li2O and MgO do not combine with excess oxygen to give any superoxide.
hydrogencarbonates are not formed by lithium and magnesium.
(v) Both LiCl and MgCl2 are soluble in ethanol.
(vi) Both LiCl and MgCl2 are deliquescent and crystallise from aqueous solution as hydrates, LiCl·2H2O and MgCl2·8H2O.
Industrially important compounds of sodium include sodium carbonate, sodium hydroxide, sodium chloride and sodium bicarbonate.
precipitated in the reaction of sodium chloride with ammonium hydrogencarbonate. The latter is prepared by passing CO2 to a concentrated solution of sodium chloride saturated with ammonia, where ammonium carbonate followed by ammonium hydrogencarbonate are formed.
Sodium hydrogencarbonate crystal separates. These are heated to give sodium carbonate.
Recovery of some raw material--In this process NH3 is recovered when the solution containing NH4Cl is treated with Ca(OH)2. Calcium chloride is obtained as a by-product.
Important Note--- Solvay process cannot be extended to the manufacture of potassium carbonate because potassium hydrogencarbonate is too soluble to be precipitated by the addition of ammonium hydrogencarbonate to a saturated solution of potassium chloride.
Properties : Physical-- Sodium carbonate is a white crystalline solid it has 10 molecules f water as water of crystallization i.e. decahydrate, Na2CO3·10H2O. It is readily soluble in water.
Chemical Properties--On heating, the decahydrate loses its water of crystallization to form monohydrate. Above 373K, the monohydrate becomes completely anhydrous and changes to a white powder called soda ash.
Carbonate part of sodium carbonate gets hydrolysed by water to form an alkaline solution.
(i) It is used in water softening, laundering and cleaning.
(ii) It is used in the manufacture of glass, soap, borax and caustic soda.
(iii) It is used in paper, paints and textile industries.
(iv) It is an important laboratory reagent both in qualitative and quantitative analysis.
lakh tons of salt are produced annually in India by solar evaporation. Crude sodium chloride, generally obtained by crystallization of brine solution, contains sodium sulphate, calcium sulphate, calcium chloride and magnesium chloride as impurities. Calcium chloride, CaCl2, and magnesium chloride, MgCl2 are deliquescent impurities (because they absorb moisture easily from the atmosphere).
Extraction of NaCl from sea water---To obtain pure sodium chloride, the crude salt is dissolved in minimum amount of water and filtered to remove insoluble impurities. The solution is then saturated withhydrogen chloride gas. Crystals of pure sodium chloride separate out.
Calcium and magnesium chloride, being more soluble than sodium chloride, remain in solution.
Physical Properties--Sodium chloride melts at 1081K. It has a solubility of 36.0 g in 100 g of water at 273 K.
The solubility does not increase appreciably with increase in temperature.
(i) It is used as a common salt or table salt for domestic purpose.
(ii) It is used for the preparation of Na2O2, NaOH and Na2CO3.
discharged at the cathode combines with mercury to form sodium amalgam. Chlorine gas is evolved at the anode.
The amalgam is treated with water to give sodium hydroxide and hydrogen gas.
water to give a strong alkaline solution. Crystals of sodium hydroxide are deliquescent. The sodium hydroxide solution at the surface reacts with the CO2 in the atmosphere to form Na2CO3.
(vi) as a laboratory reagent.
Sodium hydrogencarbonate is known as baking soda because it decomposes on heating to generate bubbles of carbon dioxide (leaving holes in cakes or pastries and making them light and fluffy).
Preparation--Sodium hydrogencarbonate is made by saturating a solution of sodium carbonate with carbon dioxide. The white crystalline powder of sodium hydrogencarbonate, being less soluble, gets separated out.
Uses--Sodium hydrogencarbonate is a mild antiseptic for skin infections. It is used in fire extinguishers.
sodium, are responsible for the transmission of nerve signals.
The group 2 elements comprise beryllium, magnesium, calcium, strontium, barium and radium. The first element beryllium differs from the rest of the members and shows diagonal relationship to aluminium..
Electronic Configuration ---- These elements have two electrons in the s -orbital of the valence shell. Their general electronic configuration may be represented as [noble gas] ns2.Like alkali metals, the compounds of these elements are also predominantly ionic.
Atomic and Ionic Radii---The atomic and ionic radii of the alkaline earth metals are smaller than those of the corresponding alkali metals in the sameperiods. This is due to the increased nuclear charge in these elements. Within the group, the atomic and ionic radii increase with increase in atomic number.
due to their small size as compared to the corresponding alkali metals. It is interesting to note that the second ionisation enthalpies of the alkaline earth metals are smaller than those of the corresponding alkali metals.
Hydration Enthalpies--- Like alkali metal ions, the hydration enthalpies of alkaline earth metal ions decrease with increase in ionic size down the group. Be2+> Mg2+ > Ca2+ > Sr2+> Ba2+ The hydration enthalpies of alkaline earth metal ions are larger than those of alkali metal ions. Thus, compounds of alkaline earth metals are more extensively hydrated than those of alkali metals, e.g., MgCl2 and CaCl2 exist as MgCl2.6H2O and CaCl2· 6H2O while NaCl and KCl do not form such hydrates.
and estimation by flame photometry. The alkaline earth metals like those of alkali metals have high electrical and thermal conductivities which are typical characteristics of metals.
The alkaline earth metals are less reactive than the alkali metals. The reactivity of these elements increases on going down the group.
Beryllium and magnesium are kinetically inert to oxygen and water because of the formation of an oxide film on their surface. However, powdered beryllium burns brilliantly on ignition in air to give BeO and Be3N2.
increasing vigour even in cold to form hydroxides.
(ii) Reactivity towards the halogens: All the alkaline earth metals combine with halogen at elevated temperatures forming their halides.
Thermal decomposition of (NH4)2BeF4is the best route for the preparation of BeF2, and BeCl2is conveniently made from the oxide.
(iii) Reactivity towards hydrogen:All the elements except beryllium combine with hydrogen upon heating to form their hydrides, MH2.
BeH2, however, can be prepared by the reaction of BeCl2 with LiAlH4.
(iv) Reactivity towards acids: The alkaline earth metals readily react with acids liberating dihydrogen.
(v) Reducing nature: Like alkali metals, the alkaline earth metals are strong reducing agents. This is indicated by large negative values of their reduction potentials However their reducing power is less than those of their corresponding alkali metals. Beryllium has less negative value compared to other alkaline earth metals. However, its reducing nature is due to large hydration energy associated with the small size of Be2+ ion and relatively large value of the atomization enthalpy of the metal.
(vi) Solutions in liquid ammonia: Like alkali metals, the alkaline earth metals dissolve in liquid ammonia to give deep blue black solutions forming ammoniated ions.
From these solutions, the ammoniates, [M(NH3)6]2+ can be recovered.
Beryllium is used in the manufacture of alloys. Copper-beryllium alloys are used in the preparation of high strength springs. Metallic beryllium is used for making windows of X-ray tubes. Magnesium forms alloys with aluminium, zinc, manganese and tin. Magnesium-aluminium alloys being light in mass are used in air-craft construction.
The dipositive oxidation state (M2+) is the predominant valence of Group 2 elements. The alkaline earth metals form compounds which are predominantly ionic but less ionic than the corresponding compounds of alkali metals.
characteristics of some of the compounds of alkali earth metals are described below.
of these oxides are quite high and consequently they are very stable to heat. BeO is amphotericwhile oxides of other elements are ionic in nature. All these oxides except BeO are basic in nature and react with water to form sparingly soluble hydroxides.
The solubility, thermal stability and the basic character of these hydroxides increase with increasing atomic number from Mg(OH)2 to Ba(OH)2. The alkaline earth metal hydroxides are, however, less basic and less stable than alkali metal hydroxides. Beryllium hydroxide is amphoteric in nature as it reacts with acid and alkali both.
MgCl2·8H2O, CaCl2·6H2O, SrCl2·6H2O and BaCl2·2H2O) down the group. The dehydration of hydrated chlorides, bromides and iodides of Ca, Sr and Ba can be achieved on heating; however, the corresponding hydrated halides of Be and Mg on heating suffer hydrolysis. The fluorides are relatively less soluble than the chlorides owing to their high lattice energies.
Carbonates:Carbonates of alkaline earth metals are insoluble in water and can be precipitated by addition of a sodium orammonium carbonate solution to a solution of a soluble salt of these metals. The solubility of carbonates in water decreases as the atomic number of the metal ion increases. All the carbonates decompose on heating to givecarbon dioxide and the oxide. Beryllium carbonate is unstable and can be kept only in the atmosphere of CO2.The thermal stability increases with increasing cationic size.
Sulphates: The sulphates of the alkaline earth metals are all white solids and stable to heat. BeSO4, and MgSO4are readily soluble in water; the solubility decreases from CaSO4 to BaSO4. The greater hydration enthalpies of Be2+ and Mg2+ions overcome the lattice enthalpy factor and therefore their sulphates are soluble in water.
Nitrates: The nitrates are made by dissolution of the carbonates in dilute nitric acid. Magnesium nitrate crystallises with six molecules of water, whereas barium nitrate crystallises as the anhydrous salt. This again shows a decreasing tendency to form hydrates with increasing size and decreasing hydration enthalpy. All of them decompose on heating to give the oxide like lithium nitrate.
Beryllium, the first member of the Group 2 metals, shows anomalous behaviour as compared to magnesium and rest of the members. Further, it shows diagonal relationship to aluminium which is discussed subsequently.
(i) Beryllium has exceptionally small atomic and ionic sizes and thus does not compare well with other members of the group. Because of high ionisation enthalpy and small size it forms compounds which are largely covalent and get easily hydrolysed.
(ii) Beryllium does not exhibit coordination number more than four as in its valence shell there are only four orbitals. The remaining members of the group can have a coordination number of six by making use of d-orbitals.
(iii) The oxide and hydroxide of beryllium, unlike the hydroxides of other elements in the group, are amphoteric in nature.
