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Bill Wright, director of federal government affairs at Splunk, has said that implementing a zero-trust architecture will enable agencies to augment security procedures while leveraging data across the information technology infrastructure.
Wright wrote in an opinion piece published Monday on Federal News Network that the “unexpected shift“ to a remote work setting has renewed interest in zero-trust architectures but is yet to bring focus on their other modernization benefits.
According to Wright, the zero-trust infrastructure“™s capacity to continuously monitor activity beyond the network perimeter also enables agencies to collect large amounts of information that can be used to establish behavior patterns and determine load demands and system maintenance needs.
He cited the architecture“™s ability to analyze user demands for an application, which can alert tech teams of overdue technical updates to speed up system response times. | https://executivebiz.com/2020/08/splunks-bill-wright-zero-trust-concepts-also-bring-automation-benefits/ |
The zero trust architecture is often seen as the ultimate, foolproof method of implementing information security.
It emerged as an all-in-one solution to several security issues, especially as organizations rapidly adopted cloud, DevOps, and IoT-based infrastructures.
The security model requires the creation of segmentation and network perimeters to ensure information security.
It redefines the architectural framework within a predefined network and creates a model of continuous evaluation of trust and authentication for access to sensitive information.
It implies that no user should be fully trusted even if they are a part of the network since everyone is vulnerable enough to be compromised.
Therefore, the user must get through identification and verification throughout the whole network instead of merely at the perimeters.
Security experts believe the zero-trust architecture to be the ultimate security model for preventing the dangers of hacking and insider threats.
However, several challenges with implementing the zero-trust architecture can also be viewed as loopholes for threat actors to exploit.
Implementing the zero trust model into an organization goes beyond merely changing mindset and implementing data controls. IT security teams have to map and analyze the organization’s complete workflow architecture while looking into things like:
An analysis of these components allows the security teams to define the network perimeters and access controls they need to integrate.
To ensure the smooth functioning of business events during these matters, most teams consider building a security model from scratch instead of adjusting the pre-existing one.
Security teams must develop a step-by-step strategy for building an excellent final security infrastructure with room for consistent modifications. While implementing the zero trust architecture, the key elements security teams often focus upon are:
The zero trust architecture relies on micro-segmentation. It implies breaking the security network structure into small zones with separate access to each part.
For example, a micro-segmentation of an information storage network might contain several zones with dedicated access points. Each access point has an independent authentication method so that only requested people or programs would have access to it.
Multifactor authentication is another crucial element upon which a significant portion of the zero trust architecture relies.
MFA is a multifactor security model requiring more than one authentication method, such as pin codes and biometric authentications.
Proper implementation of MFA accurately represents the foundation of the zero trust architecture: “never trust, always verify.”
Regarding zero trust, the devices are no exceptions to the rules, which is why it is best to implement identity-centric security methods even at endpoints.
It means that a device that becomes a part of the corporate network should first be integrated within the zero trust architecture to go through the recognition and verification process.
The principle of least privilege or the PoLP is the practice of limiting access to applications, data, systems, processes, and devices to authorized users only.
Users under the PoLP principles are granted access to a particular resource or information if their job requires it. This limits the chances of data theft and breaches.
The zero-trust security model helps build a robust security framework within organizations. More so, with the recent rise in hybrid leading to cloud storage and file transfers, the zero-trust security model helps ensure data security.
However, several barriers exist to implementing and properly executing the zero-trust security architecture, which might ultimately cause the model to fail. Some of these issues are as follows:
Most organizations are not structured to be micro-segmented. While implementing the zero trust model, organizations have to consider the operations of least privilege, which involves identifying and dividing sensitive data into respective zones.
For that, they have to analyze the data available, understand its flows and then try to build a security model through micro-segmentation, which can be stressful and costly.
Whether designing from scratch or a pre-existing network security model, there remains a possibility of cracks within the architectural framework leaving room for other cyber attacks.
Moreover, the zero trust model requires several levels of authentication and authorization. The “never trust always authenticate” seems very professional in theory; however, it requires all actors to go through verification for access within the implementation.
While this may be effective, set organizations systems are not well-equipped to handle this access control due to the absence of the least privileged mindset.
Peer-to-peer or P2P information exchange and communication methods have long since remained in use due to their effectiveness and ease.
However, the P2P method communicates through a decentralized method without micro-segmentation, which the zero-trust security model goes on par with. They share information with little or no verification.
This P2P communication is present in most operating systems and wireless mesh networks such as windows which are commonly part of the organization. Therefore, implementing zero trust with them is a challenge.
Most organizations have a traditional framework containing silos of data, a blend of sensitive and less sensitive data.
Since the organizations didn’t follow the least privileged mindset, the combination of such data seemed practical with all the information shared with everyone regardless of their need.
Implementing a zero-trust architecture within a frenzied state of information would be challenging.
Analyzing and implementing verification and access control might prove costly and require a more significant architecture that would be too complex to build.
Despite its challenges, the zero trust model is the ideal model to resist data theft and insider threat challenges.
It allows robust security and helps ensure protection from some significant cyber security challenges organizations face today.
Therefore, a complete rejection of the zero trust architecture would be fruitless nonetheless.
The best approach is to ensure security by adequately implementing and integrating the model with other cyber security practices. | https://www.privacyaffairs.com/zero-trust-architecture-fail/ |
Different from “read” based Web1 and “read-write” based Web2, “read-write-own” based Web3 is proposed as a typical user-centric internet to open the new generation of World Wide Web, which is expected to not allow the power to rest with a few big internet companies. Generally, Web3 is decentralized and semantic depending on user behavior, and thus the zero-trust architecture should be created initially. Second, to access Web3, it is essential to study how to establish an identity management system. Meanwhile, for resource description and data verification, it is necessary to set up decentralized identifiers (DID), and link the data to identifiers in the form of DID document. In particular, a decentralized network operating system is an indispensable underlying technology for Web3, incorporating concepts such as decentralization and user-driven philosophy. Therefore, the corresponding technologies for the operating system such as blockchain and distributed ledger technology should be further studied and developed. Moreover, in order to reduce the consensus cost, a large-scale incentive mechanism is also the basis of long-term sustainability, which can attract and motivate distributed players to participate in the maintenance of Web3. Last but not the least, Web 3 is built on a physical infrastructure relying on communication, networking, storage and computing, which is crucial to establishing an effective and secure Web3. This encourages us to study communication, networking, storage and computing in Web3, as well as the specific requirements of running Web3.
In order to more thoroughly explore the potential of Web 3 and promote its progress, this feature topic will provide a forum for the latest researches, innovations, and applications of Web3, which will bridge the gap between theory and practice in the design of Web3. Prospective authors are invited to submit original articles on topics including, but not limited to:
- Zero-trust architecture and protocol design for Web3
- Incentive and consensus mechanisms for Web3
- Identity Management System for Web3
- Distributed storage, identifiers, and data verification in Web3
- Fundamental limits and theoretical guidance for Web3
- Machine learning, edge computing, metaverse and other emerging technologies for Web3
- Hardware and infrastructure implementation for Web3
- Semantic computing and services in Web3
- Web3 applications
- Web3 standardizations
Submission Guidelines
Manuscripts should conform to the standard format as indicated in the Information for Authors section of the Manuscript Submission Guidelines. Please, check these guidelines carefully before submitting since submissions not complying with them will be administratively rejected without review.
All manuscripts to be considered for publication must be submitted by the deadline through Manuscript Central. Select the “FT-2213/Web3: Blockchain in Communications” topic from the drop-down menu of Topic/Series titles. Please observe the dates specified here below noting that there will be no extension of submission deadline. | https://www.comsoc.org/publications/magazines/ieee-communications-magazine/cfp/web3 |
A recent Defense Department IG audit found that the Army, Navy and Missile Defense Agency aren’t taking basic cybersecurity steps to protect networks and systems from unauthorized use and access. Some facilities even failed to use common access card, and single-factor authentication was a common practice. Additionally, a recent audit of the Navy’s stance on cyber readiness found that the organization does not have the resources it needs to detect and protect threats to its data.
The DoD needs to find a way to bolster authentication methods. Government agencies typically use two-factor authentication, sometimes referred to as multifactor authentication, to validate users. Generally, this comprises something you know (like a password) and something you have (like an ID badge or token). Two-factor authentication is a crucial starting point for security.
However, even these techniques are too static in a threat landscape that is incredibly dynamic — and today’s technology can often support a stronger approach.
Beyond the CAC
The CAC is going to remain the principal authenticator for the DoD, and while it is solid, allowing users to access networks using single-factor authentication increases the potential for cyberattackers to exploit passwords and gain access to critical data. However, there are effective ways the DoD can tighten multifactor authentication and enhance their overall cyber posture.
Agency leaders first need to consider how to secure the identities of government workers and manage access among privileged users by putting tighter identity access management and security measures in place to enhance the CAC. While its assurance level is considered the gold standard of IT security, the CAC only utilizes two aspects of multifactor authentication — what you have and what you know. The third aspect, who you are, can strengthen the CAC. The DoD should look to emerging technologies to begin bolstering the traditional approach.
Technology like behavioral biometrics or attribute-based controls can capture anomalies in real time, which helps stop breaches before they can progress and cause damage. What makes behavioral biometrics technology so beneficial to its users is that data is collected without disrupting the user, so authentication is continuous and doesn’t impact overall productivity.
Don’t trust, always verify
Breaches too frequently involve compromised privileged credentials and bad actors gaining unfettered access to critical systems and data. Administrators that operate across an enterprise, with unlimited access to quantities of sensitive data, often share passwords without auditing. Threats from the inside, whether intentional or accidental, can be prevented before they happen, as opposed to logged and reviewed after the damage has been done.
By adopting a zero-trust model, organizations can address careless behaviors and malicious intent by granting trust to only those who have proven their identity. A zero-trust model enforces strict user controls to limit access no matter the user. To effectively implement this, agencies should look to implement measures that visualize and log all network traffic, and immediately act on anomalies flagged across the network.
In continuous multifactor authentication, sensor data constantly monitors factors such as GPS location, physical gait, and voice and facial recognition. If the CAC of a system administrator is being used in a brand-new environment at odd hours of the night, this data is captured, and can halt privileged access immediately.
As the DoD works to secure large volumes of sensitive data, they must continuously improve and adapt their security postures and programs to keep up with the evolving threat landscape and regulatory environment. Next-generation technologies paired with a zero-trust model can reinforce the CAC and ultimately enhance cyber readiness across the DoD. Agency leaders should look to leverage industry innovations that can meet their specific needs in providing adequate protection of classified data and preventing breaches — whether they come from the outside or inside.
Dan Conrad is the federal chief technology officer at access management company One Identity. | https://www.fifthdomain.com/opinion/2019/04/09/whats-next-for-multifactor-authentication-in-the-defense-department/ |
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Companies are often reluctant to begin a zero-trust journey because they believe it to be difficult, costly and disruptive, especially in today’s sophisticated cyber threat landscape.
What they don’t realize is that a zero-trust network is already interconnected within their existing network, which allows them to take advantage of the technology they already have.
To this end, Palo Alto Networks provides a 5-step methodology for a frictionless zero-trust deployment:
- Define the protect surface
- Map the transaction flows
- Build a zero-trust architecture
- Create the zero-trust policy
- Monitor & maintain the network
Read on to unluck an in-depth explanation of these 5 steps & how to get started. | https://www.bitpipe.com/detail/RES/1631081660_303.html |
Working remotely in the U.S. has been on the rise for several years. In 2015, 3.9 million people in the U.S. worked remotely. With the COVID-19 health crisis changing the work environment for many, 16 million people are now working from home, according to a April 2020 Slack survey. While this does provide a safer work environment for many during the pandemic, it does open the door to an increase in cybercrimes. Now more than ever, keeping the digital workplace secure is important.
Cybersecurity Risks Rising
The switch to a remote environment has helped protect workers from being exposed to the COVID-19 virus, however, the uptick in the use of meeting apps such as Zoom, brings a host of other threats. For example, Google Chrome just confirmed that two potential security breaches could expose an estimated 2 billion people around the world.
Many remote employees prefer to use their personal devices on home or public Wi-Fi as opposed to corporate-issued equipment with the company’s network, which leads to a host of new vulnerabilities. Personal or public Wi-Fi networks usually do not have as strict of security protocols so it is easier to be exposed to threats. Data being transmitted between two parties can be intercepted or even altered.
Most employees simply do not realize the potential harm they can cause by not securing their network. For instance, forwarding an email from work and then printing it at home can comprise a company’s whole network. To avoid situations like this, employees should be trained on best practices while working remotely. When all employees use these best practices and are cognizant of when and where they are accessing work information, then the risk for a breach or threat decreases significantly. With many employees not returning to their offices anytime soon, the gaps in security must be eliminated so data remains secure.
What About Security in Cloud-based and SaaS Solutions?
Every cloud-based provider has its own protocols when it comes to cybersecurity. Companies must trust that the vendor will keep the data security. Recent security breaches with popular cloud providers have caused a certain sense of anxiety when it comes to trusting these applications are 100% secure. Cloud providers are responsible for providing secure platforms, servers, networks, systems, and applications but they are not responsible for data security. That part is up to the users.
What can a company do to ensure security when using these platforms? There are several steps that organizations can take to decrease their vulnerability online. Companies need to update their security practices regarding their cloud platform usage. For example, data encryption, identity and access management (IAM), mobile device management, and monitoring can increase security confidence.
IT departments should choose a cloud-based platform of SaaS that integrates easily with the existing infrastructure. The platform should be on a safe could server with proper security certifications. The provider should ensure data privacy while allowing control over user rights and access. It is the responsibility of IT to make sure that the process works correctly, especially with remote employees. The zero-trust security model can help in this instance.
What is the Zero-Trust Security Model?
Often times, companies have used a trust-but-verify model when it comes to security. With an increase in the number of employees working remotely however, this approach is not quite sufficient. Strong passwords and multi-factor authentication are not enough when it comes to potential cyber-attacks.
The zero-trust model is exactly that—do not trust anything, always verify everything. All resources are considered external and traffic must always be authenticated.
Under this model, there is no data within or outside of a company’s security that is trusted. Every application and device must be authenticated within every session or action. And the minimum number of permissions are given to an employee to get the job completed so no user has access to information that does not pertain to their job.
However, this does not have to become a burden for the user to log in for every action they need to complete. Instead, IT can create a better user experience under the zero-trust model by utilizing the following:
- Endpoint detection and response (EDR) technology
- Unified endpoint management (UEM) solutions
- Virtual desktops
- Data loss prevention (DLP) technology
- Multi-factor authentication (MFA)
- Condition-access policies
Many companies will need to acquire a new set of IT tools (and possibly an additional budget). Depending on the current state of their security protocol, it could mean a complete IT migration process.
Managed Security Operations Solutions
If this sounds like an overwhelming undertaking, there are service providers that offer Security Operations Center (SOC) solutions and provide zero-trust security services. A SOC within an IT department is usually not cost-effective because of the fees for the tooling and acquisition of cybersecurity specialists. A SOC by an outside provider can be more affordable with a monthly subscription service.
A SOC-as-a-Service can enforce the zero-trust model and offer cybersecurity tools and security engineers that will be able to detect threats in real-time. It gives protection 24/7 from ransomware. Companies with remote employees will be better able to makes sure they are in compliance with policies.
Security is not something that your company can afford to make mistakes with, as they could end up being costly. Contact us today to find out how we can increase security in your workplace.
Your Trusted Technology Partner
Advocate One is a results-driven technology provider that focuses on delivering voice and data solutions for small businesses. Our mission is to provide an unmatched customer experience backed by top-notch IT support, enabling clients to better focus on their core strengths and services.
Find out how Advocate One can make your business more productive, your systems more secure, and your tech-related stress minimal. Feel free to get in touch with us; we are here for you! | https://advocateone.io/2021/03/the-importance-of-cybersecurity-in-a-remote-work-environment/ |
The Prominence of Ethnicity in the 21st Century
Over the past decade many scientific advances, such as airplanes, telephones, satellites, and internet, have connected people from all over the world. Countries that used to be completely isolated from the rest of the world are now closely connected through economic, scientific, political, and even cultural interests. The Harry Potter novels, written in English and originally sold in England and America, were translated into over sixty languages and distributed worldwide. Major Motion Pictures produced in Hollywood California are no longer kept local but shown in multiple countries. At the start of the 21st century, many sociologists predicted the reduction of ethnicity because of deteriorating barriers to human uniformity. However, learning from history and understanding the malleability and strength of human ethnicity makes it reasonable to conclude that ethnicity will be persistent into the future, despite the rise of globalization in the modern era.
Author Stephen E. Cornell writes “The latter half of the 20th century, by numerous accounts, was supposed to see a dramatic attenuation of ethnic and racial ties.” The movement of the world toward a global community where internet, phones, politics, fashion, and even entertainment created international relationships between people of different ethnicities, lead people to believe in the discontinuation of “premodern” ethnicity. Cornell writes about ethnic and racial ties as “seemingly parochial, even premodern attachments” which were “expected to decline as bases of human consciousness and action, being replaced by other more comprehensive identities linked to the vast changes shaping the modern world” (Cornell 5). However, these “comprehensive identities” did not replace pre-modern ethnicity, but were incorporated into traditional ethnic identities.
When addressing the question of ethnicity in modern times, it is important to consider personal identities as one of the major factors in determining the role of ethnicity. Although personal identities are shaped by physical characteristics and past family history, they still remain independent from objective facts. For example, a black man who worked as a slave on a plantation is not guaranteed to have the same personal identity as a black man who slaved on the very same plantation. Max Weber, a respected sociologist, defines ethnicity as “those human groups that entertain a subjective belief in their common descent because of similarities of physical type or of customs or both, or because of memories of colonization and migration” (Weber 389). An online dictionary defines ethnicity as “ethnic traits, background, allegiance, or association (dictionary.com). The words “subjective” and “association” are used to describe ethnicity because many people identity themselves with a certain ethnic group despite objective facts telling them they belong to a different one.
In his textbook, Cornell uses the Armenians to describe this association. The Armenians fled their homeland to come to America. They lived in the U.S. for a period of four generations. Although it may be assumed that the Armenians assimilated into the American ethnicity, Cornell writes that “They have not lost their identity. They have held on to it, but they also have transformed it (Cornell 11). The Armenians did not lose their identity, but they didn’t keep it either. Instead, they formed a new personal identity which cannot be described as solely Armenian American.
In the early 20th century the United States saw “race” as the top factor in determining ethnicity. Rosenblum and Travis, the authors of “The Meaning of Difference”, wrote that at the start of the 20th century racial identity took priority over religion, origin, training, education, language, values, morals, lifestyles, etc…(Rosenblum 51) Classifications of different races made by the U.S. Government was once limited to White, Black, and Other. However, after the long battle for civil rights and increased understanding of ethnic diversity, classifications began to change. Identities such as “Pacific Islander, “Native Hawaiian” and many others began to appear on national surveys. People were also given the right to choose more than one ethnic group that they identified themselves with (Cornell 22). Rosenblum and Travis describe ethnic groups as “clusters of people living in demarcated areas developing lifestyles and uniques languages that distinguish them from other social communities” (Rosenblum 46). This definition shows that ethnicity is not fixed, but is “developing”. Despite living in the same country for over a century, a nation of diverse people did not assimilate into one ethnic group. Instead, they formed and developed into multiple ethnic groups, with each group unique in its own history and social community.
Audrey Smedly, a professor at Virginia Commonwealth University in the Department of sociology and Anthropology writes that “‘race’ is a cultural invention” and “bears no intrinsic relationship to actual human physical variations, but reflects social meanings imposed upon these variations. (Smedley 690) In other words, race and ethnicity are not defined solely by physical characteristics, family history, and real facts. They are also defined by social views and personal identifies. In the upcoming modern era, where an even stronger global community is predicted, ethnicity will continue its persistence mainly because personal identities will never become universal.
Speaking in regard to the persistence of ethnicity, I believe that ethnicity will always persist, whether it be now or in the future. I do not believe that a group of people with a unique history and unique culture (and I define the word “culture” as social activities shared within a community of people with similar personal identities) can completely assimilate into another ethnic group. Culture may be integrated and even physical characteristics will carry over through interbreeding, but ethnic identity can never be fully assimilated. Just like the Armenians, who fled their homeland to come to the United States and spent four generations in America, many other ethnics groups still kept their unique ethnicity despite spending decades in America. Of course, these ethnic groups no longer share the same ethnical identity that they had when they just immigrated, but instead of assimilating into Americans, they simply transformed into an entirely new and entirely unique ethnic group.
Even in the modern 21st century, with the rise of globalization and the slow diminishment of geographical, psychological, political, and cultural barriers to assimilation, ethnics groups will continue to thrive. Ethnic groups will be either born, continued, or transformed, but they will never be “attenuated”. People born with distinctive physical features will identify with people who share similar features. Likewise, people born into similar religious groups, geographical locations, and social customs will identify with each other. However, when there is political, social, and economic interest, the identities will change. People will change. Personal identities will change to form new ethnic groups or join old ones. Even in the modern world ethnicity will persist into the future.
Works Cited
Cornell, Stephen E., and Douglas Hartmann. Ethnicity and Race: Making Identities in a Changing World. 2nd ed. Thousand Oaks, CA: Pine Forge, an Imprint of Sage Publication, 2007. Print.
“ethnicity.” Dictionary.com Unabridged. Random House, Inc. 18 Feb. 2012.
<Dictionary.com http://dictionary.reference.com/browse/ethnicity>.
Rosenblum, Karen Elaine., and Toni-Michelle Travis. The Meaning of Difference: American Constructions of Race, Sex and Gender, Social Class, Sexual Orientation, and Disability. New York, NY: McGraw-Hill Higher Education, 2008. Print.
Smedley, Audrey. “”Race” and the Construction of Human Identity.” American Anthropologist 100.3 (1998): 690-702. Print.
Weber, Max. Economy and Society; an Outline of Interpretive Sociology. New York: Bedminster, 1968. Print. | https://michaelkravchuk.com/the-prominence-of-ethnicity-in-the-21st-century-essay/ |
How Do You Describe Race In Writing?
Racial and ethnic groups are designated by proper nouns and are capitalized. Therefore, use “Black” and “White” instead of “black” and “white” (do not use colors to refer to other human groups; doing so is considered pejorative). Likewise, capitalize terms such as “Native American,” “Hispanic,” and so on.
How do you show race in writing?
- Capitalize racial/ethnic groups, such as Black, Asian, and Native American. …
- Do not hyphenate a phrase when used as a noun, but use a hyphen when two or more words are used together to form an adjective.
What describes a person’s race?
Race refers to a person’s physical characteristics, such as bone structure and skin, hair, or eye color. Ethnicity, however, refers to cultural factors, including nationality, regional culture, ancestry, and language. … You can have more than one ethnicities but you are said to have one race, even if it’s “mixed race”.
What are some examples of race?
- White.
- Black or African American.
- Asian.
- American Indian or Alaska Native.
- Native Hawaiian or Pacific Islander.
Language has a role in producing racial differences and that the construction of race has a role in producing differences in language.In the United Kingdom, Standard English (SE) is a variety of English that is generally used in public and official communication, such as newspapers, government publications and …
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What are the 5 races?
OMB requires that race data be collectd for a minimum of five groups: White, Black or African American, American Indian or Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander.
What is the term race?
In the United States, for example, the term race generally refers to a group of people who have in common some visible physical traits, such as skin colour, hair texture, facial features, and eye formation.
How do you determine your race?
The Census Bureau defines race as a person’s self-identification with one or more social groups. An individual can report as White, Black or African American, Asian, American Indian and Alaska Native, Native Hawaiian and Other Pacific Islander, or some other race. Survey respondents may report multiple races.
What is the difference between nationality and ethnicity?
Nationality refers to the country of citizenship. Nationality is sometimes used to mean ethnicity, although the two are technically different. People can share the same nationality but be of different ethnic groups and people who share an ethnic identity can be of different nationalities.
What are the 6 races?
OMB requires that race data be collectd for a minimum of five groups: White, Black or African American, American Indian or Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander. OMB permits the Census Bureau to also use a sixth category – Some Other Race.
What is language and ethnic group?
An ethnolinguistic group (or ethno-linguistic group) is a group that is unified by both a common ethnicity and language. Most ethnic groups share a first language. However, the term is often used to emphasise that language is a major basis for the ethnic group, especially with regards to its neighbours.
What does Linguicism mean?
Linguistic discrimination (also called glottophobia, linguicism and languagism) is unfair treatment which is based on use of language and characteristics of speech, including first language, accent, perceived size of vocabulary (whether the speaker uses complex and varied words), modality, and syntax.
What is language prejudice?
Linguistic prejudice is a form of prejudice in which people hold implicit biases about others based on the way they speak. While the majority of Americans speak English, in reality the English language exhibits substantial variation across different communities, generations, and ethnic groups.
What is the largest race in the world?
The world’s largest ethnic group is Han Chinese, with Mandarin being the world’s most spoken language in terms of native speakers. The world’s population is predominantly urban and suburban, and there has been significant migration toward cities and urban centres.
What is my ethnicity if I am Indian?
Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
What race are natives?
“Native Americans” (as defined by the United States Census) are Indigenous tribes that are originally from the contiguous United States, along with Alaska Natives. Indigenous peoples of the United States who are not American Indian or Alaska Native include Native Hawaiians, Samoans, and Chamorros. | https://www.timberbrit.com/how-do-you-describe-race-in-writing/ |
Posted October 05, 2018 04:38:27 The word “race” is usually used in the context of race relations and discrimination.
However, that is not the only time it is used in Canada, as it can also be used to describe class, gender and sexuality.
Race and gender inequality can be found in every aspect of our lives, and we need to talk about these issues to address them.
This article takes a look at the different meanings of “race,” and what we can do about it.
Why are we talking about race in Canada?
A “race is” a word that is used to define someone’s heritage, culture, ancestry, or race.
The word is used when we are talking about a specific ethnic group or group of people, like a group of Indians.
“Race is” is a more general term used to refer to a group or culture that has a particular cultural or racial identity.
What is race?
Race is a political and social term that can be used in a variety of ways.
It can be applied to a broad range of topics, like how we treat people of different races, how we view differences in race, and the treatment of people of certain races and ethnicities in Canada.
In Canada, “race has become a political weapon in the fight for political power and recognition,” according to a recent report from the Canadian Centre for Policy Alternatives (CCPA).
In a recent study, CCPA found that over half of Canadians were offended by the term “race.”
The study also found that more than two-thirds of Canadians have heard someone use the term before, and that almost half have heard the term in a public forum.
Who is “in” or “out” of the “race equation”?
“In” is used more often in Canada to describe individuals who are members of a particular race, such as black people, brown people, and Native Canadians.
It is used less often in terms of people who are not members of any race, including people who identify as mixed race or people who do not identify as a racial group.
However, the term is still often used to talk of a racial grouping, such that people who belong to a certain race, or ethnicity, are sometimes referred to as “non-whites.”
For example, in Canada’s 2015 census, 1.9 per cent of the population identified as a race other than white.
Are there any exceptions to the “in-or-out” rule?
“Non-white” is the most common racial classification used in English-language media, including CBC News and in a 2015 report by the CCPA.
Non-white people, or people of other races, can be seen as belonging to any group.
However if someone uses the term to refer only to non-white, non-black or non-Asian people, it could be seen by some as excluding them from the “non” category.
In addition, some racial groups have been referred to using “other” as an umbrella term for their other groups, such the Black Lives Matter movement.
This can lead to people using the term out-of-group.
Is the word “nonwhite” used to say people of a certain ethnicity?
The term “non white” is often used when people are talking in terms like “people of other ethnicities.”
However, it is also used to categorize people of various ethnicities.
For example: The “other race” term is used interchangeably with the term non-whiteness.
According to the CCPSA, “non White” is “anyone who is not white and who is of any other race, colour or national origin, as well as Aboriginal and/or Inuit people, people with disabilities, members of the LGBTQIA+ community and other people with a disability.”
Non-whited people, whether people of one or another race, can include people of the same sex and transgender people.
How are people of colour affected by race and gender inequity?
People of colour are disproportionately affected by racism, sexism, homophobia, and ableism, according to the 2016 census.
In the 2015 census and 2016 census, “white” and “nonWhite” were the most frequently used racial and gender terms used in terms used by Canadians, according.
In a 2015 CCPA report, researchers found that “White” was the most commonly used racial term, followed by “black” and then “Asian” as the most used racial terms in Canada in 2015.
Research has also found “white people” is frequently used to identify people of color. | https://banchinhchu.com/2021/07/21/how-to-talk-to-people-about-race-class-and-politics-in-canada/ |
Literature Review:
Introduction (Definitions)
Juvenile Delinquency
Gender
Race
Social Class
Family
Peer
Main Findings/Arguments of Authors
Gender-delinquency relation
Race/ethnicity delinquency relation
Social Class-delinquency relation
Family- delinquency relation
Peer-delinquency relation
Conclusion
Bibliography
Aims
The aims of the study is to understand the real life conditions and experiences of children together with the factors that may influence school violence and juvenile delinquency among whom the highest incidences of violence have been reported, and if possible to construct an adequate theory about the upsurge in crime in this youthful section of the population using the dynamics of race, gender, social class, family factors and peer influence.
Objectives/Purpose of the Thesis
The objective of the research is to investigate the experiences of students in the Penal/Debe region in Trinidad, and to enquire into their perceptions/experiences of the root causes, consequences and outcomes of youth engagement in violence. A further objective is to propose policies and recommendations to address the root problems of school violence and delinquency exposed by the research to reduce the levels of crime, delinquency and violence among this youthful population. In addition to recommend polices/ strategies to strengthening student protection, school, families and the community as a whole.
Statement of the Problem
The increase in criminal behavior among the youth population in Trinidad and Tobago has been of national concern for some time. Reports of serious crime – murder, attack with a weapon, rape, larceny, kidnapping - allegedly committed by school students and reported in the press, have given rise to great concern and stimulated resultant explanations from lay persons and policy makers alike. The reasons for and the appropriate methods of dealing with this relatively new phenomenon in the Trinidad context, have abounded and are discussed in various public fora. However, this upsurge has given rise to what are the causal factors for the extent and forms of delinquency. The dynamics of gender, race, social class, family and peer influence will be examine to demonstrate how they are related to the upsurge in delinquency and criminal activities in this youth section of the population.
Introduction
Definitions of Terms:-
According to a definition provided by the World Health Organization, violence is: “The intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community that either results in or has a high likelihood of resulting in injury, death, psychological harm, mal-development or deprivation”.
Crime is defined as behaviour which is in violation of the law. It is behaviour which is punishable by law, though not necessarily punished (Braithwaite, 1979). In turn, violent crime has been defined as any act which causes a physical or a psychological wound or damage and which is against the law (Vederschueren, 1996, cited in Moser 2002).
Juvenile delinquency:
Juvenile delinquency is defined in varying ways; according to Siegel and Welsh (2007, 9) it is defined as criminal behaviour engaged in by minors. It refers to the participation in illegal behaviour by a minor who falls under a statutory age limit. Holmes et al., (2001, 185) stated that juvenile delinquency refers to the antisocial behaviour/ illegal behaviour by children or adolescents. He further posits that a juvenile delinquent is one who repeatedly commits crime.
According to Mustapha (2006, 181) juvenile delinquency may be defined as criminal behaviour committed by minors. Minors are individuals who fall under a statutory age limit. He states that individual in this category are tried differently from adults in a court of law, and that the statutory age limit varies from country to country.
Deosaran and Chadee (1997, 168) postulates that “delinquency reflects some kind of deviant behaviour officially prescribed or socially labelled”. They further stated that a “delinquent youth is commonly seen as one who has committed a wrong as defined by law, be it a serious crime or a minor offence”. They argued that the emphasis is placed on age of the offender and not so much on the offending act itself, because when the youth is over 16 and commits a serious crime and put in a ‘juvenile home’ as the case in Trinidad and Tobago, he is still seen as ‘delinquent’ and not so much as a criminal.
Savitz (1997, 15) noted that delinquencies are all actions legally proscribed for a child above the age of culpability and below a certain maximum age (16, 17 or 18). If the child is engaged in proscribed behaviour, the state acting in place of the parent, is obliged to treat (not punish) the child. Savitz further posits that juvenile delinquencies include such offenses as truancy, incorrigibility and running away from home as well as trivial offenses which include obscene language, street corner lounging, visiting gambling places and smoking cigarettes.
Delinquency, or juvenile crime, means crime committed by people who have not yet attained adulthood. The Pan American Health Organization (1994) and the World Health Organization define adolescence as the period between 10 and 19 years of age, and youth as the period between 15 and 24 years. The World Bank defines “at risk youth” as those who face environmental, social and family condition that hinder their personal development and their successful integration into the economy and the society. Juvenile delinquency in its simplest term refers to the antisocial or illegal behavior by children or adolescents. A Juvenile Delinquent is one who repeatedly commits crime.
The main state that deals with juvenile justice in Trinidad and Tobago is the ‘Children Act’. This statute defines a child as a person under the age of 14 and a young person as a person 14 years or upwards and under the age of 17 years. Therefore this author defines juvenile delinquent as someone under the age of 17 years who commits an antisocial deviant act as defined by the law of the land.
Gender:
Barriteau (1998, 30) defines gender as a “complex systems of personal and social relations of power through which women and men are socially created and maintained through which they gain access to, or are allocated status, power and material resources within society”. Young (1988, 93) stated that gender refers to the way that “our basic social identities as men and as women are socially constructed rather than based on fixed biological characteristics”.
The World Health Organization (1998) posits that the word gender is used to describe the characteristics, roles and responsibilities of women and men, boys and girls, which are socially constructed. Gender is related to how we are perceived and expected to think and act as women and men because of the way society is organized, not because of our biological differences.
Gender according to ‘Health Canada’ (2002) refers to the array of socially constructed roles and relationships, personality traits, attitudes, behaviours, values, relative power and influence that society ascribes to the two sexes on a differential basis. Gender is relational - gender roles and characteristics do not exist in isolation, but are defined in relation to one another and through the relationships between women and men, girls and boys.
It can be established that there are no universal definition of gender however; this author would define gender as a multifaceted series of responsibilities which are socially constructed to distinguish the different between male and female.
Race/Ethnicity
According to Mustapha (2007, 224) “a race is a human population that is believed to be distinct in some way from other humans based on real or imagined physical differences. He state that race classifications are rooted in the idea of biological classification of humans according to morphological features such as skin colour or facial characteristics”. Mustapha further state that ethnicity, while related to race, refers not to physical characteristics but social traits that are shared by the human population. The social traits that is used for ethnic classification include; nationality, tribe, religion, language and culture.
When people use race they attach a biological meaning and others see race as socially constructed. The biological construction of race denotes that there exist natural, physical divisions among humans that are hereditary and is reflected in morphology. The social construction of race denotes as a vast group of people who are loosely bound together by historical contingent, socially significant elements of their morphological features and ancestry.
Wahab (2011) said that race has certain type of condition applied; it is not biological but socially constructed. He posits that we can never get beyond race because of the conceptualization of difference. He further said that race is also historically constructed and that self identification is a negation in Trinidad, since our historical legacy is a blue printing of race and ethnicity in terms of colonialism. He gave the example- “I am Indian because I am not African”.
Race therefore according to Du bois (1992), refers to a group of people who perceived themselves and are perceived by others, a different, because of biological inherited characteristics, e.g. hair texture, skin colour etc. Ethnicity on the other hand which is a separate concept from that of race denotes “a group of people with common cultural characteristics, as having the same language, place of origin and values” (Du bois 1992).
Social Class
Social class also termed socio-economic status refers to the economic or cultural arrangement of groups in society. The term "social class"-often shortened to "class" is used by sociologists to refer to the stratification of a population. Within this general delimitation the concept of class has no precise, agreed-upon meaning but is used either as an omnibus term,' to designate differences based on wealth, income, occupation, status, group identification, level of consumption, and family background, or by some particular researcher or theorist as resting specifically on some one of these enumerated factors(Gordon, 1949; Fairchild, 1944).
Although the term ‘socioeconomic status’ is used frequently, there is no general consensus regarding how to define and measure this construct. In general, Sawarski and Boesel (1988) stated that socioeconomic status is considered as an indicator of economic and social position. Socio-economic status according Houghton (2005) refers to “an individual's or group's position within a hierarchical social structure. Socioeconomic status depends on a combination of variables, including occupation, education, income, wealth, and place of residence.
In Marxist theory, social classes are defined and based on three premises: 1) who owns property and the means of production and who performs the work in the production process, 2) the social relationships involved in work and labour and 3) who produces and who controls the surplus value labour. There are two main classes in capitalism in the Marxist tradition, the bourgeoisie and the proletariat. Marxism holds that a person's social class is determined not by the amount of his wealth, but by the source of his income as determined by his relation to labour and to the means of production. To Marxists, the class to which a person belongs is determined by objective reality, not by someone's opinion.
In Weber’s conception, social class is just one of the features which can influence social stratification. According to Weber, an individual would be stratified (assigned a position within the social hierarchy) based on three factors: class, status or party. He defined social class as a group of people who share a similar position in a market economy and by virtue of that fact receive similar economic rewards. For Weber class position was not tied to one’s relation to the means of production in the strictest Marxist. According to him, one’s social class position was determined by one’s relation to the market (Haralambos and Holborn 2008, 45). In a strictly Weberian sense those who possess wealth tend to be the highest income earners and so comprise the highest social class. They are followed by those who do not own wealth but are high income earners (the middle class/petty bourgeoisie) which are then followed by the manual working class who are the smallest income earners and so form the lowest class.
In relation to Trinidad and Tobago, according to Mustapha (2007, 233) it has been established that three classes exist within the social strata which include upper class, middle class and the lower/working class. Sociologists often use social class/ socioeconomic status as a means of predicting behaviour/ and for the purpose of this essay it is used as predicting delinquency behaviour”. There seem exist a symbiotic relationship among gender, racial/ethnic backgrounds, social class and juvenile delinquency. For the purpose of this paper an analysis will be give to demonstrate the relationship on how does gender, race and social class relate to delinquency in Trinidad and Tobago.
An important aspect of delinquency is the relation of personal traits and social characteristics associated with adolescent misconduct. There exist varying contributing factors to delinquent antisocial behaviour, but this literature review seeks to only show how gender, race/ethnic background, social class, family and peers relates to juvenile delinquency.
Family-
The family is one of the oldest social institutions which Murdock (1949) defined as ‘a social group characterised by common residence, economic co-operation and reproduction.’ Wright and Wright (1994) have described the family as the foundation of society. Additionally, it is the primary mechanism of socialization for new entrants of society. With the dynamic global environment, the institution of the family has gone through radical changes which led to an erosion of societal norms and values. These changes have also facilitated the establishment of entirely new structures inclusive of the single parent families, non-marital unions, and transnational families among others. It has also been noticed that the age of perpetrators of criminal activities are becoming younger and younger. With juvenile recidivism rates skyrocketing across many cultures and nations; the looming threat that younger generations are violent in nature and brutish by actions continues to plague the criminal justice system.
Derzon (2005) suggests that the family construct though important and vital to the socialization process it is also plausible that it also propagates the development of antisocial behaviour. Negative family factors therefore sometimes compound other crimogenic predictors of the external environment and prove to stimulate the occurrence of juvenile delinquency. He further states that ddysfunctional family setting is characterized by; conflict, inadequate parental control, weak internal linkages and integration, and premature autonomy which are closely associated with juvenile delinquency.
Moreover, he stated that children in disadvantaged families that have few opportunities for legitimate employment and face a higher risk of social exclusion are overrepresented among offenders. The plight of ethnic minorities and migrants, including displaced persons and refugees in certain parts of the world, is especially distressing. The countries in transition are facing particular challenges in this respect, with the associated insecurity and turmoil contributing to an increase in the numbers of children and juveniles neglected by their parents and suffering abuse and violence at home.
According to the world youth report (2003), it was stated that the family as a social institution is currently undergoing substantial changes; its form is diversifying with, the increase in one-parent families and non-marital unions. The absence of fathers in many low-income families can lead boys to seek patterns of masculinity in delinquent groups of peers. These groups in many respects substitute for the family, define male roles, and contribute to the acquisition of such attributes as cruelty, strength, excitability and anxiety. The importance of family well-being is becoming increasingly recognized.
Furthermore, it was stated that success in school depends greatly on whether parents have the capacity to provide their children with “starting” opportunities (including the resources to buy books and manuals and pay for studies). Adolescents from low-income families often feel excluded. To raise their self-esteem and improve their status they may choose to join a juvenile delinquent group. These groups provide equal opportunities to everyone, favourably distinguishing themselves from school and family, where positions of authority are occupied by adults. When young people are exposed to the influence of adult offenders they have the opportunity to study delinquent behaviour, and the possibility of their engaging in adult crime becomes more real. The “criminalization” of the family also has an impact on the choice of delinquent trajectories (World Youth Report 2003).
Peer-
Peer refers to one that is of equal standing with another equal in terms of belonging to the same societal group especially based on age, grade, or status (Merriam 2011). Everyone has peer(s) as a need to belong, to feel connected with others and be with others who share attitudes, interests, and circumstances that resemble their own. People choose friends who accept and like them and see them in a favourable light. Teenagers want to be with people their own age (their peers). During adolescence, youths spend more time with their peers and without parental supervision. With peers, teens can be both connected and independent, as they break away from their parents' images of them and develop identities of their own. While many families help teens in feeling proud and confident of their unique traits, backgrounds, and abilities, peers are often more accepting of the feelings, thoughts, and actions associated with the teen's search for self-identity. The influence of peers whether positive or negative is of critical importance in a teenager life, as they feel that the opinion of their peers carry more weight than their parents (Salisbury 2008).
The author further stated that positive peer pressure is the ability to develop healthy friendships and peers relationships which depends on a teen's self-identity, self-esteem, and self-reliance. He stated that at its best, peer pressure can mobilize your teen's energy, motivate for success, and encourage your teen to conform to healthy behaviour. Peers can and do act as positive role models, and demonstrate appropriate social behaviours. Peers often listen to, accept, and understand the frustrations, challenges, and concerns associated with being a teenager.
On the contrary the negative peer pressure is the need for acceptance, approval, and belonging is vital during the teen years. Teens who feel isolated or rejected by their peers or in their family are more likely to engage in risky behaviours in order to fit in with a group. In such situations, peer pressure can impair good judgment and fuel risk-taking behaviour, drawing a teen away from the family and positive influences and luring into dangerous activities.
Furthermore, Salisbury (2008) stated that a powerful negative peer influence can motivate a teen to make choices and engage in behaviour that his or her values might otherwise reject. Some teens will risk being grounded, losing their parents' trust, or even facing jail time, just to try and fit in or feel like they have a group of friends they can identify with and who accept them. Sometimes, teens will change the way they dress, their friends, give up their values or create new ones, depending on the people they hang around with. Additionally, the author stated that some teens harbour secret lives which is governed by the influence of their peers. Some including those who appear to be well-behaved, high-achieving teens when they are without adults they engage in negative, even dangerous behaviour when with their peers. Once influenced, teens may continue the slide into problems with the law, substance abuse, school problems, authority defiance, gang involvement and the like (Salisbury 2008).
Main Findings/ Arguments of Authors
Youth Violence, which has traditionally been regarded as an issue of criminal and social pathology, is now, because of the high social and economic costs associated with crime, widely recognised as a macro-economic problem (Ayres 1998), and as a phenomenon which is often determined and caused by economic factors. The causes of crime are diverse and complex. Criminologists, in explaining the correlates and causes of crime, consider factors as varied as gender, race/ethnicity, social class, family background, crime reduction policies and strategies, and economic factors (Wilson and Petersilia, 1995).
A rough survey of the vast majority of explanations of the apparent upsurge in youth crime and violent behaviour in Trinidad, attribute blame to the determinants of family, social class, gender, race, among many others and changes in the morals and values in the society, which is associated with a decline in moral education through religion, or with the relaxation of adequate punishment systems for children, from an early age, for engaging in socially unacceptable behaviours. This is understood as occurring in the home as well as in the school system. Youth crime has specifically been addressed by Cloward and Ohlin.
Cloward and Ohlin (1984) inherit the consensus notions of Merton in concluding that there is an all embracing cultural goal – monetary success - with two types of institutional means available for its achievement – the legitimate and the illegitimate. The legitimate is available in organized, respectable society; the illegitimate in the organized slum. Two distinct social organizations exist, each with its own ecological base, but sharing the same cultural goals. However, in the disorganized slum, both legitimate and illegitimate opportunities and ‘culture’ are absent.
Additionally, Cohen argues in that delinquent cultures are the product of the conflict between working and middle class cultures; yet there is internalization of middle class norms of success by working class youth. This causes status frustration, reaction formation and a collective revolt against the standards which they are unable to achieve. The delinquent sub culture is thus “malicious, short-term, hedonistic, non-utilitarian and negativistic”.
Critics of these explanations, such as Taylor, Walton and Young, have largely advanced the critical and the neo-Marxist schools of thought which have produced a large body of work on this area. Taylor notes that in the case of Cohen’s adolescents, it is more likely that what has occurred is a realistic disengagement from the success goals of the school, because of a lack of tangible opportunities and inappropriate cultural skills and a focus on their expressive aspirations of leisure pursuits. He saw that the central problems were the institutionalization of inequality/poverty and the institutionalization of racism.
In the Caribbean context, one example of this critical approach to explanation can be found in the work of Ken Pryce who states that; “the orthodox viewpoint is that crime in developing countries is the product of social change, the manifestation in these societies of a transition from a traditional to a modern stage of development… this endangers imbalances such as overcrowding, alienation and anomie in the city”
Pryce advances a contrary view and purports that the rising crime in developing societies is not a product of modernization per se but a symptom of a particular type of development based on exploitation and “the development of under-development” such as is evidenced in the Capitalist societies of the Caribbean for the past decades. He suggests that the profit-centered pattern of development enriches a few and disposes the many, through unemployment, …which in turn leads to a diversity of survival strategies based on pimping, hustling, pushing, scrunting, prostitution, violence and wretchedness.
Gender-Delinquency Relation
The relationship between gender and delinquency is a topic of considerable interest to researchers. At one time the attention was directed to solely the male offenders and female offenders were ignored, but the nature and the extent of female delinquency have changed and females are now engaging in frequent and serious illegal activities. Deosaran (2007) stated that when compared with females’ students, males commit significantly more physical violence, more substance abuse, more high risk behaviour, more stealing and more disorder and incivility. Therefore males commit significantly more acts than females.
This study is relevant to this research because it highlights the relationship between gender and delinquency, with a particular finding that the males commit more significant acts than females. However, limitations of is based on the fact that the researcher neglects to identify that females commit more delinquency act (runaway) that males as argued by Siegel and Welsh (2009). Additionally, this study requires a more equal distribution of the questionnaire, perhaps 50% for both genders rather than 44% male and 56% females. Furthermore, the study was only based in only ten secondary schools in Trinidad and Tobago, this sample is not representative of all school in Trinidad and Tobago, and only 1800 students were samples. Therefore, a larger sample size was needed so that the conclusions can be more generalised to represent both Trinidad and Tobago.
Similarly, in a previous study done by Deosaran and Chadee (1997) it was stated that the data suggest significant difference between male and female youths. Harmful crimes were committed by 87% of older boys as compared to females. Therefore it can be concluded that males commit more serious offenses than females and they are more likely to engage in delinquent antisocial behaviour. Sociologists and psychologist argues that there are differences in attitudes, values and behaviour between males and females. There are also cognitive differences where females process information differently than males and have different cognitive and physical strengths. These differences may explain gender differences in delinquency. Furthermore girls are socialized differently which cause them to internalize rather that externalize anger and aggression as males do. There are also psychological differences between the both sexes which expose females to be at risk for greater level of mental anguish than males.
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- BSc, MSc Stacy Ramdhan (Author), 2011, An evaluation of the impact of gender, racial/ethnic background, social class, family and peer influence on juvenile delinquency , Munich, GRIN Verlag, https://www.grin.com/document/175695
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In many Community and particularly in the West, people identify them. Self and each other person according to race, class, and gender. The race and gender seem to have a basis in biology. The concept of race, race is a typically groups people according to visible physical characteristics like – skin color, stature, or facial features. But the definition of race has always been flexible and also include language groups, religions, or nationalities. The race is at present a powerful idea of classification since human beings to the group to maintain social structure and identify themselves different from other. Like a race, the social class also a group a cultural group but it is a biological group. The idea of the class defined as a group of people with the same socioeconomic status. Social and Industrial revolutions replaced this idea with the concept of a grouping by wealth, employment, and education.
Simply put, the upper class possessed inherited wealth; the middle-class con- sisted of white-collar workers and small business owners; and the working class was characterized by blue-collar in industrial and service workers with little property and lower levels of education.
In recent years, DNA studies across all human populations have shown that humans can be divided into biological subgroups; humans are genetically homogeneous. Different groups in different Geo locations share some physical characteristics, such as eye color or skull shape. These called pheype differences. These changes occur because of local environmental adaptations, sexual selection, and random genetic drift. But these regional variations reflect only a tiny portion of the human genetic and can be differentiated into any distinct genetic grouping. Individual differences are much greater than pheype differences.
The Hindu caste system is very complex. There is the Vedic caste division called Varna, which has religious-mythological origins and separates a population into rank and hereditary groups. According to Hindu scripture, the four main castes, or varnas, come from God’s body: from the mouth came the Brahmans, from the arms the Kshatriya, from the thighs the Vaishyas, and from the feet the Sudras. Then there also is a one more different caste system which is called Jaati (jati) and which is based on occupation. Brahmans are the highest ranking caste, were the priests and teachers; the Kshatriya are close to Brahmans in status are rulers and warriors; Vaishyas were farmers and merchants, and slaves and the Sudras are the lowest. Some Hindus fell into an even lower-ranking group whose members carried out unclean jobs such as the disposal of dead animals. These people, subject to intense discrimination, were known as untouchables, though now the term Dalit. Discrimination against the Dalits is now illegal in India. | http://www.vikidhaka.com/blog/race-hindu-caste-system/ |
Martin Luther King Jr. Day is celebrated this month on Monday, January 20. And while Dr. King fought for racial justice six decades ago, understanding diversity and confronting racism and discrimination are still top of the agenda in 2020. Over the past few years, many professionals have discussed the racism and discrimination they have experienced in their workplaces. Responses to these concerns were, at best, dismissive and, at worst, reinforced discriminatory institutional practices. How should we, as individuals, confront institutional racism and discrimination?
The following suggestions, humbly offered, presume that there are others who know more than myself and presume that there is, most likely, more that can be done to undermine discriminatory practices.
1. Know the terms.
What are the definitions of culture, diversity, ethnicity, discrimination, prejudice, and racism? Read below for definitions of discrimination and racism (New Oxford American Dictionary):
DISCRIMINATION: “the unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, or sex”—and add to that gender, ethnicity, and ability
RACISM: “the belief that different races possess distinct characteristics, abilities, or qualities, especially so as to distinguish them as inferior or superior to one another”
In graduate school, it became clear to me that the term "race" is a constructed, prejudicial term designed to condone social discrimination. Engaging in a more culturally competent discussion would preclude use of the term "race" and replace it with "ethnicity" to honor and acknowledge the fact that we are all humans, and our social differences are rooted in culture.
For information about terms and talking about racism, check out the following links:
Cultural Awareness - Glossary of Key Terms (National Institutes of Health) Resources for Talking About Race, Racism and Racialized Violence with Kids (Center for Racial Justice in Education) 10 Quick Ways to Analyze Children’s Books For Racism and Sexism (California State Department of Education)
2. Listen to people who are different from you
The Collaborative for Academic, Social, and Emotional Learning (CASEL) provides a framework for cultural competency, placing social emotional skills at the core. These competencies include: self-awareness, self-management, social awareness, relationship skills, responsible decision-making (please click here for further study).
While social-emotional learning (SEL) supports cultural competency, creating an open stance toward diversities, benefiting from varied ideas, opinions, and experiences, requires one to possess good listening behavior. You can read more about the unused potential of listening in "Listening to People" from the Harvard Business Review.
3. Learn how to have conversations about racism, prejudice, and discrimination that are culturally competent
Now that we share a common starting point for having a conversation, how do we engage in culturally competent conversations—and why should we? The answer is straightforward: to continue to strive toward equality, social justice, and fairness. As a society, we short-change ourselves in terms of achievement, outcomes, problem-solving, and creativity by ignoring racism, discrimination, and social injustice.
While researching for this article, similar steps for developing cultural competency consistently showed up, regardless of industry. These steps are derived from "How do I become culturally competent?" by Rebecca A. Clay and are worth a thorough read:
Develop your cultural self-awareness
Learn about communities and cultures that are unfamiliar to you
Interact and participate with social groups, cultures, and communities different from your own
The first step toward cultural competency," Clay writes, "is to know yourself and recognize those whom you might view as different from yourself." For more information, check out "How Diversity Makes Us Smarter" by Katherine W. Phillips for Scientific American on embracing diversity and "Colorblind Ideology Is a Form of Racism" by Monnica T. Williams, PhD., in Psychology Today.
Be well, Jane
2020 GROUP UPDATES
Please note the changes to the following groups. Enrollment can be made through the website at www.abalancedlifellc.com or by emailing [email protected].
2020 Group Schedule Creative Clinician Group - FIRST SESSION STARTS JAN. 23 2020 dates: Thursdays, January 23, February 20, March 19, April 16, May 28, June 25, July 23, August 20, (no group in September), October 15, November 12 Time: 9:00 a.m. - 10:30 a.m. Cost: $25 per person / per group
The creative clinician group provides an outlet for therapists to process their own work and engage in self-care in a professional and confidential setting. Focusing on the creative process allows your inner wisdom to bubble up to the surface, offering a fresh perspective to the challenge you choose to explore. This is also a group for clinicians who have an interest in incorporating play and expressive arts in their work with clients. Each month will feature a different creative, resiliency-building activity that you can use immediately in your practice.
learn new expressive arts interventions
discover your creative strengths
explore your professional identity
experience your inner wisdom
Please RSVP as soon as you know that you plan to attend as space is limited to 8 participants.
EFT Book Club for Clinicians 2020 Dates: February 6, March 5, April 2, April 30, (no meeting in May), June 11, July 9, August 6, September 3, October 1, October 29, (no meeting in November), December 10 Time: 8:30 a.m. - 9:30 a.m.
Defiant Child Book Club 2020 dates: Mondays, January 27 - February 24 Time: Mondays from 5:30 p.m. - 7:00 p.m. Cost: $125 per person / $225 per couple (includes book)
Resiliency-Building for Adults - FIRST SESSION STARTS JAN. 25 2020 dates: January 25, February 22, March 21, April 18, May 30, June 27, July 25, August 22, (no meeting in September), October 17, November 14 Time: 10:00 a.m. - 11:30 a.m. Cost: $25 per person/session
Offered as single session group one Saturday per month, the Resiliency-Building Group provides an opportunity for participants to access personal meaning and purpose through creative experience. In this group, participants will engage in expressive arts activities each session to achieve one of the four core objectives:
Centering - experiencing self as grounded and safe.
Compassion - witnessing from a non-judgmental stance.
Connection - joining with self and others to communicate thoughts, feelings, and experiences.
Contribution - sharing, giving, and receiving from a place of wholesome integrity.
SPOTLIGHT: MARQUITA LEVERETTE, LCSW
Through work with communities at risk for HIV, Marquita has come to understand that unresolved trauma not only affects the individual but the health outcomes of all people seeking medical treatment. She is dedicated to working with individuals who have experienced trauma through intimate partner violence, interpersonal violence, incarceration, substance use disorder, transphobia and homophobia, and sudden life changes. Marquita believes that resolving unaddressed traumatic events will elevate and heighten personal well-being. Find out more about Marquita on our website.
SOCIAL MEDIA We would love to connect with you on our social media channels! We often share helpful tips for self-care and highlight our therapy and groups. Find us at @abalancedlifekc or by clicking below. | https://www.abalancedlifellc.com/post/confronting-racism-and-discrimination |
Xenophobia or fear of foreigners is a broad term that can be applied to the fears of people who are different from you. It often overlaps with all forms of prejudice, including racism and homophobia, but there are important differences. Unlike racism, homophobia, and other forms of discrimination based on certain characteristics, xenophobia is rooted in the belief that members of an out-group are alien to your area or community. This typically involves conflict with an individual in a group or a whole group and often leads to violence. Xenophobia is similar to racism in many ways, but it is different in that racism is based on ideas of race and superiority, while xenophobia is fulled by the idea of cultural differences.
Xenophobia is characterized by people who reject foreigners and want to keep immigrants out of their country. Xenophobia can be viewed in many different forms: Xenophobic people or those who believe that the culture of the country is superior to theirs. They accuse foreigners of spreading aids and other diseases, spreading parasites at taxpayers’ expense, and so on. It can also lead people to believe in the superiority of a country or culture they do not like or consider superior, and to want immigrants to stay in their countries.
In some cases, fear of outsiders may be a protective mechanism against invasion or disease, but they may not have a real phobia of outsiders. Strangers and immigrants occur when someone is frightened by behavior that harms or antagonizes outsiders, or when people or groups are perceived as outsiders because of their race, ethnicity, religion, gender, sexual orientation, or other characteristics.
One could argue that xenophobia could be part of the human genetic or behavioral heritage, and perhaps our propensity to do so protected our ancestors from harm that external groups might have done to them. A few also revolve around the fact that some evolutionary psychologists argue that we are somehow connected to prejudice, as in the case of racism, sexism, or other forms of prejudice. The Greek word Xenophobia is a combination of the words Xenos and phobia, and Wikipedia states that it is a fear of what is perceived as foreign such as foreigners in general or strangers in particular. We can describe harassment as xenophobic harassment when someone harasses you on the basis of your race, ethnicity, gender, religion, sexual orientation, age, or gender identity.
Mocking a person for their accent, clothing, and/or religion can cause a person physical harm and emotional distress. Some experts argue that classifying xenophobia and racism as mental illnesses would treat a social problem. This type of culture involves the rejection of objects, traditions, and symbols associated with a group or nationality. It is about rejecting the identity of a xenophobic person who does not believe he belongs to an immigrant or to society. Xenophobia can lead to persecution, hostility, violence, and even genocide. Xenophobic behavior has increased in recent years because of rising anti-immigrant sentiment worldwide.This post was proofread with Grammarly. | https://whatisandhowto.com/what-is-xenophobia/ |
Social construction of race examples
What is the social construction of race?
Race is not biological. It is a social construct . There is no gene or cluster of genes common to all blacks or all whites. Were race “real” in the genetic sense, racial classifications for individuals would remain constant across boundaries.
What are examples of social constructs?
An example of a social construct is money or the concept of currency, as people in society have agreed to give it importance/value. Another example of a social construction is the concept of self/self-identity.
What is the social construction of race and ethnicity?
“ Race ” refers to physical differences that groups and cultures consider socially significant, while “ ethnicity ” refers to shared culture, such as language, ancestry, practices, and beliefs.
What are socially constructed identities?
To say that an identity is socially constructed is to deny that it has the objective reality ascribed to it. Rather, that identity is the result of beliefs and practices in society or specialized segments of society and it may or may not have a factual foundation apart from those beliefs and practices.
How do you identify ethnically?
Ethnicity refers to shared cultural characteristics such as language, ancestry, practices, and beliefs. For example, people might identify as Latino or another ethnicity . Be clear about whether you are referring to a racial group or to an ethnic group.
Can race be determined by DNA?
However, because all populations are genetically diverse, and because there is a complex relation between ancestry, genetic makeup and phenotype, and because racial categories are based on subjective evaluations of the traits, there is no specific gene that can be used to determine a person’s race .
What makes something a social construct?
: an idea that has been created and accepted by the people in a society Class distinctions are a social construct .
Is happiness a social construct?
Social construction theory is about how we make sense of things. It assumes that we ‘ construct ‘ mental representations, using collective notions as building blocks. In this view, happiness is regarded as a social construction , comparable to notions like ‘beauty’ and ‘fairness’.
Is mental illness a social construct?
He argues that many mental health conditions are as much a social construct as medical diagnosis, with doctors or therapists and their patients creating them together. “There are certainly serious conditions, like schizophrenia and manic depression, that are not a social construction ,” says Borch-Jacobsen.
What is meant by race and ethnicity?
Race is defined as “a category of humankind that shares certain distinctive physical traits.” The term ethnicities is more broadly defined as “large groups of people classed according to common racial , national, tribal, religious, linguistic, or cultural origin or background.”
What do I put for race and ethnicity?
Definitions for Racial and Ethnic Categories American Indian or Alaska Native. Asian. Black or African American. Hispanic or Latino. Native Hawaiian or Other Pacific Islander. White.
What does social construction mean?
Briefly, social construction (SC) assumes that people construct (i.e., create, make, invent) their understandings of the world and the meanings they give to encounters with others, or various products they or others create; SC also assumes that they do this jointly, in coordination with others, rather than individually
Are we socially constructed?
Much about human reproduction is also socially constructed . For example, contrary to scientific wisdom, humans have always reproduced both sexually and asexually. Moreover, human life (the creation of a new organism) does not begin between conception and birth, and neither event creates new life.
How is gender socially constructed examples?
Though sex categorization is based on biological sex, it is maintained as a category through socially constructed displays of gender (for example , you could identify a transgender person as female when in fact she is assigned male at birth). Institutions also create normative conceptions of gender .
Is family a social construct?
While cultural definitions of family may be based on blood, marriage, or legal ties, “ families ” are socially constructed and can include cohabitation and other culturally recognized social bonds such as fostering, nurturing, or economic ties. Sociology also studies how family relationships affect members and society. | https://aabbarchitectes.com/construction-ideas/social-construction-of-race-examples.html |
7.1: What Are Ethnicity and Race?
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A common question asked in introductory geography classes is “What is ethnicity and how is it different than race? The short answer to that question is that ethnicity involves learned behavior and race is defined by inherited characteristics. This answer is incomplete. In reality, both race and ethnicity are complex elements embedded in the societies that house them. The relationship between race, ethnicity and economic class further complicates the answer.
Other students have asked, “How is this geography? Ethnicity and race have strong spatial dimensions. Both races and ethnicities have associated places and spatial interactions. A person’s ability to navigate and use space is contingent upon many factors- wealth, gender, and race/ethnicity. Anything that sets limits on a person’s movement is fair game for geographic study. Numerous geographic studies have centered on the sense of place. Race and ethnicity are part of a place. Signs are written in languages, houses have styles, people wear clothing (or not!) and all of these things can indicate ethnicity.
7.1.1 The Bases of Ethnicity
Ethnicity is identification through language, religion, collective history, national origin, or other cultural characteristics. A cultural characteristic or a set of characteristics is the constituent element of an ethnicity. Another way of thinking of an ethnicity is as a nation or a people. In many parts of the world, ethnic differences are the basis or political or cultural uprisings. For example, in almost every way the Basque people residing on the western border between France and Spain are exactly like their non-Basque neighbors. They have similar jobs, eat similar foods, and have the same religion. The one thing that separates them from their neighbors is that they speak the Basque language. To an outsider, this may seem like a negligible detail, but it is not. It is the basis of Basque national identity, which has produced a political separatist movement. At times, this movement has resorted to violence in their struggle for independence. People have died over the relative importance of this language. The Basques see themselves as a nation, and they want a country.
The ethnicities of dominant groups are rarely ever problematized. Majority ethnicities are considered the default, or the normal, and the smaller groups are in some way or another marginal. Talking about ethnicity almost always means talking about minorities.
There are three prominent theories of Ethnic Geography: amalgamation, acculturation, and assimilation. These theories describe the relation between majority and minority cultures within a society. Amalgamation is the idea that multiethnic societies will eventually become a combination of the cultural characteristics of their ethnic groups. The best-known manifestation of this idea is the notion of the United States as a “melting pot” of cultures, with distinctive additions from multiple sources.
Acculturation is the adoption of the cultural characteristics of one group by another. In some instances, majority cultures adopt minority cultural characteristics (for example the celebration of Saint Patrick’s Day), but often acculturation is a process that shifts the culture of a minority toward that of the majority.
Assimilation is the reduction of minority cultural characteristics, sometimes to the point that the ethnicity ceases to exist. The Welsh in the United States have few, if any, distinct cultural traits.
When we looked at the previous chapters- Language, Religion, and now Ethnicity, we have explored subjects that are often the core of a person’s identity. Identity is who we are and we, as people, are often protective of those who share our collective identity. For example, ethnicity, and religion can be closely tied, and what can appear as a religious conflict may be in fact a politicized ethnic disagreement or a struggle over resources between ethnicities that has become defined as a religious war. Muslim Fula herders and Christian farmers in Nigeria aren’t battling over religious doctrine; they’re two different peoples fighting for the same land and water resources.
One of the enduring ideas of modern political collectives is that we consider everyone within the boundaries of our country as “our group.” The reality has not lived up to that concept, however. Many modern countries are wracked by ethnic struggles that have proven remarkable resistant to ideas of ethnic or racial equality.
7.1.2 Race
The central question around race is simple: “Does race even exist?” Depending on how the question is framed, the answer can be either yes or no. If race is being used in a human context in the same way that species is used in an animal context, then race does not exist. Humans are just too similar as a population. If the question is rephrased as, “Are there some superficial differences between previously spatially isolated human groups?” then the answer is yes. There are genetic, heritable differences between groups of people. However, these differences in phenotype (appearance) say very little about genotype (genetics). Why is that? The reality is that human beings have been very mobile in their history. People move and they mix with other groups of people. There are no hard genetic linesbetween different racial categories in the environment. As a consequence of this, racial categories can be considered socially constructed.
7.1.3 How are ethnicity and race different?
People tend to have difficulties with the distinctions. Let’s start with the easiest racial category in the United States- African American. Most people understand that the origin of the African American or Black population of the United States is African. That is the race part. Now, the ethnic part appears to be exactly the same thing, and it almost is, but only for a particular historical reason. If Africans had been forcibly migrated by group, for example large numbers of BaKongo or Igbo people were taken from Africa and brought to Virginia and settled as a group, then we would be talking about these groups as specific ethnicities in the same way we talk about the Germans or Czechs in America. The Germans and Czechs came in large groups and often settled together, and preserved their culture long enough to be recognized as separate ethnicities.
That settlement pattern did not happen with enslaved Africans. They were brought to the United States, sold off effectively at random, and their individual ethnic cultures did not survive the acculturation process. They did, however, hold onto some general group characteristics, and they also, as a group, developed their own cultural characteristics here in the United States. Interestingly, as direct African immigration to the United States has increased, the complexity of the term African American has increased, since it now includes an even larger cultural range.
7.1.4 Specifically Ethnic
The United States is a multiethnic and multiracial society. The country has recognized this from the very beginning, and the U.S. Census has been a record of ethnic representation for the U.S. since 1790. Here are the current racial categories (Figure 7.1).
There are many ethnicities in the United States, and data are collected to a granular level, but in many ways, the ethnic categories are subsets of the racial categories. The idea is that race is a large physical grouping, and ethnicity is a smaller, cultural grouping. Thinking about the data this way helps understand why African American is both an ethnicity and a race (Remembering that there are African-Americans who come directly from Africa). Another, more complete example is the numerous ethnicities within American Indian. Within the race category of American Indian and Alaska Native are dozens of individual nations (Figure 7.2).
7.1.5 Hispanic Ethnicity in the United States
Since 1976, the United States government has required the collection and analysis of data for only one ethnicity: “Americans of Spanish origin or descent.” The term used to designate this ethnicity is Hispanic. It is a reference to the Roman name for what is now modern Spain. Hispanics, however are generally not Spanish; they are people who originate in one of the former colonies of Spain. Another term that is used is Latino, which is another reference to the Roman Empire. Both of these labels are very vague. Generally, people identify with the country of their ancestors (Mexico, Thailand), and not with a label generated by the Census Bureau for the purposes or recordkeeping.
Hispanics can be of any race. It is important to note that all racial and ethnic information is self-reported. This means that the person who decides if you are African American, Hispanic, or any other category is you. One final detail is thatnative people of hispanophone countries, even if they themselves do not speak Spanish, will often be considered Hispanic. | https://socialsci.libretexts.org/Bookshelves/Geography_(Human)/Book%3A_Introduction_to_Human_Geography_(Dorrell_and_Henderson)/07%3A_Ethnicity_and_Race/7.01%3A_What_Are_Ethnicity_and_Race |
As the Covid-19 pandemic continues to wreak havoc in our country, those who seek to cause confusion, chaos and public harm have powerful tools of mis- and disinformation to do just that. This week, we look at another issue that is often used as a tool to help spread disinformation. It’s even more slippery a concept, but just as dangerous: Hate speech.
Week 7: Weekly trends – the haters
Through Real411, Media Monitoring Africa has been tracking disinformation trends on digital platforms since the end of March 2020. For Real411, we are focusing on combating anti-vaccine content, and we are also gearing up for local elections. Hate speech angers, hurts, dehumanises and insults, and it has real potential to cause public harm, but just what do we mean by the term, and what should be done about it? We will take a quick look at the definitions of the major platforms and then the definition we apply.
Unlike its rather ambiguous position on disinformation (calling it false news for example, as we highlighted here), Facebook offers one of the better approaches to hate speech, offering nuance and guidelines on its exceptions. It’s pretty long for a short definition but it highlights some of the complexity from the word go:
“We define hate speech as a direct attack against people on the basis of what we call protected characteristics: race, ethnicity, national origin, disability, religious affiliation, caste, sexual orientation, sex, gender identity and serious disease. We define attacks as violent or dehumanising speech, harmful stereotypes, statements of inferiority, expressions of contempt, disgust or dismissal, cursing and calls for exclusion or segregation. We consider age a protected characteristic when referenced along with another protected characteristic. We also protect refugees, migrants, immigrants and asylum seekers from the most severe attacks, though we do allow commentary and criticism of immigration policies. Similarly, we provide some protections for characteristics such as occupation, when they’re referenced along with a protected characteristic.” Facebook Community Standards
It’s a useful definition as it includes elements of attacks – which include violent and or dehumanising speech – and it also includes the notion of protected characteristics. Protected characteristics commonly include race, ethnicity, disability, sexual orientation, sex and serious disease. In other words, Facebook doesn’t allow attacks against protected characteristics. It then set out other groups based on criteria including age, occupation in some instances and also refugees, migrants and asylum seekers.
This sounds clear, and for some of the obvious forms of hate speech, it works well. Calling for all black people to be washed into the sea, for instance, is a relatively clear-cut example. It is however in the millions of other posts where the complexities arise. Facebook seeks to address the complexities by dividing the different forms of hate speech into tiers. Perhaps more useful is that it addresses the importance of context, intent, and mistakes. So not only does it offer a tiered system for assessment, it also then offers other critical factors taken into consideration for each post.
YouTube
Seemingly simpler, YouTube unsurprisingly also has a two-minute video explaining its policy on hate speech. It offers some good basic examples.
“Hate speech is not allowed on YouTube. We remove content promoting violence or hatred against individuals or groups based on any of the following attributes:
- Age
- Caste
- Disability
- Ethnicity
- Gender Identity and Expression
- Nationality
- Race
- Immigration Status
- Religion
- Sex/Gender
- Sexual Orientation
- Victims of a major violent event and their kin
- Veteran Status”
On the surface, it looks pretty similar to the Facebook policy, in that it expressly prohibits hate speech. It also defines hate speech with an element of attacks and includes protected groups. But there are a few differences. For YouTube, the content needs to promote violence or hatred against the protected group.
This is significantly narrower than the FaceBook definition of attack: “as violent or dehumanising speech, harmful stereotypes, statements of inferiority, expressions of contempt, disgust or dismissal, cursing and calls for exclusion or segregation”. For YouTube, the content must be promoting violence or hatred.
Someone saying ‘I hate fxxking White people because they smell’ might not meet the threshold for YouTube, as there is no element of promotion, it is merely an expression of an opinion. But the same content might meet the threshold on Facebook as it is a clear expression of disgust.
Interestingly YouTube has expanded the protected characteristics groups to include, “victims of a major violent event” and “veteran status”. In this context it might be an expression like: “More people need to see and understand the victims of Marikana were trouble-seeking evil scumbags and they deserved what they got.” As victims of a protected group, this may meet the threshold of Google’s test, but not necessarily Facebook as they are not identified by the protected groups Facebook identifies.
Twitter avoids the term hate speech and refers instead to “hateful conduct” and it applies the following definition:
“Hateful conduct: You may not promote violence against or directly attack or threaten other people on the basis of race, ethnicity, national origin, caste, sexual orientation, gender, gender identity, religious affiliation, age, disability, or serious disease. We also do not allow accounts whose primary purpose is inciting harm towards others on the basis of these categories.” (Twitter Hateful Conduct Policy)
Again, the common element of attack and categories of protected characteristics are included as core elements. Twitter also includes the element of promotion of violence, but adds, or “directly attack” or “threaten.” So even though it is called hateful conduct, the element of hatred common to the other definitions thus far is not explicitly included in the Twitter definition. Twitter also interestingly adds another element of incitement and harm for accounts that have that as their primary purpose. But wait, there’s more! Twitter, unlike the others, draws a distinction between the kind of content, from text to images and display names.
“Hateful imagery and display names: You may not use hateful images or symbols in your profile image or profile header. You also may not use your username, display name, or profile bio to engage in abusive behavior, such as targeted harassment or expressing hate towards a person, group, or protected category.” (Twitter Hateful Conduct Policy)
Twitter has also expanded its definition further in a blog,
“In July 2019, we expanded our rules against hateful conduct to include language that dehumanises others on the basis of religion or caste. In March 2020, we expanded the rule to include language that dehumanises on the basis of age, disability, or disease. Today, we are further expanding our hateful conduct policy to prohibit language that dehumanises people on the basis of race, ethnicity, or national origin.” (Twitter Blog)
So, it would seem that the Twitter definition, although a little unclear, in addition to attacks and protected groups, also includes elements of incitement, hateful imagery and dehumanising language. A person might be able to say “I hate the Jews” – it is anti-Semitic and racist, but is it an attack? Some may argue it is, but on the surface it might not be. At the same time, the use of a swastika would be seen as hateful imagery and would not be allowed, on the surface. Of course, each example requires detailed context and scrutiny, but we use them to highlight some of the potential differences in how the different definitions may come up with divergent results.
TikTok
TikTok also prohibits hate speech and it also interestingly does not explicitly include the element of hate in its definition:
“TikTok is a diverse and inclusive community that has no tolerance for discrimination. We do not permit content that contains hate speech or involves hateful behavior and we remove it from our platform. We suspend or ban accounts that engage in hate speech violations or which are associated with hate speech off the TikTok platform.
Attacks on the basis of protected attributes
We define hate speech or behaviour as content that attacks, threatens, incites violence against, or otherwise dehumanises an individual or a group on the basis of the following protected attributes:
- Race
- Ethnicity
- National origin
- Religion
- Caste
- Sexual orientation
- Sex
- Gender
- Gender identity
- Serious disease
- Disability
- Immigration status”
TikTok directly refers to incitement, and it includes “behaviour” as well as content. It also includes elements of attack and protected characteristics. To a degree then, it seems TikTok has tried to cover the possible gap by including both behaviour and content.
The United Nations (UN) in its approach to hate speech defines it as:
“The United Nations Strategy defines hate speech as ‘any kind of communication in speech, writing or behaviour, that attacks or uses pejorative or discriminatory language with reference to a person or a group on the basis of who they are, in other words, based on their religion, ethnicity, nationality, race, colour, descent, gender or other identity factor’.”
United Nations Strategy and Plan of Action on Hate Speech: Detailed Guidance on implementation for United Nations Field Presences
The UN includes the elements of attack and broadens them, to include any behaviours or writing that attacks or uses pejorative or discriminatory language. The UN definition of protected groups excludes protected as a term and spells out the more common group characteristics, but then also includes “other identity factor” so it is potentially very broad.
Then we get to South Africa, where we find ourselves awaiting the Constitutional Court ruling on how we will define it. The case was argued in 2020, see here (if any of the issues have jingled your bells, trust us and watch the livestream – some utterly brilliant, fascinating and deeply thoughtful inputs on the complexity of hate speech and a definition, better than any current streaming series). The issues are really fascinating and require their own analysis for discussion. For the current purposes, what’s so interesting is that the current case seeks to find a balance between combating hate speech and freedom of expression, allowing speech we might find offensive and repugnant, but drawing a line as to what we won’t tolerate as a society.
Given the complexity, it should come as no surprise that the definition we apply as Real411 draws on our Constitution and our Equality law. The criteria we use are:
“How does the DCC (Digital Complaints Committee) determine hate speech from free speech?
- In order for the DCC to determine a complaint to be hate speech, as contemplated in terms of section 16(2) of the Constitution, the following elements must be met:
- There has been advocacy of hatred against another person;
- It is based on one or more prohibited grounds, including race, ethnicity, gender or religion;
- It constitutes incitement to cause harm; and
- It does not constitute bona fide engagement in artistic creativity, academic and scientific inquiry, fair and accurate reporting in the public interest or publication of any information, advertisement or notice in accordance with section 16 of the Constitution.” (Real411)
As and when the Constitutional Court hands down judgment we will amend the criteria, but what should be immediately apparent is that in South Africa, we include the element of “advocacy of hatred” and “incitement to cause harm” and it must be based on one of the protected characteristics. We have also included a clear carve-out, to allow for content that is bona fide engagement in artistic creativity, reporting, and or information in the public interest. In other words, the threshold that we have in South Africa is significantly higher than it is for almost all the platforms.
It is an area, therefore, where the platforms are more likely to remove content before it meets our requirements. For something to be hate speech currently, it needs to be advocacy of hatred – so it cannot just be nastiness or an expression, it must also be incitement and it must also meet the threshold for causing harm; finally, it must be on the basis of a protected ground. Our threshold is also significantly greater than that envisaged by the UN. So hating people who work in call centres, or for City Power as a group, and calling on others to blow them up, might be threatening and could result in other legal action – but neither call centre agents nor City Power workers are a protected group, so it likely wouldn’t count as hate speech.