(i) Like aluminium, beryllium is not readily attacked by acids because of the presence of an oxide film on the surface of the metal.
(ii) Beryllium hydroxide dissolves in excess of alkali to give a beryllate ion, [Be(OH)4]2–just as aluminium hydroxide gives aluminate ion, [Al(OH)4]–.
(iii) The chlorides of both beryllium and aluminium have Cl– bridged chloride structure in vapour phase. Both the chlorides are soluble in organic solvents and are strong Lewis acids. They are used as Friedel Craft catalysts.
(iv) Beryllium and aluminium ions have strong tendency to form complexes, BeF42–, AlF63–.
Important compounds of calcium are calcium oxide, calcium hydroxide, calcium sulphate, calcium carbonate and cement.
Preparation--It is prepared on a commercial scale by heating limestone (CaCO3) in a rotary kiln at 1070-1270 K.
The carbon dioxide is removed as soon as it is produced to enable the reaction to proceed to completion.
Physical Properties--Calcium oxide is a white amorphous solid. It has a melting point of 2870 K.
Chemical Properties- On exposure to atmosphere, it absorbs moisture and carbon dioxide.
The addition of limited amount of water breaks the lump of lime. This process is called slaking of lime. Quick lime slaked with soda gives solid sodalime. Being a basic oxide, it combines with acidic oxides at high temperature.
Uses:---(i) It is an important primary material for manufacturing cement and is the cheapest form of alkali.
(ii) It is used in the manufacture of sodium carbonate from caustic soda.
(iii) It is employed in the purification of sugar and in the manufacture of dye stuffs.
Preparation--Calcium hydroxide is prepared by adding water to quick lime, CaO.
Physical Properties--It is a white amorphous powder. It is sparingly soluble in water. The aqueous solution is known as lime water and a suspension of slaked lime in water is known as milk of lime.
Chemical Properties-- When carbon dioxide is passed through lime water it turns milky due to the formation of calcium carbonate.
On passing excess of carbon dioxide, the precipitate dissolves to form calcium hydrogen carbonate.
Milk of lime reacts with chlorine to form hypochlorite, a constituent of bleaching powder.
Uses:--(i) It is used in the preparation of mortar, a building material.
(ii) It is used in white wash due to its disinfectant nature.
(iii) It is used in glass making, in tanning industry, for the preparation of bleaching powder and for purification of sugar.
Calcium carbonate occurs in nature in several forms like limestone, chalk, marble etc.
or by the addition of sodium carbonate to calcium chloride.
Note--Excess of carbon dioxide should be avoided since this leads to the formation of water soluble calcium hydrogencarbonate.
Physical Properties ---Calcium carbonate is a white fluffy powder.
Chemical Properties ---When heated to 1200 K, it decomposes to evolve carbon dioxide.
It reacts with dilute acid to liberate carbon dioxide.
Uses: -- It is used as a building material in the form of marble and in the manufacture of quick lime. Calcium carbonate along with magnesium carbonate is used as a flux in the extraction of metals such as iron. Specially precipitatedCaCO3 is extensively used in the manufactureof high quality paper. It is also used as anantacid, mild abrasive in tooth paste, aconstituent of chewing gum, and a filler incosmetics.
Preparation--It is a. It is obtained when gypsum, CaSO4·2H2O, is heated to 393 K.
of water it forms a plastic mass that gets into a hard solid in 5 to 15 minutes.
Uses:--The largest use of Plaster of Paris is in the building industry as well as plasters. It is used for immoblising the affected part of organ where there is a bone fracture or sprain. It is also employed in dentistry, in ornamental work andfor making casts of statues and busts.
Cement: Cement is an important building material. It was first introduced in England in 1824 by Joseph Aspdin. It is also called Portland cement because it resembles with the natural limestone quarried in the Isle of Portland, England.
Cement is a product obtained by combining a material rich in lime, CaO with other material such as clay which contains silica, SiO2 along with the oxides of aluminium, iron and magnesium. The average composition of Portland cement is : CaO, 50- 60%; SiO2, 20-25%; Al2O3, 5-10%; MgO, 2- 3%; Fe2O3, 1-2% and SO3, 1-2%. For a good quality cement, the ratio of silica (SiO2) to alumina (Al2O3) should be between 2.5 and 4 and the ratio of lime (CaO) to the total of the oxides of silicon (SiO2) aluminium (Al2O3) and iron (Fe2O3) should be as close as possible to 2.
The raw materials for the manufacture of cement are limestone and clay. When clay and lime are strongly heated together they fuse and react to form ‘cement clinker’. This clinker is mixed with 2-3% by weight of gypsum (CaSO4·2H2O) to form cement. Thus important ingredients present in Portland cement are dicalcium silicate (Ca2SiO4) 26%, tricalcium silicate (Ca3SiO5) 51% and tricalcium aluminate (Ca3Al2O6) 11%.
Setting of Cement: When mixed with water, the setting of cement takes place to give a hard mass. This is due to the hydration of the molecules of the constituents and their rearrangement. The purpose of adding gypsum is only to slow down the process of setting of the cement so that it gets sufficiently hardened.
Uses: Cement has become a commodity of national necessity for any country next to iron and steel. It is used in concrete and reinforced concrete, in plastering and in the construction of bridges, dams and buildings.
An adult body contains about 25 g of Mg and 1200 g of Ca compared with only 5 g of iron and 0.06 g of copper. The daily requirement in the human body has been estimated to be 200 – 300 mg. All enzymes that utilise ATP in phosphate transfer require magnesium as the cofactor. The main pigment for the absorption of light in plants is chlorophyll which contains magnesium. About 99 % of body calcium is present in bones and teeth. It also plays important roles in neuromuscular function, interneuronal transmission, cell membrane integrity and blood coagulation. The calcium concentration in plasma is regulated at about 100 mgL–1. It is maintained by two hormones: calcitonin and parathyroid hormone. Do you know that bone is not an inert and unchanging substance but is continuously being solubilised and redeposited to the extent of 400 mg per day in man? All this calcium passes through the plasma. | https://www.scc-education.com/2015/06/the-s-block-elements-s-block-elements.html |
Literature as a subject has never failed in performing its didactic function as it keeps on teaching individuals moral lessons through the exposition of societal ills in order to correct them. This time around, through William Morris' "The Proud King," literature has exposed a universal issue which is part and parcel of every individual.
The universal issue treated in William Morris' poem, "The Proud King" which also serves as the predominant theme of the poem, is pride. Through his epic, William Morris exposed one of the undeniable features of the human nature as he tells the story of a king (King Jovinian) whose affluence and influence make him compare himself with God. King Jovinian is a very influential and affluential king whose achievements cannot in any way be compared with that of his predecessors:
For no man now could give him dread or doubt,The land was 'neath his sceptre far and wide,And at his back would well-armed myraids shout. (Lines 22 - 24).
Unfortunately, king Jovinian allows pride to take over his senses which consequently makes him compares himself with God:
Then swelled his vain, unthinking heart with pride,Until at last he raised him up and cried,"What need have I for temple or for priest,Am I not God, whiles that I live at least." (Lines 25 - 28).
King Jovinian's insolence angers God who does share His glory with any man. Consequently, God reduces King Jovinian from a prominent man in the society to an ordinary man by making him walk naked before the people he governs and also, causes the hot sun to sorely burn his naked skin. (Line 100).
The lesson every human should learn from king Jovinian's story or experience is "pride goes before a fall." It is an undeniable fact that this moral lesson from king Jovinian's story is same with that of king Nebuchadnezzar and king Herod in the bible whose display of pride reduced them to nothing among their subjects. Whereas God caused king Nebuchadnezzar to eat grasses for seven years by turning him into an animal, He caused worms to feast on the living body of king Herod who consequently died.
In sum, from all indications, William Morris' "The Proud King" is an allusion to these biblical stories and as such, presenting a theme which conforms with the main theme of these biblical stories, thereby showcasing literature as a teacher of global issues which sometimes conform with biblical teachings. The lessons or experiences of the victims of these stories will no doubt serve as a corrective measure to all and sundry who sees pride as something worth displaying. | https://www.tammysenglishblog.com/2017/01/william-morris-proud-king-corrective.html |
Philosophy is a really exciting subject with the emphasis on doing Philosophy rather than simply learning about it. It has the ‘big’ questions at its heart and involves developing a better understanding of ourselves both as individuals and as members of the international community.
The very nature of the Philosophy course, with its particular emphasis on exactly what it means to be human, helps us to understand more about ourselves, our relations with others and why we behave as we do.
This course will encourage you to consider ideas from a variety of perspectives. It builds on the skills acquired in the Theory of Knowledge, encouraging you to question your own assumptions and adopt an open-minded attitude to the views of those who come from other parts of the world, other cultures and other periods of history.
Beyond the classroom
We run an exciting enrichment programme, which includes a student led Philosophy Society, participation in the Inspire Dialogue Foundation's 'Education for Human Solidarity' event, as well as lectures from eminent philosophers including Professor Keith Ward, Professor Simon Blackburn and Lord Rowan Williams.
This course builds understanding of different world views. For example, as you study different concepts of God and different concepts of the nature of humanity, you will become involved in exploring Eastern as well as Western perspectives. By appreciating the importance of cultural diversity on philosophical thinking, you will also develop a greater awareness of yourself as part of an international community.
Philosophy at Higher and Standard Level gives you the opportunity to inquire in an open-minded way and to respond personally to the ultimate questions of human existence. Having followed the course, you should be able to demonstrate knowledge and understanding of philosophical ideas and of the way in which philosophical concepts and arguments are put across as well as to identify and analyse materials of a philosophic and non-philosophic nature and to evaluate the philosophical ideas and arguments in them.
You can study Philosophy at Higher Level (HL) or at Standard Level (SL).
At HL, you will study the core theme plus two additional themes, the prescribed text, the ‘exploring philosophy’ activity and the internal assessment.
At SL, you will study the core theme plus one additional theme, the prescribed text and the internal assessment.