Why does all this matter? It matters because once again we see how big platforms demonstrate significantly different approaches to an issue that cuts to the heart of freedom of expression and is so often intertwined with disinformation. It matters because again we see how big platforms regulate content using divergent approaches and do not take into account local legislation and context. Through Real411, we not only have a common approach in line with our law, we also have a common standard being applied across the platforms. This means that we won’t have the same content having different outcomes on different platforms.
If you come across content on social media that could potentially be hate speech, incitement, harassment or disinformation, report it to Real411. To make it even more simple, download the Real411 mobile app. DM
Download the Real411 App on Google Play Store or Apple App Store.
William Bird is director of Media Monitoring Africa (MMA) and Thandi Smith heads the Policy & Quality Programme at MMA.
"Information pertaining to Covid-19, vaccines, how to control the spread of the virus and potential treatments is ever-changing. Under the South African Disaster Management Act Regulation 11(5)(c) it is prohibited to publish information through any medium with the intention to deceive people on government measures to address COVID-19. We are therefore disabling the comment section on this article in order to protect both the commenting member and ourselves from potential liability. Should you have additional information that you think we should know, please email [email protected]" | https://www.dailymaverick.co.za/article/2021-04-11-disinformation-in-a-time-of-covid-19-weekly-trends-in-south-africa-26/ |
Why the Controversy?
The concepts of ethnicity, ancestry, and race are widely used in molecular epidemiologic research, often based on the assumption that these correlate (however roughly) with increased genetic homogeneity among people claiming a similar identity. However, some have questioned the implications of research on ethnic or racial differences, particularly in the area of health disparities research (1, 2). This emphasis may lead to an overly simplistic attribution of poor health to biological rather than social or political factors (3, 4). Thus, a danger of the use of genetics as a major determinant of health and health disparities is that stereotypes of health and disease in certain groups may be perpetuated and alternative solutions to these problems will be ignored. Similarly, others have postulated that self-identified race or ethnicity (SIRE) is primarily sociocultural rather than biological and their use in genetic research is invalid (5, 6). Some argue that ethnicity is built of social, legal, and historical factors and bears no necessary or predictable relationship to genetic factors (7, 8).
To theorists who eschew SIRE as a biological concept, its function as a variable is to capture predictable dimensions of a person's or a group's daily experience that are tied to shared beliefs and practices. Beliefs (and practices based on those beliefs) might include what people hold true about themselves as members of a recognized group. For example, researchers may capture an individual respondent's notion of belonging to a group, such as “As a member of group A, I prefer these foods.” Those who define SIRE as a social construct grant that there might be biological consequences of membership in these groups, such as result from diet or family size, but the consequences, without basis in genetics, are mutable and transient. According to this thinking, membership and boundaries of SIRE groups evolve over time, reflecting and influencing political and cultural events. This notion is supported by a study reporting that one third of individuals asked to assign themselves to an ethnic group in 2 consecutive years chose a different ethnic group in the second year (9). Thus, to social constructionists, ethnicity labeled “self-identified” would have to be spontaneously named by a subject and could not be assumed to have genetic correlates.
In contrast, population and evolutionary genetics research has examined genetic variability within and between members of SIRE groups. For example, the FST statistic of Wright (10) has been used as a measure of subdivision within species, where FST = 100% suggests that genomic variability is completely between groups (i.e., the groups are genetically distinct) and FST = 0% suggests the absence of genetically distinct groups with all of the observed genomic variability occurring within populations. Using large-scale genomic information, the average value of FST in humans has been estimated to be ∼13% (11). Although there is significant variability in the value of FST across the human genome, FST = 13% supports the existence of between-group genomic differences, but does not indicate that SIRE groups are genomically distinct. Nonetheless, biological correlates of self-identified race or ethnicity exist. Numerous large-scale genomic studies have reported that the observed distribution of allelic variation in the human genome differs among groups. Although most genetic variation is common to all populations, genetic variants exist that are unique to specific SIRE groups (12). Using a genetic-cluster analysis algorithm to group individuals based on their genetic marker information alone, Tang et al. (13) reported that among 3,636 participants from four multicenter studies of blood pressure using 326 microsatellite linkage markers, only 17 individuals (0.5%) did not cluster according to SIRE. Although these results are striking, the analyses did not consider admixture within populations and thus overemphasized the distinctions between SIRE groups. Nonetheless, these and other data support the notion that correlations between genomic variability and SIRE exist, and thus refute those who reject any genetic basis to race or ethnicity.
These constructs are apparently at odds with one another and emphasize the need to define carefully and use appropriately the concepts of race, ancestry, or ethnicity in molecular epidemiologic research. We propose that it is not productive to continue the debate about whether racial or ethnic groups do or do not have genomic correlates. Rather, the need is to recognize that multiple, distinct concepts of race or ethnicity exist, and to move molecular epidemiologic research toward effectively characterizing and using these.
Ancestry, Culture, Environment, and Phenotype
Because SIRE can be correlated with both biological and sociocultural phenomena, models that consider only one of these explanations are ineffective for molecular epidemiologic research. Thus, we consider group membership as a complex, multifactorial trait similar to height, blood pressure, intelligence, or common disease phenotypes. Figure 1 suggests a framework for considering SIRE that includes both biological phenomena as well as environmental and sociocultural differences that modify the relationship between genotype and phenotypes. These categories are observational and relational. They are observational in the sense that their component features are those that interest molecular epidemiology rather than those that group members might cite. These component features might overlap with features that group members cite but the premise for emphasizing these features is their relevance to research rather than to social identity. These categories are relational in that they are meaningful only in the context of specific comparisons and are not discrete entities that stand alone outside a particular research context. For example, genomically similar groups that are culturally dissimilar may represent major or minor comparisons between ethnic groups, depending on the context of the research question.
We use the generic term “group” to denote self-identified group membership. “Biological inheritance” denotes those innate factors that capture information about genomic variability and historical events, such as migration or selection, that have influenced the current patterns of genomic variation. Biological inheritance is correlated with phenotypes that in part define the physical features associated with SIRE. These phenotypes include skin color, hair type, facial features such as eye shape or nasal bridge structure, and body habitus. These phenotypes can be further correlated with group membership. The strength of the correlation between biological inheritance and phenotype and between phenotype and group can also be influenced by an individual's environment, including exposures such as diet, lifestyle, occupation, or residence. Finally, the relationship between phenotype and group is further influenced by cultural factors such as religion, language, and social customs.
The use of ethnicity, ancestry, or race in molecular epidemiologic research is to account for differences that reflect etiologic or prognostic differences or to ameliorate study biases. Assuming that we can identify features that allow us to define group differences in epidemiologic research (i.e., ancestry, culture, environment, and phenotype; Fig. 1), we attempt to construct concepts of ethnicity, ancestry, or race that can serve research effectively and which recognize and benefit from the complexity inherent to these concepts. To this end, we define four general terms that may be used when comparing groups of individuals. These do not represent discrete categorizations but are landmarks on a continuum (Fig. 2).
“Minor ethnicity” refers to locally constituted (i.e., physically proximal) groups who think of their members as similar to one another and distinct from neighboring groups (other minor ethnicities), although these different groups share many genomic, cultural, and environmental factors in common. The actual cultural or environmental differences between groups distinguished as different minor ethnic groups may be negligible and arbitrary, particularly if ethnic labels have been assigned by outsiders without reference to differences that might be recognizable to members of those groups. Alternatively, these differences may be apparent to both group members and outsiders (7). The Nuer and the Dinka of East Africa are examples of minor ethnicities. Although minor ethnic groups are similar in many ways, differences in diet, reproductive patterns, or other behaviors may influence disease.
“Major ethnicity” can be used to contrast groups that share some degree of common ancestry, but have diverged to some degree in terms of culture (e.g., language, religion) and environment. Natives of various European countries or the peoples of Northeast Asia are examples of major ethnicities. There is generally no presumed major genomic basis for differences among these groups.
“Ancestry” can be used to define comparisons of groups that are genomically divergent, but share cultural or environmental similarities. An example of ancestral groupings includes African Americans and European Americans, who share many common cultural and environmental characteristics, but diverge in terms of their genomic (geographic) ancestry.
“Race” can be used to characterize comparisons of groups that diverge in most respects. For example, Native Australian Aboriginals and East Asians share relatively fewer genomic, cultural, or environmental characteristics.
This proposed nosology is meant to help to organize thinking rather than to represent a fixed underlying axis of differentiation among human groups. As in any attempt to define such complex concepts, numerous caveats must be considered. The components of the frameworks in Figs. 1 and 2 are potential, but not required, influences in determining group boundaries. To emphasize the point that these definitions are arbitrary and meant to depict a continuum to be used to conduct research, we point out that narrowly defined groups (minor ethnicities) may still constitute “racial” comparisons if they are sufficiently distinct in terms of genomic, cultural, and environmental characteristics (e.g., African Nuer versus Italian Calabrians). The same subjects could fall into different groups in different research projects. Cosenzans compared with other Calabrians may represent minor ethnicity comparisons (14). If Calabrians and Cosenzans were contrasted with Scandinavians, the internal distinctions disappear and both Calabrians and Cosenzans would become Southern Italian, members of a major ethnicity. In yet another project, distinctions among these populations might be submerged and the group as a whole is treated as European and contrasted with African as a racial comparison. An additional caution is to remain aware that, for historical and social reasons, some populations will fit more easily into certain categories. For example, the differences between Sicilians and Swedes seem relatively easy to characterize. However, comparisons of Puerto Ricans and Mexican Americans, or between Hispanic Americans and Non-Hispanic European Americans are complex, with the former not clearly a minor ethnicity nor a major ethnicity and the latter arguably definable as either major ethnicity or ancestry. Using this framework, the ease or difficulty with which labels can be assigned to research populations or populations can be assigned to categories is understood as an artifact of a particular research question rather than a feature of the group.
Why Use Ethnicity, Ancestry, or Race?
Given the many concerns about the meaning and use of ethnicity, ancestry, or race in epidemiologic research, why would a molecular epidemiologist choose to include these concepts in their research? As outlined below, study bias or inefficiencies may result if these concepts are ignored.
High-Risk Groups
Ethnicity, ancestry, or race can serve as surrogate measures to identify high-risk groups. Groups that have a particularly high incidence or strong familial aggregation of disease may represent an optimal resource in which to identify or characterize disease genes. For some diseases or traits, increased incidence or aggregation may identify exposed-predisposed groups. This is likely to be the case in diseases with a complex, multifactorial etiology caused by the interaction of inherited genotypes and exposures. Similarly, those prone to poor treatment response or increased toxicities also represent “high-risk” groups that may be, in part, determined by their genome. Although it has been proposed that treatment may be based on ethnicity alone (15), it is likely that ethnic-specific differences in treatment response are in fact determined by specific metabolic genotypes, the frequency of which may vary by ethnicity. Thus, the field of pharmacogenetics is likely to contribute to improved individual-specific, rather than race-specific, treatment.
Genetic and Etiologic Heterogeneity
Because geography and migration histories of populations share sufficient overlap with socially constructed categories of race or ethnicity, socially constructed categories have been widely used as an index of genetic homogeneity. Because exposures are fundamentally shaped by social environments, ethnicity, ancestry, and race may be used to operationalize different experiences of exposure. Most common diseases and phenotypes are under the influence of numerous etiologic agents, including both genes and environmental exposures. To the extent that socially defined ethnicity and allele frequencies are similarly patterned, choosing subjects by ethnicity may affect the genetic homogeneity of a study population. Gene identification studies have been proposed that specifically use admixed populations (e.g., mapping by admixture linkage disequilibrium; ref. 16). Similarly, founder mutations that occur in specific (usually culturally or geographically isolated) populations provide an opportunity to study homogeneous subgroups (e.g., French Canadians, Icelanders, and Ashkenazi Jews). For example, common founder mutations in the BRCA1 and BRCA2 genes in Jewish populations simplify genetic testing for clinical risk assessment and identify a relatively common limited set of background mutations in which to better understand BRCA1- and BRCA2-associated carcinogenesis.
Study Efficiency
Appropriate study sample size and power are critical aspects of all epidemiologic studies. Power is dependent on the frequency of the exposure or genotype being studied. Because genotype frequencies tend to vary by ethnicity, ancestry, or race, studies may have inadequate power or may be inefficient (i.e., using larger sample sizes than may be necessary) if race- or ethnicity-specific estimates of genotype or exposure frequencies are not considered. Similarly, genome scans that use concepts of linkage and linkage disequilibrium may suffer if ethnicity is not properly considered. Genome-wide association or linkage methods are dependent on the linkage disequilibrium among genetic variants on a chromosome. Differences in the pattern of linkage disequilibrium by race have been reported (17); this could affect the success of gene discovery efforts.
Study Biases
Numerous authors have examined the implications of unrecognized population structure to induce bias, false-positive associations, and lack of replication in association studies (18-28). Population stratification (i.e., confounding by ethnicity) can occur if both baseline disease risks and risk-conferring allele frequencies differ across the groups being studied (e.g., races or ethnicities). If either of these criteria is not fulfilled, this bias cannot occur. Although there are numerous examples of genotype frequency differences by ethnicity and disease risk differences by ethnicity, the evidence to date suggests that potential biases are small if baseline disease or allele frequency differences between ethnicities are small, diminish as admixture increases (e.g., if the number of component ethnicities is large, as may be the case in African Americans; refs. 24, 29), and may be more pronounced in recently admixed populations (30). However, it is also clear that population structure can be observed even in apparently homogeneous populations (31). Thus, a variety of methods have been proposed to correct for the biases that may result from these ethnic or ethnic differences, including the use of multiple unlinked markers to correct for or quantify potential biases (19, 32) or study designs that address potential bias by using relatives or matching strategies (33, 34).
The literature to date indicates that potential biases can be corrected for by the usual methods of statistical adjustment in study samples comprised of widely divergent races or may be unnecessary in genomically homogeneous populations (e.g., Northern Europeans; refs. 29, 30). However, studies of admixed populations (e.g., African Americans) represent a more complex situation. Millikan (35) reported that a minimal bias in point estimates was observed in African American populations. Ardlie et al. (30) observed the potential for population structure to exist in African American populations, but also that this structure was reduced by removing recent African or Caribbean immigrants. Wang et al. (24) used simulation data that infer that odds ratios in association studies of unrelated African Americans would not be markedly distorted even under conditions of extreme differences in baseline disease risk and genotype frequency in the component admixed populations. Nonetheless, despite the limited evidence that population stratification causes biases to estimates in most common situations, it is clear that ignoring ethnicity in molecular epidemiologic studies can lead to some distortion of estimates of association. Therefore, all studies should carefully consider the potential for confounding by ethnicity, ancestry, or race, and respond with appropriate study design or analytic methods (28).
What is a Researcher to Do?
Although there are concerns about the use of ethnicity, ancestry, or race in molecular epidemiologic research, this information may prove valuable or necessary to achieve meaningful study results. Proper consideration of these concepts should be made in the early stages of research. Thus, molecular epidemiologic researchers must consider the proper use and context when applying ethnicity, ancestry, or race to ensure that these concepts enhance the value of research and do not undermine the translation of this research to improved human health.
Despite the widespread use of ethnicity, ancestry, or race in certain kinds of genetic research, details on how these concepts are defined or used are often sparse in the literature: Authors sometimes neglect to define the terms or to explain how labels were chosen or assigned to subjects. Similarly, different approaches are used in creating these definitions. For example, Tang et al. (13) relied on self-identified ethnicity; however, two study sites asked participants to choose one SIRE from among the four to seven provided by researchers; a third allowed participants to self-describe without a list of choices but then recorded all responses as “other” that did not correspond to Caucasian/White or African American. In certain analyses, those who identified themselves as “other” were excluded. The fourth site required participants to self-describe as either Chinese or Japanese and to identify four grandparents as either Chinese or Japanese. Although all of these procedures allowed subjects to choose their preferred SIRE, they also limited the categories with which subjects could identify. Operationalizing SIRE in this way is standard and, in itself, poses no threat to conclusions. However, these points emphasize how differently researchers may conceptualize ethnicity.
Most studies make use of a fairly crude measure of ethnicity, ancestry, or race that may not fully reflect group membership as a complex trait. Thus, although self-identified race or ethnicity may capture some of the relevant genetic, cultural, environmental, or phenotypic influences that determine group membership, it is likely to be an inherently misclassified measure of the true quantity of interest.
The effect of variable misclassification in epidemiologic research is well known and may lead to biases of various types. In the context of a (nested) case-control study design, a nondifferentially misclassified variable can lead to bias toward the null hypothesis. If used as a confounder, a misclassified variable will be less likely to account for confounding in the relationship between the risk factor of interest and disease risk. If the misclassification is differential, as might be expected if the relationship of a genotype and disease differed between ethnic groups and between cases and controls, the direction and magnitude of bias are unpredictable and could include bias of estimates either toward or away from the null hypothesis. Furthermore, coding of a self-identified ethnicity variable may lead to additional modeling errors in addition to misclassification. For example, if self-identified ethnicity is coded for analysis as an ordered discrete variable (e.g., 0 = European, 1 = African, 2 = Asian), this ordering of an otherwise unordered variable may cause inferential errors.
Like many other variables, the analytic variable describing ethnicity, ancestry, or race should be constructed with regard to the specific research setting and hypotheses. As described above, self-identified group membership can be thought of as a complex continuously distributed variable under the influence of multiple factors, including genes, culture, and environment. By analogy, studies of hypertension may consider blood pressure as a continuous trait or may use hypertension as a discrete outcome. Continuous blood pressure measurements capture the complex distribution of this trait and may better reflect multiple exposures and genetic influences at a given point in time or under a specific circumstance. However, this measure may also be biased if, for example, some study subjects were taking antihypertensive medication. If so, the continuous blood pressure measurement may not reflect a relevant biological entity, and a binary variable such as “hypertensive” versus “normotensive” may be more valid. Similarly, the use of ethnicity, ancestry, or race may be best defined by a more complex composite (and possibly semicontinuous or continuous) variable in some research settings but may be more appropriate as a discrete variable with relatively few levels for other research questions. Recent studies of genomic markers have opened the door to purely genomic definitions of these concepts (36).
The absence of detail and consistency about how ethnicity, ancestry, or race are defined may affect replicability or comparability of studies and leaves the field vulnerable to complaints that its use of the terms meant to capture ethnicity, ancestry, or race is not scientifically adequate (37-39). Several journals request detailed information and standardization in papers that use concepts of ethnicity, ancestry, or race in genetics research (40, 41). To those, we add the following considerations:
Assess the Need for Using Ethnicity, Ancestry, or Race
Researchers should consider the use of these concepts before analysis. For example, is race being included out of habit as a baseline demographic variable? Is this information needed to test proposed hypotheses? Alternatively, if the concepts are being used as proxies for something else, can improved measures be developed? For example, would socioeconomic status provide a better measure of potential confounding than self-identified race?
Decide How Ethnicity, Ancestry, or Race Will be Used and What these Terms or Terms Will Mean in this Particular Study
Much of the persistent controversy over the use of the terms “ethnicity,” “ancestry,” or “race” may attributable to the imprecision of their use. Ideally, the definition and use of these terms in different settings will share common features. It behooves users to explain their definitions of the meaning of these variables, not as general concepts, but making clear the particular way they are using them. For example, an appropriate concept for some genetics studies may be to consider the term “ancestry” (Figs. 1 and 2), which can capture concepts of genomic variation, biology, or geographic history. Studies may also use ethnicity to refer to regulatory or bureaucratic categories or to social identity as in aspects of access to health care that might relate to discrimination. These specific situations should be described to clarify meaning and use.
Choose the Term or Terms that Best Fits this Use or Meaning
Several attempts to address the debate about ethnicity, ancestry, or race in genetics have been made. Some disciplines have proposed new terminology as a solution, thus there are many terms from which to choose. These include many questionable neologisms such as macroethnicities or “race/ethnicity” (42). The enormous variation in terms used today suggests that standardized terminology is not helpful and that a careful explanation of how and why one is using a specific term is likely to be the most appropriate approach. Criteria used to decide what term(s) best fit the proposed use might include prior practice in the literature, labels preferred by study participants, or categories that match important databases.
Be Consistent
Adhere to the chosen term or terms and vary terms only when there is different meaning that needs to be conveyed. If there is a different meaning to convey, consider a brief explanation in the text as to why was required.
Epidemiologic studies attempting to identify or characterize disease genes almost always use socially constructed measures of ethnicity, ancestry, or race. These measures may have utility in increasing study efficiency or reducing confounding. However, an important future direction for research will be to develop new measures that correlate with SIRE that may better reflect the complex nature of this variable.
Grant support: Public Health Service grants R21-ES11658, R01-CA85074, and P50-CA105641 (T.R. Rebbeck), and R01-HG03191 to PS, and University of Pennsylvania Abramson Cancer Center.
The costs of publication of this article were defrayed in part by the payment of page charges. This article must therefore be hereby marked advertisement in accordance with 18 U.S.C. Section 1734 solely to indicate this fact. | https://aacrjournals.org/cebp/article/14/11/2467/257041/Ethnicity-Ancestry-and-Race-in-Molecular |
If you have a tendency, in your more sentimental moments, to think of babies as somehow oblivious to our physical traits, squash it. Babies are naïve, not blind. By just a few months old, they’ve picked up on telltale characteristics, preferring to look longer at faces of a race or gender most familiar to them. Before their first birthday, babies even seem capable of using these characteristics to bunch people into tentative, unspoken clusters.
Still, observing the trappings of race and gender is a far cry from explicitly recognizing race and gender as social categories—ones that, despite occasionally heroic parental efforts, attract stereotypes at a breakneck pace. Asian-American girls, for instance, perform better on math tests when their race is highlighted than when their gender is—even as kindergartners. By about the same age, white children shown a picture of a black woman and a white women choose the white woman as a friend, and assume others share their preferences.
So how does it happen? How do we shift from noticing prominent jaws or light skin to thinking men or white people, and eventually all that those concepts entail? Are race and gender just out in the world for us to find, obvious as Easter eggs on AstroTurf? Or do we benefit when language (and thus the social obsessions it encodes) steers us in the right direction?
Recently, researchers Gil Diesendruck and Ronit Deblinger-Tangi asked these questions of two groups of Jewish Israeli toddlers, one older (about 26 months) and the other younger (about 19 months). The toddlers were shown six different pictures of a concept—cows, say—one right after another. While looking at a picture, half of the children heard a nonsense label like, “Look! A tiroli,” while the rest heard simply, “Look at this.” Finally the toddlers were faced with two additional pictures: a category match (another cow) or a mismatch (a horse): They were asked explicitly, “Which of these two is the same as the ones we saw before?”
When the categories being tested involved animals, as in the example above, the fake labels were useless. For both the older and younger toddlers, hearing a few cows labeled as tiroli did nothing to help them form a category and, later, identify another cow as a member of that category.
But crucially, not all of the categories tested involved animals. The researchers also tested children’s ability to form explicit categories based on race and gender (which have strong biological underpinnings), as well as ethnicity and “T-shirt color” (which, especially in the latter case, don’t.) This time, the younger toddlers had a far easier time forming categories when they were given labels—and interestingly, the labels were just as helpful for the biologically imposed race and gender as for the culturally constructed categories.
The data, as is often the case with children so young, aren’t perfect. Without labels, the younger toddlers were actually below chance in their attempts to categorize people. That is, they weren’t just unreliable at picking the right person: they were actually quite good at picking the wrong one. Adding the labels, then, may have not only helped them to recognize categories, but also to understand, or remember, just what it was they were supposed to be doing. Still, taken as a whole, the study provides some of the first evidence that language—if not necessary for developing explicit social categories—certainly prods the inevitable process along.
Still, do social categories need to be so explicit to matter? What of those “tentative, unspoken clusters” of humanity that even preverbal infants seem attuned to? Can these too take on social meaning? In an email, Diesendruck told me, “It depends on what you mean by ‘meaning’. If you mean ‘valence’ or ‘affect’”—that is, whether a social category is favorable or unfavorable, arousing or calming—“then I don’t think that children necessarily have to explicitly recognize a social category to have positive or negative feelings towards [it]. However, if you mean ‘beliefs’ and ‘stereotypes’, then I tend to think that explicit recognition is necessary.” And so we have words to help us pin our ideas about others into place.
Permission required for reprinting, reproducing, or other uses. | https://theamericanscholar.org/labels-for-people/ |
Sins of Omission In generic terms, the failure to speak out or act, thereby causing harm to individuals or groups by maintaining silence or lack of action. The term may also refer to the omission of minority groups from the media, educational or religious curricular materials and from cultural and political foci. The effects of “sins of omission” may be similar to the actual commission of blatantly hostile acts or even covert racist or sexist acts.
Social Justice A concept premised upon the belief that each individual and group within society is to be given equal opportunity, fairness, civil liberties and participation in the social, educational, economic, institutional and moral freedoms and responsibilities valued by the society.
Stereotype A preconceived over generalization of a group of people, ascribing the same characteristic(s) to all members of the group, regardless of their individual differences. An overgeneralization, in which the information or experience on Stereotyping may be based upon misconceptions, incomplete information and/or false generalizations about race, age, ethnic, linguistic, geographical or natural groups, religions, social, marital or family status, physical, developmental or mental attributes, gender or sexual orientation.
Systemic Discrimination The institutionalization of discrimination through policies and practices which may appear neutral on the surface but which have an exclusionary impact on particular groups, such that various minority groups are discriminated against, intentionally or unintentionally. This occurs in institutions and organizations where the policies, practices and procedures (e.g. employment systems – job requirements, hiring practices, promotion procedures, etc.) exclude and/or act as barriers to racialized groups. Systemic discrimination may also result from some government laws and regulations.
Tolerance Usually meant as a liberal attitude toward those whose race, religion, nationality, etc. is different from one’s own. Since it has the connotation of ‘put up with’, today the term acceptance is preferred. That is, through anti-racism and equity work we aim to counter intolerance, and to achieve acceptance for all.
A negotiated agreement between a First Nation and the federal and provincial governments that spells out the rights of the First Nation with respect to lands and resources over a specified area. It may also define the self-government authority of a First Nation. The government of Canada and the courts understand treaties between the Crown and Aboriginal peoples to be solemn agreements that set out promises, obligations, and benefits for both parties.
Status Indians belonging to a First Nation/band whose ancestors signed a treaty with the Crown, and, as a result, are entitled to treaty benefits.
Visible Minority Term used to describe people who are not White. Although it is a legal term widely used in human rights legislation and various policies, currently the terms racialized minority or people of colour are preferred by people labelled as ‘visible minorities’.
White A social colour. The term is used to refer to people belonging to the majority group in Canada. It is recognized that there are many different people who are “White” but who face discrimination because of their class, gender, ethnicity, religion, age, language, or geographical origin. Grouping these people as “White” is not to deny the very real forms of discrimination that people of certain ancestry, such as Italian, Portuguese, Jewish, Armenian, Greek, etc., face because of these factors.
Xenophobia An unreasonable fear or hatred of foreigners or strangers, their cultures and their customs. | https://www.crrf-fcrr.ca/en/resources/glossary-a-terms-en-gb-1?start=100 |
All Community Chapter meetings must be facilitated by a Breastfeeding Counselor who can provide evidence-based information from Breastfeeding USA resources. An effective facilitator will also ensure that the meeting discussion proceeds in a way that attendees benefit from the mother-to-mother support of the group. Often, in a well-planned meeting, the discussion will naturally unfold in a supportive fashion. Sometimes the BC will need to use different techniques to spur conversation, allow for a variety of opinions and experiences, and possibly even redirect conversation for the benefit of all the attendees.
Positive Discussion
For attendees to feel supported in the meeting, the discussion should be positive and accepting. In her welcoming remarks that open the meeting, the Breastfeeding Counselor can set the expectations about the discussion, asking the participants to share from their own experiences and be respectful of others’ remarks. Since breastfeeding is not the cultural norm in most areas of the country, some participants may be surprised by some of the information presented. The BC can acknowledge this cultural bias and suggest that participants listen respectfully to all the viewpoints, even if they do not feel that the suggestions would apply to their situation. The goal is for all attendees to feel comfortable sharing their experiences, opinions, and questions.
Stimulating Discussion
Sometimes, even in an engaged group setting, the conversation lags. Breastfeeding Counselors can be prepared for pauses in the discussion with some questions or facts relating to the meeting topic that can re-energize the discussion. Open-ended questions are much better for stimulating conversation than questions with a yes or no answer. If the Community Chapter has some regular attendees who are comfortable sharing their experiences, the BC can ask them a direct question to get the topic started. Often this sharing will encourage newcomers to join the discussion as well.
Encouraging Non-participants
Not every meeting attendee feels comfortable sharing in a group setting. To encourage participation from everyone in the group, the Breastfeeding Counselor can plan a meeting in which each attendee gets to read a fact or question. The item can be written on a slip of paper, an index card, or a visual aid that relates to the meeting topic. (For example, a fall meeting on family nutrition could have facts written on apple cutouts.) Another way to hear from all attendees is to ask questions round-robin style, where each participant around the room answers in turn, which works particularly well in smaller group settings.
In a larger meeting with less structure, the Breastfeeding Counselor should observe the attendees during the discussion. If the BC notices an individual who hasn’t participated, she can gently ask that person if he or she would be comfortable sharing something about a specific topic. However, Breastfeeding Counselors should be respectful of the mother who has come to listen and absorb. Introverts may need a second or even third meeting in order to feel comfortable talking in front of a group. A mother who is not a native English speaker may also be reluctant to speak in front of the other attendees.
Redirecting Discussion
The best mother-to-mother support usually happens when there is a balance of ideas and perspectives, and all participants are engaged in the conversation. Unfortunately, sometimes one person can monopolize the discussion, stifling other participation. If one individual in the meeting is talking too much, the Breastfeeding Counselor can specifically redirect questions to others in the group. If the mother is expressing an opinion or experience that is in conflict with evidence-based information, the BC may want to acknowledge the mother’s experience and then share current findings with the group.
An individual who is monopolizing the conversation may be intensely emotional about the subject. If her topic or concern is relevant to many in the group, it can be helpful to work through the issue in the main meeting. However, if focusing on that person’s issue detracts from the needs of the other attendees, the BC may need to acknowledge the individual’s emotions, and ask that the concern be discussed privately after the meeting. Individual follow-up often provides more opportunity to address the person’s particular needs, and allows the meeting to proceed on topic for everyone.
Community Chapter meetings should be focused on the Breastfeeding USA mission to provide breastfeeding information and support. Discussion of other causes or business promotion detracts from that purpose. If conversation digresses from breastfeeding concerns, the Breastfeeding Counselor should redirect the conversation back on topic. Participants can be encouraged to share off-topic information after the formal part of the meeting. | https://breastfeedingusa.org/content/bc-guide-group-dynamics-and-facilitating-discussion |
On Rhythming:
Sensory acts and performative modes of sonic thinking
A workshop organized by the Marie Curie Research Projects
“Travelling Sounds” & “Sounds Delicious”.
Concept: Carla J. Maier & Melissa Van Drie
Artist: Marianthi Papalexandri Alexandri
Location
Department of Arts and Cultural Studies (IKK)
University of Copenhagen (KU)
Karin Blixens Vej 1
2300 Copenhagen
DENMARK
Time
Tuesday & wednesday
19./20.2.2019
Concept
Sounds are situated. They can neither be separated from the event of their happenings, nor from our own experiences of them. One of the challenges for researchers of sound is understanding how the different dimensions of this situatedness can be more fully addressed.
This workshop will develop a working concept of rhythming to get even closer to the complex physical, material, spiritual entanglements of sonic experience and research. How does transdisciplinary work on rhythming enrich sonic thinking?
Different kinds of embodied acts are key to rhythming. It’s through engaging multiple perspectives of hearing and sounding that we can perceive the temporal, spatial, corporeal, poetic forces making up everyday practices and relations.
The workshop gathers together a diverse range of researchers and practitioners, notably historians, anthropologists, artists and cooks. We will share aspects of our expertise, research questions and working methods through talks, and we will engage in collective exploratory experiences. Through this multimodal event, participants are encouraged to thus
• revisit their own experiential, theoretical and sensual engagement with/on rhythming, and to
• probe how new epistemologies, desiderata or sonic artefacts of/on rhythming may emerge in the space-time of the workshop.
FORMAT
The workshop is organised as a working process, rather than a succession of completed events/presentations. The first part of the workshop (Day 1), opens up a space for engaging in sonic thinking, inspired by short input presentations, readings, listening sessions, and food preparations. The kitchen and the act of cooking will become a site for conducting sensory ethnography. The focus will be on concrete practices and concepts of rhythming that are encountered in kitchens, theatre spaces, classrooms, or sonic archives. The day will close with the final preparation and eating of a meal, the concept of which is developed in cooperation with a Swedish chef(s). The second part of the workshop (Day 2) is devoted to developing a concept of rhythming based on the actions and reflections that happened in the first part. The focus will be on the ways in which ethnographic and historical research, as well as artistic practices and interventions make use of specific modes of writing, collage-ing, recording, editing and performance, as an integral part of the research and/or artistic outcome. Not as a final product, but as a horizon for knowledge making and embodied research.
RULES OF THE GAME
When you join us in this workshop, we have only one condition regarding your participation. We request that each participant brings: a sound, object, performance, text etc. from their ethnographic, artistic or historical work that in some way is characterized by rhythm or engenders rhythm; and/or an example that demonstrates how practices/techniques of rhythming or aspects of rhythmanalysis are part of their artistic or ethnographic approach. During the workshop, these methods and techniques will be also applied, refined and transformed by the participants within the experimental setting of the kitchen space, and beyond. | https://www.soundstudieslab.org/events/on-rhythming/ |
Facilitating: verbal tools for working with youth
Start shifting your interactions with youth from teacher to facilitator with these five verbal tools.
When working with youth, it is important to not limit yourself to a teaching role. Often youth have unique perspectives and ideas that can lead to positive community change or overcoming a challenge in a creative way. Unfortunately, if youth don’t have the opportunity to share their ideas or perspectives, we don’t have the opportunity to see them grow and shape our community’s future. This is why it is key to keep a facilitator’s role in mind when working with youth, rather than just a teaching role.
What is the different between a teacher and a facilitator? A teacher perspective looks to convey information to youth. In a teaching role, one might self-identify all goals, outcomes and direct learning in a structured, content-based fashion. A facilitator on the other hand, guides the process while the participants determine the goals as a group. Learning with a facilitator is based on critical questioning, active listening and the group collectively taking responsibility for progressing toward their goal.
This is not to say there is not a time and place for both of these roles. A teacher role is very important in specific contexts and with certain types of learners. However, in situations where a facilitator role is more conducive, the following tips will help you shift your role from teacher to facilitator and empower the voice of youth in your communities.
Here are some verbal facilitation tools that can help you collaborate with youth (and adults) as a facilitator!
- Build in opportunities for quieter group members to contribute. Remember, speaking aloud isn’t always a preferred mode of communication for some people. Use tools like round robin, where you ask each member of the group to contribute to a common question, to make sure more outspoken group members don’t dominate the dialogue.
- Redirect questions back to the group. No matter what, there are perspectives and experiences different from yours throughout the group. When asked a question, turn the question around and open the floor for any group member to respond. This gives others the opportunity to share their knowledge and you the chance to learn something new yourself.
- Reference back. It is important to connect the dots between previous stages of dialogue and what is happening in the discussion now. Building bridges between what you’ve already gone through as a group and what is ahead reinforces potential learning opportunities presented through the process of group discovery and decision-making.
- Encourage other points of view. Groups often become focused on one common perspective or point of view (POV) on a topic. Encouraging your group to consider any perspectives not represented at the table, or what a contrasting POV might be, can result in more dynamic dialogue and inclusive decisions.
- Ask probing, open-ended questions. Remember, youth have a valuable perspective that is often ignored. Asking questions that elicit critical or creative thinking can keep youth engaged in the group process while providing deeper information to the group as a whole. The key is to make sure you’re actively listening as a facilitator so participating youth feel their voice is valued. This would be a great opportunity for positive reinforcements such as “thank you for that insightful thought!”
Michigan State University Extension offers a training called “Facilitative Leadership” that is held twice every year. This training can help you develop your skills as a facilitator, regardless of where you might apply them. The MSU Extension Children and Youth Institute (CYI) also has educators that can facilitate programs on group decision-making, active communication and youth-adult partnerships for youth and adult volunteers in your community. For more information on such CYI programs, please e-mail [email protected]. | https://www.canr.msu.edu/news/facilitating_verbal_tools_for_working_with_youth |
Background: For patients with life-limiting illnesses, having adequate knowledge of prognosis can strongly impact the choice between curative and supportive treatment.
Objectives: The purpose of this research study is to explore patient understanding of prognosis and to illuminate the experience of having or not having prognostic information in people diagnosed with life-limiting illnesses. This study aims to investigate the patient's understanding of the term "prognosis", the significance of the term "prognosis" to the patient, and how prognosis may or may not affect future treatment choices. In addition, this study aims to further understand the experience of prognostic communication between provider and patient. The over-arching goal is to capture the personal perspectives of participants with a view to exploring their experiences around knowledge of their prognosis.
Methods: A qualitative research design using a phenomenological approach was employed to examine how people experience prognosis. An invitation to participate in the study was publically announced via local newspapers, social media venues, and word of mouth. Participants who responded to study advertisements and who met inclusion criteria were asked to participate in one interview answering open-ended questions aimed at examining their experience with and knowledge of their prognosis. In addition, questions about prognostic communication between patient and health care provider were explored. All interviews were recorded, transcribed verbatim and analyzed using phenomenological methods.
Results: Three study participants met the study criteria and were interviewed. Several themes emerged from the data including 1) patients have need for information about their illness, 2) prognostic data inform treatment choices, 3) patient experiences are unique and 4) patients feel a connection to nurses involved in their care.
Conclusions: This study illuminated the patients' desire and need for information during their illness, the desire for patient autonomy, the difficulty of starting and having prognostic conversations, the downstream impact of having prognostic information, and the important role that nurses play for patients facing serious health issues. It is hopeful that the themes identified during the course of this research ultimately contribute to the knowledge base by informing healthcare providers on the importance of conveying prognostic information in a timely, direct, and sensitive manner.
Currier, Erika, "A Study To Investigate The Significance Of Knowing One's Prognosis In People Diagnosed With Life-Limiting Illnesses" (2015). Graduate College Dissertations and Theses. 432. | https://scholarworks.uvm.edu/graddis/432/ |
Introduction: Telemedicine is increasingly popular with the recent surge in use due to the COVID-19 pandemic. Despite youth status as "tech natives," limited data are available on their perspectives on telemedicine. Our study seeks to understand youth telemedicine knowledge, prior experiences, preferences for use, and the impact of COVID-19 on these perspectives. Methods: Participants in MyVoice, a national text message cohort of U.S. youth age 14-24, were sent five open-ended questions in October 2019 and October 2020. A codebook was iteratively developed by using inductive analysis. Responses were independently coded by two investigators, with discrepancies resolved by discussion or a third investigator. Results: Sixty-five percent (836/1,283) and 77% (887/1,129) of participants responded to at least 1 question in 2019 and 2020, respectively. Most youth reported awareness of telemedicine and although many have not used it, COVID-19 has increased use. Further, many are willing to try telemedicine services. Most youth noted a preference for video rather than phone visits, but they believe both to be less effective than in person. Youth also reported varied preferences on services best suited for telemedicine, with COVID-19 positively impacting their views. Discussion: Youth are aware of and willing to use telemedicine services, with many reporting use during the COVID-19 pandemic. Youth are willing to accept a wide variety of telemedicine services, though they still desire in-person options. Health systems and clinics should offer a wide range of services via telemedicine to fit the varying needs of youth both during and after the COVID-19 pandemic.