Core theme: Being Human
This theme explores the fundamental question of what it means to be human. Key concepts such as identity, human nature, personhood, freedom, the self and the other, and mind and body are studied. Questions such as ‘What does it mean to be human?’ and ‘Is there such a thing as the self?’ are discussed.
Additional theme: Ethics
This theme looks at the nature of moral judgement, exploring ethical theories and how we make ethical judgements. It asks whether moral principles are universal or relative? It considers meta-ethics, that is, the origins and nature of moral values and how we use ethical language. It will also ask you to apply the principles and theories you have studied to issues such as bio-medical and environmental ethics.
Additional theme: Philosophy of Religion
This theme examines philosophical questions about the nature and existence of God, religious language and its problems, as well as religious experience and behaviour. It will ask you to consider questions such as can we prove the existence of a higher being through reasoning or experience, is spirituality possible without religion and could religion be seen as a purely social phenomenon?
Prescribed philosophical text
We study Nietzsche’s The Genealogy of Morals.
Internal Assessment
You will need to choose a nonphilosophical material such as a piece of music, a scene from a film, a newspaper article or an extract from a book and analyse it in a philosophical way.
Exploring Philosophy Activity (HL)
This is an opportunity for students to deepen their understanding of philosophy as an activity by looking at the nature, meaning and methodology of philosophy. You will be required to compare and contrast an unseen philosophical text with your own experiences of doing philosophy.
Assessment
At Standard Level (SL), this will be by two written papers, one on the core and additional theme (1hr 45 mins) and one on the prescribed philosophical text (1 hr) plus the Internal Assessment.
At Higher Level (HL), this will be by three written papers, one on the core and two additional themes (2hrs 30mins), one on the prescribed philosophical text (1 hr) and one on the exploring philosophy activity (1 hr 15 mins) plus the Internal Assessment. | https://sixthform.stephenperse.com/page/?title=Philosophy&pid=413 |
The Importance of Being Earnest: A Trivial Comedy for Serious People is a play written by Oscar Wilde. The most important themes in the play are: The real nature of marriage and the importance and constraints of moral values.
The importance of marriage in Importance of Being Earnest, is of more of psychological and philosophical theory, but firstly to improve the plot of the entire story. The first speculation about marriage is shown in the opening dialogue between the secondary hero of the play, Algernon and his butler, and really from this point in the play, the importance of marriage goes all throughout the play.
The idea of marriage is presented through the social conventions of the Victorian society, and has the important value in social status and the income effect on it all. The real deal of the play is a debate of marriage being business or the actual enjoyment of marriage as pleasure.
It is shown that marriage is an important topic in the play and that the views of the characters are changed with the importance of love. Off course, in Victorian times, society was not concerned of this question of love, but marriage was a method to get a higher social status and accomplish richness. In Importance of Being Earnest it is all represented as something that is hardly to believe when the real facts of Victorian society on behalf of marriage are taken in consideration.
Another important theme of this play is the importance and constraints of moral values in life.
Morality and the constraints of importance are imposed all throughout the society of the play and through the actual dialogues in the Importance of Being Earnest. Algernon is a kind of character that is not much of moral characters when he is the one that thinks that his servants should set the moral values and standards of the higher classes, meaning that the higher class is represented on how the servants see them. Oscar Wilde is not really a writer that was concerned with the questions of morality. This play can be taken to be the satire on behalf of Victorian society with the idea of morality. What Oscar Wilde really created from the beginning of the play, even with its title, is that Earnest presents this sort of paradox on morality. Having the primary character of the play to play this “double life”, and deceive the other characters is very against moral human values. Wilde really wanted to show that no person is moral enough, and that it is all quite the opposite on the issue of sincerity taken from the Victorian society.
All in all, what really is important as the theme issues in this play is the satirical views of the real Victorian society based in already known facts, and how it is mocked in Oscar Wilde’s mind. Marriage is represented as something that comes from love, when in most cases served as social and economic status in society, meaning also that it is all based on social norms even through the issues on morality. | https://paperap.com/a-review-of-themes-in-the-importance-of-being-earnest-a-play-by-oscar-wilde/ |
Young readers examine the details in an 1821 painting by Jacques-Louis David depicting two sisters who are exiled princesses. They read a tale about the Brothers Grimm, who were writing fairy tales during the same time period that these...
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Aesop's Fables
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Ag Libs
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Introduce: Summarizing Narrative Text with the Fable the Tortoise and the Eagle
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Fable Writing - Interdisciplinary Approach to Social Sciences
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Tales Once Told
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Those Fabulous Fables
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Aesop's Fables
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Which Story Matches the Given Theme?
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Story Elements that Support the Theme
Three great graphic organizers guide readers to see how the elements of plot and main idea can be charted to reveal the theme of a story. Model the process on the provided Direct Teaching Teacher Graphic Organizer using Aesop’s The...
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Moral/Lesson: The Magic Pillow
What details convey the moral of a story? This question guides a study of showing writing. After reading and discussing the moral of the Chinese fable “The Magic Pillow,” young readers use a graphic organizer to record the details from...
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Identifying Text Features of a Self-Written Fable
Make learning the parts of a book fun by having pupils construct their own glossary entries, table of contents, and title page. Beginning with a review of text features and a hunt for examples, kids use previously written fables to...
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Audio Aesop: Listen to the Lesson!
Aesop's Fables are the focus of this language arts instructional activity. Young philosophers study and discuss the morals found in the most famous of Aesop's Fables. They write an original fable that teaches a common moral. A "Fable...
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How to Make Plurals of Words That End In "f" or "fe": A "F"able
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Aesop and Ananse: Animal Fables and Trickster Tales
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Introduction to Myths, Fables, and Legends
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The Tortoise and the Hare-Compare and Contrast
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Readers Theatre Scripts
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Brainstorming Graphic Organizers
Made up of six graphic organizers, this packet covers fable, fairy tale, folk take, legend, myth, and tall tale. Each page is intended to help an individual prepare for composing one of these genres.
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Learn about Fables
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Birds of a Feather, An Interdisciplinary Unit: Language Arts Wing
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Understanding Theme with Fables
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Traditional Literature: Myth, Legend, Fable, Folktale
Review the values of traditional literature. Each slide traces the history of oral storytelling, prominent literary figures, and explores the values of teaching through traditional literature. The presentation could be used as a teacher... | https://www.lessonplanet.com/search?concept_ids%5B%5D=13511&keywords=&page=3 |
For conrad, good and evil aren't as different as they might seem conrad often uses light, not as a symbol for goodness or enlightenment, but as a foil to a darkness that it eventually collapses into. Essay about joseph conrad's heart of darkness - an analysis of joseph conrad's heart of darkness the early years of joseph conrad were rather unpleasant, but he managed to prevail and became a prolific writer of english fiction. The theme of human nature in heart of darkness by joseph conrad pages 2 words 932 view full essay more essays like this: heart of darkness, joseph conrad, novel analysis, theme of human nature not sure what i'd do without @kibin - alfredo alvarez, student @ miami university. Themes in heart of darkness joseph conrad's works generally deal with the themes of pursuit of meaning in a mysterious world, the separation of self in the new society, and the struggle between the civilization and barbarity. Heart of darkness study guide contains a biography of joseph conrad, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.
“droll thing life is -- that mysterious arrangement of merciless logic for a futile purpose the most you can hope from it is some knowledge of yourself -- that comes too late -. Joseph conrad's heart of darkness submitted 1 but darkness is the theme, not the beautiful maybe that's why the book is so fascinating one could easily make connections from conrads life marxism is also pretty easy to see in the novel there's the proletariat (indigenous people) and the bourgeois (kurtz and other whites). Further study test your knowledge of heart of darkness with our quizzes and study questions, or go further with essays on the context and background and links to the best resources around the web.
Heart of darkness plays with the genre of quest literature in a quest, a hero passes through a series of difficult tests to find an object or person of importance, and in the process comes to a realization about the true nature of the world or human soul. In heart of darkness one major theme, if not the ruling theme is that civilization depends for its conquest of the earth on a combination of lies and forgetfulness conrad’s debt to nietzsche seems nowhere more apparent. This theme is explored quite closely in the literature ‘heart of darkness’ by joseph conrad the aim of this paper will be to discuss the concepts of madness and insanity and how they are encountered in the above mentioned novel in an attempt to answer the above question.
The project gutenberg ebook of heart of darkness, by joseph conrad this ebook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. - heart of darkness by joseph conrad theme: the classic theme of good versus evil is found in the novel it is represented by the idea of conflict between the civilize world and the savage world as well as the contrast of light and darkness. This article aims to analyze conrad’s life story and his most famous work heart of darkness joseph conrad marlow feels darkness and senses evil as he approaches to kurtz when they get close to the inner station, the place where kurtz lives, they are attacked by a group of natives shooting arrows joseph, “heart of darkness. Criticism of racism in joseph conrad’s heart of darkness introduction criticism on novel marlow’s role description kurtz’ portrayal criticism on racism in heart of darkness conclusion the issue of race within modern and classic literature has always been and will continue to be a contentious issue of discussion prevalent throughout society and especially educational facilities.
Joseph conrad's heart of darkness joseph conrad's novel heart of darkness written in 1902 is an overwhelming chronicle of marlow's journey into the heart of the african continent it is one of the most influential novels of the twentieth century. Joseph conrad, heart of darkness the novel heart of darkness by joseph conrad is an exploration of ambiguity, moral confusion and hypocrisy it explores the idea of the choice between the two evils. A summary of themes in joseph conrad's heart of darkness learn exactly what happened in this chapter, scene, or section of heart of darkness and what it means perfect for acing essays, tests, and quizzes, as well as for writing lesson plans.