Disciplines
Communication | Medical Education | Medicine and Health Sciences | Telemedicine
Recommended Citation
Wasvary, Margaret, "Perspectives on Telemedicine from a National Study of Youth in the United States" (2022). Medical Student Research Symposium. 165. | https://digitalcommons.wayne.edu/som_srs/165/ |
One role of health care professionals is to provide accurate and balanced information for their patients. The focus of discussions between health care professionals and patients should be to raise awareness of clinical trials and discuss the risks and benefits of participation, rather than to specifically encourage participation in a trial.
This website — www.australianclinicaltrials.gov.au — provides support material and information on next steps for patients who are interested in participating in clinical trials.
When talking to your patients about clinical trials, you may want to consider answers to common questions that your patients may ask.
General principles for talking to your patients
Principle 1 — Good communication between health care consumers and health care professionals has many benefits.
There is evidence that good communication helps to build trusting relationships between consumers and professionals, leads to greater satisfaction for both of these groups, helps people to take more responsibility for their own health and reduces medical errors and mishaps.
Principle 2 — Health care consumers vary in how much participation in decision making they desire.
Some consumers prefer to make their own decisions about their health care; others prefer to leave the responsibility to a professional. A person’s preferences for involvement in decision making may vary depending on how serious the medical situation is.
Principle 3 — Good communication depends on recognising and meeting the needs of health care consumers.
Factors such as age, gender, health status, education and cultural background can affect communication between consumers and professionals. Recognising the impact of such factors helps to improve communication.
Principle 4 — Perceptions of risks and benefits are complex and priorities may differ between health care consumers and health care professionals.
Perceptions of risks and benefits are shaped by influences such as personal experiences, emotions and education, and thus differ from one person to another. Communicating these perceptions can help consumers and professionals to understand the other’s perspectives and arrive at decisions that meet the needs of the individual consumer.
Principle 5 — Information on risks and benefits needs to be comprehensive and accessible.
Communicating risk in a way that is objective, useful and unbiased means taking into account factors such as emotions, language, images and perceptions, relevance and amount of information, uncertainty and the effects of ‘framing’ information (for example, by portraying it in a positive or negative way).
From: Making decisions about tests and treatments –– principles for better communication between health care consumers and health care professionals
Principles for talking about clinical trials with your patients
Patients who have been diagnosed with a particular disease or condition may be interested in clinical trials either to better understand and manage their condition or to play a part in improving health care.
You can initiate a discussion about clinical trials to raise awareness and open the possibility of participation or you can answer questions if the patient is already interested.
When speaking with potential participants, you can:
- communicate respect and the importance of the meeting by acknowledging the trauma associated with the diagnosis (if appropriate) and by displaying empathy in response to emotional reactions
- simplify information by avoiding medical jargon and a laundry list of medications and side effects
- summarise information often and repeat important points
- provide a pen and paper for the patient to take notes and write down questions
- invite patients to make comments or ask questions at any time
- encourage patients to share their thoughts and feelings
- tell patients that all questions are good questions
- stress the importance of information-seeking and elicit questions in an open-ended manner: (e.g. ‘What questions do you have?’)
- check that any questions were answered to your patient’s satisfaction
- talk about the role of clinical trials in health care and how treatments for many diseases have improved over time due to clinical research and the participation of patients in clinical trials
- avoid pushing the recommendation of a specific clinical trial, but, if asked, respond appropriately. | https://www.australianclinicaltrials.gov.au/health-care-providers/how-talk-your-patients-about-clinical-trials |
The Alaska Native Language Center (ANLC) at the University of Alaska Fairbanks (UAF) is hosting "Climate, Language and Indigenous Perspectives (CLIP)," an informal workshop on how linguistic knowledge can form a link between scientific inquiry and indigenous perspectives of climate. The workshop will be held at UAF on 13-15 August 2008. Participants will include linguists, natural scientists, and cultural anthropologists, as well as speakers of indigenous languages.
Topic 1 - Comparing vocabularies: How does knowledge of indigenous classifications (e.g., land/landforms, ice, water) inform scientific research? This session may be broken up into several subtopics depending on the number of suggestions received.
Topic 2 - What can we learn from Oral Histories?
Topic 3 - Naming systems: Place names and month/season names. Is climate change reflected in such names?
Proposals are especially invited for "mixed" group presentations that include a speaker of a relevant native language. Workshop organizers are open to suggestions as they refine the structure of the workshop. Native language, however, must be a significant factor in all discussions. | https://www.uarctic.org/news/2008/2/workshop-announcement-climate-language-and-indigenous-perspectives/ |
Facilitation means 'to make easy', but most of the time, facilitating meetings and conversations feel like a daunting task. It can be intimidating to be expected to have all of the answers, capture discussion, and keep that same conversation going all at once. However, our team knows that facilitators don't have to have all of the answers or talk more than everyone else. In fact, it is often best when a facilitator does the opposite.
The following are six best practices that can be used when facilitating a meeting or conversation.
For most, silence is awkward and unwanted, but during crucial conversations, it is important to embrace and find comfort in it, giving participants the time to process and develop answers.
The great thing about people is that we all bring different experiences, perspectives, and ideas to the table. When we recognize that we don't have to be the expert, it allows other people to share their own ideas, knowledge, and expertise. At People Centric, we know we can't tell accountants how to run an accounting firm or publishing companies how to run a magazine, but we do know how to ask the right questions and get teams to use each other to solve problems.
Moving around the room cultivates engagement and attention from all of the participants, including those sitting in the back of the room.
It is extremely helpful to identify the people who scoot their chair back, cross their arms, or lean into the conversation. This triggers people to ask different questions or strategically explore how to move the conversation forward to meet the needs of the people in the meeting.
Everyone should have a voice in the conversation. A simple trick to encourage participation is to have everyone say a closing remark at the end of the conversation.
While a facilitator is usually the person standing in the front of the room, the team or participants are the people who should take ownership of the discussion and solve their own problems.
Facilitation doesn't have to be a long, complicated process. We encourage you to simply use it as a time to listen to people, capture information, and see where good questions and outside insight can take the team. | https://www.peopleccg.com/business-and-management-blog/effective-facilitation/ |
Student-Student Classroom Interaction
What is student-student classroom interaction and how does it affect learning?This theme addresses how well students communicate with one another in class. Classes where students have opportunities to communicate with each other help students effectively construct their knowledge. By emphasizing the collaborative and cooperative nature of scientific work, students share responsibility for learning with each other, discuss divergent understandings, and shape the direction of the class. The Pedagogy in Action module on Cooperative Learning is a great place to learn more about structuring student-student interactions both in and out of the classroom. The Cutting Edge teaching method module on using ConcepTests in the classroom also has tips for integrating think-pair-share activities into even large classrooms.
Characteristics/examples of classes with low and high student-student classroom interactionClasses that have low interaction among students are more lecture-focused, often well-organized, and tend to present material clearly, with minimal text and well-chosen images. The instructor is usually well-versed in the content, but teaches in a way that does not provide an opportunity for interactions among students.
In contrast, a more student-focused class provides multiple opportunities for students to discuss ideas in small groups and may support a whole class discussion. One simple measure of this is the proportion of the class dedicated to students talking to one another. The quality of the discussion is also important: tasks that have the potential for more than one answer can generate deeper thinking processes and may also shift the direction of the lesson. (Note the connection here with aspects of the Lesson Design and Procedural Knowledge themes.) Successful discussions are characterized by small group conversations that seek to give voice to all students and to provide sufficient time and opportunity to listen and consider the ideas of others.
Consider structuring your class so that it:
- Provides opportunities for students to work in pairs and small groups and use multiple modes of communication (e.g., discussions, making presentations, brainstorming).
- Encourages students to work together as a class to contribute to a comprehensive answer to an open-ended problem.
- Devotes a significant proportion of class time (15-30%) to student interactions.
- Encourages in-depth conversations among students (and between students and instructor).
- Features several students explaining their ideas to a respectful class that listens well.
Tips and examples for improving student-student classroom interaction
- I want students to interact at different scales and engage in discussion my classroom. Consider using...
- In-class assignments where students think individually about a question, talk to their peers about an idea, and then report their findings back to the class. These think-pair-share exercises work best when there are multiple answers to a question (nurturing and valuing divergent thinking).
- Conceptual multiple-choice questions (ConcepTests) about themes from the lesson mingled with peer instruction. The use of clickers can facilitate this technique.
- More structured discussion exercises such as jigsaw activities where students become experts in some facet of a topic and then work as teams of mixed experts to further explore a topic.
- One or more cooperative learning techniques that encompasses a variety of methods to encourage student-student interactions within your classroom.
- I want students to work on open-ended problems to encourage in-depth conversations with each other and with me. Consider using...
- Open-ended questions. These are questions with more than one right answer and encourage students to make a judgment call. Sometimes such questions can foster in-class debates.
- Structured academic controversies in which small teams of students learn about a controversial issue from multiple perspectives and attempt to come to consensus.
- Explorations of data in your classroom. Encourage students to delve into the real data to decide how best to use/interpret/display it.
- I want students to present their ideas to others and to have all ideas respected. Consider...
- Professional communication projects that involve students in the presentation of their ideas as oral or poster presentations.
- Incorporating gallery walks to encourage groups of students to build a class response to an instructional prompt. Students are actively involved in synthesizing important concepts, consensus building, writing, and public speaking to share their findings. This technique works best in small to medium-sized classes. | https://serc.carleton.edu/NAGTWorkshops/certop/imp_ssi.html |
Open Ended Questions for Student Exploration and Research - March 10, 2012
Leader:
Kofi Donnelly, The A. J. Heschel High School (Upper West Side, Manhattan)
DESCRIPTION:
The goal of this workshop is two-fold:
1. To share examples of open-ended questions
2. To discuss best practices for implementation of open-ended questionsThere may be various definitions of open-ended questions out there. I’m using the term to mean a question that is not clearly defined. The students are asked to solve a problem, but there is not much given information, or it is not immediately clear what information is relevant and what is not. Students may be encouraged to conduct some basic research about parameters related to the problem.
The workshop will start with teachers in “student-mode” trying to solve an open-ended question that I developed after a student-faculty soccer game last year! Teachers will work in groups to solve the problem.
After a predetermined time period, we will come back together as a group to (a) discuss the solution (or solutions) to the problem and (b) to share the process that we went through to solve this particular problem as a model for thinking about how to scaffold open-ended questions in general.
After this, participants will be encouraged to share their experiences in assigning open-ended questions (things that worked, things that didn’t), as well as specific examples of open-ended questions to disseminate to the group. | http://www.physicsteachersnyc.org/home/past-meetings/openendedquestions |
Spanish-speakers in the U.S. who are raising bi/multilingual children support their children’s bilingual development in distinct ways compared to their monolingual counterparts (Zentella, 2005). Language policy studies have explored the relationship between family language policy (FLP) and Spanish language maintenance in the U.S. (King 2013, 2016), but no previous study has examined how the experiences of Latinx and bilingual communities may shape their FLP when they become parents. Drawing on the biliteracy practices of Latinx families (Nuñez, 2018) and Holland and Lave’s (2001) history-in-person processes, this study examines the perspectives on FLP of 16 parents who had children enrolled in a bilingual education program and resided in Texas. The following questions guided this analysis, What are the participants’ home language practices and policies? How do the participants’ experiences with language learning and the ideologies to which they have been exposed shape the dynamics of language use in their families? A thematic analysis of the audio-recorded interviews explored participants’ language use and implementation of language policy at home. Participants’ choices to embrace or police bilingual practices were related to cultural ties, school language policies, and experiences with discrimination. Parents strategies ranged from insisting that their chid(ren) speak a ‘formal’ variety of Spanish to encouraging the use of ‘Spanglish’. Participants drew on circulating ideologies and enacted policies they hoped would denaturalize dominant perspectives on bilingualism. Parents used their bilingualism to raise critical metalinguistic awareness, instill cultural pride as an investment in becoming bilingual, and used Spanish as a form of resistance. | https://www.eventscribe.com/2019/AAA/fsPopup.asp?efp=VlNRTVJYWEUzNTUx&PresentationID=608060&rnd=0.7914417&mode=presinfo |
Participants from Anthropology and Activism Part II: Anthropology of Activism in the 21st Century, mentored by Cymene Howe and Naisargi Dave.
A week before the workshops, participants shared a 1-2 page description of their projects and the methodological and/or analytical challenges that they have encountered in the field. Many participants felt that the opportunity to learn about one another’s projects was rare and refreshing, especially when coupled with the opportunity to work through the various conceptual and methodological puzzles collectively with experienced junior and senior faculty.
Workshops mostly took place in an intimate setting, a small local LGBTQ+-friendly coffee shop with warm ambience and generous baristas willing to accommodate troves of anthropologists for a few hours each day during the AAA meetings. In these friendly spaces, participants received incisive feedback on their individual projects, as well as engaged in generative discussions about broader questions related to the topic of the workshop. For instance, a participant in the 6th year of her doctoral program was particularly appreciative that faculty mentors and participants “took interest in certain aspects, theorizations, and questions regarding (her) project that (she) had not expected”. Many other participants also expressed similar experiences of viewing their projects from a fresh perspective, especially after months of immersive fieldwork and/or dissertation writing.
The workshops also provided a space for participants to meet and network with other graduate students and faculty. Scholars from different stages of their careers were able to trade personal and professional experiences on research, writing, navigating other academic processes, and working collaboratively to advance anthropological research, especially politically expedient research. Many participants felt that the opportunity to discuss their work with “scholars who share similar conceptual interests across different localities” was especially exciting and invigorating. For instance, a discussion on interlocutor anonymity in one of the workshops benefitted from a multiplicity of perspectives that have developed within vastly different research contexts and academic training. One participant shared how other discussants “came up with ideas (he) had never thought of”, which he found to be very helpful. Further, several graduate students, and mentors alike, have expressed interest in furthering conversations with fellow participants about the possibilities of organizing panels and/or and edited issue around common topics of interests.
In light of recent political events, many of the participants also find themselves grappling with questions of how to engage with political writing, ranging from “whether to do it at all to questions about when and how”. Together with experienced faculty, participants were able to talk through their experiences of tensions within the discipline and their academic institutions on these questions. Although these questions came up in various ways in the different workshops, it was predictably the central conversation in the Anthropology and Activism Part I: Political Engagement through Writing workshop, mentored by Professors Carole Mcgranahan (UC Boulder) and Zoe Todd (Carleton University). Graduate students in the workshop felt that they greatly benefitted from engaging with the mentors who were not only capacious and sensitive to the different personal and institutional challenges that scholars faced, but were also at the forefront of making anthropological scholarship publicly engaged through social media and less conventional academic forums and platforms.
Overall, the workshops provided a generative space for discussing theory, writing, academic commitments to political conditions, especially the most recent political developments. Most participants also remarked on how they came away from the workshop feeling a great sense of support and collaborative energy from participants and mentors. These strong, positive affirmations from the participants deepen our belief in the mission of APLA to foster mentorship between scholars and to continually assess our roles and abilities as anthropologists to study, document, and resist political injustices. | https://politicalandlegalanthro.org/2016/12/07/apla-graduate-student-workshops/ |
The FPR held its inaugural workshop in 2001 (June 29–July 1) in Ojai, California. The thirty-two participants included anthropologists, psychologists, psychiatrists, linguists, neurobiologists, and historians. The purpose of the meeting was to create a new area of inquiry integrating the neuro- and social sciences. The three-day meeting began with an introductory plenary session in which participants described their research and interdisciplinary interests followed by a mix of breakout and plenary sessions. The workshop ended with a plenary session that addressed emerging issues and potential directions for interdisciplinary research.
Breakout Session Topics:
- Culture and Development
- Methodological Issues in Culture–Neuroscience Integration
- Culture, Trauma, and Neurobiology/Topical 3-yr Focus of The FPR
- Cultural Perspectives on Psychiatric Theory and Practice
- Cognition, Emotion, Culture and the Brain
- Philosophical Issues Involved in Integrating Cultural and Neuroscientific Levels of Analysis
By the end of the inaugural workshop, workshop participants agreed on the importance of identifying specific issues of social or clinical concern – for example, psychological trauma – that involve a wide range of phenomena with clearly recognizable relevance across disciplines. These issues could serve as a mediating focus for future interdisciplinary collaborations involving multiple levels of analysis. The group also agreed about the importance of nurturing and sustaining a heterogeneous group of researchers who are able to inform and influence each other’s research.
Participants identified a number of questions for further investigation:
- Cultural knowledge and understanding are focused on meaning, contingency, and socially shared learning. What are some of the brain mechanisms connecting these areas?
- How do researchers working in different areas and specialized sub-disciplines reconcile the different vocabularies, units of analysis, scales of inquiry, methods of measurement, and constraints of their models?
- How meaningful is a correlation between biological markers and cultural phenomena?
- What are some of the defining features of the cultures of psychiatry, anthropology, neuroscience, the pharmaceutical industry, and the media that report on scientific advances?
- What is the effectiveness of cultural training for practitioners?
- How does culture shape the concordance between behavioral expressions of emotions and physiological evidence?
- What are the long-term impacts of different cultural methods of childrearing on the brain?
- How does culture shape the timing and content of the developmental process? | https://thefpr.org/inaugural-workshop-for-new-research-on-culture-brain-interactions/ |
American "cultural anthropologists" focused on the ways people expressed their view of themselves and their world, especially in symbolic forms, such as art and myths.
European "social anthropologists" focused on observed social behaviors and on "social structure", that is, on relationships among social roles for example, husband and wife, or parent and child and social institutions for example, religioneconomyand politics.
Main article: Participant observation Participant observation is one of the principle research methods of cultural anthropology.
Should you have any questions about concepts we refer to or the anthropological discipline in general, feel free to comment. Anthropologists often integrate the perspectives of several of these areas into their research, teaching, and professional lives. One common criticism of participant observation is its lack of objectivity.
Nevertheless, many contemporary socio-cultural anthropologists have rejected earlier models of ethnography as treating local cultures as bounded and isolated. This allows the anthropologist to become better established in the community.
Today socio-cultural anthropologists attend to all these elements. For more information about the field of folklore see the American Folklore Society. A central concern of anthropologists is the application of knowledge to the solution of human problems.
It relies on the assumption that the best way to understand a group of people is to interact with them closely over a long period of time. | https://fulepozerus.dellrichards.com/the-study-of-popular-culture-in-anthropology119926603ov.html |
Chair's Column: Person-Centred Care Education: Putting the perspectives and experiences of our patients and families first
When we sit down with our patients, we know it’s important for us to see them for who they are as people. We know that each person has a unique story and lived experience that brought them into our care. We know that they are more than a combination of symptoms or co-morbidities, and more than a diagnostic problem to be solved. We know this, and therefore we know that it’s important that we care for our patients, and not just their diseases. That it’s important to acknowledge and understand the social determinants that contributed to their health. But, in the midst of busy service schedules, tests and diagnoses, it is possible to lose sight of the person for whom we are caring.
The Department of Medicine’s number-one priority is to Ensure that the perspectives and experiences of our patients and their families drive our work. At the core of this priority is person-centred care (PCC), the practice of medicine that fully engages the patients - their preferences, experiences and needs – in all decision-making. To deliver PCC, one must recognize that each patient comes with a unique life story and social context. It is important therefore to attend to the care of the individual as well as the broader aspects of health care and society that contribute to that care, including issues of equity, diversity and inclusion.
Person-centred care isn’t a new concept, but it is a skill that needs to be fostered and deliberately taught. That’s why the Department of Medicine recently launched the Person-Centred Care Education initiative to formally integrate PCC into our teaching. This initiative aims to develop and deliver curriculum related to PCC for all department trainees. As we wrote for a post for the Faculty of Medicine, the PCC curriculum focuses on social science areas such as power, culture, equity, and reflexivity, as well as concepts like cultural safety, which are central to providing appropriate care for Indigenous and other patients from structurally marginalized groups.
Our PCC teaching is built upon three frameworks:
- The CanMEDS Knowledges Project: Understanding how to care for patients, and not just their diseases.
- Cultural Safety and the Care of Structurally Marginalized Groups: Understanding the structural barriers to optimal health faced by marginalized groups and physicians’ roles in advocating for change.
- Dialogic Teaching and Learning: Understanding that in order to provide compassionate, equitable, culturally safe care, trainees need to learn to reflect on their practice, to recognize and honour patients’ stories, and to engage in dialogue with their peers, patients, and teachers.
As we developed this new curriculum, we’ve worked with outstanding clinician-teachers and educators in Toronto to develop an approach to teaching PCC through dialogue, which encourages learners to ask questions they may not have previously considered. For example, educators asking open-ended questions is a form of dialogic teaching that can facilitate a better and more meaningful understanding of patient needs and experiences. This enables us to promote a keen awareness of the patient experience, an orientation to health equity and cultural safety, and an openness to the ideas and needs of diverse learners and patients — in the classroom and especially the clinic.
A group of U of T faculty members – Drs. Ayelet Kuper, Victoria Boyd, Paula Veinot, Tarek Abdelhalim, Mary Bell, Zac Feilchenfeld, Umberin Najeeb, Dominique Piquette, Shail Rawal, Rene Wong, Sarah Wright, Cynthia Whitehead, Arno Kumagai and Lisa Richardson – most of whom are from the Department of Medicine, will be publishing a paper in the Journal of Graduate Medical Education next month that describes their early experiences implementing a dialogical approach to person-centred care. The article includes many tips for effective dialogic teaching, such as purposefully creating a space for dialogue (which can make conversations more productive since rapport is built faster) and using open-ended questions. To be sent a copy of the journal article once it is published, please email Dr. Kuper at [email protected].
Another example of a person-centred approach to education is a strategy that Dr. Kuper uses to teach and talk about patient-centred care whenever she starts working with a new group of medical students and residents on the Internal Medicine wards. She wrote about it in a blog post for the AMS Phoenix Project, where she described the ‘trick’ she shares with her trainees for always making sure she’s caring for patients as though they are the most important, highest priority patients in the hospital:
“When I have trouble bringing my focus back to the patient […] I remind myself that that patient was once a baby that someone held as I have held my own babies. I remind myself that someone […] may still love them that much – and that even if they have nobody left in the world, I need to treat them as people still deserving of that sort of love.”
Although this approach can sometimes feel at odds with the medical culture in which many of us were trained, it’s just one way to remind us to bring the people who we are caring for to the forefront and engage in dialogue with our learners. We invite you to share your own ways of teaching person-centred care, or the strategies you use to keep yourself grounded and put the person first.
On May 15, Dr. Kuper will be presenting on Person-Centred Care Education at City-Wide Medical Grand Rounds. We invite you to join us for this talk. She’ll be discussing the links between traditional medical knowledge, current medical education, and the provision of compassionate, equitable medical care; highlighting concepts from the social sciences and humanities that underpin an understanding of person-centred care and introducing an approach to teaching for compassion and social justice. | http://clinpharmtox.utoronto.ca/news/chairs-column-person-centred-care-education-putting-perspectives-and-experiences-our-patients |
Now that school is in session again, you're probably wondering about how you can connect with your students in the classroom and during lessons. The answer? Open-ended questions!
Open-ended questions are an effective way to challenge your students and learn more about how they think. They encourage extended responses and allow your students to reason, think, and reflect. Some examples of open-ended question include, "What do you think... ?" and "How did you decide... ?"
At first, it can be hard to incorporate open-ended questions into your daily routines and lesson plans. But, with some practice, they can help you transform your classroom's learning environment, and the way your students think about the world. We've got three resources below that will teach you more about the basics of open-ended questions and how to incorporate them into your classroom.
Our e-book, All About Open-Ended Questions, is a great starting point. You'll learn about the basics of open-ended questions, gain some strategies for incorporating them into the classroom, and discover how you can help your students answer them. There's also several open-ended question starters sprinkled throughout the e-book so you won't have to come up with all of them on your own.
Our webinar about open-ended questions in the early learning classroom digs a little deeper into open-ended questions. You'll get exercises to help you generate your own open-ended questions, strategies for "encouraging children to reflect and respond," and learn how open-ended questions fit into the CLASS tool.
This infographic is perfect for those of you who want to learn about the basics of open-ended questions in an easy-to-read format, or for those of you who need a refresher on the basics of open-ended questions. Print it out and carry it with you, and share it with your colleagues!
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Originally published Jan 23, 2020 by Allie Kallmann
A few years into teaching early childhood, I applied to work at a school that does incredible work in the local community. I was thrilled to get an interview but realized very quickly that, even though the environment was supportive and the students were wonderful young people, I was much too intimidated to work there.
Originally published December 22, 2016
Regard for Student Perspectives as defined by CLASS® is“the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.” This often looks like following children's lead so that you can anticipate their needs during an activity.
Understanding how to effectively employ CLASS's Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples:
Feel intimidated by the idea of advocacy? Many do. Our guest on today's episode of Teaching with CLASS, Jake Stewart, explains the importance of using your voice to make change & easy ways to take action. Whether you're talking to Members of Congress, creating a TikTok, or simply talking to a family member, your voice as an educator matters.
The CLASS® tool’s Instructional Learning Format (ILF) dimension refers to the ways educators enhance engagement. We all know students who are engaged in school regardless of who their teacher is just simply because that is who they are. But, this dimension examines the ways in which educators expand involvement by using a variety of modalities, strategies, and providing hands-on opportunities. This dimension is not about the actual learning that may or may not take place, but rather the “hooks” and methods an educator uses to “set the stage” for learning. | https://info.teachstone.com/blog/open-ended-questions-in-the-classroom |
Where interdisciplinary researchers, artists and above all queer-thinkers share their insights into the worlds of anonymity, anonymous configurations and maybe not-anymoreanonymous reconfigurations of our world. Social anthropologists, sociologists, media scientists, art historians and artists join forces to approach the topic from different perspectives, based on their current fieldwork in the UK, the US and Germany. In the journal they approach their material from new perspectives, take you on a trip through their work or share fragments, findings and thoughts.
Why? Because anonymity is considered one of the most fundamental cultural formations of modernity. At present, current and future media, information, identification and surveillance technologies contributed to the change of the way we imagine and practice anonymity. Against the backdrop of this enormous change and its (not only socio-political) impact, empirically grounded and complex research on the topic is disturbingly scarce even though there are many far-reaching questions to be answered.
This is what the „Reconfiguring Anonymity“ Project and Research Group is bound to change. The transdisciplinary endeavour aims to produce new insights into regimes of maintaining, modifying or abandoning anonymity in contemporary, hybrid online-offline worlds. Because we stick to the idea of sharing knowledge and producing it in collaboration, we bring together experts, programmers and artists. Finally we want to provide a basis for future political and legal engagements with the topic of anonymity. | http://reconfiguring-anonymity.net/?page_id=781 |
Free Listing: Using an Anthropological Structured Technique to Identify Social Capital and Cultural Model Items for Engineering Undergraduate SurveysThis paper describes free listing (FL), a cognitive anthropological structured technique that canbe used to improve the validity of survey instruments and the design of questions on interviewprotocols in engineering education research. Anthropologists use FL to systematically collectdata about specific cultural models. Cultural models are internalized cognitive schemas thatindividuals within a culture share to varying degrees and draw upon to form and organize theirbeliefs, meanings, and practices. In our National Science Foundation funded study, we used FLto understand the cultural model of “success” in undergraduate engineering programs. Our studyasks, “what are the effects of social capital and cultural models of engineering success on theretention and degree attainment of women and minorities in engineering?” In this paper, we willpresent our approach to using FL to design items for our survey instruments that measure socialcapital and cultural models of success among engineering undergraduates as the first step inanswering our research question.In FL, participants are asked a series of questions that represent the major conceptual areas in acultural model as identified by the researcher from previous studies and the literature. For eachquestion, participants are asked to list as many responses as possible. When the participantpauses, they are prompted for additional responses. FL assumes that individuals 1) withextensive knowledge give more responses than those with less knowledge, 2) list most familiarand meaningful responses first, and 3) give responses that reflect their local cultural knowledge.Frequency and rank of each response are reflected in the salience, Smith’s S, a number calculatedusing an anthropological qualitative software program, in our case, ANTHROPAC 4.98. Usingsalience, researchers decide a cutoff line to determine which responses should be examinedfurther and included in the survey or interview protocol.We also discuss the advantages and limitations of the FL technique. For example, the primaryvalue of FL is that participants, especially if they are from an understudied population, oftenidentify beliefs or attitudes about the cultural model that were previously unknown or interpreteddifferently in the literature. By including these responses in the survey or interview protocol, theresearcher can determine if these beliefs or attitudes are shared throughout the study population.One limitation to FL is that there is no definitive method to identify the appropriate sample size.A larger the sample size will likely lead to a greater variety of responses, lessening the likelihoodof a high salience. Hence, is that is important for the researcher to narrowly specify the culturalmodel or cognitive area that they are exploring so that participants can easily mentally unpacktheir knowledge.The rich data obtained from FL can improve the design and validity of survey instruments andinterview protocols. Specific examples of how we used FL in our research study are described indetail, along with implications and recommendations for adoption of the technique to otherengineering education research. | https://peer.asee.org/designing-a-survey-for-engineering-undergraduates-using-free-listing-an-anthropological-structured-technique |
Methods for managing project knowledge tend to rely on lessons-learned databases and retrospectives. Typically, project team members gather at the end of a project or iteration, review their project journals, and document their successes and failures. But this process often catches only the generalities of a project; it doesn’t capture the nuances, specifics, and details of project work.
In a recent paper and podcast, Dr. Benjamin Anyacho suggested adapting a concept known as a knowledge café to capture and share the subtleties and implicit knowledge that is always a part of project work. A knowledge café is a small gathering of people who hold interactive discussions to uncover information that might otherwise go unnoticed. The discussions can be virtual or in-person, but they are always conversational—they are deliberately designed to be interactions, not lectures.
The Café Process
Configuring knowledge capture in a café-style setting allows for less formal interactions in a more relaxed atmosphere, so that the implicit knowledge from project work can emerge naturally. Most importantly, it allows for interaction, as participants can ask follow-up questions quickly and easily, and build upon ideas sequentially. Café participants can also exchange ideas in real time, increasing collaboration and creativity among group members.
The process for developing and holding a knowledge café is simple:
- Find a suitable place to hold the meeting. Assuming your meeting is not virtual, the meeting space should be open and large enough to fit all attendees comfortably, but not so large that it feels intimidating. It should suggest a relaxed and informal atmosphere.
- Set the boundaries for the session. Explain to all participants that the session is about sharing ideas, not debating them. Encourage them to listen first and then contribute to the conversation if they can. Encourage everyone involved to follow up their own response with a question, to get others to collaborate and discuss. The interaction should be an intentional conversation—not a lecture or a complaint session.
- If needed, provide an opening question that people can build upon. Don’t make the question too specific; rather than confining people to a specific topic, allow them to bring their own experiences and ideas into an open-ended discussion. Examples may include “What new or breakthrough ideas did you have in your last project?”; “What hidden problems did you surface as you executed your project?”; or “Were the surprises on your project good or bad? How did you avoid or capitalize on them?”
- Encourage people to explore new interactions and avenues of discussion. Remember that you are looking for the “new,” not the “comfortable.” Encourage people to ask a lot of questions and then wait for the answer. Tell them not to assume that they know the answer or to plan their response; their job is to listen.
- Look for commonalities, patterns, and trends in discussions that can be put to good use. Provide ways to illustrate ideas or capture thoughts, so this information can be retained and disseminated when the session ends.
A Second Viewpoint
Dr. Anyacho suggests having one topic that several small groups can discuss, and then bringing the results of those groups together into a larger group for expansion and dissemination of ideas. While the benefit of this process is obvious, I would suggest an even more informal way of interacting—using even smaller groups that allow for more individualized discussions and interactions.
These smaller groups would create less of a “roundtable focus group” and more of a “let’s grab a coffee and talk” connection. The interactions could be one-to-one or one-to-several, as long as the group remains especially small to allow for direct sharing of information between participants. The individual connections could allow people to adapt information from a lessons-learned or retrospective database to a specific situation, by discussing it with someone who is already experienced in a similar project. (Lessons learned or retrospective notes could also be used as a starting point to help locate an experienced coworker who can help refine project plans.) The conversations could dig deeper into details and help customize the specifics of an approach in a constructive way.
Interactive Connections
Regardless of whether the café uses a small group/large group orientation or a one-to-one interaction, these meetings will increase the speed and dissemination of knowledge sharing. Sharing becomes a direct interplay among participants, rather than an attempt to glean knowledge from a static database. Cafés may also bring together people who would not normally interact (at least, not in a typical information-sharing way) to exchange information across projects. They may unearth experts or solutions that were not known to exist, helping practitioners avoid speed bumps and making project execution smarter, simpler, and more enjoyable.
For a complete listing of MindEdge’s course offerings on Project Management, click here.
Copyright © 2022 MindEdge, Inc. | https://www.mindedge.com/project-management/percolating-new-ideas-in-the-knowledge-caf/ |
An IPS monitor uses what is known as in-plane switching, a type of LCD or liquid crystal display technology. IPS technology was developed as an improvement on early TFT, or thin-film transistor, screens.
IPS technology offers better color display and viewing angles by manipulating light-transmissive characteristics. An electrical field is passed through each end of the crystal molecules which are aligned horizontally rather than vertically. The crystals are maintained in a position parallel to the glass substrate of the screen and move to their position of alignment.
The result is better color reproduction. Typically, IPS screens also feature a higher maximum level of brightness and the lowest level of blacks out of all the screen technology options. | https://www.reference.com/technology/ips-monitor-a1422b8701135c2e |
Anyone working at a computer for several hours is susceptible to screen fatigue, eye- strain, headaches, neck pain, etc. You will be surprised to experience the difference a big screen can make, particularly if that big screen has high resolution. An average of one-third of a working adult’s day is spent in front of some type of screen. As a result, the impact on your health and productivity can be significant. It makes sense to invest in something that will be beneficial for your health as well as your work.
Sharper resolutions and larger screens can help you be more productive at work and improve your health too. The University of Utah has commissioned research on the subject and discovered that people who work on large displays are likely to complete their work in half the time needed by people who work on small, laptop-sized displays.
Important Points You Should Look for While Buying
Before moving ahead with the Top 5 computer monitors, it is vital to know what to look for in terms of requirements, resolution, and so on.
1. Purpose
The first decision you must make concerns the monitor’s principal function. Is it intended for everyday computer work like virtual meetings, scheduling, and planning? Or is it for revising key documents or organizing patient data?
While a conventional monitor can handle most jobs, more specialized tasks may necessitate additional features, such as a wider color range.
2. Screen Size and Resolution
A larger screen allows you to see more information, but screen resolution, which influences image clarity, should not be overlooked. A 27-inch display with a resolution of 1920 x 1080-pixels is not as sharp as a 24-inch monitor with the same resolution. The bigger the screen, the more pixelated pictures will be on a web page if the resolution remains constant. As a result, larger screens may not be suitable for your text-intensive applications. A 4000 pixels resolution on a 27-inch screen, on the other hand, may cause text and objects to appear overly small, but this may be corrected by adjusting your computer settings. Also, a higher-resolution monitor is likely to be more expensive than a lower-resolution monitor with the same screen size, so you must select based on your daily task needs.
3. Aspect Ratio
The width to height ratio of an image is known as the aspect ratio. It’s usually written with two numerals separated by a colon. While most monitors have a 16:9 aspect ratio, ultra-wide ones with a 21:9 or 32:9 aspect ratio are gaining popularity. A single ultra-wide monitor may replace two or even three displays while eliminating thick screen bezels which will provide you with a better working environment.
4. Brightness
Most displays have a brightness range of 300 to 400 units. With high dynamic range (HDR) video becoming more widely available for computers, the Video Electronics Standards Association developed the DisplayHDR standard to let users know if a monitor can properly display HDR content. Hence, it’s recommended to select as per your suitability so that you are satisfied with your client’s experience.
5. Panel type
Monitor panel technology has an impact on viewing angles and image quality. In-Plane Switching (IPS) displays provide wide viewing angles and outstanding image quality. In contrast, Twisted Nematic (TN) screens which are based on Liquid Crystal Display (LCD) technology are less expensive and have faster response times. Vertical Alignment (VA) panels provide the best contrast ratio and image quality, but they have a slow response time and viewing angles that aren’t as wide as IPS panels. Vertical Alignment is a type of LCD technology that is characterized by vertically aligned pixels.
6. Curvature
Curved monitors are new editions that provide a more immersive experience while putting less strain on your eyes. These huge screens include your field of vision in a better way as compared to the conventional ones.
7. Ports
HDMI and DisplayPort ports are commonly found on monitors. You may also see a USB hub connecting numerous USB devices and built-in speakers for better audio output. HDMI and DisplayPort have different distinct capabilities. G-Sync from Nvidia also requires a DisplayPort 1.2 connector, although AMD’s FreeSync can be used with HDMI. However, a USB-C connector, which can be used to deliver power as well as convey audio and video information, is typically found on newer (and more costly) displays. Thus, it’s best advised to choose multiple ports while buying.
Below you will find a review of the top 5 computer monitors, and one of these may just be what you were looking for.
Best Computer Monitor Of 2021
ASUS 27” 1080P Video Conference Monitor (BE279QSK) – Full HD, IPS, Built-in Adjustable 2MP Webcam, Mic Array, Speakers, Eye Care, Wall Mountable, Frameless, HDMI, DisplayPort, VGA, Height Adjustable
With this computer monitor, you are ready for live streaming and web video meetings in no time! This monitor can be easily adjusted in different directions to capture the view you need, whether from the front, rear, or sides.
You can also use the webcam’s sliding shutter to ensure complete privacy in case you want a private moment in between your meetings. It has a wide viewing angle frameless IPS panel that will give you a consistent, accurate color at almost any angle.
Moreover, you can share the screen easily without color shift. If you want to keep it at a distant place, you can easily hang it on a wall or post as it includes the ASUS-designed MKT02 mounting kit, which allows you to attach a mini PC to the rear of the display, which reduces unnecessary clutter in your workspace.
Further, the screen can also be rotated vertically through 90 degrees for portrait mode, which is useful when working with long documents, writing advisory, or browsing professional websites.
Samsung Business S24R650FDN SR650 Series 24 inch IPS 1080p 75Hz Computer Monitor for Business with VGA, HDMI, DisplayPort, and USB Hub, 3-Year Warranty, Black
If you require maximum attention during a meeting, then this monitor with a small bezel is very beneficial.
When you use it in a dual-monitor setup, the practically bezel-less screen shows you the entire picture that seems almost gapless.
With no distractions in the way, you can see more at once and complete larger chunks of your to-do list during screen time.
The IPS panel maintains color vibrancy and clarity across the entire screen. With no color washing, you can work comfortably on the productivity-boosting broad display and see accurate tones and hues from 178 degrees all around.
In addition, you will get a full lineup for ports that will bring you the complete connectivity you need in today’s working environment.
You can rotate, tilt, and pivot the height-adjustable monitor to see your work in any position you wish. The VESA-compatible design adds a bit of flair to your workplace décor and makes installation a breeze. It increases the brightness of the screen’s black regions while also modifying the RGB gain values, resulting in a screen that appears as bright as you recall.
Advanced eye comfort technology lowers eye strain, allowing you to focus better and work more efficiently.
Flicker-Free technology eliminates annoying screen flicker indefinitely, while Eye Saver Mode reduces blue light emissions.
Philips Computer Monitors 241E1S 24″ Frameless Monitor, 1920×1080 Full HD IPS, 106% sRGB, 75Hz, FreeSync, VESA, 4Yr Advance Replacement, Black
The IPS displays of this monitor employ innovative technology to provide you extra-wide viewing angles of 178/178 degrees, allowing you to watch the display from nearly any angle.
It has SmartContrast, a Philips technology that automatically analyses your viewing content and adjusts colors and illumination intensity.
When you choose Economy mode, the contrast is changed, and the backlighting is fine-tuned for a perfect display of everyday office applications while consuming less power.
It has a 91 percent NTSC and 106 percent sRGB coverage on display. Further, for your wellbeing, this monitor has a Philips LowBlue Mode setting that uses innovative software technology to reduce the harmful shortwave blue light that all monitors emit.
Asus VP228HE 21.5” Full HD 1920×1080 1ms HDMI VGA Eye Care Monitor, Blacklight
This monitor comes with a 21. 5” Full HD (1920×1080) display with 1ms response time with HDMI and VGA connectivity for sharp graphics.
To alleviate eye strain and illnesses, Asus Eye Care technology reduces Blue light and prevents flickering so that your eyes are protected from harmful rays.
It has built-in 5W stereo speakers that completely eliminate the need for external speakers. Moreover, Asus offers a three-year rapid replacement service if you come across a manufacturing defect, and they provide free cross-shipping, so you need not worry about additional costs.
It is TUV Rheinland Certified and is wall mountable.
Philips 276E9QDSB 27″ frameless monitor, Full HD IPS, 124% sRGB, FreeSync 75Hz, VESA, 4Yr Advance Replacement Warranty
Philips high-performance monitors provide smart technologies, vibrant graphics, and timeless style to help you get the most out of every minute you spend in front of the screen.
The latest Philips E-line monitors have a sleek appearance and produce amazing colors that will enhance your viewing experience.
It is a 27-inch Full HD monitor that delivers excellent visual quality. With Philips Ultra Wide-Color technology, the IPS panel produces natural-looking greens, bright reds, and deeper blues with a color spectrum of up to 129 percent sRGB.
The panel is enclosed in a sleek design with narrow boundaries for a seamless look in a multi-monitor arrangement.
Low Blue and Flicker-Free technology from Philips also protects your eyes and lowers fatigue which is good for your health. | https://telehealth.org/best-computer-monitor/ |
Viewing angle refers to a range of angles where the image displayed on a monitor remains suitable to the user. Generally, all monitors will show an optimum image when you're sitting near the center of the panel. However, things can quickly go awry when you shift the position of your head left, right, up or down depending on what type of panel your monitor users.
Regarding vertical viewing angles, it's generally accepted that the center of the display should be somewhere between eye level and thirty degrees below your line of sight. Anything outside those parameters for vertical viewing angles could lead to eye strain. However, every person is different, and depending on your height, desk height and other factors, it might not be possible to hit this "sweet spot" in practice.
With LCD technology used in today's computer monitors, the horizontal viewing angle typically maxes out at 178 degrees. But almost no one views a monitor at such extreme angles, and monitor manufacturers often fudge the numbers a bit when it comes to this specification. So, for example, two monitors could both be rated with a 178-degree horizontal viewing angle yet exhibit widely different performance which reaching the outer limits of that range.
So, what happens when you reach the edge of the viewing angle cone of a monitor? Depending on the monitor in question, you may see various amounts of brightness drop-off, a decrease in contrast ratio and color shifting. As you can see in the image above, IPS (in-plane switching) panels tend to have less color shifting off-axis than VA (vertical alignment) panels. TN (twisted nematic) panels, a much older technology, tend to be far interior to IPS and VA in both horizontal and vertical viewing angles.
Monitor manufacturers have attempted to compensate for some of these viewing angle deficiencies inherent with curved VA panels, which are popular in the gaming space.
This article is part of the Tom's Hardware Glossary.
Further reading: | https://www.tomshardware.com/reference/monitor-viewing-angle-definition |
Objectives: Learn what is LCD monitor, how does it work, and what are common features.
The static and dynamic contrast ratio is the difference in brightness (light intensity) between the brightest white and the darkest black pixel. The static contrast ratio indicates the difference that can be displayed at the same time. The dynamic contrast ratio indicates the difference that the monitor is capable of producing. A good display will have a 1000:1 or better contrast ratio. A higher initial number indicates a better quality picture. The response time is the time it takes a pixel to go from black, then to white, and then back to black. It is measured in milliseconds. Fast response time is required if we plan to play games or watch videos on our PC. Response time of 5 milliseconds or better is required to produce video without ghosting or blurring effect. Some manufactures use a grey-to-grey (G2G or GTG) measure of response time, which makes the response time faster than a white-to-black response time. The brightness or luminance is the amount of light the monitor produces (how bright it is). A high luminance is required if our computer will be used in sunlight, and it is great if we plan to watch movies. It is measured in candelas per square meter (cd/m2), with a higher number indicating a brighter screen. The viewing angle is the angle at which the image can still be seen. When we view our LCD monitor from some angle, the image will be dimmer and colors distorted. A viewing angle is defined by horizontal and vertical angle. A larger number indicates a wider viewing angle. The pixel pitch is the distance between individual pixels on the screen. A smaller number indicates sharper image and better possible resolution. Unlike CRT monitors, LCD monitors can use entire screen to display the picture. Screen size is measured diagonally corner to corner. One problem that sometimes occurs with LCD displays are dead pixels. Dead pixel is a pixel that fails to display properly. Having a few dead pixels can be common on many displays. Most manufactures have a minimum number of dead pixels that must exist before they will consider an exchange, so we should review the return policy before purchasing. Sometimes gently pressing on the screen can repair a dead pixel. Also there are programs which can identify and sometimes repair dead pixels.
Flat panel displays can use one of three display technologies. Twisted Nematic (TN) LCD monitors are the most common used in computer monitors, especially in smaller sizes. TN LCD monitors have best response times (2ms to 5ms), but have poor color reproduction (only 6-bits per color can be displayed). They mimic 24-bit color using dithering and other techniques. They also have a low contrast ratio and viewing angle. Vertical Alignment (VA) displays have the best contrast and produce better color and have better viewing angle from the TN displays, but have a slower response time. VA panels suffer from color shift that produces uneven colors across the display with loss of detail in dark scenes. In Plane Switching (IPS) displays have the best color reproduction quality and viewing angle, but also have relatively slow response time. IPS panels are the most expensive type of panel. Interesting thing is that CRT monitors still have the best color reproduction, so they’re still sometimes used by people who deal with graphics.
The backlight illuminates the pixels in a flat panel display and makes it visible. The backlight is located along the edges of the panel with a special layer that reflects the light throughout the display. Backlight can be produced by either a Cold Cathode Florescent Lamp (CCFL) or Light Emitting Diodes. CCFL is currently the most common backlight source and it requires an inverter to provide AC power to the backlight. LEDs produce better color, greater contrast, a wider viewing angle and lower power consumption. They are also mercury free. Since LEDs use DC power there’s no need for a power inverter in an LED illuminated flat panel display.
The ratio of the display’s width to height is called the aspect ratio. CRT displays have a 4:3 aspect ratio. Widescreen displays have a 16:10 aspect ratio. HDTV screens have a 16:9 aspect ratio. If we watch HDTV content on a 4:3 or 16:10 monitor, the display will either be slightly stretched or have black bars on the top and the bottom. Black bars are areas without video content.
A display’s resolution is the number of pixels that can be shown horizontally (horizontal rows) and the number of pixels that can be shown vertically (vertical columns). It is common for CRT monitors to support a wide number of resolutions, but LCD monitors often have a native (optimum) display resolution. Although we might be able to change the resolution to a different setting, the result may not be satisfactory. The original VGA (Video Graphic Array) resolution is 640 x 480. Super VGA (SVGA) resolution is 800 x 600 lines. XVGA or XGA defines 1024 x 768 lines. XGA+ defines 1152 x 864 lines. SXGA defines 1280 x 1024 lines (5:4 aspect ratio). SXGA+ defines 1400 x 1050 lines. UXGA has 1600 x 1200 lines. In WSXGA (W stands for wide) we have 1680 x 1050 lines. WUXGA resolution is 1920 x 1200 lines. With WSXGA and WUXGA displays we have an aspect ratio of 16:10. Some displays are HDTV compatible. HDTV resolutions are 1280 by 720. This resolution is often called 720p. Other HDTV resolution is 1920 by 1080. This is full HDTV resolution, and it is often called 1080p. With HDTV displays we have an aspect ratio of 16:9. The difference between an LCD monitor and an High Definition TV is disappearing. Now we can buy an HDTV that can also function as a monitor and vice versa. Full HD content is designed for a resolution of 1920 x 1080 using progressive scanning (each line is redrawn in order). Because of that Full HD support is referred to as 1080p. Cheaper TVs and monitors at lower resolutions or which are using interlacing (every other line is drawn with each pass) are not capable of displaying full HD. 720p (1280 x 720 progressive scan) and 1080i (1920 x 1080 with interlacing) identify displays that do not support full HD content. LCD monitors which support HDTV often have an HDMI port that accepts video and audio input through the same HDMI port. They can also have built-in speakers and audio-out to external speakers, an HDTV tuner which enables us to watch TV, and support for HDCP to watch copy-protected content.
Monitor size is usually described using a diagonal measurement. CRT monitors usually list the monitor size along with the viewable image size. Because of how the CRT monitor works, the picture actually can’t be displayed on the whole screen. In contrast to that, LCD monitors can use the entire screen for displaying images, so they use a single value for the screen size.
LCD features include contrast ratio, response time, brightness or luminance, viewing angle, and pixel pitch. Technologies in which LCD monitors can be built are Twisted Nematic (TN), Vertical Alignment (VA), and . In Plane Switching (IPS). The backlight illuminates the pixels in a flat panel display and makes it visible. The ratio of the display’s width to height is called the aspect ratio. CRT displays have a 4:3 aspect ratio. Widescreen displays have a 16:10 aspect ratio. HDTV screens have a 16:9 aspect ratio. A display’s resolution is the number of pixels that can be shown horizontally (horizontal rows) and the number of pixels that can be shown vertically (vertical columns). | https://www.utilizewindows.com/liquid-crystal-display-lcd-monitor/ |
The 32-inch, 10-bit in-plane switching (IPS) screen has a high resolution of 3,840 by 2,160 pixels with a 16:9 widescreen aspect ratio.
Read
– Screen Technology: IPS
– Adaptive Sync AMD FreeSync
– Rated Contrast Ratio: 1000:1
Read
Integrated audio is engineered by treVolo sound experts to offer full-spectrum sonic enjoyment.
Read
The EW3280U has a slightly lower ANSI (intra-image) result at 879.5:1, but that’s not far from typical IPS monitors, and the Aorus and Razor monitors have slightly better numbers here. | https://teckmandu.com/web-stories/benq-ew3280u-32-inch-4k-uhd-hdri-entertainment-monitor/ |
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Two urgent cake orders came to Byteasar's confectionery. As we all know, cakes have layers. The confectionery offers different kinds of layers and each cake contains exactly one layer of each kind. A cake order specifies a sequence in which the layers are to be placed.
Byteasar hires confectioners; the -th confectioner (for ) can prepare only a layer of the -th kind. Each confectioner places his layer in a single minute (during that time he or she can work on a single cake only). Layers of a cake are to be placed one by one, however two cakes can be processed in parallel. How much time will it take to fulfill the two given cake orders, assuming that the cakes are produced in an optimal manner?
The first line of input contains a single integer (). Two lines follow containing a description of the first and the second cake order respectively. Each cake order is a sequence of pairwise distinct integers of value between and , describing the subsequent layers of the ordered cake starting from the topmost layer.
The first and only line of output should contain a single integer: the number of minutes needed to produce the two ordered cakes.
For the input data:
3 1 2 3 3 2 1
the correct result is:
4
Task author: Anna Zych. | https://szkopul.edu.pl/problemset/problem/KnxYlVuGq-D9h1obsnSOzDAM/site/?key=statement |
We ordered our wedding cake from A Piece of Cake in Ireland. It was a white five tiered cake that was decorated with ribbons and bows made of icing. The top two layers were traditional Irish fruitcake, the next two layers were madeira which is similar to sponge cake and the bottom layer was fake.
In between each layer of cake were burgundy, red, and aubergine flowers. On the top of the cake was a Lladro bride and groom.
The Groom's cake was a single layer round chocolate bisuit cake. It was sinfully delicious! On top of the cake was a bride and groom under an arch completely made out of Lego. This was a gift from the bride to her groom, a Lego fanatic. | http://www.mastincrosbie.com/wedding/cake.html |
Three layers of rich fudge cake with coconut custard filling. Covered with a deep fudge frosting and garnished with chocolate curls. A great birthday cake.Not quite traditional, but with a delicious spin!
Rounds need to be ordered at least 24 hours in advance, and sheets need to be ordered at least 48 hours in advance. | https://freeportbakery.com/pluto_portfolio/german-chocolate-cake/ |
How to cut a cake into even layers
If you’re looking to add a little extra pizzazz to a layer cake, more cake layers is a great way to do just that. More layers means a taller cake and more oohs and aahs from friends and family when you slice into it. While you can bake each layer individually, you might not have enough cake pans or oven space, so splitting cake layers in half horizontally is the way to go.
There are lots of suggestions out there for how to divide cake layers in half— you can buy a fancy tool, you can cut them in half with the help of toothpicks, and you can even use dental floss. However, this is my favorite method. It’s easy, accurate, and requires no fancy equipment.
What you’ll need
You’ll need a small pairing knife and a large serrated knife. The layers you’d like to cut should be chilled, as a cold cake is much sturdier than a cake at room temperature. I like to bake my cake layers the day before and store them in the fridge.
Also, I always use this trick to bake my cakes with flat tops, but if your cake layers have a domed top you’ll need to remove them with a serrated knife before slicing the layers in half. And finally, I prefer to split cake layers that are 2 inches or more thick (tall). Thinner cake layers can be more difficult to work with.
Now that you’re ready, let’s get started!
Step 1
Use the paring knife to score the entire outside edge of the cake halfway up the side. Go slowly, get down at eye-level if necessary, and don’t cut too deeply. This is simply serving as a marker.
Step 2
Take the serrated knife and cut through the cake along the indentation made with the paring knife. Again, go slowly to maintain accuracy, there’s no need to rush.
Step 3
Use the knife to lift the top layer off of the bottom layer. Your cake should be sturdy enough to lift easily without any buckling or crumbling, however if you’re working with a cake round larger than 8 or 9 inches or cake layers that are extremely thin, you may need to use a little extra care.
Use the divided layers immediately to build a layer cake, or wrap them individually in plastic wrap and store in the fridge for up to 5 days or in the freezer (double-wrapped) for up to 1 month. | https://www.completelydelicious.com/cut-cake-even-layers/ |
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by Pubudu Priyankara
Ordered a cake on the 29th of April to be delivered on the 01st of May. Use of mobile web page was quite easy and Great advantage in paying using PayPal. I was able to quote the order number and Contact the team on whatsapp. The cake was delivered on time and have had response that it was tasty too. I am mostly impressed by the level of customer service provided which severely lacked in their ma...
by Shamima Rahman
wooow Thanks lakvimana team I got my gift. It"s soo cute. — with Chandana Deepal Neththasinghe.... | https://lakwimana.com/customer_testimonials.php?testimonial_id=155¤cy=LKR |
Every year I make myself a birthday cake (cue last year’s peanut butter and jelly cake and 2017’s chocolate cake) and despite some big projects that I have been working on, I still managed to make an over-the-top cake for this year’s celebration. I ordered these mermaid tail and sea shell chocolate molds quite a while ago, with the intention of making the cake last summer. I then got caught up with making all the other seasonal cakes and cookies and this summery ocean-themed cake got pushed aside. I am glad I ‘forgot’ about this cake and inadvertently saved it for my birthday. This cake is everything I love — mermaids, pastels, gold accents, overly ornamental cake decorations.
Despite being only a couple months in to 2019, I think 2019 has already been and will continue to be one of the most exciting years for this blog. In the last three months, I accomplished many things that were a first for me: recording simple videos for Instagram to give you different types of content (shaker cookies! buttercream piping!), making conchas despite my fear of working with yeast, and working on my first product collaboration with my favourite chocolate and pastry shop in the city. I also started working on a much larger project which I will be sharing with all of you very soon. At times, this workload gets quite overwhelming — I still work a full-time job and collectively it feels like I am working three jobs at once. On some days, I would have all the room temperature butter on the counter, icing sugar spilled on the floor, and sprinkles rolling across my apartment floor, as I question myself what I am actually doing. It takes some time until I reach some sort of rational conclusion but I eventually get there. It is because nothing beats the feeling of creating the perfect layer cake and the seeing you love and recreate that cake. I then clean up all the spilled sugar and I finish icing my cake so I can share it with you here.
This cake is my birthday cake but I also want it to be a celebration of what 2019 has been and what has yet to come. To me, nothing feels as festive as white cake layers studded with rainbow coloured sprinkles. Funfetti cake will always be my celebratory cake. To add more fun to these layers, I added chopped Oreo cookies to the batter, making this cake a hybrid between funfetti and cookies and cream. This way, I do not have to choose between two of my favourite cake flavours and the multicoloured add-ins represent all the different opportunities this year has to offer. I hope you find many reasons to celebrate this year as well.
Happy baking!
Ingredients
Funfetti Oreo Cake
- 2 cups all-purpose flour
- 2 tablespoon cornstarch
- 2 teaspoons baking powder
- 1/2 teaspoon baking soda
- 1 teaspoon salt
- 3/4 cup unsalted butter, at room temperature
- 1 and 1/2 cup granulated sugar
- 5 large egg whites, at room temperature
- 1/2 cup sour cream, at room temperature
- 1 tablespoon pure vanilla extract
- 1 cup whole milk, at room temperature
- 1/2 cup coarsely chopped Oreo cookies, (about 6 – 7 cookies)
- 1/2 cup sprinkles, preferably jimmies
Classic Vanilla Buttercream
- 1 1/2 cup unsalted butter, at room temperature
- 4 – 4 1/2 cups powdered sugar
- 2 teaspoon vanilla extract
- 2 – 4 tablespoons milk
Instructions
Funfetti Oreo Cake
- Preheat oven to 350F and prepare three 6-inch cake pans.
- In a medium-sized bowl, whisk together flour, cornstarch, baking powder, baking soda, and salt. Set aside.
- In a small bowl, whisk together sour cream, milk, and vanilla extract. Set aside.
- In the bowl of a mixer, beat butter and sugar at medium speed until smooth and creamy.
- Add egg whites to the butter mixture, in a few increments, making sure the previous addition has been fully mixed in before adding the next.
- With the mixer on low, add in half of the dry ingredients followed by the wet ingredients. Add the second half of the dry ingredients and mix until combined.
- With a rubber spatula, gently fold in the chopped Oreo cookies and sprinkles.
- Divide the batter between the three pans and bake for 25 to 30 minutes or until a toothpick inserted into the center of the cakes comes out clean.
- Cool on a wire rack for 10 to 15 minutes before removing the cakes from their pans.
Classic Vanilla Buttercream
- In the bowl of a mixer, beat butter at medium speed until smooth and creamy.
- Gradually add the powdered sugar cup by cup, adding the next cup after the previous one has been mixed in.
- Add vanilla extract and milk with mixer at low speed and mix until blended.
- Beat at medium-high speed for 3 – 5 minutes, until buttercream is extremely smooth and fluffy.
- If needed, add additional powered sugar or milk until desired consistency.
Reader Interactions
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Sweet Comments:
-
This is so beautiful! Your work ethic is crazy, and your creativity so inspiring. Love you!!
-
This cake is sooo beautiful. I'm gonna get this idea for my little girl's birthday. Thanks a lot. | https://constellationinspiration.com/2019/04/mermaid-birthday-cake.html |
This is the more general term when referring to a dessert made of flour, sugar, fat, eggs and other ingredients.
prăjitură = "Produs de patiserie preparat din făină, zahăr, grăsimi, ouă și ingrediente, care se consumă, de obicei, ca desert."
cake = "A sweet baked food made of flour, liquid, eggs, and other ingredients, such as raising agents and flavorings."
cake = "(Cookery) a baked food, usually in loaf or layer form, typically made from a mixture of flour, sugar, and eggs"
cake = "An item of soft sweet food made from a mixture of flour, fat, eggs, sugar, and other ingredients, baked and sometimes iced or decorated."
It is a special type of cake that has alternating layers of batter and cream filling. There is often glazing on top and on the sides. Note that in English, people often skip the "layer" qualifier, which is mostly used when they want to be more specific and emphasize the type of cake. That's why I think the translation "tort" = "cake" is also fine.
tort = "Prăjitură (de obicei de formă cilindrică) făcută din mai multe straturi de aluat, având între ele straturi de cremă, de dulceață etc., acoperită cu o glazură sau cremă, ornamentată etc."
layer cake = "(Cookery) a cake made in layers with a filling"
layer cake = "a cake made in layers, with a cream, jelly, or other filling between them."
This is the name given to those small, crispy cakes, which are usually-but-not-always round and flat. Note that some Romanians use the term "prăjiturică" or even "prăjitură" when referring to a cookie.
fursec = "Nume dat unor prăjituri mici și uscate, făcute din diferite aluaturi fragede, având forme variate."
cookie = "A small, usually flat and crisp cake made from sweetened dough."
cookie = "(Cookery, US and Canadian) a small flat dry sweet or plain cake of many varieties, baked from a dough."
cookie = "a small, flat, sweetened cake, often round, made from stiff dough baked on a large, flat pan (cookie sheet)."
brioșă = "Produs de patiserie, preparat prin coacerea în forme mici, rotunde și ondulate, a unui aluat de cozonac."
muffin = "A small, cup-shaped quick bread, often sweetened."
muffin = "(Cookery, British) a thick round baked yeast roll, usually toasted and served with butter"
muffin = "a small quick bread made with flour or cornmeal, eggs, milk, etc., and baked in a pan containing a series of cuplike molds."
5) Oh, wait! But what about "cupcake"!?
I honestly don't know if we have a good corresponding term for that in Romanian. People basically use one of "brioșă", "prăjiturică" or even "prăjitură", depending on the context, but each have their own limitations and there is no word that goes well in every situation. Here's what some English dictionaries say about cupcake.
cupcake = "A small cake baked in a cup-shaped container."
cupcake = "(Cookery) a small cake baked in a cup-shaped foil or paper case"
cupcake = "a small cake, the size of an individual portion, baked in a cup-shaped mold."
Bottom line, "prăjitură" is a general term which translates to "cake", while "cupcake" is a very specific type of cake.
To the course authors: please don't go about using "cupcake" as the main translation for "prăjitură"; use "cake" instead. At the very least, go ahead and accept "cake" as being a valid alternative. I feel that you wanted to differentiate between "prăjitură" and "tort", and this pushed you to only accept "cupcake" for "prăjitură", and "cake" for "tort". Also, please go ahead and accept "layer cake" as an alternative translation for "tort".
I would like to personally thank you for writing this detailed explanation, as a Romanian native speaker, I use the word prăjitură to refer to every type of sweet made with bread flower, etc... (tortul [categoric] este o prăjitură...).
We will discuss with the grammar department of our team and see how we can further advance into modifying these translations.
Hmm, good question. I think it really depends on the context and the translation direction.
From English to Romanian, I suppose you would indeed translate "birthday cake" to "tort" in most (con)texts, due to the fact that instances of birthday cakes are usually layer cakes. The same would apply to "wedding cake", and maybe others.
From Romanian to English, you would have to decide based on the information provided by the context. You could translate "tort" to any of "layer cake", "birthday cake", "wedding cake", or simply "cake".
Wedding cake has a name, it is called ”tortul miresei”, because traditionally it was the bride who had to make it, and serve it to the groom and the guests on the wedding day. Maybe a hundred years ago? hehe, because I am quite old and went to many weddings, but never seen it done this way. Nowadays, they are ordered from specialized shops.
Pastry = "The word "pastries" suggests many kinds of baked products made from ingredients such as flour, sugar, milk, butter, shortening, baking powder, and eggs. Small tarts and other sweet baked products are called pastries."
Sounds like exactly what you guys are describing?
Pastry refers to that specific type of dough which is often sweet and crusty. Pastry/pastries also refers to the products made by using that dough. Think croissants, strudels, tarts, cinnamon rolls, danishes, and the like. In Romanian, you would say these are "produse de patiserie", or even "pateuri". | https://forum.duolingo.com/comment/21623142/My-take-on-the-whole-cake-vs-cupcake-thing |
Campbell's Scoop: Pretty pastries on the West Side
The first time I followed a reader's recommendation and went to Cakes and Pastries by George in Green Township, I ordered a few of the prettily decorated mini-cakes with a great deal of anticipation, but was a little disappointed. I thought they were going to be classic European pastries, but that's really not what they are.
The next time I went, I realized that what I was buying really was fancy cupcakes. And by that standard, they're quite good. Moist cake in two layers, good frosting, and decorated with pretty swoops of frosting, fruit and shaved chocolate. The white-chocolate raspberry variety has fresh raspberries in the middle as well as on top, and the chocolate-caramel variety was like a special birthday cake in miniature. Owner George Sias also sells baklava, both regular and coated in chocolate (so wrong, but so right). | https://www.cincinnati.com/story/entertainment/dining/2015/03/25/campbells-scoop-pretty-pastries-west-side/70428324/ |
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Autumn Tree Cake
You can decorate this special cake any way you like for Halloween or the colorful autumn months. —Marie Parker, Milwaukee, Wisconsin
Autumn Tree Cake Recipe photo by Taste of Home
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Total Time
Prep: 40 min. Bake: 20 min. + cooling
Makes
12 servings
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Ingredients
1 package butter recipe golden cake mix (regular size)
1 cup orange juice
1/3 cup butter, softened
3 large eggs
FROSTING:
6 cups confectioners' sugar
2/3 cup butter, softened
Orange food coloring, optional
5 to 6 tablespoons orange juice
1/2 cup crushed chocolate wafers (about 8 wafers)
1 cup semisweet chocolate chips
1 tablespoon shortening
Assorted candy and chocolate leaves
image/svg+xml
Text Ingredients
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Directions
Preheat oven to 350°. Line bottoms of two greased 9-in. round baking pans with parchment paper; grease paper. In a large bowl, combine cake mix, orange juice, butter and eggs; beat on low speed 30 seconds. Beat on medium 2 minutes. Transfer to prepared pan. Bake 20-25 minutes or until a toothpick inserted in center comes out clean. Cool in pans 10 minutes before removing to wire racks; remove paper. Cool completely.
For frosting, in a large bowl, beat confectioners' sugar, butter, if desired, food coloring and enough orange juice to achieve desired consistency. Spread frosting between layers and over top and sides of cake. Lightly press wafer crumbs onto sides of cake.
In a microwave-safe bowl, melt chocolate and shortening; stir until smooth. Transfer to a pastry bag or a food-safe plastic bag; cut a small hole in the tip of bag. Pipe a tree on top of cake. Decorate as desired with candy and chocolate leaves. | https://www.tasteofhome.com/recipes/autumn-tree-cake/ |
Dear Dzadzi, Last week, we said goodbye to an incredible man. Thomas R, we shall love and have you in our hearts forever. Thank you for giving us a beautiful family and for sharing your precious smile.
Miss you.
LEMON POPPYSEED LAYER CAKE // Adapted from Smitten Kitchen via Kurt Gutenbrunner via Food & Wine
2/3 cup sugar
8 large egg yolks
1 large whole egg
1 1/2 tb finely grated lemon zest (from 2 lemons)
1/2 cup all-purpose flour
1/2 cup cornstarch
Pinch of salt
2 sticks (1/2 pound) unsalted butter, melted and cooled a bit
1/4 cup poppy seeds, used for half of batter (Smitten used 1/2 cup for entire cake)
Pinch of poppy seeds
Mini flower buds
Preheat the oven to 325°F Butter and flour two 8-inch cake pans generously. Butter the dull side of two 8-inch pieces of foil.
- I only had one 8-inch pan, so I divided the batter, one with poppyseeds and one without, and baked each cake separately.
In the bowl of an electric mixer fitted with the whisk, beat the sugar with the egg yolks and whole egg at medium-high speed until the mixture is pale yellow and very fluffy, about 8 minutes. Beat in the lemon zest. Sift the flour and cornstarch over the egg mixture and fold in along with the pinch of salt with a rubber spatula. At medium speed, beat in the butter. Once incorporated, divide the batter into separate containers, then pour and fold in the poppyseeds into either of the batters.
Pour each batter into the prepared pans and cover tightly with the buttered foil. Bake for 45 minutes, or until the cake pulls away from the side of the pan and a cake tester inserted in the center of the cake comes out clean. Remove the foil and let the cake cool in the pan on a rack for 15 minutes. Invert the cake onto the rack and let cool completely before serving, at least 30 minutes.
Take a serrated knife and slice each cake in half to make two even cake layers with each baked cake. There will be a total of four layers.The cake can be wrapped in plastic and foil and left at room temperature for up to 3 days.
Note: recipe will make 4 layers of cake, not 5 as shown above. (I experimented with different sized pans and made five layers)
Vanilla Buttercream *Makes enough to spread between layers of cake. If frosting entire cake, double recipe.
1/2 cup (1 stick) unsalted butter, softened
1 cup powdered confectioners’ sugar
3 tb whipping cream
1 tb water
2 tsp pure vanilla extract
a pinch of salt
In an electric mixer, with the paddle attachment, beat the butter and confectioners sugar for about 3 minutes. Add the whipping cream, water, vanilla, and salt and whip on medium speed until smooth and fluffy for about 5 minutes. Spread between the layers of cake. This frosting is best used immediately. | https://lemonfirebrigade.com/2012/02/13/a-lemon-birthday-and-a-life-celebrated/?replytocom=451 |
This sweet potato cake in one of my favorite cakes, right after the ultimate carrot cake, which I can’t live without.
This recipe is pretty easy to prepare and could be a great option for those who are not the biggest fans of baking or don’t have too much time to spend in the kitchen.
Ingredients for the cake layers (makes 4×7 inch round cake layers):
300 grams (10 oz) all purpose flour
260 grams (9 oz) dark brown sugar
1 tablespoon baking powder
1 teaspoon ground clove
520 grams (18 oz) sweet potato puree
240 grams (8.5 oz) Greek yogurt (full fat)
5 large eggs
1 tea spoon pure vanilla extract
3 table spoons vanilla liquor
For the chocolate frosting:
300 grams (11 oz) cream cheese
225 ml. sweetened heavy whipping cream
150 grams (5,5 oz) white chocolate, melted
To make the cake layers: Combine flour, brown sugar, baking powder and ground clove in a large bowl.
In another bowl mix sweet potato puree (peeled and boiled sweet potatoes until soft), Greek yogurt, eggs, vanilla extract and vanilla liquor.
Gently fold the flour mixture to the potato-yogurt mixture gently mix with a rubber spatula until all ingredients combine.
Preheat your oven to 170C (fan-forced) or 340F (fan-forced).
Grease your cake springforms with butter or unflavored oil. This batter will make 4x7inch cake layers. I have 2x7inch springforms and I baked all layers separately, in two batches.
You could bake them separately or to divide the batter in half, bake in two springforms, which later to cut into another two thinner layers.
If you bake your cake layers separately, the baking time will be about 25 minutes, or until a toothpick inserted in the center of the cake layer comes out clean.
If you bake more than one layer in one springform and plan to cut them into thinner layers later, then your baking time will be longer, since the layer will be much more thicker. Check if layer is ready with a toothpick.
Let all cake layers cool completely.
To prepare the frosting:
Beat the cream in a large bowl until stiff peaks form. Add the cream cheese and melted (but chilled) chocolate and gently mix with a rubber spatula.
* Add 2-3 table spoons Baileys if you have on hands, it goes perfectly with this frosting.
Assemble the cake: place the first layer on a cake platter or cake stand. Spread one layer of the chocolate frosting on top (thicker or thinner layer, depending on your taste). Repeat the steps until you use all layers. Cover the cake with the remaining frosting.
Place in the fridge to rest for a few hours before serving. | http://vessysday.com/sweet-potato-cake-with-white-chocolate-frosting/ |
This Banana thousand layers cake is famous in my hometown: Rancagua, it was everyone favorite, always present on any celebration.
It’s a modification of the traditional Chilean one thousand layers with the addition of whipped cream and a flavor, most of the time it was banana, but you could order it with an almond flavor too. It’s a great cake and I made it for my birthday!
Visit our collection of Chilean recipes herePrint
Banana thousand layers cake
- Prep Time: 2 hours
- Cook Time: 30 minutes
- Total Time: 2 hours, 30 minutes
- Yield: 15 1x
- Category: Sweets
- Method: Baked
- Cuisine: Chilean
Description
A traditional Chilean cake, very popular in my hometown Rancagua.
Ingredients
For the dough,
- 2 eggs
- 8 egg yolks
- 50 grams soft unsalted butter (if using salted, not add more salt)
- 2 cups sifted flour
- 1/3 teaspoon baking powder
- Pinch of salt
- 3–5 tablespoon of orange juice
for the filling,
- 500 grams of dulce de leche
- 2 cups whipping or heavy cream
- 2 tablespoons sugar
- banana or vanilla extract
Instructions
- Two days before serving the cake make the dough and bake it.
- Preheat oven to 180C or 350F.
- Sift flour with baking powder and salt. On the KitchenAid mixer, use the paddle attachment, add butter and beat until incorporated into the flour, add one egg, beat until combined, add another egg and repeat, do the same for each egg yolk, let mix for 2 minutes to form a dough. If after adding all the ingredients is still very dry, keep adding orange juice one tablespoon at the time, continue mixing until a soft and very elastic dough form, knead about 5 minutes more.
- Form a ball with the dough, wrapped it in plastic film and let stand at least 1/2 hour in the refrigerator.
- Divide dough into 12 equal pieces, generously flour the counter and roll the dough until very thin, cut using a plate about 23 cm (9′) in diameter. Repeat with the other pieces.
- Bake on baking sheet for one by one 5 – 7 minutes until just beginning to brown, remove and cool on wire rack.
- The next day, make the whipped cream: beat the cream until it forms soft waves, add the sugar, beating until sugar dissolves and stiff peaks form.
- Add the banana extract (I use 2 teaspoons) and stir to incorporate, test and adjust the flavor and sweetness to taste.
- Top the first layer with dulce de leche, continue alternating thin layers with whipped cream, gently pressing each layer to form a dense cake. Top with whipped cream, then I mixed the dulce de leche with the remaining whipped cream to decorate with a star-shaped tip.
- I use a transfer cake to decorate the cake, they are easy to use but should be placed on the day you will serve the cake, I did it the day before and cracked a little.
- Leave the cake in the refrigerator overnight, serve. | https://www.chileanfoodandgarden.com/banana-thousand-layers/ |
A moist pumpkin cake loaded with pumpkin flavors and fall spices. This cake is topped with a silky cream cheese frosting. It's the perfect pumpkin recipe to make each fall!
Course
Dessert
Cuisine
American
Prep Time
10
minutes
Cook Time
35
minutes
Total Time
45
minutes
Servings
10
servings
Calories
378
kcal
Author
Whitney Wright
Ingredients
2
cups
all purpose flour
1
teaspoon
baking soda
1
teaspoon
baking powder
3/4
teaspoon
salt
1 1/4
teaspoon
ground cinnamon
1 1/2
teaspoon
pumpkin pie spice
pinch
ground cloves
4
large
eggs
at room temperature
1
cup
vegetable oil
1/2
teaspoon
vanilla extract
15
ounce
pumpkin puree
(1 - 15 oz can pumpkin puree)
1
cup
light brown sugar
packed
1/2
cup
granulated sugar
Cream Cheese Frosting
1/2
cup
unsalted butter
at room temperature
4
ounces
cream cheese
softened
2 1/2 -3
cups
powdered sugar
1/4
teaspoon
vanilla extract
milk
Instructions
Preheat oven to 325°F. Grease and flour 3 – 6 inch round cake pans. Set aside.
In a medium size bowl whisk the flour, baking soda, baking powder, salt, cinnamon, pumpkin pie spice, and cloves. Set aside.
In bowl of your electric mixer, add the eggs, oil, vanilla, pumpkin puree, and sugars. Mix until combined.
With mixer on low speed, slowly add the dry ingredients to the wet ingredients. Mix until just combined. Don’t overmix.
Pour the batter amongst the 3 cake pans. Smooth out the top with a spatula. Bake for 35-38 minutes or until a toothpick inserted in the center comes out clean.
Remove cakes from the oven and allow them to cool on a wire rack for 5 minutes. Turn the cakes out and let them cool completely. Frost the cakes, or you can cover the cakes with plastic wrap and place them in the fridge overnight. Remove them the next day and frost them.
Cream Cheese Frosting
In bowl of a stand mixer fitted with the paddle attachment, cream the butter and cream cheese until light and fluffy, about 2-3 minutes. Add the powdered sugar and vanilla extract. Mix until smooth and creamy. Add a splash of milk until you reach your desired frosting consistency. Frost the cake.
Notes
To frost the cake
, place the frosting in a pastry bag and cut off the tip of the bag. (If you don't have a pastry bag, use a zip top bag instead!) Place a cake layer on a cake stand and top the cake with frosting, spread the frosting around to make an even layer. Add another cake layer on top of the frosting and repeat until all cake layers have been used.
Spread a thin layer of frosting around the outside edge of the cake and use a bench scraper to smooth out the frosting. To make frosting the cake easier, chill the cake layers. Once the cakes are level, I like to double wrap each cake layer in plastic wrap and refrigerate for an hour or overnight.
You can make this in 6x2-inch cake pans or 6x3-inch cake pans or in two 9-inch sized cake pans, just know the baking times will differ for the 9-inch pans, so keep an eye on the oven.
Use a kitchen scale to make sure an even amount of cake batter is in each cake pan.
Make Ahead, Storing, and Freezing
Serve the cake immediately, or leave at room temperature for 2 days, or in the refrigerator for 5 days.
To freeze cake layers, let the pumpkin cake layers cool completely and wrap each cake layer twice in plastic wrap, then freeze. If storing for 1+ weeks, finish with a layer of aluminum foil and then freeze. Cake layers can stay in the freezer for up to 2 months.