Hey guys, i recommend reading heart of darkness before reading this post, if you have the time so i just finished re-reading heart of darkness for the 3rd time (fantastic novel by joseph conrad, released in 1899) and i've been drawing some startling similarities between 'kurtz' and 'griffith. Heart of darkness style of joseph conrad a narrative-style is what distinguishes a writer and defines his class it is a particular manner of an individual literary work which may include structures, vocabulary, imagery, symbolism, irony, sarcasm, tone, philosophy and treatment of the topic in a particular manner. Heart of darkness is a novella written by joseph conrad it is widely regarded as a significant work of english literature and part of the western canon the story tells of charles marlow, an englishman who took a foreign assignment from a belgian trading company as a ferry-boat captain in africa.
Like many of conrad's novels and short stories, heart of darkness is based in part upon the author's personal experiences in 1890, after more than a decade as a seaman, conrad requested the. When marlow talks of london being a dark place, the theme of civilization versus savagery comes into play marlow’s aunt believes he is an emissary of light, being sent into the darkness. Darkness, as depicted in joseph conrad's, heart of darkness, means the existence of inherent evil that are practiced by humanity moreover, darkness has been linked to colonization that regards to exploitation of the people and natural resources by the colonialists.
2018. | http://moessaytnat.designheroes.us/the-theme-of-evil-in-joseph-conrads-heart-of-darkness.html |
RE is concerned with an exploration of the important aspects of life and what it’s like to be human. It provides opportunities for pupils to ask questions, seek answers and develop ideas in a quest to discover more about their own identity and that of others. RE can provide a context for the exploration of moral and ethical opinions and dilemmas by learning about lifestyles and behaviour. It can help our pupils to understand the power and meaning of belief and religion for individuals and communities in the United Kingdom and across the world. Within their learning in RE, pupils develop specific attitudes that are open, reflective, and critical and a skill base which allows them to be curious, play with ideas, empathise, listen, imagine, question, make links and reason. Our Aims & Ethos (and other related policies) describe the attitudes and approaches we place great emphasis on. RE can play a key role in developing and sustaining this ethos. Similarly, Kerr Mackie Primary School is a happy and healthy place to learn, and RE can actively support this by providing an opportunity to learn about each other and celebrating our beliefs and choices. To learn about our similarities and differences is important to support our ethos. Teaching and learning in Religious Education actively promotes fundamental British Values of individual liberty and mutual respect and tolerance of those with different faiths and beliefs. How is RE taught? At Kerr Mackie Primary, we want our pupils to learn about religion:
- to develop a knowledge and understanding of religious beliefs and teachings
to explain meanings within religious language, story and symbolism
- to develop a knowledge and understanding of religious practices and lifestyles
- …and to learn from religion:
- to reflect on aspects of human nature, identity, personality and experience especially in the light of one’s own beliefs and experiences
- to identify and respond to questions about the nature, meaning and purpose of life
- to give informed and considered responses to religious and moral issues
The subject of RE is taught in line with recommendations laid down by the state and the Leeds local authority. At Kerr Mackie, RE is taught as a separate subject. We often teach the subject around a theme, which could be festivals, buildings or special books. Teaching in this way helps children to compare and consider everybody, ultimately leading to greater understanding and respect.
We provide a range of after school sports activities and some of these are free and others are provided by other professionals. There is a small charge for some courses.
Circle Time
The Circle Time lessons last about half an hour and are designed to allow appropriate discussion of the key issue highlighted in the ethos statement, depending on the age of the children. The teachers make the sessions fun by including games and energising activities but they have a clear purpose in bringing vital issues to the attention of the children.
Personal, Social & Health Education
At Kerr Mackie we follow the You, Me PHSE scheme which is recommended by Leeds City Council and Ofsted recognised. Each class has a 30-minutes weekly session which follows the agreed scheme or relates to recent world or school events.
- The You, Me PHSE scheme covers the following elements:
- Physical Health and Wellbeing
- Drug, alcohol and tobacco education
- Identity, society and equality
- Keeping safe and managing risk
- Mental health and emotional wellbeing
- Sex and Relationship education
- Careers, financial capability and economic wellbeing
Please note all coverage is age appropriate and deals with all subjects with the upmost respect to all of our school community. If you have any concerns or questions regarding your child’s education within this subject, please contact Mrs Hunt. | http://kerrmackie-primary-school.org.uk/other-subjects/ |
How do you know what the theme of a story is?
If you understand your plot, the parts your characters, especially the protagonist and the antagonist, play in the story, and the effects this plot will have on your characters’ lives, you will find the meaning of your story. Once you understand the meaning, you will find the theme.
What is a theme in literature?
A literary theme is the main idea or underlying meaning a writer explores in a novel, short story, or other literary work. The theme of a story can be conveyed using characters, setting, dialogue, plot, or a combination of all of these elements.
What are the four steps to identify a theme?
How to Identify a Theme in Four steps
- The Four Steps TO Identify A Theme.
- Step 4: Make a Generalization.
- Step 1: Understand the MAin Character.
- Things to know beforehand:
- Step 2: Identify the conflict.
- Step 3: Know How the Conflict is Resolved.
What does identify the theme mean?
Identifying Theme. Theme is the main idea or underlying meaning of a work of literature. Examples of Identifying Theme: Theme should be stated as a complete sentence, rather than a one or two word answer.
How do you identify a theme?
the idea the writer wishes to convey about the subject—the writer’s view of the world or a revelation about human nature. To identify the theme, be sure that you’ve first identified the story’s plot, the way the story uses characterization, and the primary conflict in the story.
What are some examples of theme?
Common Theme Examples
- Compassion.
- Courage.
- Death and dying.
- Honesty.
- Loyalty.
- Perseverance.
- Importance of family.
- Benefits of hard work.
What is a universal theme?
A universal theme is an idea that applies to anyone regardless of cultural differences, or geographic location. Universal themes are ways to connect ideas across all disciplines. It is a central idea about the human condition. It is a generalization about life or human nature; they deal with basic human concerns.
What is English theme?
Theme is defined as a main idea or an underlying meaning of a literary work, which may be stated directly or indirectly.
How do you write a theme?
If you’re struggling to recognize a theme for your story, consider the following tips:
- Seek Universal Themes.
- Choose a Theme That Sticks With Your Reader.
- Start With Another Story Element.
- Create an Outline.
- Weave Your Theme Throughout the Narrative.
- Include Multiple Themes.
- Don’t Limit Yourself.
How do you teach theme in literature?
11 Essential Tips for Teaching Theme in Language Arts
- Meet your students where they are.
- Start with concrete details.
- Clarify the difference between theme and main idea.
- Scaffold the learning.
- Use essential questions.
- Ask story-specific questions, too.
- Approach theme from different directions.
- Accept a range of answers.
How do you identify a research theme?
In addition to word- and scrutiny-based techniques, researchers have used linguistic features such as metaphors, topical transitions, and keyword connectors to help identify themes. Schema analysts suggest searching through text for metaphors, similes, and analogies (D’Andrade 1995, Quinn and Strauss 1997).
What is the difference between a topic and a theme?
The main thing to remember about topic is that it pertains to the story’s “what.” It’s driven by facts and specifics, whereas theme deals with the big picture and overall meaning that reveal why the story matters.
Can themes be one word?
Themes are often distinguished from premises. The most common contemporary understanding of theme is an idea or point that is central to a story, which can often be summed in a single word (for example, love, death, betrayal). A theme may be exemplified by the actions, utterances, or thoughts of a character in a novel.
How do you identify the theme of a poem?
Theme is the lesson about life or statement about human nature that the poem expresses. To determine theme, start by figuring out the main idea. Then keep looking around the poem for details such as the structure, sounds, word choice, and any poetic devices. | https://www.inkbottlepress.com/useful/quick-answer-how-to-identify-theme-in-literature.html |
In lieu of an abstract, here is a brief excerpt of the content: The Theory of the Novel: Essays on Language, Literature, and the Inhuman.
They are delightful in every way.
She was the only female member of the Inklings if only an honorary member. Secondly, her novels are filled with brilliant and profound social commentary, literary allusions, and political commentary as well as offering keen observations about human relationships.
Additionally, much of the commentary is uttered in an almost flippantly comic way by her protagonist Lord Peter Wimsey. Nonetheless, there is much to challenge the mind of a close reader.
Like everything else that she writes, she was incredibly thoughtful about both her content and her form. For Sayers the true detective story is an inherently moral story.
The true detective story, for Sayers, is the one which gives the reader all necessary information to solve the mystery. The detective never has information kept secret from the reader. Sir Arthur Conan Doyle did not write true detective stories according to Sayers. And the morality of the story is imbedded in its very form.
Each story begins in chaos, a dead body, and the entire story moves toward justice and the restoration of order. In a modern world that increasingly denies that there is any order or any real virtues like truth and justice, the detective story creates a longing in us for the very things that our culture rebels against.
We hate this chaos created by the dead body and we desperately want to see the truth revealed and justice enacted. We want to see good guys rewarded and bad guys punished. Our souls cry out for order to be restored.
And if the book fails to deliver, readers rebel! So there is this sense that reading detective novels rightly orders our affections. They cause our souls to long for all the right things.
And it makes a lot of sense that the more disordered we become culturally, the more popular detective stories are. Look at the bestseller lists.
What are people reading?
A whole lot of people are reading a whole lot of detective stories. Additionally detective stories are redemption stories. The nature of the crime at the beginning of the book disrupts a community—a family, a school, a vacation lodge, a train, even a dinner party.
Some community is disrupted and the members of the community are broken apart and become isolated by suspicion and distrust and fear.
When the mystery is unraveled and the bad guy is caught, order is restored. Yes, and justice is enacted.
But more importantly, with the removal of the criminal and the threat to the community, the community is restored.
5. Didacticism and Morality in the Novel and Children's Literature By Phyllis Bixler George Lukacs. The Theory of the Novel: A Historico-philosophical Essay on the. Morality definition is - a moral discourse, statement, or lesson. How to use morality in a sentence. a moral discourse, statement, or lesson; a literary or other imaginative work teaching a moral lesson; a doctrine or system of moral conduct See the full definition. SINCE LAW, LITERATURE AND MORALITY IN THE NOVELS OF CHARLES DICKENS LARRY M. WERTHEIMt "In Hell there will be nothing but law, and due process will be meticulously observed."'.