To freeze a completed cake, chill the frosted/decorated cake in the freezer until firm (about 20-30 minutes). Wrap the entire cake in plastic wrap twice then freeze. If storing for 1+ weeks, finish with a layer of aluminum foil. The completed cake will stay in the freezer for up to 2 months.
Remove the cake layers or completed cake from the freezer and store in the fridge overnight. The next morning, pull the cake or cake layers out and unwrap and let come to room temperature before layering and frosting or before serving.
Nutrition
Calories:
378
kcal
|
Carbohydrates:
49
g
|
Protein:
6
g
|
Fat:
17
g
|
Saturated Fat:
10
g
|
Cholesterol:
121
mg
|
Sodium:
363
mg
|
Potassium:
230
mg
|
Fiber:
2
g
|
Sugar:
27
g
|
Vitamin A:
7175
IU
|
Vitamin C:
1.8
mg
|
Calcium:
81
mg
|
Iron: | https://saltandbaker.com/wprm_print/recipe/4083 |
We are working on 100 acres of farmland in Chattbir, Chandumajra & Landran, Punjab, India. The project started in February 2021. The principal investigator of the project is Dr. Sarabjot Singh Anand (co-founder of Tatras Data, Director at Sabudh Foundation and BML Munjal University) along with the team of 9 members: Ms. Akhila Prabhakaran, Mr. Ramandeep Singh, Mr. Bappaditya Chakraborty, Mr. Gurmukh Singh, Mr. Vijay Garg, Mr. Karanjot Singh, Ms. Malika Jain, Mr. Arshdeep Singh, and Ms. Tavleen Singh.
Agriculture is one of the oldest and most important professions in the world. People should get creative and become more efficient about how they farm, using less land to produce more crops.
- There is a need to find those parts of the field which are actually affected by the pests/weeds.
- Detect the kind of plant disease so as to spray the right pesticides on right plants.
- 80% of India’s freshwater is used in agriculture. Water is integral to India’s Food Security & it is critical to improve the efficiency of its usage.
Project Goals
Fig1. Farmers have to learn how to observe the crop, analyze field situation and crop management.
Artificial Intelligence (AI), along with other digital technologies like Internet of Things (IoT), will play a key role in modernizing agricultural activities and realizing the goal of doubling the farmer’s income in near future. The major advantages of incorporating AI and IoT technologies in agriculture are:
- Improve crop productivity
- Soil health monitoring
- Optimization of weed management
- Detecting crop diseases
- Monitoring crop health
- Water management
- Price realization for farmers
- Organize data for farmers by IoT
- Insects classification
- Supply chain efficiencies
The approach being followed is the following:
- Collect image data of the agricultural land to identify areas of stress on a field and associated causal evidence using drones. While the larger drones identify areas of stress using indexes such as NDVI, swarms of smaller drones can then be dispatched to collect higher resolution images of the stressed locations.
- Soil Monitoring ,collection of Moisture, and hyper-local weather Information using IoT devices.
- Instrument the field with a sensor network to transmit this data to the cloud.
- Enrich the data locally with global weather data and satellite-image data.
- Analyze the data using deep learning and machine learning (ML) to identify disease, insects/pests, and weeds or other causes of crop loss such as water logging due to differences in land elevation and to understand how diversity in crops and flora and other ecological parameters impact yield.
- Develop an app for farmers that would lead them to stressed locations for evidence collection and provide them with access to data scientists and experts that can help them make informed decisions based on the data. The app will also provide a social platform for farmers to collaboratively learn effective methods for increasing yield from each other.
- Further, we would look at ownership of all this data being with the “collective” as an asset that the farmers can trade for profit or use to generate insight to increase productivity.
-
Brief on Project Goals
Soil Health Monitoring
Soil health can be monitored by assessing various factors which are rendered as follows:
- Soil Temperature
- Soil Moisture
- PH Level
- Availability of nutrients at disposal
The approach for the same would be focusing upon getting IoT devices on ground in order to have a bigger picture of changes in levels of various constituents.
-
The DS18B20 digital thermometer provides 9-bit to 12-bit Celsius temperature measurements and has an alarm function with non-volatile user-programmable upper and lower trigger points. Soil temperature and plant growth are highly correlated. Ideal soil temperature should be maintained for better crop yield.
-
The Capacitive Soil moisture sensor provides soil moisture levels. This sensor measures moisture levels by capacitive sensing rather than resistive sensing like other available sensors in the market. It is made of corrosion-resistant material which gives it a long life cycle.
Plant Disease Classification/ Detecting crop diseases
Main Problems
- Limited knowledge of plant diseases and their symptoms.
- Improper use of pesticides and/or fertilizers.
- Timely identification of plant diseases and act promptly.
Application based solutions
- Deep learning based approach towards classification of healthy and unhealthy plants from images. The solution will look towards real images taken through handheld devices.
- Further enhancement of the application will look towards identifying the nature and reason of the disease from the crop images. Leading towards suggestive proposals to overcome the issue and further monitoring.
- Experts’ opinions and suggestions will be provided by the application post detection of the diseased plant.
- The deep learning architecture will be built initially focusing towards the most grown crops, mainly in India but can be further scaled towards recognition of large set of plant diseases with diversified classes of crops.
Monitoring Crop Health
The presence of the adequate amount of Sunlight plays a very crucial role towards a crop’s health. Moreover, the requirement of a particular crop can vary according to the region where it’s grown, this also contributes towards maintaining the required soil temperature
TSL2591 luminosity sensor is an advanced digital light sensor, ideal for use in a wide range of light situations. This sensor contains both infrared and full spectrum diodes. It can separately measure infrared, full-spectrum, or human-visible light. Most sensors can only detect one or the other.
Water management
We are planning to Extend the IoT approach to understand how the pattern of irrigation would also be advantageous while working towards getting a better crop yield. The devices can be tuned according to the need of a particular crop for example Paddy requires more frequent irrigations as compared to other crops along with a hefty amount.
Both these issues can be tackled by observing the present patterns of irrigation. This would finally lead to automated water management which would allow a farmer to focus on other important aspects of a crop’s health.
Price realization for farmers
The Flutter Application provides a platform to farmers to connect with the buyers as well as with one another. This allows a farmer to compare the rates that are being offered by different buyers along with a profit analysis of their sales compared to the previous years.
Machine learning approaches would be used in order to predict the ideal price that a particular yield should attain.
Insects/ Pest Identification
Problems
- Known and unknown insects.
- Lack of knowledge of insect’s effect on crops.
- Lack of knowledge of treatment of specific classes of insects.
- Lack of knowledge of suitable kinds of pesticides and the amount of pesticides to apply.
Application-based solutions
- Single-shot localization and classification of insects and birds based on deep learning models.
- The process starts from manually tagging real images taken from farms and training deep learning models for automated object localization and detection of insect species from acquired images.
- Once detected, specialized suggestions can be given to the user regarding the nature of the insect, its effect on a particular crop, and possible pesticide usage if required.
Deep Learning Feature extraction and detection of species
Other IoT devices being used in Project SSA:
PH Sensor
The pH of the soil controls the availability of nutrients to the plant. The elements themselves are still there, what changes is the form they are in. Plants need the nutrients to be in a form that is water-soluble so they can be taken into the plants ‘bloodstream’ (the sap) and transported to the area required. A change in the pH can change the form and therefore reduce or increase the availability. What makes things complicated is different nutrients are available at different pH ranges.
PH Sensor measures the pH of aqueous solutions in industrial and municipal process applications. It is designed to perform in the harshest of environments, including applications that poison conventional pH sensors. All seals are dual o-ring using multiple sealing materials. The sensor is designed for use with the Omega PHTX-45 Monitor/Analyzer.
BME680 [Gas Sensor]
The BME680 is a gas sensor that integrates high-linearity and high-accuracy gas and pressure sensors. It can also be used for hyper local weather information including temperature, humidity and pressure. Also BME680 can detect a broad range of gases such as volatile organic compounds (VOC).
Humidity sensors are used for determining the moisture content. Therefore, an accurate and precise means of testing moisture content in air will help farmers monitor their crops.
MG811[CO2 Sensor]
MG-811 Carbon Dioxide Sensor Module is a carbon dioxide sensor (CO2) sensor that is a Metal Oxide Sensor sensor, which must heat the tank to the specified level, by supplying power. This will cause heat vapor and separate CO2 from the air. This sensor module has an MG-811 onboard as the sensor component. A signal output circuit for heating the sensor. The MG-811 is highly sensitive to CO2 and less sensitive to alcohol and CO. The output voltage of the CO2 increases. | https://sabudh.org/ssa/ |
Description of the Devices:
- Soil moisture sensors are devices that are buried into the ground near the crop field which measure the amount of water being held in the soil for the crops to use.
- The sensors we are looking to employ have additional measurement tools that collect other parameters including: amount of rainfall, air temperature, and air humidity. These parameters are important aspects of a plant’s success or failure. These sensors are also solar powered and able to communicate with local data loggers for continuous monitoring and data collection
Main Purpose:
- Save water, time and money, optimize irrigation and improve productivity on our 40-acre farm improving food security in central South Sudan
- Measure the soil moisture content, amount of rainfall, air temperature, and humidity of our crops to increase water use efficiency and maximize yield
- Different types of crops require certain ranges for the parameters listed above to grow. Continuously monitoring this data for our crops in our specific field will ensure we meet the recommended ranges to neither under-water, nor over-water our crops
Additional Benefits:
- Our soil moisture content data can be compared to our water use and yield to contribute to the global research of how to minimize the amount of water required to successfully grow the crop in the specific environmental context
Cost: | https://needslist.co/nlclaim/1763/add/206 |
Over the last several months, we have been heads down deploying the GroGuru solution at various sites in Central Valley. The GroGuru soil sensors measure soil moisture, soil salinity and soil temperature. All three parameters have been very valuable for the growers that we have been working with.
SOIL MOISTURE
Some growers have used just the soil moisture measurements to determine when to water and how much. And given the dry winter over the last few months, these measurements have been very valuable in ensuring that the crop has the right amount of water. We plan to have details of this in a future blog post.
SOIL SALINITY
The western areas of Central Valley typically have high levels of soil salinity. This impacts the crop negatively. Some of the growers who are using the GroGuru system were sending soil samples to the lab to determine the soil salinity levels. This meant they could not see the immediate impact of actions they were taking. The GroGuru soil sensor has made their life easier since we provide soil salinity data 24×7. We will have details of these also in a future blog post.
SOIL TEMPERATURE
Very few growers have been using this information provided by the GroGuru soil sensors. And these growers have used the soil temperature to determine if the roots of the trees are “waking” up. | https://www.groguru.com/groguru-central-valley/ |
For precision framing to be effective, various factors should work accurately. Some of the factors include the appropriate machine status, crop behavior, light, temperature, humidity, soil composition, and weather among many others. The information about all the factors is obtained using satellites, drones, GPS, APIs, and sensors, and is useful at diverse levels including:
- Efficiency in farming depends on the accuracy of the decisions taken. With the IoT, it is possible to collect real-time data for the purpose of helping farmers in making smart and ad-hoc decisions that step from observed threats or opportunities in the farmland.
- The statistical data obtained from any farmland is important in making historical analysis of the parcel of land. Such an approach can be useful in making predictions about the preferred crops, and the level of yields to expect.
Precision farming requires effective interconnection of objects such as cameras and sensors for the extraction of local data that can be used in Big Data, as well as analytics tools used in storing huge data obtained from the farm, have it processed and turned into information that can be used in improving the farming practice. Additionally, it is important to integrate all the services from any one given component to form structured as well as well-organized orchestrations.
Precision farming does not only aim at the simple generation of data through sensors, but also in the analysis of the data for evaluating the required actions. IoT can be successfully applied in smart farming especially in area such as storage monitoring, field observation, and farm vehicle tracking. Such approaches are important in that they give farmers reliable data on the condition of the crops.
The future of agriculture is bright with the adoption precision farming. However, without effective IoT solutions, it can be hard to achieve the goals and objectives of smart agriculture
References: | http://sparkle-project.eu/how-iot-could-help-precision-agriculture/ |
How soil temperature and humidity sensors help crops survive the cold wave
According to a report from the China Meteorological Administration, in the next 10 days, cold air activities will be frequent, and the temperature in most parts of the country will be 1~2℃ lower, and some areas will have 6~8℃ cooling. All localities need to be aware of the impact of strong wind cooling on facility agriculture. Reinforce the sheds and keep warm in advance. The cold wave has not subsided recently, and the continuous low temperature has adversely affected the growth of crops, even if it is planted in greenhouses. Greenhouses have been the focus of agronomic research and agricultural production in recent years. The main function of greenhouses is to increase the temperature so that the temperature in the shed reaches a temperature suitable for plant growth, but in fact, room temperature ≠ soil temperature. Suitable does not mean that the soil temperature is suitable. The roots of plants take root in the soil. If the soil temperature is too low, it will affect the root respiration activity, nutrient absorption and related enzyme activities, and inhibit plant growth. In the soil around plant roots, the increase in temperature will increase the activity of enzymes in the soil and promote the conversion of nutrients in the soil. Therefore, it will increase the consumption of soil organic matter, increase soil respiration, emit carbon dioxide, and affect crop growth; Methane, nitrous oxide and other greenhouse gases are emitted, which not only consumes soil nutrients, but also has a certain negative feedback effect on the temperature in the greenhouse. Therefore, not only the growth of crops needs to pay attention to the temperature and humidity of the soil, but also the monitoring of the temperature and humidity in the shed. We all know that in the greenhouse, we can use wall-mounted temperature and humidity sensors to monitor the temperature and humidity in the environment in real time as the basis for regulation, so as to provide a suitable growth environment for the crops in the greenhouse. How to monitor the temperature and humidity? The traditional method of measuring the temperature and humidity in the soil is to use a soil thermometer to measure the temperature of the soil, and then take the relative component of the soil and use the drying method to measure the soil humidity to obtain accurate soil temperature and humidity data. However, for ordinary growers, lack of corresponding equipment, they can only regularly sample the soil and send it to relevant research institutions for testing, which is time-consuming and labor-intensive. Nowadays, with the development of sensor technology, the soil temperature and moisture sensor integrates soil temperature and moisture measurement with simple operation. There are two measurement methods: rapid measurement method and buried measurement method. Quick measurement method: Select a suitable measurement location, avoid rocks and similar hard objects, create surface soil according to the depth required for measurement, insert the sensor needle vertically into the soil and wait for the result. Buried measurement method: Vertically dig a pit with a diameter of about 20cm. The depth is determined according to the measurement needs. After the sensor is inserted horizontally into the pit, the soil is filled and compacted to ensure that the steel needle is in close contact with the soil, and the sensor is stable. Measure and record the soil temperature and humidity values u200bu200bfor a long time. Note: When using the soil temperature and humidity sensor, the steel needle must be completely immersed in the soil to avoid data errors caused by the temperature and humidity in the shed or sunlight. The soil temperature and humidity sensor can also be connected to the intelligent environmental monitoring system of the greenhouse, and upload the data to the environmental monitoring software in real time, so that the manager can combine various environmental factors to determine whether the crop needs to be heated, watered, and fertilized. To deal with the impact of changes in the environment inside and outside the shed on the crops in the shed,With the country’s emphasis on agriculture and the deepening of agronomic research, soil temperature and humidity will gradually be included as a necessary factor in agricultural management. The application fields of wet sensors are no longer limited to scientific experiments, water-saving irrigation, greenhouses, horticulture and other fields. They have gradually expanded to the measurement of water content and temperature of more particulate matter such as tea gardens, grass pastures, and food storage. The monitoring of soil temperature and humidity can better serve agricultural production.
Hunan Rika Electronic Tech Co.,Ltd thinks that customer satisfaction is one of the most important determinants of brand loyalty. High-quality service can be the difference between a one-time buyer and a lifelong repeat customer.
Hunan Rika Electronic Tech Co.,Ltd ’s sole aim is to provide exquisite and unheard of features to the concept of producing technology.
The unique connections between sensor solutionmanufacturing and customers happen when you find ways to relate on a more personal and engaging level that goes beyond a product.
Depending on the scale of the service, Hunan Rika Electronic Tech Co.,Ltd might also need to hire and manage an overseas workforce and comply with regulatory requirements.
With a few simple , and a little bit of environmental monitoring systems, you to can handle OEM sensor on your own. | https://www.rikasensor.com/how-soil-temperature-and-humidity-sensors-help-crops-survive-the-cold-wave.html |
This CZO is located in a small watershed (21 km2; 80°8’0”E-80°11’0”E and 26°31’43.93”N- 26°36’14.85”N) of the Pandu river basin, a tributary of the Ganga River. It was established in August 2016 with support from the Ministry of Earth Sciences, Government of India and is being monitored by Indian Institute of Technology Kanpur. It is the first CZO in the Ganga Basin, and second in the country after the Kabini CZO in Karnataka. The major objective of the new observatory is to monitor various climatic, hydrological and geochemical parameters related to the critical zone and to understand physiochemical processes responsible for its sustenance. The new CZO adds to the existing network of global CZOs and provides a platform to the scientific community to predict and address foreseeable challenges in food security and clean water availability in one of the most densely populated regions in the world.
The watershed for setting up this CZO was chosen such that it is representative of the agricultural land use in the intensively managed rural parts of the Central Ganga alluvial plain in Uttar Pradesh. The elevation of the watershed ranges from 126 m to 143 m above MSL. The study area has a sub-humid climate and is characterized by two soil types, sandy loam, and loam. The average annual maximum and minimum temperatures are 42°C and 8.6°C respectively, and the average annual rainfall is 821.9 mm majorly occurring in June-September. The major land use/land cover (LULC) types, established using unmanned aerial vehicle (UAV) data, are - Cropland 92 %, Built up area 3.6 %, Barren land 2.6% and Waterbodies 1.2%.
An array of sensors has been deployed in the watershed for continuous monitoring of hydro-agro-climatic variables. These monitoring networks are divided into three categories on the basis of the spatial and temporal resolution of the measured data:
(1) Spatially sparse but temporally fine data: Two automatic weather stations measuring meteorological variables (solar radiation, rainfall, temperature, humidity, wind speed and direction, atmospheric pressure, pan evaporation, and soil moisture, temperature and heat flux) at 15-minute intervals.
(2) Spatially sparse and temporally coarse data: Portable but expensive instruments, which are used for weekly or bi-weekly measurements of surface soil moisture, leaf area index, groundwater level in open wells, pond water levels, and discharge in the mainstream during monsoon.
(3) Spatially dense and temporally fine data: low-cost sensors developed in-house that use low-power wide area network (LPWAN) technology for real-time communication. They are presently being used to collect groundwater, canal water, and pond water levels.
In addition, we have collected data on static variables like topography, soil type and LULC by remote sensing using a drone at a high spatial resolution of 20 cm. Data on agricultural and irrigation practices are periodically collected using farm surveys and mobile crowdsourcing.
The CZO in the Ganga basin provides an opportunity to establish an understanding of how anthropogenic activities are shaping today’s environmental processes in the IGP and how they may respond to future changes. Currently, the observed data are intended for water balance modeling, crop water management, and water quality mapping. The outcomes will be shared with the stakeholders’ community to mitigate water mismanagement and further soil quality degradation. The CZO will ultimately provide scientific evidence and decision support tools that will help to shape policy and management options to meet today’s needs and to sustain the natural capital of the Ganga critical zone for future generations. | https://www.czen.org/content/ganga-basin-czo |
For the agriculture industry, soil moisture is an important variable for decision-making and risk management. Farmers, researchers and governments rely on soil moisture data, maps and information for a range of uses, from providing crop yield estimates and land use planning, to forecasting the potential risks of climate change and severe weather events such as drought or floods.
Researchers at Agriculture and Agri-Food Canada (AAFC) and various partners have been working on developing scientific methods and models for measuring and monitoring soil moisture over the past few years. “We started working in Manitoba collecting data a few years ago, and in 2011 installed permanent in situ soil monitoring stations on a number of private farms,” explains Dr. Heather McNairn, AAFC team lead, research scientist, Geomatics and Remote Sensing, in Ottawa. “We selected an area in south-central Manitoba from Portage la Prairie to Carman, which includes a mix of annual and perennial field crops, as well as other land cover such as pasture and forested lands.”
McNairn’s research team uses data from the Canadian RADARSAT-2 satellite and other sensors in their research to develop models for soil moisture monitoring. “We are also one of the international sites working on the U.S. National Aeronautics and Space Administration (NASA) Soil Moisture Active Passive (SMAP) satellite field campaign project called SMAPVEX,” explains McNairn. “NASA plans to launch its new SMAP satellite in 2014, which will measure surface soil moisture and temperature to produce maps of global soil moisture, temperature and freeze/thaw states on a regular basis. We are working with NASA and SMAP partners to calibrate and validate the models, and to make sure they work under all kinds of agriculture conditions.”
The NASA SMAPEX 2012 field-testing campaign was carried out over six weeks in June and July. The campaign was a huge success, with the collection of 45,000 soil moisture measurements at about 700 sites. NASA had two aircraft and crew, which flew 16 days over the six-week campaign, and were equipped with the same sensors as the SMAP satellite for data collection. Scientists took similar measurements on the ground for soil moisture and temperature, plant biomass, surface roughness and other factors. The project also generated excellent data from satellites, including the Canadian RADARSAT-2 satellite, the German TerraSAR-X satellite and optical satellites such as RapidEye and SPOT.
“We had a wide range of weather conditions over the six weeks from very wet to very dry, which allowed us to collect really good information on soil moisture,” explains McNairn. “We also measured crop growth and collected biomass at 300 sites, with crops only a few inches high at the beginning of the campaign and at almost full height at the end. The logistics were very complicated with over 70 people involved at different times over the six weeks, making this the most complex field research project I’ve ever co-ordinated in the past 20 years. The level of dedicated effort by everyone made the project a success.”
Along with AAFC, the Manitoba field project included researchers and students from several U.S. universities, Environment Canada, University of Manitoba, University of Guelph, University of Sherbrooke, Manitoba Agriculture, Food and Rural Initiatives, and the Canadian Space Agency, which provided financial support to the Canadian participants.
From field data collection to soil moisture maps
McNairn and project partners have committed to getting the ground and satellite data and calibration completed and to NASA by mid-November 2012. “We are in the middle of getting all of the data processed properly and calibrations of the various measurements to make sure all of the data and models are as accurate as possible,” says McNairn. “To ensure the accuracy of the data collected on the ground and by the aircraft, the collection methods and tools all need to be calibrated.” NASA is doing all of the calibration on the aircraft data.
Researchers and students at the University of Manitoba were collaborators on the SMAP project. Using experience from other soil moisture modelling projects, they assisted with some of the data collection and calibration efforts. “Calibration of something as difficult and variable as soil moisture components is quite a challenge, but is absolutely critical to the project,” says Dr. Paul Bullock, professor with the department of soil science. “My group has been doing research to develop accurate soil moisture models using remote sensing and real-time weather data. The opportunity to collaborate on the SMAP project was a rare opportunity to help build a dataset much larger than any institution could do on their own.”
“The SMAP Project is probably the biggest dataset looking at soil moisture that I’m aware of, and we expect great innovation, science and applications to come out of this project over the next few years,” says McNairn. “Once the complete dataset is sent to NASA in November 2012, it will also be shared with all of the people who participated in the campaign to provide them with the first opportunity to use the information for their research projects.” The data will be made publically available in July 2013 so that other researchers in Canada or around the world can connect with the data. | https://www.topcropmanager.com/soil-moisture-science-using-satellites-and-remote-sensing-12506/ |
A sensor is a device that detects and responds to a relevant input from the physical environment. Sensors can be tuned to any number of environmental parameters.
Sensors are used to monitor the world around us in a quantifiable manner. Various institutions, businesses and homeowners make good use of sensors to measure temperature, light, moisture, pressure, UV, humidity, current and a host of other environmental inputs. The output from sensors is generally a signal that can then be read on a suitable display, logger, or handheld device in an exploitable format.
To develop a guide to finding the perfect sensor, Instrument Choice decided to create a series of three articles. The first two cover many of the different categories of sensors available, (generally) how they work and the best applications for each. Within each category you’ll find alternative technologies you need to consider. For example, the two main technologies used in soil moisture sensors are capacitance and TDR (Time Domain Reflectometry). Each has its advantages and disadvantages.
In the third article of the series, we conclude with a checklist that our team of scientists developed after answering thousands of customer inquiries. It’s an effective way you can quickly narrow down your search to find the perfect sensor for your needs. Of course, if after scanning the series of articles you’re still not sure of the best sensor for your needs, Instrument Choice scientists are on hand to address any questions.
Common Types of Sensors
Temperature Sensors
Temperature sensors are used just about everywhere - in homes, transportation, learning institutions, electrical appliances, and electronic devices. They include refrigerators, stoves, hot water tanks as well as computers, GPS devices, battery chargers, and digital medical thermometers – to name a few.
The most common types of temperature sensors are thermocouples, thermistors and RTD sensors.
A thermocouple is a sensor that measures temperature. This type of sensor consists of two wire legs made from different metals with wire legs that are welded together at one end, creating a junction. This junction is where temperature is measured. When the junction experiences a change in temperature, a voltage is created. For a typical example of a thermocouple temperature sensor see the K-380 Immersion Thermocouple Probe for Temperature Meters.
A thermistor is a two terminal resistive transducer that changes its resistive value in response to changes in the surrounding ambient temperature. Hence the name thermal-resistor, or simply “thermistor”. Thermistors are often coupled with other devices, such as dataloggers. The HI147 Remote Sensor Thermometer is a good example of scientific instrument incorporating a thermistor in its food grade stainless steel thermistor probe.
RTD sensors are sensors used to measure temperature. Many RTD elements consist of a length of fine wire wrapped around a ceramic or glass core, although
other constructions can be used. The RTD wire is a pure material, typically platinum, nickel, or copper. The material has an accurate resistance/temperature
relationship which is used to provide an indication of temperature. As RTD elements are fragile, they are often housed in protective probes. Note;
RTD sensors provide more accurate and reliable readings than thermocouples. A multifunction device that provides both RTD and thermocouple sensors
is the DAQPro – 8 Channel Portable Data acquisition and logging meter.
Soil Moisture Sensors
Soil moisture sensors measure the quantity of water contained in a material, such as soil on a volumetric or gravimetric basis. Monitoring soil moisture benefits professionals such as environmental researchers, groups such as farmers, groundsmen, tourist operators, and archaeologists. Public regulators rely on such data to manage risk and plan. Soil moisture sensors also contribute data that plays an important role in helping to protect natural resources and understand our climate. The most common types of soil moisture sensors can be categorised as capacitance and TDR (Time Domain Reflectometry). Both technologies fall under the group of di-electric sensors. Here’s an idea of the difference between the two.
Capacitance soil moisture sensors (surprisingly… not) use capacitance to measure soil moisture. Simply, a probe generates an electric field, which is connected to a logger, is installed in the soil. Resulting changes in the device’s reading are a result of the soil’s capacitance due to its soil moisture level. Check out the IC-T-350 Soil Moisture Meter for an example of a sensor using this technology.
To be continued…
For an overview of pressure sensors, current sensors, and humidity sensors check out, “Your Guide to Finding the Perfect Sensor – PART 2”.
Click here for information about weather sensors, pH sensors, conductivity sensors, voltage sensors and the Checklist, “5 Simple Questions – To Help You Choose the Best Sensor for Your Application”.
If this article has raised any questions you can’t answer quickly and easily, then contact a scientist. | https://www.instrumentchoice.com.au/news/your-guide-to-finding-the-perfect-sensor-part-1 |
Table of Contents
The impact of COVID-19 on the economy has been devastating and it’s long term impacts can’t be ascertained yet. Every sector has been affected by the pandemic, but its impact on agriculture has been more complex and varied across different segments. From supply chain disruptions and unpredictable demand-supply of food across the globe, the unforeseen and unexpected challenges created by the pandemic created an environment of vulnerability, uncertainty, complexity and ambiguity. But amidst all the other challenges, the most critical one was the lack of manpower due to movement restrictions in lockdowns.
With a constant or upper side fluctuation in demand for food, farmers and other agriculture stakeholders are concerned that in such events, how can they ensure that farm activity continues without getting affected. The answer, of course, lies in digital technologies. That’s right, a model similar to work from home for corporates can be applied to farming operations and related agriculture activities as well. All you need is a mix of right technologies- sensors, IoT, drones, cloud, mobile apps and whichever technology it takes to enable smooth and uninterrupted farm operations.
Let’s have a look at some ways in which farmers can manage their fields remotely in the event of a lockdown or other emergencies that may restrict the availability of manpower.
Autonomous machinery
Similar to autonomous vehicles, farmers can deploy autonomous tractors and farm equipment for tasks like mining, spraying and sowing. The buzz around autonomous vehicles has been quite high but its realization still seems a little far out there on the streets. However, farms may be the first adopters of autonomous vehicles because of the low-risk factor on farms- there are no pedestrians or buildings with which the tractors can collide. The acres of open land provides a low-risk testing environment as well as makes it feasible for agriculture activities to continue without interruption caused due to lack of manpower.
Livestock monitoring
Many farmers don’t just have to manage crops but livestock as well. In case of farmer unavailability or other limitations, IoT-enabled livestock solutions can help farmers monitor their livestock remotely. Livestock monitoring IoT solutions involve embedding sensors into livestock wearables in order to monitor health parameters such as heart rate, respiratory rate, temperature, and even digestion. These sensors can also allow farmers to track an animal’s location in case if they wander far-off. Farmers can monitor this data over a mobile application and identify if their manual intervention is required.
Smart Irrigation
With farmer unavailability, irrigating crops becomes a critical challenge. Using too much or too little water can have an adverse impact on crop yields as well as soil health. To counter this challenge, farmers can deploy sensors on their field. These sensors can measure soil moisture levels, and use a sprinkler system to discharge water as needed. This can allow farmers to not only to avoid engaging themselves in another manual task but can also help to reduce water consumption by up to 30%! This solution can also be deployed at places where the primary concern is the efficient utilization of water.
Weed and disease control
Drones fitted with cameras and enhanced sensors can be used to assess weed and diseases in arable crops. Drones can capture data such as different plant species, extent to which crops have succumbed to disease, and much more. Farmers can view and analyze this information using a software or an app on their mobile phone and take control measures accordingly. They don’t necessarily have to go out and cover a large area of land through manual assessment.
Crop Spraying
Once farmers have identified infected crops, they can still skip manual work and use drones to spray pesticides. Some larger drones are capable of carrying and applying pesticides or fertilizer to crops. Although only a handful of regions and countries permit the use of drones for this type of task due to security reasons, it is likely that a lot of other countries will ease restrictions for drones to carry pesticides, considering the exceptional event like COVID-19. Drones can also be used for small scale irrigation purposes where the water requirement is less.
Farmer education
Farmers often need insights and information on best farming practices, current market trends, weather forecasts and much more. All this information can be made accessible to them using mobile applications. Informative videos, crop information, expert opinions and other relevant information can be made available to the farmers. In case of internet limitations, mobile apps can also be equipped with offline functionality where the data can sync automatically when there’s internet connectivity and be readily available in offline mode.
The longest and most complex route in a supply chain is between the company and the farmer. Companies are heavily dependent on their sales representatives for information dissemination to farmers. The situation gets more tricky if the company doesn’t have a strong distribution network and depends on retailers to do communication on their behalf, which may be unreliable, considering that retailers sell their competitor’s products as well.
[x]cube LABS has provided farmer-centric solutions to leading agriculture companies worldwide. For one of our clients, we developed a mobile application that allows farmers to access vital information related to our client’s products, crops, seeds and best practices even when they are working in remote fields where the availability of Internet is limited. Farmers can select any category based on the information that they need such as the best activity to perform based on time of the day, weather forecast, how to use the company’s products and a lot more. This has led to significant improvement in farmer engagement and helped the company to establish trust among farmers regarding their products.
Recently, [x]cube LABS also worked on a government initiative, Ryuth Bharosa Kendra, that enables on-demand delivery of agri-Inputs for farmers. Using a digital kiosk or mobile application, farmers can order agri inputs at fair prices and receive them within 24-48 hours. Additionally, the digital platform also provides:
In our experience of delivering agritech solutions, we have seen agriculture companies leveraging tech effectively to improve their sales, achieve good farmer engagement, access ad provide real-time information, create brand value for themselves and more.
If you’re thinking that the above solutions will come in handy only in times of crisis, then think again. While most of the solutions above may seem to primarily address the shortage of manpower on farms, there’s a lot more than they’re assisting with. Even when the impact of the pandemic cools down, the other challenges facing the agriculture industry will continue to exist. There will still be pressure to increase food production, the supply chain will continue to suffer, stakeholders will seek more ways to operate efficiently, farmers would want to spend their efforts on priority tasks and the shortage of natural resources will increase. In all these cases, digital solutions discussed above would still be relevant and in the face, will be needed more than ever before. The current situation is, therefore, an opportunity to fast track and upscale farm operations using digital technologies- because agritech is undoubtedly the future. | https://www.xcubelabs.com/blog/can-farmers-work-from-home-digital-solutions-in-agriculture-that-can-make-it-happen/ |
Since the 19th century, farmers have used primary remote sensing devices to observe crops from the air. These devices came in the form of balloons, which carried photographic cameras and other instruments over the fields to identify and monitor crop conditions.
Since then this technology has drastically improved. Farmers use modern remote sensing devices which can provide a much better overview of crops in real time.
Remote sensing in agriculture is a technique used for obtaining information about various soil and crop conditions from a distance. These sensors use variations of electromagnetic radiation (EMR) to identify landscape characteristics and crop conditions. Typical remote sensing technologies include satellites, airplanes, and drones (unmanned aerial vehicles).
Types of Remote Sensing Devices
Remote sensing devices differ in the following characteristics:
1. Sensor Type
Remote sensors can be active or passive. Active sensors emit their own electromagnetic radiation at a specific wavelength to the soil and crop. Based on the reflection back to the device, specific conditions can be measured. Passive sensors obtain measurements by using reflected or radiated energy from the sun.
2. Location of the Camera or the Sensor
The camera, or the sensor, on the remote sensing device can be located near the soil or at the distance. Depending on the location, a few types of images can be made:
- Close-range images, in which the camera is placed very near the soil or crop
- Aerial photography, in which the camera is mounted on the aircraft flying over a small area
- Space images, in which sensors are mounted on either a space shuttle or an artificial satellite to capture the digital images
Range of Electromagnetic Spectrum
Remote sensors can measure reflectance in different portions of the electromagnetic spectrum. In this regard, following remote sensor types are as follows:
- Optical remote sensing; operate in the visible, near infrared, middle infrared, and short-wave infrared portion of the electromagnetic spectrum (300nm to 3000nm)
- Thermal remote sensing; ranges in wavelength from the longest infrared rays, through the visible-light spectrum, to the shortest ultraviolet rays
- Microwave remote sensing; measures the reflected microwaves in the altitude of 1mm to 1m
How Do Remote Sensors Work?
Remote sensing devices measure the type and intensity of the light reflected or emitted from an object, such as soil or crop. The light is composed of different portions of electromagnetic (EM) radiation energy classified by wavelengths, or the distance from the peak of one wave to the peak of the next wave. Visible (VIS) wavelengths, or light seen as color by the human eye, only exist in a narrow range, from about 400 to 700 nanometers (nm). Below 400 nm wavelengths are considered to be short (including gamma, x-rays and ultraviolet) while anything above 700 nm are considered longer (including infra-red, microwaves and radio waves).
When emitting the light (from the sensor or the sun) to the plant, red and blue waves are absorbed, while green waves are reflected. This is the reason why plants look green. The amount of the reflected light varies depending on chlorophyll content in the leaves and plant health. For instance, healthy green leaves with a high amount of chlorophyll will reflect green light, while stressed or dried leaves will have lower reflectance.
Due to chlorophyll influence, sensors are able to measure any crop condition based on the reduction of green color. Measuring the difference in reflected light at various wavelengths of the EM spectrum, they are used to distinguish vegetation from soil and green and senescent vegetation, as well as vegetation species.
Additionally, in the visible spectrum, the low reflectance is related to the absorption associated to leaf green pigments such as chlorophyll. On the other hand, in invisible or near-infrared spectrum (750- 1100 nm), a reflectance is related to the internal structure of the leaves (size and shape of the cells and empty spaces). This helps farmers better determine vegetation indices.
By combining the reflectance in both visible and near-infrared spectrum, farmers are able to measure the NDVI (Normalized Difference Vegetation Index), or the health of vegetation by measuring crop biomass.
The NDVI is calculated using the reflectance of red and NIR wavelengths. This method is used because of the fact that red light (in the visible spectrum) is highly absorbed by the chlorophyll, while NIR light is highly reflected. Consequently, the NDVI indicates the relationship between these two wavelengths.
NDVI helps identify plant vigor within the field as well as areas of bare soil. The measured NDVI indicates values from -1.0 to +1.0. Soil NDVI indicates values within a range of 0,1-0,2 while the range for the crop canopy will measure 0,2-1,0. Negative values are reserved for water surfaces, such as lakes and rivers.
Remote Sensing Data Interpretation
The sensors used for remote sensing are devices capable of detecting and registering electromagnetic radiation within a certain range of the electromagnetic spectrum and generate information about the object. This information can be interpreted as an image, graphic, or through tables. Extracting data into an image, graphic or table, as well as its interpretation is what makes these sensors so useful.
While sensing the crop, sensors record the light reflectance from millions of spots on the ground using photodiodes, which convert light waves into electrical charges. After capturing the crop condition, remote sensing data is translated into an image.
The quality of the image depends on four main factors:
1) Spatial resolution; refers to the sensor pixel size, i.e. the smallest possible feature or area that a sensor can record as an individual unit. The pixel size depends on the distance between the sensor and the crop or soil. The larger the distance, the lower image resolution and larger pixel size (< 0,5 m). However, high-resolution images are preferable for capturing within-field crop variability.
2) Spectral resolution; refers to the number and width of the wavelengths recorded by the sensor. Sensors with many wavelengths can provide a better measurement of crop conditions.
3) Temporal resolution; refers to the time step between images. The sensor can measure the crop condition by capturing only one picture or many different pictures during a given period (a day or a week).
4) Radiometric resolution; refers to the sensor’s sensitivity in distinguishing differences in electromagnetic energy intensity. It affects the brightness of the image itself.
True Value of the Remote Sensing Technology
Plants are sensitive, therefore any environmental change leads to some kind of plant stress. Whether this stress is due to water or nitrogen deficiency or pest attack, if not noticed and managed in time, it can significantly limit crop productivity. The main indicators of crop stress include crop biomass, height, leaf area, contents of plant water, chlorophyll, and nitrogen.
To estimate the aforementioned parameters, farmers use remote sensing devices, which provide accurate information about crop condition and yield. Additionally, remote sensing is a non-destructive method of supporting plant growth and development monitoring. This modern agtech enables both mapping of crop characteristics over large spatial areas and tracking of changes in soil and crop conditions.
Remote sensing is the present and the future of farm management. The ability to record and map various crop conditions in real-time is something that can benefit farmers and enhance crop management. Yet, there are still many challenges that may be faced in regards to remote sensing. Although remote sensing devices are used to effectively identify, measure, and monitor crop conditions, there continues to be challenges in improving them. | https://www.agrivi.com/blog/agtech-boom-with-remote-sensing-technology/ |
Dr. Ajit Mahapatra, food safety scientist at Fort Valley State University, aims to help peanut farmers increase their yield and product quality. The title of his project is “Use of Sensor-linked Management Techniques and Systems for Water Use Efficiency, Predicting Harvest Maturity, Enhancing Yield and Quality of Peanuts and Economic Appraisal – a Multidisciplinary Approach.” The associate professor explained the potential impact of this $90,000 study, which the National Peanut Board, Georgia Peanut Commission and Georgia Agricultural Commodity Commission for Peanuts funded for 2020-2023.
- What is the purpose of this research?
The parameters include soil moisture, air humidity, soil and air temperature, solar radiation, wind speed influence and fungal diseases in peanuts, hence, affecting the quality of the crop. With the emergence of sensors and electronic technologies, it is possible to use sensor technology in peanut production and the management process to enhance water use efficiency, average yield and product quality.
- How will this research make a positive difference in people's lives? Why does it matter?
This is an interdisciplinary project engaging two universities (FVSU and Purdue) and a federal laboratory (U.S. Department of Agriculture’s [USDA] Agricultural Research Service [ARS]), where faculty and researchers with complementary expertise are working together to solve a real-world problem that our peanut growers face. We target how we can bring technology and science-based solutions to peanut growers’ fields, hence, increasing the quality and yield of the crop. We believe this would contribute to the socio-economic benefits of the growers.
Information on water management techniques, sensor capability and guidance to use the sensor systems developed by this project will be disseminated to peanut growers, which will help them in their decision-making process to enhance the yield and quality of peanuts. The cost-benefit analysis will help them make rational decisions related to their farming businesses in Georgia and elsewhere.
- What work has already been done to conduct this research?
Three varieties of peanuts (Georgia-06G, Georgia-09B and Tifguard) were planted in 12 experimental plots (3 acres) on FVSU’s new farm. Soil health and fertility scores were determined for the plots. The size of individual plots was 30.0 by 7.3 meters, consisting of eight rows. Plant spacing between two rows was 0.9 meters. Distance from the middle line of two rows to the middle line of the adjacent two rows was 1.8 meters. Some of the phenotypic traits related to the assessment of disease and physiological parameters were recorded.
A portable integrated prototype sensing system was designed and developed. It can measure and display temperature and relative humidity of air, moisture content and temperature of soil. It is battery-operated and can be charged using a standard phone charging system. The measured parameters can be stored on an SD card. Emphasis has been given to making these systems modular, portable, cost-effective and easy to use.
The following are collaborators:
· S. Panigrahi, professor of electrical and computer engineering technology at Purdue University, developed the sensing systems in his Integrated Sensing and Smart Solutions Lab.
· S.M. Punnuri, assistant professor of plant molecular breeding at FVSU, will assess phenotypic traits related to disease and physiological parameters.
· X. Liu, associate professor of agricultural economics at FVSU, will conduct a cost-benefit analysis.
· J. Surrency, associate professor of plant and environmental soil science at FVSU, assessed soil parameters.
· B. Guo, research plant pathologist at USDA-ARS in Tifton, will assess pre-harvest aflatoxin contamination.
· A. Ayele, postdoctoral research associate, and H.L. Degala, research assistant, both at FVSU, will assist in designing and conducting field and lab experiments, including collecting and analyzing data.
- What significant results have you seen so far?
We conducted field studies on FVSU’s new farm. A sensing module was used to measure soil moisture, air humidity, and soil and air temperature. This is the first year of the project, and it will take multi-year research and development to obtain expected results.
- What are your next steps?
An advanced version of the sensing module is currently in the process of development and will be deployed in FVSU field plots to assess and optimize water usage and mitigate fungal incidences. A mathematical model will be developed relating the soil moisture, temperature and water use data with peanut yield and quality. Another key aspect of this project is to develop and adapt the technology in a form that is easy to use, cost-effective and accurate. As a result, our growers can use this platform to make the right decisions at the right time.
The cost-benefit analysis will be conducted based on the cost of various equipment and deploying equipment, benefits from efficient use of water, increased peanut yields, enhanced peanut quality and premium marketing prices for high-quality peanuts. This will help peanut farmers make rational decisions on various operations related to their farming businesses. | https://ag.fvsu.edu/news/exploring-sensor-technology-benefit-peanut-farmers |
Abstracts:
SPLIT REMOTE SENSING SUMMER SCHOOL 2015
Dr. Martin Isenburg: Hands-on Course to LiDAR processing with LAStools
Dr. Isenburg will start with short and lively introduction talk on LiDAR processing with examples of different projects such as the Canary Islands (Spain) where the vegetation-penetrating lasers uncovered elevation differences of up to 25 meters between the official government maps and reality, flood mapping in the Philippines, archaeological finds in Polish forests, and mapping biomass in Thailand, or other recent laser adventures.
This is followed by a hands-on workshop during which attendees will perform the core steps of a LiDAR processing workflow on their own Windows laptops using the software and data provided. This workshop will touch upon parts of (1) LiDAR quality checking, (2) LiDAR preparation (tiling, classifying, cleaning), (3) manual editing of LiDAR files, (4) LiDAR derivative creation (DTM/DSM/contour/slope maps/CHM/…), and – if time permits – (5) some full-waveform LiDAR exploration with PulseWaves.
Dr. Claudia Notarnicola: Retrieving biophysical parameters from remotely sensed imagery: methods and applications to environmental security issues
The retrieval of biophysical parameters (soil moisture, leaf area index, snow properties, etc…) from remotely sensed data represents a challenging and important research field within the remote sensing community. The information on spatial and temporal distribution of these parameters plays a central role in many applications as they represent the starting point to address key environmental issues such as water availability, sustainable agriculture and natural hazards from local to global scale.
Moreover, the availability of new satellite sensors (such as the Sentinel family) increases the necessity to develop even more accurate and robust estimation methods thus improving the monitoring of these variables.
The retrieval process of these parameters from satellite images (optical and radar) is typically a challenging task and it falls in the category of ill-posed problem. This means that beyond the non-linearity of the relationship between input features (sensor measurements) and the target variables (soil moisture, biomass, etc.), more than one combination of soil characteristics may lead to the same electromagnetic response at the sensor. Moreover, given a scene of interest, each system will provide information on a different aspect of the phenomena at the ground (e.g., the spatial patterns or the temporal dynamic) and could be also affected on different extents by different disturbing factors.
This suggests the importance of a synergic use of multiple available remote sensing systems (from satellite to drone based sensors) for a comprehensive, accurate and robust understanding and monitoring of the natural processes at the ground. On the other side the proper selection of the retrieval approach is a key issue.
In this context, the seminar will present currently available techniques for the retrieval of biophysical parameters from remotely sensed data addressing inversion of physical-based models, parametric and non-parametric approaches such as Bayesian procedure, Neural Networks, Support Vector Regression and Ensemble techniques.
Each approach will be presented in specific applications indicating advantages, disadvantages and perspectives for the upcoming missions such as Sentinel 1 and 2. In addition the synergic use of different sensors (optical and radar) will be specifically addressed in the context of the retrieval process.
A practical session will be dedicated to test the some retrieval techniques on existing data sets acquired from both satellite and drone based sensors. This session will deal with:
– Data collection and sensitivity analysis
– Feature selection
– Training& test of the different techniques
– Validation of the results.
GEOSENSE – Vassilis Polychronos: Drones used for surveying, GIS and remote sensing
The scope of this session is to present the use of UAS (Unmanned Aerial Systems) in modern field work. Using a drone can vastly reduce the time spent collecting accurate data like raster orthomosaics with resolution down to 2cm per pixel, 3D point clouds and reflectance maps.
We will demonstrate the total workflow of such a mission including:
1. Flight planning
2. Setting on-site GCP’s
3. Flight and Image capture
4. Import and image processing
5. Generation of othomosaics and 3D point clouds
Further discussion will follow upon the use of different camera payloads like NIR, RedEdge, Multispectral and Thermal and the use of each for certain purposes like soil property and moisture analysis, crop health analysis, erosion analysis plant physiology etc.
Dr.Selim Aksoy: Pattern Recognition Techniques for Remote Sensing
The constant increase in the amount of remotely sensed images as well as the urgent need for the extraction of useful information from such data sets have made the development of new pattern recognition techniques a popular research topic for several decades. The complexity of the image content with high spectral as well as high spatial resolution necessitates a good understanding of both the advantages and the limitations of the available methods. In this session, we will cover fundamental topics in statistical pattern recognition such as Bayesian decision theory, parametric and non-parametric density estimation, feature reduction and selection, non-Bayesian classification, and unsupervised learning and clustering. We will also discuss quantitative performance evaluation methods.
Dr. Olga Sykioti: HIS indicators and methods for the vegetation status assessment using ENVI software
Dr. Olga Sykioti will start with an introduction of principles of spectroscopy, with emphasis in reflectance imaging spectroscopy. Following, she will present basic notions in hyperspectral remote sensing and specific techniques and methods used in vegetation studies (i.e. absorption features, spectral indices, spectral unmixing). The above will be completed with a dedicated hands-on workshop during which attendees will perform the required image processing steps (including basic data manipulation) for the assessment of forest health status. An example of satellite Hyperion/EO-1 hyperspectral imagery will be used to identify areas of dying conifers resulting from insect damage. Attendees will learn how to process the imagery and how to create various different vegetation indices that exploit specific wavelength ranges to highlight areas of stressed vegetation.
Dr. Konstantinos Papatheodorou: Remote Sensing applications in geology and groundwater protection
Geology is one of the first scientific fields that have been supported by RS implementation and a lot of research and applied work has been conducted and reported. Certain applications regarding mapping geologic formations, mapping lineaments and fault identification, tracing groundwater flow paths through geologic formation using ancillary data are scheduled for the presentation. The presentation will include RS data processing techniques in conjunction with GIS modelling techniques in order to provide the total workflow in the field of ground water protection and management.
Dr. Kyriacos Themistocleous: In-situ measurements with a portable spectroradiometer and data analysis
The field collection of reflectance spectra of different materials is often referred to as ground truth data collection. The field collection using a portable spectroradiometer is important for interpreting unknown properties of different materials, as well as for validating sensor performance. A one-day field trip to the Taxiarchis forest (1 h 30 min driving from the University) will be organized to collect spectral signatures from the various natural materials. In the afternoon, during the in-class session, we will analyse the collected data and explore different applications of hyperspectral data. | https://splitremotesensing.com/home-2015/abstracts-2015/ |
By: Caleb S.
11 min read
Reviewed By: Melisa C.
Published on: Aug 6, 2019
Qualitative research can be incredibly helpful for gaining in-depth insights into a problem.
However, qualitative research requires an understanding of the subject matter and the ability to interpret non-numerical data. It also requires specialized tools that may not always be available or affordable.
In this blog, we'll discuss everything related to qualitative research. We'll look at the different types and approaches of qualitative research that you can use to write a research paper.
Apart from that, we'll list some topics and examples to help you kick-start your writing.
Let's get started!
On this Page
Qualitative research is a type of research used to explore people’s experiences, attitudes, behaviors, and motivations.
It focuses on providing insights into the underlying meaning and context of a particular phenomenon.
Qualitative reserach gives researchers an in-depth understanding of people’s thoughts, opinions, feelings, and beliefs about a topic.
The insights obtained from this kind of approach can be used to make informed decisions. Researchers can design strategies for problem-solving in a variety of fields, including business, politics, public health, and education.
Qualitative research is often used alongside quantitative methods to provide a more comprehensive understanding of a problem.
For example, in healthcare research, qualitative data can be used to uncover underlying reasons to identify barriers to receiving treatment. By combining both qualitative and quantitative data, researchers can gain deeper insights into data. They can understand how people think and feel about the issues they face.
Overall, qualitative research provides a unique approach to understanding complex issues and can be invaluable for informing strategies for problem-solving. It allows us to gain insights into how people behave that would otherwise remain unknown.
Here are the main types of qualitative research you can use for research paper writing.
Grounded Theory is a method of inductive inquiry wherein researchers use theoretical sampling to generate hypotheses. However, these are based on an in-depth analysis of empirical data.
This method is used to explore and identify complex relationships within the data. It allows researchers to develop hypotheses and theories beyond what can be observed with a single observation.
Ethnography is focused on exploring cultures and social phenomena through participant observation.
Researchers conduct fieldwork in natural settings. They often ask questions from participants, while carefully observing and documenting their behaviors.
This method is well-suited to understanding social and cultural processes, such as rituals or interaction patterns.
Action Research seeks to bring about change through active engagement with participants and stakeholders in an environment. This type of research is often used to identify issues and develop solutions for them within a particular context.
The phenomenological method examines the lived experiences of individuals in order to better understand the phenomena experienced. This research method is often used in psychology, sociology, and education.
Narrative model looks at how people tell stories to make sense of their lives and how they interact with each other. Researchers use interviews and analysis of texts to uncover the narrative themes that guide and shape people's experiences.
All these different types of qualitative research help you in conducting this kind of research properly.
Here’s a table to improve your understanding
|Approach||What does it involve?|
|Grounded theory|
Researchers collect rich data on a topic of interest and develop theories inductively.
|Ethnography|
Researchers immerse themselves in groups or organizations to understand their cultures.
|Action research|
Researchers and participants collaboratively link theory to practice to drive social change.
|Phenomenological research|
Researchers investigate a phenomenon or event by describing and interpreting participants’ lived experiences.
|Narrative research|
Researchers examine how stories are told to understand how participants perceive and make sense of their experiences.
Qualitative research is a valuable tool for understanding people's attitudes and behaviors. It can be used to gain deeper insights into how people think, feel, and act.
Common qualitative research methods include interviews, observations, focus groups, surveys, and secondary research.
Conducting face-to-face interviews can be a great way of understanding an individual's experience and opinion on a particular topic.
Questions can be tailored depending on the research objectives. You can gather the information that is structured or unstructured based on the type of data being sought.
Observations involve recording detailed field notes about what has been seen, heard, or encountered. Observers should be able to identify trends and patterns in order to gain deep insights into people's behavior.
Focus groups are a great way of exploring the collective view and opinion of a group of people. This can involve bringing together a number of participants to answer open-ended questions.
Attendees can discuss ideas and opinions in an informal setting.
Surveys are another useful tool for understanding attitudes and behaviors, and they involve distributing questionnaires with open-ended questions.
This approach can be used to reach a large number of people. Although, the researcher must take care must be taken to ensure the survey questions are framed appropriately.
Secondary research involves collecting existing data in the form of case studies, images, and audio or video recordings. This type of research is often useful for providing context and background information about a particular topic.
Qualitative research data includes various data, including notes, videos, audio recordings, images, and other documents. Text analysis is the most common kind of qualitative research method.
Below are the main data analysis methods of qualitative research.
This kind of analysis describes the commonly used phrases, words, and expressions, by the participants.
For Example: A business analyst analyzes the language and words the users use to describe their services or products.
The analysis is used to recognize, collect, and analyze the different themes present in the collected data.
|For Example: A psychologist uses this kind of analysis to interpret how tourism influences the personality of a tourist.|
This analysis focuses on analyzing the design and structure of the text.
|For Example: A media researcher or analyst could examine the way news coverage has changed with time.|
The analysis is about analyzing the way language and communication are used to achieve specific results.
For Example: A political researcher could use it to examine how public speakers use communication to impact the listeners.
As mentioned and explained earlier, qualitative data could be of any kind and form. No matter the type, qualitative data analysis includes the following five steps.
1. Preparation and Organization of the Collected Data
This is the first step in the qualitative data analysis process. If your chosen data is an interview, then before moving forward, transcribe the interview.
2. Review the Collected Data
Analyze the data to check for any patterns or any patterns that emerge repeatedly.
3. Develop a Functional Data Coding Structure
Set and develop some sets of codes that you could use to categorize your data and collected information.
4. Give Codes to Each Data
Review and go through the collected data and tag them with codes. Maintain a spreadsheet for better understanding, and you can also create new codes if needed.
5. Spot the Common and Persistent Themes
Check the data thoroughly and link the codes of the themes that are alike or reoccur.
Following are the advantages of qualitative research methodology.
It helps in preserving their perspective better than when working with quantitative data research.
Besides advantages, qualitative research has some disadvantages and drawbacks also. Below are some common impediments to working with qualitative research methods.
The researcher has to face practical and theoretical limitations that could hinder the progress of the research.
Qualitative research design differs from quantitative research in many ways. However, both of these methodologies are common and different kinds of studies, and they focus on different kinds of data also.
Here are the main differences between both of these research methodologies.
|Qualitative||Quantitative Research|
|Analytical Approach|
|Describes personal experiences and beliefs.||Describes the general characteristics of the people or population.|
|Types of Qualitative Research Questions|
|Open-ended||Closed-ended|
|Data Collection Methods|
|Mixed methods; in-depth interviews, focus groups, and observation.||Questionnaires and surveys.|
|Type of Collected Data|
|Descriptive and Research detailed||Numerical|
|Flexibility|
|Based on the participants’ responses.||Minimum influence by the participants.|
Some examples of qualitative research are given below.
Qualitative research examples
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Below are some common qualitative research topics.
Looking for more options? Check out these research paper topics.
Let’s sum it up!
Qualitative research can be extremely helpful in gaining a better understanding of complex issues. However, it requires specialized tools and an understanding of the subject matter.
If you don't have the time to do the research yourself, our team of experts is here to help.
Hire our essay writer today and get a head start on your qualitative research paper!
Caleb S.
Literature, Linguistics
Helping students achieve their academic dreams is what brings Caleb S. the most fulfillment. With his Master's degree from Oxford University, Caleb has plenty of experience with writing that he can utilize to benefit those who seek his help. Prioritizing his client's needs, he always goes above and beyond to provide top-notch service.
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Burdened With Assignments? | https://www.sharkpapers.com/blog/research-paper-writing/qualitative-research |
Informality and urban agricultural participation in KwaZulu-Natal : 1993-2004.
Date2012
Author
Ndokweni, Mimi Faith.
MetadataShow full item record
Abstract
The aim of the study was to find out whether or not engagement in urban agriculture for individuals and households is a response to a lack of formal wage employment in the post-apartheid period. This period is characterised by changes in the economy of South Africa which led to an observed increase in poverty and unemployment and an increase in informal employment. The study utilised both quantitative and qualitative methods to look at urban farming issues in KwaZulu-Natal. The quantitative data came from the KwaZulu-Natal Income Dynamics Surveys (KIDS), which carried out surveys in three waves spanning the period of democratic transition over a 10-year period in 1993, 1998 and 2004. This data was analysed using the statistical package STATA and employed regression modelling techniques to investigate the odds of engagement in urban agriculture, given certain individual and household characteristics, which is a particular nuance for this study. Because of its potential in food production and income generation, a smaller-scale qualitative farmer survey was undertaken in two different communities, comparing three different categories of home gardening, community gardening and market gardening in KwaZulu-Natal, using a semi-structured questionnaire. This component sought to document, in farmers’ own words, their experiences and practice of farming in an urban environment and gave in-depth insights about the motivation of the people involved, the types of food crops grown, and so on. Key informant interviews were conducted with a community of professionals for illuminating their perspectives on the practice of urban agriculture in KwaZulu-Natal. The key findings of the study are that urban agriculture is an activity that is undertaken by people seeking a survival strategy when their preferred activity (such as formal employment) is not available and it can be an activity undertaken by entrepreneurs for income generation. According to their main activity status, the types of people that engage in urban agriculture include those in wage employment and the unemployed, as well as the non-economically active. The contribution of agricultural income to total household income represents miniscule amounts, at an average of less than one percent. Regression modelling results, combining person level and household level variables, predicted more likely odds of farming for women, by a factor of 1.67. Increase in the number of years of education decreased the odds by 0.90 times. If a person lost employment, this increased their odds of engaging in urban agriculture by 1.23 times. People in the age group 36-46 years predicted the highest likelihood for participation in urban agriculture, by a factor of 2.54. Larger household size predicted odds more likely to engage while poor households also predicted odds more likely to engage, by a factor of 2.07 times. Urban agriculture is vastly heterogeneous and is undertaken by all income groups. It is a result of both push and pull factors. People engage in it neither as a survival strategy nor an entrepreneurial strategy only. It is, however, an activity in which the poor are disproportionately represented. The potential of urban agriculture to generate employment is linked to the nature of support received from government and non-governmental organisations. | https://researchspace.ukzn.ac.za/handle/10413/10095 |
When we need to explore behaviour change in our projects we opt for longitudinal studies, building on traditions in psychology and sociology. In a recent project, we were asked to explore how people reach their health and fitness goals, as well as the mechanisms that enable or hinder the formation of new habits and routines. To do this, we set up a 10-month international study with over 80 participants, who were at various stages of progress in reaching a health or fitness goal.
This timespan allowed us to take into account changes in personal circumstances, as well as seasonal variables that can affect routines significantly. Conducting several rounds of interviews and surveys, and asking similar questions each time, enabled us to get rich insights into participants’ health and fitness intentions. These covered both short- and long-term goals, getting to the essence of what truly motivated them, or prevented them, to achieve those goals.
The research used a blended method of both qualitative and quantitative research. The former was done through multiple one-hour interviews (once every three months) and the latter through regular surveys with multiple choice questions.
Whereas in a singular study one snips insights from a particular time in people’s lives, rather like cutting flowers for a bouquet of insights, longitudinal research is more like witnessing flowers growing over time, observing what supports (or hinders) them from reaching blossom.
There are many ways of synthesising and analysing data in design research. Considering the longitudinal, blended nature of this study, we went through several loops of iterations and developed two complex matrices to keep track of the cumulating data and observations. These matrices served different purposes but were also complimentary.
The first matrix was set up at the beginning of the study with the main research questions and interview rounds. We gradually filled in the qualitative data we collected through interviews (quotes and stories) as we went along. This way we were able to provide details and concrete examples of quantitative findings which were popping up throughout the study. For example, if researchers spotted a pattern from surveys, they were able to easily find evidence for that pattern using the matrix variables, such as participant segment, age, country, stage of change, technology in use, etc.
The second matrix was set up after we completed the interviews, and we used it to incorporate elements of trajectory analysis. To keep this matrix straightforward and uncluttered, we quantified the analysed qualitative data with simple drop-downs and coded variables and did not include quotes from the participants (which were in the first matrix). This way, we were able to easily track main changes over time and spot multiple patterns.
With such an enormous quantity of data, it can be a challenge to concisely communicate insights at a glance — particularly with a blend of qualitative and quantitative data. Even the second matrix, with its clean overview of numbers and figures, didn’t give an instantly graspable picture of the insights. It also lacked the colour of the qualitative data, which reflected the richness of the participants’ personal experiences over the ten months. And yet the mass of text recording that richness wasn’t easy to absorb.
To visualise the data and illustrate our insights, we synthesised our findings in user journeys and videos that present the key changes over time and add real faces and voices to the matrices. These longitudinal user journeys plotted participants’ key health and fitness behaviour changes, as well as the motivators and barriers to reaching their goals. Distilling mountains of data, this overview communicated a 10-months story at a glance. This enabled us to identify new patterns of behaviour and common triggers of change.
For a final set of video compilations, we selected participants who were the most convincing representatives of their nuanced segments and edited an engaging illustration of their perspective with fragments from their interviews. Without the user journeys and the videos compilations, our analysis and matrices would be lifeless and lacking the emotional response much needed from the stakeholders within the client team. The matrices and visualised outcomes were designed to be complementary to each other: revealing the rich stories behind the stats without drowning people in the data. | http://www.stby.eu/2018/02/26/longitudinal-learning-about-behaviour-change/ |
Location:
Tower of London
-
Sector:
-
Job type:
-
Salary:
£130 - 180 per day
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Job ref:
FMBK05
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Published:
about 1 month ago
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Expiry date:
04 Apr 00:00
Market Research Interviewer (Romanian Fluency)
Temporary Project 2-3 weeks, London
Freshminds have partnered with a leading strategy firm who are conducting due diligence and analysis projects in the Romanian Market investigating a number of different industries. This project requires the support of a skilled qualitative researcher who is native or fluent Romanian.
Responsibilities:
- You will be conducting primary and secondary research to identify key businesses and experts to gather insights on specific markets and frameworks
- Independently source and conduct cold calls and interviews in Romanian with relevant targets using a guided questionnaire provided to you
- During telephone interviews, you will record and take notes of the conversation to transcribe afterwards pulling key insights and themes
- Produce well written transcripts and data translated into English
-
Requirements:
- Minimum 2:1 degree (leading university)
- Commercial experience conducting one of the following; cold calls, telephone interviews, questionnaires, surveys, face to face interviews, transcripts
- Experience within consulting firm is preferred
- Experience using Romanian language in business environment speaking with senior stakeholders
- Able to use excel proficiently
- Immediately available
Details: | https://www.freshminds.co.uk/job/market-research-interviewer-romanian-fluency |
Research: Barriers Facing Female Founders in the Victorian Eco-system
Research Objectives and questions:
Research Objectives
DifferenThinking conducted a research during March-April 2019. The research objectives were to identify the barriers female founders of start-ups face when engaging in the Victorian ecosystem and recommend potential initiatives to put in place in order to encourage more female founders and better support the current ones.
Research questions
This exploratory research was focused on the following research questions:
- To be a successful female founder of startups in Victoria- what impacts success?
- What are the barriers for female entrepreneurs in the ecosystem?
- What is enabling female entrepreneurs in the ecosystem?
- What interventions are needed to support female entrepreneurs in Victoria?
Research Methodology
Research Population
The defined research population is Female Founders in the Victorian startups’ ecosystem. To ensure clarity, start-ups have been defined as companies
- With a new product that is scalable
- Potential for taking investment
Founders of companies that are service-based (e.g. consulting, marketing etc.) and solopreneurs with no scalable product and/or investable companies have been excluded from the research population (are considered as small businesses, rather than start-ups and scale-ups).
A thorough search on LinkedIn highlights that many of the females that refer to themselves as female founders and/or entrepreneurs are actually small business owners (coaches, teachers, dieticians, consultants, social media service providers etc.). While some consider themselves as founders of start-ups, they still do not fall within the research population and were not called for interviews nor approached to participate in the research survey.
Research approach
The research methodology that was chosen for this report follows the exploratory approach. While there are sufficient literature and research about the barriers female entrepreneurs face globally to allow the development of a survey, we believe that this literature is based on two limitations:
- The research population includes a wider definition of entrepreneurs (small business owners and sole traders), which are not defined as founders of start-ups and scale-ups for the purpose of this research;
- Most research that is based on start-ups and scale-ups, has been conducted in mature eco-systems.
Hence, to ensure the research method is valid, we chose to take the exploratory research approach. Although this approach is longer, it could provide insights that a survey that has been designed based solely on the literature review might not reveal.
Research Procedures and Measures
To uncover the answers to the research questions, the following research methodologies were used:
Exploratory Qualitative Interviews
- Design of a qualitative research interview questionnaire
- Qualifying pre-interview demographic surveys were sent to each of the interviewees (in order to qualify they are eligible to participate and to collect demographic data to support thorough analysis)
- Deep qualitative Interviews- 30 female founders of start-ups have been interviewed using online video conferencing. Interviews took an hour each.
- Qualitative data analysis was conducted prior to developing the questionnaire for the next research stage.
Quantitative research surveys
- A thorough search of the LinkedIn profiles of all the female founders and entrepreneurs in Victoria has been conducted and only women with scalable products have been approached to participate in the survey.
- In addition, the survey was posted online (through LinkedIn and Facebook groups) calling female founders of start-ups in Victoria to take part in the research
- Coworking places, Venture capitals, accelerators and organisations that work with female founders have been approached to help in distributing the survey link
- 46 women founders have completed the online surveys (coupled with the interviews, the research populations covered 74 female founders of Victorian start-ups).
Literature review
- A literature review about female entrepreneurs in Australia and globally was conducted, to allow a comparison with the research results
Social science research methodologies require the number of participants in any research to be equal to or above 30. The design of this research was based on two different methodologies (qualitative and quantitative), each attracted 30 or more participants to ensure strong validity to the findings.
Data analysis
The analysis of the interviews was based on encoding the collected data according to three categories. This allowed us to analyse the qualitative data both in quantitative and qualitative manners, which provided the ability to:
- Design the survey according to the common themes raised in the interviews
- Analyse the data from the interviews together with that from the surveys
- Use the qualitative information to demonstrate and explain the research results
Acknowledgement:
We would like to thank the following people, for their time and advice with regards to the research methods and recommendations: | https://www.differenthinking.com.au/research/ |
Monitoring Data Collection
As programs were being designed and rolled out, IHME worked in close collaboration with global partners and individual implementation teams to design, coordinate, and execute a flexible monitoring system that aligned with the continuum of care. Timely reports and feedback were generated by IHME regarding the progress of program execution in order to accumulate longitudinal information for implementation teams and to facilitate the scale-up of intervention programs to meet targets over the implementation period.
Survey Data Collection
All survey questionnaires were designed by IHME. Patient exit interviews with biomarkers and health facility surveys were implemented in India and in South Africa in intervention and comparison areas. In the US and in Brazil, due to financial constraints, IHME did not collect quantitative data; rather, the analysis relies on data that was collected and collated by the grantees and shared with IHME.
From all sources of quantitative data, unless indicated otherwise, the average value across groups or the percentage of individuals or facilities included in a given category (e.g., percentage of facilities that stocked at least one key blood pressure medication; percentage of patients who were diagnosed with diabetes and had an A1c measure less than 8%) was estimated. For all indicators of interest, 95% confidence intervals (CIs) were computed. Confidence intervals aim to capture the range of likely values for a given measure while accounting for how much the measure might vary among individuals or facilities. When CIs are relatively narrow, this can mean there is less variation among individuals or facilities for a given measure; it can also mean a large enough number of individuals or facilities were included in the analysis and thus provided a more precise estimate of the indicator. When CIs are wide, it can mean individuals or facilities might vary a lot on a given measure; it can also mean that a relatively small number of individuals or facilities could be included and thus it was more difficult to be “confident” about the estimate. Due to the nature of the HealthRise program – with a community-based focus – and smaller sample sizes among some sites, it was not uncommon for particular measures to have wide confidence intervals.
Qualitative Data Collection
Qualitative data were comprised of a combination of focus group discussions and key informant interviews with various project stakeholders and participants. These were analyzed using thematic coding to distill major themes arising by country, site, and perspective (provider, patient, etc.), and to draw comparisons with baseline findings and conditions in comparison areas, depending on the data available for each country. The qualitative findings help to contextualize the quantitative results and elucidate impacts of HealthRise programs that cannot be captured with quantitative data. By comparing the qualitative findings from intervention facilities at endline with those from intervention facilities at baseline, as well as with comparison facilities, it is possible to draw inferences about what some of the effects of the HealthRise programs may have been. Key themes arising from the intervention site qualitative data at endline are presented for each country, reflecting the perspectives of patients, providers, other facility staff, and policymakers, and comparisons are drawn to baseline and non-HealthRise sites, depending on the data available for each country. | https://www.healthdata.org/healthrise-evaluation/methods |
Categories: Online Research, Qualitative, Research, Research Design
In the first quarter of 2021 we explore design steps, starting with a January focus on research questions. We’ll continue to learn about the design stage in February with a focus on Choosing Methodology and Methods.
This post is excerpted and adapted from Chapter 2 of Doing Qualitative Research Online(2016). Please note that this book, as well as some of my other writings about online research, are available in the SAGE Research Methods database. Also note that a new edition is coming later this year!
First, let’s define our terms:
Methodology refers to the philosophies and systems of thinking that justify the methods used to conduct the research. The methodology is a framework that explains why you are conducting the study. Methodologies emerge from academic disciplines in the social and physical sciences. What we refer to here as methodologies may also be called research types or genres.
Method refers to the systematic and practical steps used to conduct the study. You will need methods for collecting data, and methods for analyzing and interpreting data.
In qualitative research the line between methodology and method, the why and the how of the inquiry, can be quite fuzzy.
Choosing Methodologies for Online Qualitative Research
Each qualitative methodology is a distinct school of thought, with its own philosophers and practitioners. Each offers a different vantage point from which to view the research phenomena, the environment or social context, the participants, and their thoughts, feelings, experiences or expressions. These vantage points may readily fit into a particular field of research or discipline; however, the sense of fit may evolve as research questions and contexts change. When you look at qualitative methodologies, don’t be constrained by previous uses of that approach.
For example, ethnography, a methodology associated with studies of culture, was previously the domain of anthropologists. Now ethnography is being conducted by business researchers to study organizational cultures, or by market researchers to study how products are assimilated into the culture. Several types of online and virtual ethnography have emerged for studying Internet cultures and users’ behaviors. Phenomenological approaches previously used in psychology or social work disciplines to gain first-person perceptions are now used in education or health-related fields.
Methodology and Unit of Analysis
Qualitative methodologies are quite diverse. Some offer detailed explanations about how to design and carry out every stage of the study from identifying the research question to determining the sample, collecting the data, and analyzing it. Others are broadly philosophical and offer only sketchy guidance for the novice researcher. Some have been widely used in online studies while others have not—offering opportunities for creative researchers to apply them in new ways that take advantage of the characteristics of the digital world.
One way to organize our thinking about these methodologies is to look at how the approaches correspond to the unit of analysis for the study. How does each respective qualitative methodology align with our interests in individuals, groups, crowds—or the global society which contains people who are not online? Some methodologies are more aligned to the study of the individual’s lived experiences, while others are more generally used to study community or societal issues.
Globe, Society or Crowd. At the broadest level are researchers interested in global, societal, or cultural issues. These researchers want to understand major trends and common or divergent experiences of a large group or crowd of people. They may be interested in systems or events that touch many lives. They are interested in regions of the world, in specific countries, or in social networking sites that engage people from across the globe. Topics might include political, social or environmental events or crises, poverty, epidemics, immigration, multinational business operations, economic developments, social movements or the environment. Data could include Big Data or social media data, census, government, or NGO documents, or interviews/focus groups with experts, thought-leaders, influencers, or representatives.
Community, Organization or Institution. At the next level of analysis researchers are interested in one or more communities, organizations, institutions, agencies and/or businesses. While this category may also involve large groups of people, they operate within some shared set of parameters. Researchers want to understand the systems, roles, policies, practices or experiences of those who are more working, learning or living together within some shared set of policies or norms. Topics might include reform efforts, social responsibility, management or leadership styles, or acceptance of change. Again, data could be drawn from document and records, archives, observations, or interviews/focus groups with key individuals.
Group, Family or Team. On a smaller scale, when researchers study groups, teams or families they are exploring relationships, interpersonal dynamics, and interactions among people who know each other. Topics might include communication or collaboration styles or practices, conflict resolution, parenting or family issues.
Individuals. At the most fundamental level, qualitative researchers study attitudes, perceptions, or feelings of individuals. Topics could include any aspect of the lived experience.
For studies where the units of analysis are small-groups or individuals, the researcher might want a methodology that allows for studying interactions, and data collection methods that include direct contact with individuals through observations and/or interviews, diaries or creative methods.
Salmons, J. (2016). Doing qualitative research online Doing qualitative research online. London: SAGE Publications.
Relevant MethodSpace Posts
- Conducting Focus Groups
- Creative Methods for supporting social science students in qualitative remote research
- Using Amazon Turk Samples for Online Surveys
- Online Surveys
- Is Photo Elicitation Right for Your Study?
- Get ready for the webinar about online research! | https://www.methodspace.com/choosing-methodologies-for-online-studies/ |
What is Qualitative Research?
Qualitative research is a type of market research that is exploratory and seeks to understand people’s attitudes, motivations and behaviors. This type of research often focuses on small numbers of subjects at an in-depth level and typically produces rich responses through intensive probing. Results are measured in many ways, but in general, the researcher looks for themes and patterns that may have emerged from the research. Only qualitative research can solicit such intuitive, highly subjective personal input. Common examples of qualitative research include in-depth interviews (IDIs), focus groups, bulletin boards, participant observation, and ethnographic observation.
Why would I choose to engage in Qualitative research vs. Quantitative research?
Qual and quant research methods complement each other and can both be very valuable. Quantitative research tools, such as surveys, provide quantifiable results that can be measured using mathematical techniques. The decision of which type of research to use depends on the type of information you are hoping to obtain. In general, if you are attempting to generate insights and hypotheses or answer questions which include: In what way? Through what thought process? What is the connection between attitude and behavior? Qualitative research is most likely your answer. Quantitative research attempts to answer questions such as how many? And how much? In general, qualitative research generates rich, detailed and valid (process) data that contribute to in-depth understanding of the context. Quantitative research generates reliable population based and generalizable data and is well suited to establishing cause-and-effect relationships. At times, quantitative and qualitative methods can be combined in the same study, and often, qualitative research will precede or follow quantitative research. Conducting qualitative research can be a lengthy process with recruitment, sessions, and content analysis, but with Discuss.io’s platform, this time is reduced dramatically.
How many participants will I need to interview?
For quantitative, measurable studies, considering your sample size is important to achieve statistical significance with your results. Your population size, confidence level, and confidence interval will dictate your required sample size. Qualitative studies are not designed to be mathematically measured, and therefore, there is no simple answer to how many respondents to include. In short, you should include as many respondents as it takes to help you reach your goal of hypothesis generation, understanding people’s reaction to a concept, etc. Additionally, due to the in-depth and labor-intensive nature of qualitative studies, researchers typically do not have the resources to generate large sample sizes. Often, qualitative research can help formulate an ensuing round of qualitative research which, if done correctly, can provide statistically significant results.
Do I need a moderator?
Discuss.io provides a DIY service to help you reduce your costs while obtaining the information you need. Some people choose to enlist independent moderators to lead the discussion with IDIs or focus groups. Advantages can include the removal of potential for bias and the trained expertise of the moderator. We provide the flexibility for you to moderate on your own, or to hire a moderator/service to conduct the interviews for you through Discuss.io’s plaform. It’s your choice.
How do I analyze my qualitative research results?
The results of a qualitative research are found not only in the words people say, but in their tone of voice, facial expressions, gestures, etc. they use while saying the words. Discuss.io provides you with the opportunity to replay your sessions at any time, or to share it with a third party. In addition to giving you the option to upgrade to human-generated transcripts, Discuss.io provides automatic, machine generated transcriptions on all sessions. Often, researchers will use a coding system with transcripts to group themes and interconnections that emerge repeatedly. | https://www.discuss.io/qualitative-research-vs-quantitative-research/ |
Introduction to qualitative data
Qualitative data is data that is not easily reduced to numbers. Qualitative data tends to answer questions about the ‘what’, ‘how’ and ‘why’ of a phenomenon, rather than questions of ‘how many’ or ‘how much’.
Download the Evidence Guide for School Excellence - Qualitative data (73.0KB) or view the online version below.
Types of qualitative data
In a school setting, qualitative data may include:
- Notes from classroom observations
- A student’s work sample with comments from their teacher
- Feedback from a teacher about a student’s progress
- A transcript from a focus group with parents
- Audio/visual recordings of a class
- A transcript from a staff meeting
What are the benefits of qualitative analysis?