Trust and love are restored. And the reader feels a deep satisfaction with that resolution. As the scholar Northrup Frye says, at the end of a comedy which is a redemption story the reader feels in his soul, this is how it should be.
This is how it should be.
And writers and publishers of detective fiction know how important this resolution is. They know that audiences require it.
Because the pattern is written on our hearts and we need it played out. We need to see the fall of the villain.Feb 26, · The BBC Talks were described and ordered differently to the book made of the talks called ‘Mere Christianity’.
Here is the original titles and order from the Radio Times Magazines. Save the moral compass and the book to get e-mail alerts and updates on your eBay Feed. + Items in search results. William Bennett Collection ~ The Book of Virtues and The Moral Compass Pre-Owned.
$ or Best Offer. Free Shipping. 5 items found from eBay international sellers. Books shelved as moral: Beyond Good and Evil by Friedrich Nietzsche, Common Sense, The Rights of Man and Other Essential Writings by Thomas Paine, The Vi.
Adam Smith's Theory of Moral Sentiments () lays the foundation for a general system of morals, and is a text of central importance in the history of moral and political thought.
What are a few classic novels (Victorian era) with major themes of morality that are still relevant in today's society? Morality and the novel Unknown Binding – by D. H Lawrence (Author) Be the first to review this item. See all formats and editions Hide other formats and editions.
Price New from Used from Unknown Binding, "Please retry" Author: D. H Lawrence. | https://lisizepohohilihob.urbanagricultureinitiative.com/morality-in-the-novels-12490os.html |
ESL lesson on the theme of English for human resource, students look at the benefits that society could have if they offered paternity leave. There is also an exercise on graphs and charts for students to identify key features in a data source. Students will learn and understand key vocabulary and language for describing charts and graphs, which is essential for English language learners.
It focus on practicing key skills related to reading, speaking, collaboration and critical thinking. You will need at least 90 minutes to complete this lesson, if used as a flipped ESL lesson. However, lesson can run up to 3 hours ( consider two 90-minute lessons or for university teachers adjust as needed).
While targeting intermediate and upper-intermediate language learners of English, it is highly adaptable as it have been purposely designed to faciliate mixed-levelled classes. This includes in a tertiary institution such as a university or within a professional environment, targeting professionals. | https://www.sweetlingua.com/esl-lesson-plans/english-for-hr-parenity-leave/ |
The play The School for Scandal by Sheridan and Burke’s A Philosophical Enquiry explore human nature, and the complexities that emerge from social interactions, or perhaps more internally, through our own disposition. Sheridan’s satire took on the scandalmongering of the trendy London society of 1770 with stock characters, such as the flirt, the gossip, the wastrel, the bore, and the rich uncle, among others. In The School for Scandal, personified names, witty dialogue, and schemes all intertwine, creating a successful play. The thesis of this essay aims to compare both the play, more specifically the final act, and Burke’s Enquiry, and explore their similarities and their respective ways of portraying human emotion and human nature in their own ways.
Crucially, Burke raises an important explanation as to why humans act in the way that they do, due to his Philosophical Enquiry focusing on sympathy, and its effect on tragedy and imitation. He states that ‘the objects which in the reality would shock, are in tragically…the source of a very high species of pleasure’ essentially claiming that any pain inflicted on a person will always trigger sympathy from a person, almost without realisation. Clearly, this idea is reflective of a society in London whose very existence, at least in Sheridan’s plays, depends on scandal and the demise of others. From the two antagonists, Lady Sneerwell and Joseph Surface, who seek to destroy the relationship between the frivolous, and indulgent Charles Surface, to the double-deceiving servant Snake, all of whom live for scheming and sabotage – all prove Burke’s theory, insinuating that humans, essentially, thrive of others’ misfortunes. Additionally, Burke raises the significance of ‘Imitation,’ in which there is a consensus of ‘belonging’ which may not necessarily may be a product of societal influence, but much rather, something which is engraved into our human nature.
Thus, a direct comparison can be made with Sheridan’s play through his characterisation, more overtly in the character of Mrs Candour, who can create the theme of hypocrisy, despite her little to no stage presence, due to her supposed disapproval of gossip despite being ruthless in her spreading of gossip. She directly demonstrates Burke’s theory of imitation, as she spreads rumours mainly because of the fact it was effectively in fashion, and perhaps a little for her own enjoyment – which again, Burke discusses in his inquiry. Sheridan’s intentional use of satirical comedy and hypocrisy allowed him to correct social absurdities – perhaps acting as a social commentator, much like Henrik Ibsen in his play A Doll’s House gender inequalities in a physical and emotional sense, or even Arthur Miller’s in the play All My Sons begging the question, what is more important, family or your role for society? Indeed, these plays take more serious approach to their respective issues, which is exactly what Sheridan avoids doing, which might have more success in the eyes of Burke. The discussion of the ‘sublime’ defined as ‘the contemplation of a landscape or of a dramatic tragedy is often painful and threatening.’ Perhaps Burke would have argued that if Sheridan avoided his satirical style then he might have had a deeper and more intellectual effect on his audience, meaning his would have achieved his theatrical aim more successfully. However, as Sheridan’s play and Burke’s Philosophical Enquiry have differing forms, catechising the question, is there still a valid comparison between the two? While their forms may differ, there still can be a strong synergy between the two texts, as Burke’s analysis provides central theories on human sentiment, all of which is fundamental to Sheridan’s play.
With regards to reception, evidently both works together received positive and negative criticism, challenging their authority of their texts, and ultimately their ability to accurately reflect a reality with success. With a focus on the final scene of Sheridan’s play, where the Peripeteia is made clear to the audience, we can unravel all the lies and sabotage through unintentional admission of guilt (or in the case of Lady Sneerwell, understand a character left with no other choice). Critics such as James Thompson, argue that ‘It is, moreover, a poorly, or at least a very loosely, constructed play, with two separate plots clumsily grafted together’which is veritable, as Moore fills ‘The Life of Sheridan’’ with extracts of notes and drafts from two distinct plays – one containing the machinery of the scandalous college, to have possibly being called ‘The Slanderers’, and the other setting before us ‘The Teasles and the Surfaces’ This lack cohesiveness, and difficulty in finding a tangible plot contrasts entirely to Burke’s writings. Of course, his works have had massive appraisal and add an immense magnitude on the literary works; even his writing style and fluidity is prized ‘wrote marvellously, with incredible freshness of imagery and inexhaustible passion—a passion informed by principle’ It could be inferred that Burke understood society as The University of Bookman explains: ‘Burke understood that the modern world had lost its center, that it was in an intellectual and spiritual mess. He scented the rise of totalitarian ideological thinking in the French Revolution and its aftermath’ Burke’s full comprehension of the world he lived in allows him to explore, define and explain certain emotions, and the reasoning behind them. Therefore, Burke can reflect a reality with authority, and with concrete evidence, whereas Sheridan is simply reflecting the society that he lived in a romanticized, witty and with a playful attitude.
Nevertheless, in order to criticise both works with regards to reality, it is important to understand the difficulty in defining ‘reality’ as a concept – Young argues that ‘Literature is thus consumed by the ideological preoccupations of the critic’s perceptions of current reality’ meaning that reality is a personal mode of thinking, it’s defined by a variety of influences varying from person to person – This means that Burke’s Philosophical Enquiry is only reflective of a reality that he believes, and the same approach must be taken for any critical analysis of both Burke’s and Sheridan’s works. This is a vital factor in comparing the two works: but, both raise important issues in their own ways. From the overall voice of Burke’s inquiry, it takes an informative tone while simultaneously consistently asking the reader to consider their own actions in certain situations, using interrogative statements such as ‘But suppose a fatal accident happened…who would have never been content to see London in all its glory?’ which a more direct way of encouraging reflection, rather than the wit shown in Sheridan’s play in the last scene ‘And may you live as happily together as Lady Teazle and I intend to do!’ with its satirical tone.’
A major comparison can be made from both The School for Scandal and A Philosophical Enquiry with regards to gender and the ‘Sublime’. Burke begins to discuss this in ‘that this passion may either partake of the nature of those which regard, self-preservation, and turning upon pain may be a source of the, sublime or it may turn upon ideas of pleasure’ Which has strong connotations of a being male, and a patriarchal force as critics suggest. A similar exploration of male attributes, in the character of snake in Sheridan’s play. Is snake representative of male evil as deceives twice, both his victims and his accomplice? Or does he represent the man of the time, or even Joseph Surface’s interior motives – perhaps highlighting the moral corruption that exists. Although, Snake begs for forgiveness ‘I live by the badness of my character; and, if it were once known that I had been betrayed into an honest action, I should lose every friend I have in the world.’ Linking to Burke touching upon the desires to feel included, and a part of a group. Even those that commit wrong doings create a group, the desire the imitate others actions despite full acknowledgement of their actions. Sheridan is able to successfully show the audience that such actions exist, and one does not need to hide behind their true self. The remaining actors all fulfil Snake’s wishes of keeping his good actions secret, to show the audience that they shouldn’t accept that, almost mocking their ignorance of Snake. The characters are able to sympathise with Snake, showing that they all fear social exclusion and ostracising – a trait defined, and explore by Burke. Furthermore, links can be made with the Peripeteia of the play and tragedy as explained by Burke ‘it is absolutely necessary my life should be out of any imminent hazard before I can take delight in the sufferings of others’. This statement summarizes the entire catalyst of the play, in that the characters ensure that they are not in harm’s way before they gossip about each other, they mock anything until it concerns themselves. Therefore, a strong argument could be made, suggesting that Sheridan was fully aware of the selfish attitude among the 18th century society, simply by satirising what happens every day in a scandal ridden London.
Evidently, both The School For Scandal and A Philosophical Inquiry share distinct similarities in their explorations of human sentiment, and the reasoning behind them. Burke takes a more informative approach, encouraging a reflective attitude about an ignorance of others feelings after distress, that society incites this. However, Sheridan dramatized message through wit, humour and scandal ensures that his audience are aware of the scandal and absurdities that exists around them, perhaps more directly promoting self-reflection, more so than Burke. From an academic perspective, one would favour Burke’s Enquiry, but for a more expansive comprehension of human sentiment, and to target society as a social commentator, the writer who excels in this regard is Sheridan. | http://literatureessaysamples.com/category/a-philosophical-enquiry-into-the-origin-of-our/ |
In folktales, the number 3 occurs many times. Such as,
3 characters
3 days/nights
3 events
3 problems to solve
One song repeated 3 times
Basics
Character Setting Plot
Themes
Compassion, Generosity, Humility
Trickster
Fables
Pourquoi
Fairytales
Tall Tales
Folktales are, most importantly, spoken. In culture, folktales are known as "oral traditions."
Folktales are meant to explain wonders of the world.
Folktales are meant to teach a moral lesson.
Types of Folktales
The main character is a clever trickster that usually makes problems for the other characters. This main character usually goes unpunished.
There is always some lesson to be learned, but the lesson is not written. The reader must understand the lesson. The characters are usually animals with human qualities.
The story is to explain why something in nature is the way it is OR how something in nature happens
Characters are usually only good or evil with an obvious hero. Characters can do magic. Story begins with "Once upon a time." Hero usually wins by kindness, honesty, or courage.
Character
Flat, simple, easy to identify
Stereotypes
Heroes are often isolated
Setting
Removed from the "real world"
Described in vague, unclear terms
"Once upon a time..."
"Long ago, in a dark forest..."
Plot
Short and simple
Formula: journey, quick and unexplained conflict, happy ending
A folktale theme tends to a "rite or passage" or a character growing up, becoming independent, learning about sacrifice, etc.
"Wisdom comes through suffering."
Characters, setting, and plot are exaggerated and impossible, but usually include real places and real people.
The Ant and the Grasshopper
What kind of folktale is this?
What is the problem?
What is the resolution?
What is the lesson?
Aesop and his Fables
Aesop's writings are dated 620-464 B.C.
Most traditional fables are said to be written by Aesop:
have a lesson, plants and animals have human characteristics, and--if there is a human--they have little human-to-human contact.
Tall Tales
(Legends)
These ARE specific to a place
These EXAGGERATE or HIGHLIGHT a cultural worldview
STILL for children
STILL simple characters
STILL spoken stories
STILL shows us a lot about culture
STILL an element of magic/unreality
*
with a little
Porquoi
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Elements of Folktales
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Please log in to add your comment. | https://prezi.com/74k51ma7jg1d/elements-of-folktales/ |
I. What is a Parable?
A parable (pronounced PAIR-uh-bull) is a short story used to illustrate a moral or spiritual lesson. It comes from a Greek word meaning “comparison.”
II. Examples of Parable
Example 1
Perhaps the most famous parable is that of the Boy Who Cried Wolf. In it, a young boy enjoys yelling “wolf” and laughing as the adults in his village run around in a panic. But one day, he sees an actual wolf, and cries out “wolf” to try and get someone to save him. But no one believes him anymore, and no one comes to help. This story is extremely memorable for children, and seems to stick in our minds better than the simple statement “don’t lie.”
Example 2
A famous parable in Western literature is that of the Good Samaritan. In this short story, Jesus is illustrating what it means to “love thy neighbor as thyself.” He tells a story about a traveller being beaten and robbed on the road. Several people pass by without offering help, but finally a Samaritan comes along, dresses the man’s wounds, and helps him get to a nearby inn. The lesson is that we should always be ready to help those in need, and the popularity of the phrase “Good Samaritan” in the modern world shows how influential the story has been.
III. The Importance of Parables
As human beings, we respond more strongly to stories than to arguments and theories. Our brains seem to be hard-wired to think in terms of narratives, and parables usually affect us more deeply than simple principles stated out loud. For example, if you were told the story of the Boy Who Cried Wolf as a child, you probably remember it pretty well – that story has a profound impact on many children because of its simplicity and the grim fate of its main character. If an adult simply told you not to lie, you may not have understood why, but the story makes the lesson as clear as can be.
IV. Examples of Parable in Literature
Example 1
Each Canto (chapter) of Dante’s Inferno can be read as a short parable. In each chapter, the poet walks to a new region of Hell and sees a different kind of sinner being punished in a unique and poetically appropriate manner. These tales are intended to help the reader realize the nature of sin and of God’s design as a whole.
Example 2
The timeless fables of Aesop are parables – specifically, they are apologues. “The Fox and the Grapes,” for example, tells of a fox who is frustrated because she cannot reach some grapes hanging off a ledge. She finally gives up, bitterly pronouncing that she does not want the grapes after all – but really she’s just annoyed that she can’t have them. This shows an extremely common human behavior of pretending not to want something merely because it is beyond our reach.
V. Examples of Parable in Popular Culture
Example 1
There are two wolves fighting in each man’s heart. One is Love, the other is Hate.
Which one wins?
The one you feed the most.
This short parable from the movie Pathfinder expresses the importance of self-control and the fact that emotions can be self-reinforcing. The lesson is that we can make a conscious choice to engage with our more positive emotions rather than negative ones. However, by expressing that lesson through a story, the parable makes it much more memorable and colorful.
Example 2
The “Parable of the Polygons” is an interactive online story about prejudice. In it, players must try to rearrange a fictional “society” so that everyone is happy and no one is out of place. Yet they discover that this is almost impossible due to small, almost imperceptible biases held by the imaginary “characters.” In the end, we see that a segregated and biased society can occur even when its members are tolerant and broad-minded. Though it’s expressed through a game rather than a traditional story, this parable works the same as any other – it absorbs players just like a good story absorbs readers, and delivers its lesson in a highly memorable way.
VI. Related Terms
Exemplum
“Exemplum” means “example,” and it often refers to a story used to illustrate a point. Thus, a parable is one type of exemplum – it’s an exemplum illustrating a specifically moral point.
Morality Play (or Morality Tale)
These days, you’ll often hear the term “morality play/tale” applied to parables. People sometimes use this term, for example, to refer to “The Boy Who Cried Wolf.” But technically, a morality tale has a narrower meaning. It’s a short story that tells a moral lesson by having moral concepts as characters.
For example, in a classic morality tale you might have a character walking along down the street when Wrath or Lust appears to tempt the main character off the righteous path. Then Temperance or Patience might appear and make counter-arguments, and ultimately the character will learn something about the nature of morality. When you think of a morality play/tale, think of the moments in cartoon movies when an angel and a devil appear on the main character’s shoulders to try and sway their decisions. This is the modern equivalent of the classical morality play.
Apologue
When a parable has exaggerated details and whimsical features such as talking animals, it’s sometimes known as an apologue. Apologue is one of the most popular types of parable, especially for telling stories to children (Aesop’s Fables, for example, are generally apologues). | https://literaryterms.net/parable/ |
Through out my study of literature it has taught me a lot about the different concept and structure of it. Learning to keep your mind focus on the different point of views that the authors provides you with can be very confusing, especially when you not into this kind of work of art. But as I started to read more in this class, it shows you how to affect yourself more with the passion of literary. Just to learn how to identify the theme of the story give the reader a message, it could be about life, society, or the human nature. The word theme can be define as “A topic of discourse or discussion, An idea, point of view, or perception embodied and expand upon in a work of art, or A short composition assigned to a student as a writing exercise.” (Webster’s II New Riverside University Dictionary). Even though understanding literature can be difficult for some people to comprehend, learning to identify the theme and the literary elements helps you to focus more on developing it meaning.
Research states that the theme is a broad idea, message, or moral of a story. It even goes to say that it is the central message of a literary work. But mainly to me whenever I want to identify the theme in a story I think of it as the main idea, or ask myself what the author is saying in the story. As I read the text the author “explain”? the theme as been define as “A story that representation the idea behind the story” (Clugston, R. W. 2010). As you continue to read the information that the author provides you with you learn that the theme also goes beyond the plot, by telling you what the story is about (Clugston, R. W. 2010).
Truly, I think when the author Kate Chopin wrote this story, “The Story of An Hour” she was thinking about a friend, a love one, or herself that was going through a stage of depression, since her husband death and heart disease.... | http://www.termpaperwarehouse.com/essay-on/The-Story-Of-The-Hour/135416 |
The 4th Essex County Freeholder District contest spilled into the 5th this weekend, as GOP candidate Steve Rogers demanded that Democrat Brendan Gill repudiate a suggestion of county corruption made by Gill’s running mate, 4th District Freeholder Len Luciano.
“Mr. Gill is running with a man who right now is failing to demonstrate the character needed to represent the people of Essex County,” said Rogers. “I want to know if Mr. Gill is still standing in Luciano’s corner.”
At a debate in Verona last week between Luciano and his Republican opponent, Cedar Grove Deputy Mayor Joe Chiusolo, Luciano accused his opponent of “being on the take” because of a business transaction Chiusolo had with the county.
“Mr. Gill needs to tell voters now if he believes Luciano is withholding information, or if he lied in an attempt to discredit his opponent,” said Rogers, a retired law enforcement officer from Nutley. “This is an integrity test for Mr. Gill, who claims he is not just a party line person. Is he going to fall in line with his party and try to ignore a serious allegation by a sitting freeholder, or is he going to show us that he has the personal integrity to denounce Freeholder Luciano’s actions.”
The statewide director for U.S. Sen. Frank Lautenberg (D-NJ), Gill refused to distance himself from Luciano, whose supporters said the freeholder garbled his delivery at the debate.
“He has my support personally and the support of the Essex County Democratic Organization,” Gill told PolitickerNJ.com, referring to Luciano. | https://observer.com/2011/10/gop-stays-on-offense-with-luciano-remark-in-essex/ |
Veterans Suicide Facts, Prevention, and Help
The tragedy of suicide impacts many people in America. According to available information, suicide is the 10th leading cause of death in the country today. In 2018, we lost 38,344 Americans to suicide, with mental illness and substance use disorder largely to blame for these tragedies.
Veterans are more likely to die by suicide than the rest of the population. According to available information, veterans are 150% more likely to die by suicide than people who did not serve in the military. Those numbers are even higher for female veterans, who are 2.2 times more likely to die by suicide than their male counterparts. Despite a concentrated effort by numerous stakeholders in this area, those numbers continue to rise.
In 2017, 6,139 veterans died by suicide. Unfortunately, those numbers continue to rise and remain at an average of 6,000 annually. As has been widely reported in the media, this means that roughly 22 veterans and active duty military members die every day by suicide. Even though the US has fewer veterans than in past generations, the number of suicides is still increasing.
Risk Factors for Veteran and Suicide
While veterans are more likely to die by suicide than the rest of the population, certain risk factors make someone even more likely to die by suicide within the veteran community. These include:
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Gender: Female veterans die by suicide at higher rates than male veterans.
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Post-traumatic stress disorder (PTSD) or traumatic brain injuries m(TBI): Multiple studies have linked these two specific disorders with increased suicide attempts.
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Sexual dysfunction: Sexual dysfunction, an unfortunate side effect of combat injuries, is linked to increased suicidal ideation.
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“Standard” factors: The same factors that increase suicide in the general population also apply to veterans. This includes housing stability, healthcare, economic prospects, and more.
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Substance use disorders: Substance use disorders using substances such as alcohol, drugs, or other prescription medications are directly linked to an increased risk of suicide.
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Insomnia: Sleeping disorders and veterans is tied directly to a rise in suicide risk.
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Access to Firearms: Approximately one in five veteran suicides are attributed to firearms.
All of these factors can interact with each other. For example, substance abuse can lead to insomnia, and these two factors, insomnia and substance abuse can increase suicide.
Substance Use Disorder and Veteran Suicide
Much like the link in the general population between substance abuse and suicide, there is a link between veterans’ substance use and suicide. For example, a 2019 study directly tied a rise in opioid use and veterans to suicide. Another study from 2017 specifically noted that veterans’ substance use disorders increased the risk of veterans dying by suicide. The risk varied depending on the substance in question, with sedative abuse tied to the most significant risk.
Mental Health Stigma and the Military
Despite the increased attention that suicide and mental health has received over the past decade, stigma still plays an outsized role in preventing military veterans from getting the help they need.
The military acknowledges this problem and attacks it aggressively, with multiple Executive Orders and policies specifically attempting to address stigma reduction via training and public awareness campaigns. However, it has been noted by many that the culture of the military is one that often creates a false sense of bravado and “toughness,” and this attitude can often prevent help-seeking behaviors.
In addition to stigma campaigns, the military actively combats stigma by expanding mental health availability and encouraging top commanders to discuss mental health issues openly.
Signs Someone Is Struggling
It isn’t always clear, and every person is different. However, there are often signs that someone is struggling with mental illness and may be considering suicide. This includes:
Signs of withdrawal from previously enjoyed activities.
A sense of relief, as if a burden has been lifted from the person in question.
Giving away prized personal possessions.
Talking about suicide, hurting oneself, ending one’s life, or how the world would be better off without them.
Suicide Prevention for Veterans
Appropriate measures can be taken to help reduce suicide among veterans. Prior reports and studies have examined the effectiveness of existing models and found that available programs can reduce suicide among veterans. These include specific prediction models, like the Army STARRS model and programs that specifically assist military veterans returning to civilian life.
Suicide does not exist in a vacuum. Addressing mental illness and substance abuse is vital, and there must be a more comprehensive approach. To truly help a veteran get their life back on track, a veteran must receive assistance across various areas, including employment, housing, job training, and more.
There is no question about the connection between these real-life areas and suicide risk. By helping veterans succeed in getting their lives on track, we are also helping them prevent suicide.
How To Help a Veteran
First, if you think someone is in immediate danger of ending their life, call 911 immediately.
It is also vital that you understand your limitations. Unless you are a trained therapist, you may not help someone combat their mental illness. As such, you must understand what you can and cannot do. It’s important to remember you can be instrumental in guiding them towards help.
If you think someone is struggling, talk to them. Ask if they are okay and if they have had any thoughts about hurting themselves. Ask if they have any plans and whether they feel like they are a danger to themselves. Asking about suicide will not implant the idea in someone’s head, but you can find out if they need help.
Make sure that the person knows they can find help, and there can be better days ahead. Individual stories of hope and resilience are powerful, and if you have these stories, share them.
Remember: You aren’t a therapist. All you can do is listen to someone, hear their concerns, avoid judging them, and make sure they get the help they need.
Finding Help For Veterans & Their Families
Thankfully, options exist for veterans and their families to seek help. The Veterans Administration has an entire page dedicated to finding help, and it can help point family members or veterans towards assistance. They also have specific suicide prevention coordinators that can point veterans, active military members, or their families to local, on the ground resources.
Furthermore, private health care options are available for veterans with co-occurring disorders, such as substance use and mental health. Help is available to any veteran who may be struggling. Thankfully, the evidence is clear: With proper, comprehensive treatment, veterans can recover from mental illness and substance use disorders. | https://cardinalrecovery.com/blog/veterans-suicide-facts-prevention-and-help/ |
The highly anticipated GOP debate aired last night from Detroit, March 3, 2016.
All eyes were on leading Republican candidate Donald Trump, after former Republican nominee Mitt Romney put him on blast.
“His domestic policies would lead to recession,” said Romney in a speech on Thursday. “His foreign policies would make America and the world less safe. He has neither the temperament nor the judgment to be president.”
Romney had received Trump’s endorsement just four years ago in his 2012 presidential campaign, so it is ironic to see Romney not endorse Trump now that Trump is up on stage vying for votes just as he was not too long ago.
Some may think that rejection from the former candidate of your own party would hurt somebody’s campaign, but not political expert Dana Perino.
“I think it will be maybe effective with some people, but if you are dug in between Trump and one of the other candidates, I don’t know if your mind was changed by Romney this afternoon,” says Perino in an interview with Bill O’Reilly.
Last night’s debate was moderated by Brett Baier, Megyn Kelly, and Chris Wallace.
The four candidates under the spotlight were Texas Senator Ted Cruz, Florida Senator Marco Rubio, Ohio Governor John Kasich, and Donald Trump.
The first question of the night was directed towards Trump, and it was unsurprisingly about Romney’s comments earlier in the day.
Romney challenged Trump to respond to his comments with substance, and not insults.
Trump starts off by insulting Romney, calling him a “failed candidate,” and proceeded to go off on a tangent about trade competition with China and Mexico.
Trump’s response was quickly followed by a question from Chris Wallace, stemming from another controversial topic circling Trump, the Ku Klux Klan.
Another piece of evidence that Trump opponents have used to incriminate him, his refusal to disavow the Ku Klux Klan and the former head, David Duke.
Trump replied by saying that he already disavowed the KKK, and emphasized the number of times that he has.
A steady theme throughout all of the Republican debates is attacks on Trump’s use of personal attacks against the other candidates to advance his campaign.
Marco Rubio made a strong first impression in the debate, bashing Trump and condemning his insulting remarks, and then suggesting to the mediators that he wishes to talk about the important issues plaguing the country, such as foreign policy and ISIS.
As Ted Cruz answered his first question, Trump composed himself terribly, scoffing and making childish faces.
When confronted, Trump backs himself up by spewing out a steady flow of Hillary Clinton-related remarks.
In what seemed like an eternity, Trump shouted gibberish about numbers and polls and Hillary and expected the audience to applaud.
John Kasich squeezed in a quick dialogue and gave himself a good backing, talking about his past experience in financing and budgeting for the government.
No matter the topic, it always seems to circle back to Trump.
A rather comical prospect is Trump’s policy on the Mexican migrant crisis.
“Mexico is going to pay for the wall, I can tell you,” says Trump. “Mexico is going to pay for the wall.”
This “wall” that he refers to, is his plan to keep out illegal immigrants from Mexico.
The average person would think that policies on terrorism would be the one thing that the candidates would agree on, but that was not the case.
The one that stood out was Trump’s more radical policy, which supported an increased use of torture against terrorists and the targeting of not just the terrorist, but their families as well.
In a debate that seemed like a Donald Trump vs. Marco Rubio shouting match, their constant bickering and ranting made it hard to even hear yourself think.
The one candidate who did not use personal attacks through the entire debate was Kasich, who kept his composure while the other candidates battled it out.
Throughout the debate, Hillary Clinton, illegal immigration, and Trump himself were all recurring topics.
The next Democratic debate will be March 6, 2016 in Flint, Michigan, the location of the current water crisis. | https://www.harrisonpulse.com/opinions-articles/2016/3/4/gop-debate-recap |
Definition: also known as argumentum ad hominem (Latin: "argument to the person", "argument against the man") consists of replying to an argument by attacking or appealing to the person making the argument, rather than by addressing the substance of the argument. It is most commonly used to refer specifically to the ad hominem abusive, or argumentum ad personam, which consists of criticizing or personally attacking an argument's proponent in an attempt to discredit that argument.
Other common subtypes of the ad hominem include the ad hominem circumstantial, or ad hominem circumstantiae, an attack which is directed at the circumstances or situation of the arguer; and the ad hominem tu quoque, which objects to an argument by characterizing the arguer as being guilty of the same thing that he is arguing against.
An ad hominem fallacy consists of asserting that someone's argument is wrong and/or he is wrong to argue at all purely because of something discreditable/not-authoritative about the person or those persons cited by him rather than addressing the soundness of the argument itself. The implication is that the person's argument and/or ability to argue correctly lacks authority. Merely insulting another person in the middle of otherwise rational discourse does not necessarily constitute an ad hominem fallacy. It must be clear that the purpose of the characterization is to discredit the person offering the argument, and, specifically, to invite others to discount his arguments. In the past, the term ad hominem was sometimes used more literally, to describe an argument that was based on an individual, or to describe any personal attack. However, this is not how the meaning of the term is typically introduced in modern logic and rhetoric textbooks, and logicians and rhetoricians are in agreement that this use is incorrect.
Examples:
A prosecutor asks the judge to not admit the testimony of a burglar because burglars are not trustworthy.
Francis Bacon's philosophy should be dismissed since Bacon was removed from his chancellorship for dishonesty.
- Prof. Smith says to Prof. White, "You are much too hard on your students," and Prof. White replies, "But certainly you are not the one to say so. Just last week I heard several of your students complaining."
* I can't see that we should listen to Governor Smith's proposal to increase the sales tax on automobiles. He has spent the last twenty years in state government and is hardly an unbiased source. | http://literaryterms.wikispaces.com/ad+hominem+argument?responseToken=08e06cb9e4e81c02c97a16021f944ccc2 |
Donald Trump’s media blitz against his Democratic opponent, Senator Bernie Sanders, has largely been a media-driven exercise in hyperbole.
This is true not only in terms of the number of words that Trump has used on the air, but also the extent to which the rhetoric has been scripted and scripted to be believable.
It’s also true that the Trump campaign has largely succeeded in creating a narrative that is both inaccurate and false, and that has caused the Democratic candidate to stumble on some of his most important issues.
It is also true, as Trump himself admitted on the campaign trail, that he has not been “very smart” in his responses to the crisis.
While the president’s campaign is not without its shortcomings, it is a major improvement over the prior administration, which was mostly silent in the face of an unprecedented crisis.
Trump has, however, been largely successful in creating the impression that he and his campaign are at the center of the crisis in Washington.
The president’s media strategy has largely worked.
Trump’s statements about the crisis have largely been accurate.
Trump himself has been a relatively restrained presence on the crisis, at least as of late.
He has been less than enthusiastic in his attacks on the media and, in some cases, on Democratic candidates.
But the Trump strategy has worked.
The White House press corps has become more confident and vocal.
There has been some change in how the president has been communicating to the public, with Trump making more frequent appearances and, for the most part, addressing more people.
Trump also appears to have become more willing to make his case to the American people.
He appears to be more willing than his predecessor to make the case for his agenda, which is likely to include tax cuts and other policy proposals that will benefit his own personal fortune.
But it remains to be seen whether Trump’s message will resonate with the American public.
In his interview with The New York Times, Trump has also suggested that the crisis could be resolved without any major disruption to American life.
“It’s going to be like a normal, healthy, normal crisis, if they can just take care of the people and people’s health,” Trump said.
“You know, if we could just get them back to work and take care, you know, you have all kinds of problems, I mean, you’re having a natural disaster, a nuclear explosion, and they can get them working again, you think that’s going be a normal thing?”
Trump, however of course, also indicated that the government would not be able to handle the crisis on its own.
“They’ll have to do it on their own,” Trump told the Times.
“But they’ll be doing it on the government side.
We’re going to have to deal with it.”
This has been Trump’s strategy all along.
His strategy has been to play up the crisis and, therefore, to exaggerate its scope.
The Trump administration’s approach is not entirely clear-cut, however.
Trump and his allies are not trying to play down the seriousness of the situation.
They are attempting to present the crisis as a crisis of global proportions, and to paint the crisis with the same broad brush as the pandemic and global pandemic of 1918.
Trump appears to believe that the US is on the verge of a major global pandemics, and therefore, the US should be able and eager to use its military might to contain the situation in its own backyard.
However, the strategy does not seem to be working.
The US military has not deployed significant combat forces to Iraq and Afghanistan.
It has deployed only small numbers of military personnel to Iraq.
The number of US troops in Iraq is smaller than the number that are currently deployed in Afghanistan, but this is not necessarily a bad thing.
The vast majority of US forces are stationed in Afghanistan.
The Afghan army is more than capable of protecting the US troops deployed in Iraq, and it is an important asset in protecting the United States from the threat posed by al-Qaeda, Taliban and other extremist groups.
But as long as the US continues to be the dominant military power in the Middle East, it will be unable to protect the US homeland and its people from al-Qaida and other terrorist groups.
The United States and its allies have been able to deter and destroy al-Shabaab, but the Taliban and its affiliates have proven resilient.
The Taliban has been able, despite being defeated, to establish a foothold in the country, and the Taliban is able to use the Afghan Taliban as a proxy to carry out attacks against Western interests and civilians.
Al-Qaeda is now in control of much of eastern Afghanistan, and this threat is more acute than in 2014.
Al Qaeda is also in control in much of central Asia, which has been home to much of the global jihadist threat since the collapse of the Soviet Union in 1991. | https://abdullahnoman.com/2021/08/why-trump-has-failed-to-make-his-own-reality-check-trumps-media-blitz/ |
LUCKNOW: Samajwadi Party leader Azam Khan made yet another desperate bid to stoke controversy and polarise vote on Monday by alleging the 1999 Kargil war was fought and won by Muslim soldiers. Addressing an election gathering in Ghaziabad parliamentary constituency – the region goes to polls on April 10 — Azam said, “Kargil ki pahadiyon ko fateh karne wale Hindu sainik nahin balki Musalmaan they. (Muslim soldiers conquered the hills of Kargil)”
Taking political discourse to another new low, Azam is probably the first political leader to have attempted to drag the Indian Army into the muck of electioneering. The first and strongest reactions to the SP leaders’ remarks came from a former Army man — BJP’s candidate from Ghaziabad and former Army chief General VK Singh who dismissed Azam’s remarks as absolutely “atrocious”. Singh went on to add that “Indians” won the Kargil war, not people from one or another community.
Reacting to Khan’s statements, Congress leaders said the comments were not only entirely frivolous but also intended to divide the people on communal lines. They also said it was shameful that a senior leader like Azam, whose party chief Mulayam Singh Yadav has served as the country’s defence minister, was attempting to discredit the country’s Armed forces in this way. “The Indian armed forces rise above trivialities such as caste, creed or race to serve every citizen of the country. It is absolutely shameful that the SP has to stoop to these levels to woo voters. It only proves Azam’s own anti-national credentials,” a Congress leader said. | https://www.worldhindunews.com/2014/04/09/21417/muslims-not-hindu-military-men-won-kargil-war-for-indiaup-minister-azam-khan/ |
Nigeria had more than 70 candidates for president when campaigning began for Saturday’s elections. But only those from the two main parties – President Muhammadu Buhari and former vice president Atiku Abubakar – have a real shot at leading Africa’s most populous nation. While a handful of the other candidates are touted as civil society alternatives, their chances of winning are slim without the big parties’ wealth and patronage.
Muhammadu Buhari, 76, made history in 2015 as the first person to democratically oust an incumbent president in Nigeria. Now, as candidate for the All Progressives Congress (APC), he is seeking a second term. It is his fifth run at the presidency. A reputation as a staunch opponent of corruption was key to Buhari’s victory at the last election.
A Muslim, born on Dec. 17, 1942, in the northwestern town of Daura in Katsina state, Buhari spent his career in the army. Installed as military dictator after a coup in December 1983, his approach was typified by policies that included having people whipped if they refused to queue at bus stops.
He was overthrown less than two years later in another coup after the military figures who installed him became displeased with his methods. But Buhari’s anti-corruption cachet has remained strong among his supporters and helped him run successfully in 2015 against Goodluck Jonathan of the People’s Democratic Party (PDP).
The party had been in power since Nigeria returned to democracy in 1999. Buhari rode a wave of anti-corruption sentiment, coupled with promises to revive the stuttering economy and defeat the Boko Haram Islamist insurgency. Despite a lack of corruption convictions, Nigeria’s first recession in 25 years and a resurgence of Islamist attacks, those policies are little changed for the 2019 race.
Some, including his wife, have said access to Buhari is tightly controlled by close advisers, known in Nigeria as “the cabal”, and that they are really directing policy. Buhari was absent for five months in 2017, being treated in Britain for an unspecified ailment. Despite that illness, he announced in early 2018 that he would seek re-election, raising concerns about whether he could serve another four years.
Buhari has said he has the energy to do so. To his admirers, Buhari is frugal, moral and prizes loyalty above other qualities in his allies – a foil to the alleged excesses of the PDP. To his critics, he is an ailing relic with little head for policy and no concern for the rule of law.
Atiku, like Buhari, is also a northern Muslim, born in Adamawa state. During the later years of military rule, he became a senior customs official, and later a businessman with ventures in port oil and gas logistics as well as a private university.He sought the APC presidential ticket for the 2015 elections but lost to Buhari and threw his support behind him, funding his campaign and even lending him a private jet.
Atiku switched sides again in 2017, and last year emerged as the PDP’s candidate. He has promised to “make Nigeria work again”, lifting it out of the economic doldrums with business-friendly policies that he says will create jobs.He has for years been dogged by corruption accusations, which he denies. Critics say Atiku would use his policies to enrich himself and those around him without addressing the poverty that afflicts most Nigerians.
His supporters hoped to have put an end to some of those allegations when Atiku travelled to the United States last month, after years of rumours that he could not because of investigations revealing his ties to corruption there.But Atiku had been barred from entering the United States, and Washington only granted him a temporary reprieve from the ban, Reuters reported last week. | https://paemuka.com/the-men-who-would-lead-nigeria-the-presidency-power-and-petroleum/ |
Mission: To direct, lead, synchronize, integrate, and coordinate U.S. Federal Government efforts to recognize, understand, expose, and counter foreign state and non-state propaganda and disinformation efforts aimed at undermining or influencing the policies, security, or stability of the United States, its allies, and partner nations.
Vision: To be a data-driven body leading U.S. interagency efforts in proactively addressing foreign adversaries’ attempts to undermine U.S. interests using disinformation and propaganda.
The Latest
PRC Efforts To Manipulate Global Public Opinion on Xinjiang
Beijing tries to discredit and drown out discussion of the ongoing genocide and crimes against humanity against Uyghurs and members of other ethnic and religious minority groups in Xinjiang. | https://www.state.gov/bureaus-offices/under-secretary-for-public-diplomacy-and-public-affairs/global-engagement-center/ |
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