Qualitative analysis allows for a detailed examination of the thoughts, feelings, opinions and/or experiences of individuals, groups or communities. By taking into account the local context, qualitative analysis can assist in developing solutions that are tailored to the particular context.
Qualitative research allows for flexibility and adaptability when undertaking research, so a study can be adapted and tailored in response to emerging issues, problems or trends. It provides the opportunity to collaborate with participants and include them as an active part of the research process.
Qualitative analysis can also be useful for providing a narrative around quantitative data. Quantitative data (e.g. test scores) may tell you that your student’s NAPLAN scores have improved over time. You may then want to use qualitative data (e.g. classroom observation, a focus group with teachers) to determine how and why scores have improved.
What are the limitations of qualitative analysis?
Qualitative data can be harder to analyse than quantitative data, as the data collected is not inherently objective, and thus can be open to multiple interpretations.
Qualitative data is also context-specific, so it is not always possible to use the data to say something about situations outside of that context. This differs from quantitative analysis, in which a reliable sample can be used to make generalisations about a population.
The collection and analysis of qualitative data can also be time-consuming.
What are qualitative methods?
There are numerous qualitative research methods that can be used when conducting qualitative research. These can include (but are not restricted to):
- Interviews
- Focus groups
- Surveys*
- Case studies
- Observation
- Document analysis
More information about different types of qualitative research methods can be found on the Evaluation Resource Hub.
The usefulness and appropriateness of different qualitative research methods will vary depending on the context and purpose of the research. In qualitative research, the focus is not so much on the ‘robustness’ of one instrument versus another, but choosing the most appropriate instrument for the information that you are seeking.
The size of the sample will also vary depending on the context and purpose of the research. There is no overall ‘optimal’ sample size.
*Note: Surveys can provide both qualitative and quantitative data. Generally, surveys questions that use scales (e.g. strongly agree – strongly disagree) or ratings, such as questions in Tell Them From Me, provide quantitative data. Survey questions that allow for free-text responses provide qualitative data. | https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability/sef-evidence-guide/guidelines-for-using-data/intro-qualitative-data |
Qualitative and quantitative research are the two main types of research. The first thing to notice while writing a research paper is whether it is qualitative or quantitative. Both types are implied to research and gather relevant information.
Some students think that the two types can be used conversely. However, there are major differences between the two methods. You can combine both these types of research in your surveys to get accurate results.
Read this blog to learn the differences and advantages of qualitative vs. quantitative research design.
Quantitative vs. Quantitative Research Definition
The definition of both the research methods is given below.
Quantitative Research Definition
Quantitative research design is focused on monitoring and analyzing statistical values and different types of data. It is focused more on quantity, and the gathered data is presented in the form of numbers, statistical analysis, and facts.
Here, the researchers deploy mathematical frameworks to the collected data quantity under question. It is the systematic investigation of a particular phenomenon by collecting quantitative data and performing mathematical techniques. On the other hand, the results are mainly derived from the research surveys and questionnaires.
Lastly, quantitative research includes large sample sizes that are expected to represent the population of research interest.
Qualitative Research Definition
Qualitative research is more towards presenting the researched data in detail by introducing reviews, interviews, and opinions into the research report. It is focused on non-numerical data and examines it in its natural form.
The primary purpose is to provide a detailed insight into the research problem and develop a hypothesis. But the respondents can add their expressions and views into the responses. Lastly, the research sample is small that is chosen through a preset criterion.
Types of Quantitative vs. Quantitative Research Methods
Both qualitative and quantitative research have different methods to collect data. However, always choose the one that best answers your research question. Have a look at the following methods to get a detailed idea.
Here are the common types of quantitative and qualitative research methods:
Types of Quantitative Research Methods
Here are the common types of quantitative research methods:
-
Surveys
The survey focuses on utilizing interviews, questionnaires, and polls of research questions to get accurate results related to behaviors. It includes a list of open and close-ended questions to understand how the subjects work and behave under specific circumstances.
-
Correlation Research
Correlation research tests and analyzes the relationship between two variables and how they affect each other. This method is conducted to understand the occurrences and causes of it having a relationship with other available factors and elements.
-
Experiments
It is the basis of research and is generally carried out with the help of hypotheses. It could either be a single or multiple choice statement.
-
Secondary Data
This research method is used to collect and analyze non-primary data. These may include any company accounts and other related numerical data.
-
Content Analysis
Content analysis helps to record words and themes in a set of texts to analyze different communication patterns.
Types of Qualitative Research Methods
Following are the types of qualitative data collection methods:
-
Ethnographic Model
The goal of this research type is to discover and learn the features of the culture. For this, the researcher participates in a community for an extended period.
-
Case Study Model
The case study research model focuses on one target or subject and studies it as a whole. Data related to the subject is collected through various online and offline resources. It includes interviews, literature review, and theories used to understand and analyze the data.
-
Interviews
An in-depth interview is a face-to-face session where a researcher learns about different concepts. It may include structured, unstructured, or semi-structured questions.
-
Focus Groups
This type of research involves small group discussions that are designed to target a specific issue. Each group member expresses their point of view on a chosen topic and gathers ideas for conducting future research.
-
Literature Review
Literature review is the study and analysis of previous studies and research. It helps in shaping your personal research work and provides a groundwork for it.
Qualitative vs. Quantitative Research Questions
The questions suggest the direction of research work. Here are some questions of qualitative vs. quantitative research.
Quantitative Research Questions
Below are the quantitative research questions:
- Questions start from ‘how,’ ‘what,’ and ‘why.’
- Each question contains a dependent and independent variable and shows a relationship between them.
- These questions are of three types: predictive, casual, and descriptive.
Have a look at the following quantitative research question examples:
- What is the relationship between disposable income and location amongst adults between the age of 20-30?
- How many people downloaded the latest mobile application last year?
Qualitative Research Questions
The following are the qualitative research questions:
- Quantitative research questions start with ‘what’ or ‘how.’
- It shows what the study will describe, explore or discover.
- It contains words like experience, meaning, stories, and understanding.
- The sub-questions are more specific.
Check out the below-given qualitative research question examples:
- What is the effect of personal technology on today’s youth?
- How do students at our school spend their weekends?
Qualitative vs. Quantitative Research Pros and Cons
Here are the pros and cons of both qualitative research vs. quantitative research.
Quantitative Research
The pros of quantitative research are as follows:
- It allows the researcher to measure the collected data.
- The researcher is objective about the findings of a research study.
- It can measure data by using statistics and test the hypothesis through experiments.
- It studies a relationship between dependent and independent variables.
The cons of the quantitative research include:
- This type of research cannot study concepts in natural settings.
- It cannot study a large sample.
- The complexity and the cost of research are increased to get accurate results.
Qualitative Research
Here are the pros of qualitative research:
- The researcher is unsure about what to study.
- It gets detailed data in the form of evidence and examples.
- It focuses more on social context.
The following are the cons of qualitative research:
- It is a time-taking process that can last for months or years.
- It provides a subjective view of the study and participants.
- The researcher can analyze the study according to biased opinions.
Qualitative Research vs. Quantitative Research - Comparison Chart
While qualitative research is based on written and spoken narratives, quantitative research is based on numbers and calculations. Following is the comparison chart to clearly understand how these two are similar and different from each other.
|Comparison Based on||Qualitative Research||Quantitative Research|
|Purpose||It is to explain the rich and insightful understanding of a particular phenomenon||It is to explain, predict and control a phenomenon|
|Hypotheses||Based on a particular study||Prior to a particular study|
|Sampling||Purposive||Random|
|Design and Method||Flexible and generally specified||Inflexible and specified in detail|
|Data Analysis||Raw data is in words||Raw data is in numbers|
Qualitative vs. Quantitative Research Examples
Have a look at the following examples of both types of research to understand better.
Quantitative vs. qualitative research has always been a hot topic. Researchers and students are in search of the research method that benefits their work the best. Both types are also used for research projects involving both the description and statistical parts.
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Frequently Asked Questions
Which is easier quantitative or qualitative research?
In general, quantitative research is easier to conduct and analyze. But, it needs more participants than the ones needed for qualitative research. | https://www.5staressays.com/blog/types-of-research-methodology/qualitative-vs-quantitative-research |
The replication of existing inequalities, development of new social injustices and unequal power dynamics impact the difference in experiences of AI and machine learning systems for marginalised groups. A feminist approach is used to assess the issues at hand beyond compliance for economic engagement, but rather the use of the technology within the context of social inequalities. Context is central to the understanding of what can be done to address the issues at hand from a gender perspective.
Table 1: Conceptual framework: Feminist approach
The feminist conceptual framework is build from various schools of thought to understand the issue and context at hand. Data feminism (see table 1)provides the following principles as guidance: examine power – the way it operates in the world; challenge power – to push back against these power dynamics and work towards justice; rethink binaries – challenge the gender binary and binaries that lead to oppression; embrace pluralism – bringing together multiple perspectives while prioritising lived experiences of the communities affected and focusing on local and indigenous knowledge; consider context – locate this conversation in context to understand the unequal social relations; make labour visible and elevate emotion; and embodiment of value in multiple forms of knowledge.
These guiding principles allow for critical engagement and centering of society concerning technology and the current laws. In centering society the focus is on its differences, challenging neutral approaches to law and technology.
The feminist principles of the internet on privacy and data protection also form the underlying conceptualisation of this work. The right to privacy and full control of over personal data and information online at all levels is championed in supported in the principle. Practices in the public and private sphere where data is used for profit and to manipulate behaviour online is rejected. In the principle, surveillance from private and state actors is paid attention to given its historical use as a tool of control and restrictions of women’s bodies, speech and activism.
The experiences of inequality in society are different. Intersectionality allows for us to look at the layers of inequalities based on the different spaces we occupy. Kimberle Crenshaw highlights that intersectionality allows us to see inequality of gender experienced at various points including race, location, class and sexuality. Furthermore, Patricia Hill-Collins shows that there are domains of power that we exist in at different times that shape our experiences of opportunities and inequalities at varying intersectionalities. The four domains of power Hill-Collins identifies include the structural domain – the design and focus of the law; disciplinary domain – how things are done; hegemonic domain – norms that drive the space; and the interpersonal domain – how we relate to each other. As Sylvia Tamale writes, ‘while Africans are adversely affected by enduring legacies of colonialism and its convergence with racism, our positioning within diverse social categories based on gender, ethnicity, class, sexuality, disability, religion, age, marital status etc. means we experience oppression differently.’ The intersectional approach allows for an understanding of gender responsive laws that consider multiple inequalities and locating technology in the context of systematic oppressions including racism, sexism, colonialism, classism, and patriarchy.
Feminist research is interested in ways in which the work it does contributes to how technology can be used for transformational change in society for women, gender diverse and vulnerable groups based on class, sexuality or ethnicity. The research is interested in ensuring data justice. Nancy Fraser’s work on abnormal justice challenges us to rethink justice by focusing on ‘what of justice, who of justice and how of justice as a disruptive way of thinking of justice.’
A data justice approach acknowledges the complexity of the new technology systems and how they can be used to discriminate, discipline and control; take into account the positive and negative potential of these new technologies; and; make use of principles useful across varying contexts. The data justice approach privileges social conditions and lived experiences of those who are subject to domination and oppression in society. Our entry point is not the data system itself but rather ‘the dynamics upon which data processes are contingent in terms of their development, implementation, use and impact.’ Our starting point is the lived experiences of data systems, the perceptions of injustices and the subsequent point of how to move beyond this.
Methodology: Interviews and targeted survey
Guided by feminist epistemologies, data has been sourced through secondary and primary data which allow for multiple perspectives of knowledge. The secondary data draws from literature and an assessment of current legislation related to digital rights – specifically privacy and data protection. Through a process of mapping stakeholders from the data and a snowball methodology, a qualitative methodology of interviews was implemented with ten individuals from the technical, academic, and legal community (see list of participants in acknowledgements).
A targeted survey was used to engage activists working in the gender and sexual justice community. In line with the data justice approach, the focus of gender and sexual justice activists is based on gaining insights on gendered harms from those whose work is focused on gendered inequality in society therefore centering marginalised communities. . The survey was a tool to gauge awareness and concerns of the right to privacy and data protection considering AI uptake in South Africa and is in no way represantative. In total, 25 participants engaged with the survey. The participants came from diverse work spaces such as research, media, human rights, and sexual reproductive health rights. These individuals work across women and gender diverse communities which allowed for an intersectional approach to understanding the issues at hand and multiple forms of knowledge.
Ethical considerations for this study were based on feminist internet ethical research practices. In thinking of consent in both interviews and surveys, the purpose of the study clearly explained the goals and purposes of the information provided for the study. In thinking of accountability in ethical practices, the responsibility of the study lay with the researcher in communicating with the participants any harms that may emerge. Participants retained the right to withdraw consent within a given time period.
In conclusion
A feminist approach allows one to ask questions of who is being represented and by whom; whose interests are being centered; why this discussion is important and how it is taking place, which allows for criticism of power and how data itself can be used to ensure justice in society.
Acknowledgment to research participants – the following research participants consented to being named as having been part of this research process. | https://mydatarights.africa/a-feminist-approach-to-assessing-ai-privacy-and-data-protection-in-south-africa/ |
Following an organisational redesign, a renewed business strategy focused on client outcomes and a strong agenda for change, the organisation was seeking support to conduct a comprehensive learning needs analysis. The challenge was to identify the critical capability requirements that would enable improved performance and success in achieving the business strategy. Scope of the analysis included assessment of the ‘core’ capabilities relevant to all employees, as well as ‘functional’ capabilities specific to a particular department, to inform the design and development of future learning initiatives.
Our Approach
Curve Group partnered with the People & Leadership team to conduct a learning needs analysis to address the two areas of capability scope. A tailored evaluation framework was applied to ensure data capture informed strategic needs and engaged business stakeholders appropriately.
Several touch points were used for employee consultation and to gather both qualitative and quantitative data. These included structured interviews with key stakeholders, online surveys for all employees and a series of consultative workshops with a cross section of employees.
Outcome
A short-list of core and functional capabilities was identified through the analysis as being critical to organisational success, given the future strategy and business plan. These capabilities, together with key insights captured through the consultation process and a review of existing training programs were used to develop a set of recommendations and implementation advice for the client to inform their learning strategy and training curriculum. | https://www.curvegroup.com/works/organisational-learning-needs-analysis/ |
The purpose of this project is to study the mechanisms at work in the access, the exercise and the advancement of women in management positions during the first part of their career in four societal contexts (France, United Kingdom, Switzerland and Sweden). The objective is to explore simultaneously several interrelated levels of analysis – the individual, the organizational and the one of public policies – considering each level to impact on the gendered composition of management professions.
Relying on statistical surveys and the qualitative analysis of lived experiences, this project aims to progress in the comparison of countries with different sets of regulations regarding the gendered division of labour as well as different levers of support in their social and family policies. <br /> <br />The general ambition is to identify levers, specific to a given societal configuration, that encourages the implementation of effective equality policies in companies, particularly with regard to the possibility of pursuing a career and to reach management positions. <br /> <br />The purpose is to demonstrate how business practices, along with social and employment policies at work in each country, can act or not as an impetus for promoting professional equality with regard to the legislative and cultural settings in which they are operating.
The research methodology includes both quantitative and qualitative analysis, mobilizing economics and sociology.
The use of mixed methods of analysis will enable the understanding of the complex processes that link different levels of resources, such as quantitative macroeconomic or individual data and qualitative data.
Regarding statistical data, the EU Labor Force Survey (LFS) is the main source, providing a comparable interrogation framework in the four countries to identify the affiliation to managerial positions, all while giving more precise information in order to characterize these positions and to identify individual and biographical factors that may affect the access to them. Data from the Statistics on Income and Living Conditions (SILC) are also used for the analysis of wage inequalities as well as the International Social Survey Program (ISSP) in order to statistically distinguish country-specific representations - particularly the 2012 survey on family and gender roles and the 2015 survey on preferences in work activity.
The qualitative analysis proposed is innovative in itself because conducted within a single European banking and insurance company, located in the four selected countries. This allows to question how one common corporate culture can generate different female careers from one country to another. It involves to gain knowledge and understanding through interviews on the individual experiences of women in managerial positions and of some of their male counterparts, but also on the representations of HR managers (women and men) with regard to the recruitment, the practices and the advancement of women in these positions.
not yet
From a theoretical point of view, this project will shed light on how the intentions and «strategies« of women in accessing to and advancing in these occupations rely, in varying degrees and with different importance, on the interactions of identified resources and constraints.
This project will enable to classify, and plausibly hierarchize, the importance of the multiple levels of constraints women are exposed to, whether these are located in their own representations stemmed from cultural injunctions and social norms, in their educational choices which are also producing educational and occupational segregation, or in the persisting stereotypes dominating those regulating their recruitment and promotion to managerial positions.
di Paola V., Dupray A., Epiphane D. et Moullet S. » Accès des femmes et des hommes aux positions de cadres en début de vie active : une convergence en marche ? », Femmes et hommes, l’égalité en question Insee Références – Édition 2017.
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This project aims to explain mechanisms affecting women’s access to managerial positions, their career paths as managers and the types of management positions they occupy, in four societal contexts (France, United-Kingdom, Switzerland and Sweden).
The project focuses on the first part of careers, particularly strategic for women: as managers, they are expected to exhibit a high level of organizational commitment, at a time where career prospects are enhanced but, as women, they may face high family demands. The objective is to combine various macro- and micro-level factors: individual and family-related factors, organizational conditions and HR policies, and eventually, institutional contexts and public policies. Comparisons between different societal contexts provide new insights into the complex interplay of educational, family and institutional dimensions impacting on the gendered composition of management positions.
Methodology uses both qualitative and quantitative data, with sociology and economics theoretical background. Econometric analysis and interviews on individual trajectories seek to clarify factors that hinder or foster women’s access to managerial positions on the one hand, and on the other hand, the types of management positions they reach. In addition to the individual trajectories, the qualitative strand of the project investigates discourses of justification used by supervisors or HR managers to explain why they support, or not, the feminization of management positions. As such, these discourses may contribute to the statu quo by reproducing stereotypical beliefs of “feminine” and “masculine” traits and skills.
A first original feature of this research is that it uses mixed empirical methods to explore associations between quantitative macroeconomic or individual data and qualitative data. Second, even though the glass ceiling has been thoroughly studied, a comparative research is expected to identify which specific levers of action are needed to foster gender equality in different institutional and societal contexts. Third, qualitative research opts for an innovative strategy for data design: data are collected from a unique transnational French company, doing business in the four countries. This strategy is expected to uncover how a unique corporate culture, developed in various HR policies across the four countries, could give rise to more or less standardized career paths, potentially conflicting with individual strategies, depending on cross-national cultures of gender roles as well as institutional and societal contexts.
Madame VANESSA DI PAOLA (Centre National de la Recherche Scientifique délégation Provence et Corse - Laboratoire d'économie et sociologie du travail)
The author of this summary is the project coordinator, who is responsible for the content of this summary. The ANR declines any responsibility as for its contents. | https://anr.fr/en/funded-projects-and-impact/funded-projects/project/funded/project/b2d9d3668f92a3b9fbbf7866072501ef-9a4101a4e6/?tx_anrprojects_funded%5Bcontroller%5D=Funded&cHash=d83ab8d511f55190e7aecba6a7c60bd3 |
Data collection is a systematic process of gathering and analyzing specific information in order to obtain solutions to relevant questions and evaluate the benefits. It focuses on teaching everything there is to understand about just a particular subject. Information is collected in preparation to be submitted to hypothesis testing, that is used to try and understand a phenomenon.
Information is collected by companies in order to make better decisions. Data is collected at various points in time from various audiences since it is difficult for businesses to make effective decisions without it.
For example, before launching a new product, an organization should gather information about product demand, customers’ needs, competitors, and so on. If information is not collected before, the newly launched product of the company may fail for a number of reasons, along with a lack of supply and an inability to meet customer needs.
Types Of Data Collection
Primary data is collected from personal observation (raw data). The researchers collected this information for a specific purpose. Quantitative and qualitative methods are used to collect primary data.
Feelings, emotions, as well as the researcher’s subjective perception all are part of the qualitative method. A questionnaire with closed – ended questions is being used in the quantitative method, and so are methods including such correlations, regression, mean, and mode. Focus groups, group discussions, and interviews just are a few examples.
Secondary data collection relates to a person’s gathering of information from a variety of sources. The information can take from books, journals, and/or online platforms.
Data Collection Methods:
Customers, users, workers, vendors, and sometimes even competition all are connected to individuals and companies today. Data can tell a story about any of these contacts, and businesses can use this knowledge to optimize almost any aspect of their business.
Although data can be important, too much information can be difficult, and incomplete information is useless. The perfect data collection method can make the difference between time-saving diversion and useful insight.
Here are the top six data collection methods:
- Interviews
- Observation
- Surveys and questionnaires
- Conducting focus groups
- Oral histories
- Records and documents
1. Interviews:
Interview as a technique of data collection is very popular and extensively used in every field of social research. In the some aspects, the interview approaches an oral questionnaire. The interviewee or topic offers the necessary information verbally in a face-to-face relationship instead of writing things down. However, the mechanics of interviewing involve much more than a verbal questionnaire.
Questions are more flexible than written inquiry form from that they allow for explanation, adjustment, and variation depending on the situation. Since we all know, observation methods are mostly limited to nonverbal actions.
2. Observation:
In descriptive psychology experiment, the observation method has played an important role. It is the most prominent and frequently used data collection method. The objective of questionnaire response analysis is to find out what people think and do depending on what they note down. What people are saying in conversation with the researcher reflects the responses in the interview.
Observation is a method of one or more individuals watching what is happening in a real-life situation and categorizing and capturing relevant events according to some predefined scheme. It is used to evaluate an individual’s behavior in a controlled or uncontrolled situation. It is a research method that focuses on the external behavior of people in appropriate situations.
3. Surveys and Questionnaire:
Survey questions are the most efficient and simple method of gathering information about large number of individuals spread across a wide area. This method entails delivering a questionnaire form to the people in question, including a request that individuals answer the questions and return the questionnaire.
4. Conducting focus groups:
A focus group is a data collection method that includes several people who have something in common. It includes interviewing, surveys, and observation. A focus group’s purpose is to give individual data collection a collective dimension.
Respondents in a focus group study can be asked to watch a presentation and then discuss the content before answering survey or survey questionnaires.
5. Oral histories
An oral history can appears to become an interviewing at first glance. Both methods of data collection involve asking questions. An oral history, from the other hand, is much more precisely defined as the recording, preservation, and interpretation of historical information based on the perspectives and personal experiences of those that were there during in the events.
Oral histories, unlike interviews and surveys, are tied to a single event. A researcher could be interested in evaluating the effects of a flood on a community, for example. An oral history can provide details on what happened. It’s an inter approach to evaluation that involves a variety of methods.
6. Documents and records
You can sometimes collect a significant quantity of information without answering someone a single question. Data gathered is often used in document and records-based research. This type of research could include attendance records, meeting notes, and financial records, to mention a few examples.
Because you’re using mostly work that’s already been completed, utilizing records and documents can be time-saving and cost-effective. Documents and records, but at the other hand, can be an incomplete data source so because research does have control over the results.
Importance Of Data Collection
There are a number of motives for collecting information, especially for a researcher. Here are some reasons to take you though them:
- Integrity of The Research
One of the most important reasons for collecting data, either quantitative or qualitative, is to guarantee that the validity of the research question is maintained.
- Errors would be less likely to occur.
The proper method of suitable data collection procedures reduces the risk of errors in the results.
- Decision Making
To reduce the risk of decision-making errors, it’s essential to collect accurate data so the researcher doesn’t make terrible mistakes.
- Cost and time savings
Data collection saves the researcher money and time that would otherwise be wasted if you didn’t have a better understanding of the issue.
- To support a need for a new perspective, change, or innovation.
It is essential to collect data as evidence supporting statements of the requirement for a change in the standard or the development of new data that will be widely accepted. | https://www.spadesurvey.com/data-collection-methods-and-tools/ |
Cognitive Behavioral Therapy Certificate
Cognitive behavioral therapy (CBT) is a form of psychological treatment that has been demonstrated to be effective for a range of problems, including depression, anxiety disorders, alcohol and drug use problems, marital problems, eating disorders, and severe mental illness. Numerous research studies suggest that CBT leads to significant improvement in functioning and quality of life. In many studies, CBT has been demonstrated to be as effective as, or more effective than, other forms of psychological therapy or psychiatric medications. It is important to emphasize that advances in CBT have been made on the basis of both research and clinical practice. Indeed, CBT is an approach for which there is ample scientific evidence that the methods that have been developed actually produce change. In this manner, CBT differs from many other forms of psychological treatment.
Students will develop knowledge of various cognitive-behavioral models of common psychological disorders. Students will learn to develop a comprehensive cognitive-behavioral case conceptualization, which will inform treatment monitoring and planning. Additionally, students will review evidence and efficacy data available for the implementation of various cognitive-behavioral psychotherapies for specific disorders. Students will have the opportunity to implement specific individual and group cognitive-behavioral interventions within the context of the course. Throughout, this course will emphasize the integration of clinical expertise, knowledge of patient preferences, and evidence-based strategies to facilitate the development of an evidence-based practice approach to psychotherapy.
Topics covered include:
1. Basic Theory, Development, and Current Status of CBT
2. Distinctive Characteristics of CBT
3. The Therapeutic Relationship
4. Assessment and Formulation
5. Measurement of CBT
6. Helping Clients Become their own Therapists
7. Socratic Methods
8. Cognitive Techniques
9. Behavioural Experiments
10. Physical Techniques
11. The Course of Therapy
12. Depression
13. Anxiety Disorders
14. Anxiety Disorders: Specific Models and Treatment Protocols
15. Wider Applications of CBT
16. Alternative Methods of Delivery
17. Developments of CBT
18. Evaluating CBT Practice
Student Learning Outcomes
19. Course Learning Outcomes
20. Students will describe common cognitive-behavioral models for depression and anxiety disorders.
21. Students will identify and define the critical elements of a cognitive-behavioral case formulation.
22. Using provided clinical cases, students will write a cognitive-behavioral case formulation using the elements of a case formulation.
23. Students will describe the basic strategies employed in practice for clinical monitoring.
24. Students will present a treatment protocol for evidence-based intervention. The presentation will include an emphasis on cognitive formulation, specific interventions, and resources to implement the intervention.
25. Students will describe and demonstrate behavioral activation and pleasant event
scheduling in a group or individual therapy format.
26. Students will demonstrate identification of automatic thoughts, assumptions, rules, and core beliefs in a group or individual therapy format.
27. Students will discuss and describe how to assign, assess, and problem-solve therapeutic homework.
28. Students will demonstrate how to implement thought monitoring, Socratic questioning, and adaptive thought identification in a group or individual therapy format.
29. Students will demonstrate the development of an exposure hierarchy and implementation of exposure intervention in a group or individual therapy format.
Course duration is 6 months.
Prerequisite
This course is open to any health or mental health professional including nurses, social workers, psychotherapists, counselors, social service workers, youth care workers, and teachers,
Students will have a variety of opportunities to demonstrate their mastery during the course of the Case Formulation: students will complete 20 clinical CBT case studies utilizing the techniques and procedures.. The formulation will detail the automatic thoughts, assumptions, core beliefs, and behaviors of a patient or client diagnosed with depression or anxiety.
A certificate is awarded upon completion of this course. | https://collegeofhealthstudies.com/cbt-course-cognative-behavior-theraphy-certificate-course/ |
Cognitive Behavioral Therapy is a form of psychotherapy that helps individuals reframe negative thoughts or sensations they experience in a positive light. CBT encourages individuals to enhance their awareness of how their thoughts and feelings affect their behavior, and uses the ABC model to assist individuals in learning healthier response mechanisms.
Theory, meet practice
TDL is an applied research consultancy. In our work, we leverage the insights of diverse fields—from psychology and economics to machine learning and behavioral data science—to sculpt targeted solutions to nuanced problems.
Key Terms
Classical Conditioning: A form of learning in which a conditioned stimulus is associated with a separate unconditioned stimulus to generate a behavioral response known as a conditioned response.
Behaviorism: A theory suggesting that human behavior is best studied through the observable actions (behavior) rather than through the analysis of thoughts, feelings and consciousness.2
Stoicism: Stoicism is a philosophical school of thought founded in ancient Greece and Rome that promotes the maximization of positive emotions, reduction of negative emotions and aids individuals to sharpen their virtues of character.3
People
Aaron Beck
An American psychologist who is credited with revolutionizing the field of mental health by turning toward empirical data to validate the efficacy of the therapeutic techniques he pioneered in CBT. While Beck was trained as a psychoanalytic analyst, it was his disenchantment with the existent tools and techniques at his disposal that encouraged him to develop a whole new type of psychotherapy.3
Epictetus
An exponent of Stoicism who flourished in the early second century. Epictetus suggested individuals can train themselves to be happy by challenging their thoughts and deliberately developing calm rational thinking skills. He believed it was understanding what we can control and what we cannot control.4
History
The CBT model appeared in the early 1960s as a counterpoint to the behaviorist and humanistic psychoanalysis traditions prevalent at the time. At the time, both schools of thought shared center stage as the dominant psychotherapies of their day.
Classical behaviorism rests on the assumption that what goes on inside a person’s mind is not directly observable and therefore not amenable to scientific study. Instead, behavioralist scientists examined associations between observable events, looking for linkages between stimuli (features in the environment) and responses (observable and quantifiable reactions from the people being studied).5 Behavior therapy was developed by Joseph Wolpe and others in the 1950s and 1960s and arose as a reaction to the Freudian psychodynamic paradigm that guided psychotherapeutic practices from the 1800s onwards. In the 1950s, Freudian psychoanalysis was questioned due to a lack of empirical evidence to support its efficacy.6
Behavior therapy used the principles of classical conditioning, a learning theory used to modify behaviour and emotional reactions. Unlike the Freudian psychoanalytic technique that sought to probe the unconscious roots of a person’s trauma—as Freud famously did with ‘Little Hans’, a boy who had a fear of horses 7—behaviour therapists craft procedures to help people learn new ways of responding to traumatic triggers.
Aaron Beck, known as the father of CBT, challenged both the psychoanalytic and classical behavioralist notions, arguing that thoughts were not as unconscious, as previously theorized, and there were limitations to a purely behavioral approach.8 Instead, Beck suggested that particular types of thinking and related negative thought patterns could serve as the culprits of emotional distress.9
Beck’s theory has its roots in ancient philosophy, namely in Stoicism, a Hellinistic school of thought. Stoicism was founded by Zeno of Citium in the third century BCE and placed a significant emphasis on the therapeutic dimension of philosophy. The famous Roman stoic Epictetus is often quoted suggesting that ‘It is more necessary for the soul to be cured than the body, for it is better to die than to live badly (Fragments, 32) and “the philosopher’s school is a doctor’s clinic” (Discourses, 3.23.30).10 The Stoics held that people are not in complete control of external outcomes and should instead shift their focus to the intrinsic value of their own character traits. In practice, this means ‘doing what we can’ to exercise greater kindness, friendship, and wisdom.11
While Stoicism is more of a philosophy of life, it contributed heavily to the philosophy employed in Cognitive Behavioral Therapy. Borrowing from Stoic philosopher Epictetus, CBT is built on the founding idea that it is not what happens to individuals, but rather how individuals perceive what happens to them, that determines their affect.12 CBT places a profound emphasis on the idea that we, as individual agents, are in control of our own thoughts and emotional reactions to external factors beyond our sphere of influence or control.
Consequences
The core belief underlying CBT techniques is that when people change their thoughts (or, what psychologists call cognitions) they can change how they feel and behave. The CBT framework looks to alleviate the suffering we implicate upon ourselves based on the meaning and the importance we give to what happens to us.
One helpful tactic, proposed by CBT, involves changing the way we view mental health problems. Instead of perceiving them as pathological states that are qualitatively different from normal states and processes, it’s more helpful to identify them as positioned on one end of a metaphoric continuum.
The Continuum Technique employs this thinking and is based on the idea that psychological problems do not exist in an entirely different dimension and can happen to anyone. The technique involves targeting, evaluating, and developing core beliefs by working on process features like planning and interpersonal skills.13
Traditional psychodynamic theory suggests successful treatment must uncover the hidden motivations and developmental processes ‘at the root’ of our problems. In contrast, CBT employs the Here and Now principle.14 This notion suggests the focus of therapy should be on what is happening in the present rather than the developmental events at the root of the problem.
Cognitive behavioral therapy is widely used to treat a variety of psychological issues. It has become the preferred type of psychotherapy, as it can quickly help patients identify and cope with specific challenges. The consequences, however, include feelings of emotional discomfort, physical drain, and temporary stress or anxiety as you explore painful emotions and experiences.15
Empirical research done on the efficacy of CBT has shown that it is strongly supported as a therapy for most psychological disorders in adults, and has greater support for treatment of psychological dysfunctions than any other popular form therapy.16 CBT has also demonstrated favorable long-term outcomes in youth with anxiety disorders in efficacy trials. In a 2018 study of individuals under 18 suffering from anxiety, the use of CBT induced loss of the principal anxiety diagnosis and changes in youth- and parent-rated youth anxiety symptoms.17
Figure 1: Ruth and Fonagy’s 2005 Study on CBT Efficacy and Effectiveness 18
Controversy
Given its dominance in therapy today, there’s no surprise that the CBT approach has garnered its fair share of critics. Conventional criticism has argued the approach is too mechanistic and doesn’t take a holistic account for the patient.18
Some significant criticisms have emerged from within the CBT community itself as well. First, the specific cognitive components of CBT often fail to outperform less-comprehensive versions of the treatment that focus mainly on behavioral strategies. For example, Jacobson et al. demonstrated that patients suffering from depression showed as much improvement following a treatment that purposefully excluded techniques designed to modify distorted cognitions, when compared to the traditional CBT approach containing both the cognitive and behavioral elements.19
Case Study
Utilizing CBT to Improve Employee Engagement
A recent study done by The Decision Lab and Hikai (a conversational employee engagement platform) on disengagement in the workplace has shown that computerized CBT can be a wildly successful remedy for employees feeling burnout, anxiety or depression at work. In a time where nearly 70% of workers in North America report feeling unengaged at work, utilizing CBT techniques in the workplace can be hugely beneficial.20 By leveraging AI and user-engagement research, TDL was able to develop an effective tool that could provide effective computerized CBT. This technique has been shown to be a very low-cost, scalable, and effective way to treat anxiety and depression.21 Chatbots have been shown to be an engaging and effective mechanism for delivering computerized CBT at scale. The study found a 71% improvement in engagement among its pilot participants, 82% of whom said the product helped them reduce stress levels.22
Related TDL Content
Behaviorism provides insight into the ‘behavior’ part of CBT, and focuses on how a person's environment and surroundings bring about changes in their behavior. Read this reference guide to learn more about behaviorism, it’s key players, controversies, and applications.
A vital part of CBT is the reorienting of unhealthy habits and coping mechanisms in response to emotional distress. This reference guide describes how we began to study habits in the first place, the learning principles that contribute to habit formation, and how habits influence our interactions with technology.
Sources
- National Institute for Health and Clinical Excellence. Common Mental Health Disorders. London, England: The British Psychological Society and The Royal College of Psychiatrists; 2011.
- Behaviorism. (n.d.). In APA Dictionary of Psychology. American Psychological Association. https://dictionary.apa.org/behaviorism
- Stoicism 101: An introduction to stoicism, stoic philosophy and the stoics. (2018, March 16). Holstee. https://www.holstee.com/blogs/mindful-matter/stoicism-101-everything-you-wanted-to-know-about-stoicism-stoic-philosophy-and-the-stoics
- Grohol, J. M. (2009, September 2). A Profile of Aaron Beck. Psych Central. https://psychcentral.com/blog/a-profile-of-aaron-beck#2
- Walsh, V. (2020, March 29). CBT and the philosophy of Epictetus: ‘Events themselves are impersonal and indifferent’. Veronica Walsh's CBT Blog Dublin, Ireland. https://iveronicawalsh.wordpress.com/2014/08/21/cbt-and-epictetus-events-themselves-are-impersonal-and-indifferent/
- Westbrook, D., Kennerley, H., & Kirk, J. (2011). An introduction to cognitive behaviour therapy: Skills and applications. Sage.
- Eysenck, H. J. (1952). The effects of psychotherapy: an evaluation. Journal of consulting psychology, 16(5), 319.
- Freud, S. (1909). Analysis of a phobia in a five-year-old boy. Klassiekers Van de Kinder-en Jeugdpsychotherapie, 26.
- Diaz, K., & Murguia, E. (2015). The philosophical foundations of cognitive behavioral therapy: Stoicism, Buddhism, Taoism, and Existentialism. Journal of Evidence-Based Psychotherapies, 15(1).
- Oatley K (2004). Emotions: A brief history. Malden, MA: Blackwell Publishing. p. 53.
- Robertson, D., & Codd, T. (2019). Stoic Philosophy as a Cognitive-Behavioral Therapy. The Behavior Therapist, 42(2).
- Robertson, D., & Codd, T. (2019). Stoic Philosophy as a Cognitive-Behavioral Therapy. The Behavior Therapist, 42(2).
- Understanding CBT. (2021, August 3). Beck Institute. https://beckinstitute.org/about/intro-to-cbt/
- James, I.A., & Barton, S.B. (2004). CHANGING CORE BELIEFS WITH THE CONTINUUM TECHNIQUE. Behavioural and Cognitive Psychotherapy, 32, 431 - 442.
- Westbrook, D., Kennerley, H., & Kirk, J. (2011). An introduction to cognitive behaviour therapy: Skills and applications. Sage.
- Cognitive behavioral therapy. (2019, March 16). Mayo Clinic - Mayo Clinic. https://www.mayoclinic.org/tests-procedures/cognitive-behavioral-therapy/about/pac-20384610
- Roth, A., & Fonagy, P. (2006). What works for Whom?: A critical review of psychotherapy research. Guilford Press.
- Roth, A., & Fonagy, P. (2006). What works for whom?: A critical review of psychotherapy research. Guilford Press.
- Kodal, A., Fjermestad, K., Bjelland, I., Gjestad, R., Öst, L. G., Bjaastad, J. F., ... & Wergeland, G. J. (2018). Long-term effectiveness of cognitive behavioral therapy for youth with anxiety disorders. Journal of anxiety disorders, 53, 58-67.
- Gaudiano, B. A. (2008). Cognitive-behavioural therapies: achievements and challenges. Evidence-based mental health, 11(1), 5-7.
- Jacobson NS, Dobson KS, Truax PA, Addis ME, Koerner K, Gollan JK, et al. A component analysis of cognitive-behavioral treatment for depression. J Consult Clin Psychol. 1996;64:295–304. | https://thedecisionlab.com/reference-guide/psychology/cognitive-behavioral-therapy |
The role of the therapeutic relationship in cbt 9 evidence based practice: relationship of therapy to outcome research and nice guidance 10 cognitive- behaviolural change techniques 11 idiosyncratic application of theory to practice 12 application of cbt with more complex presentations, deriving cbt driven. Cbt can be delivered to individuals, couples, families or groups it can be used alone, or in conjunction with medication a therapeutic alliance is formed between the client(s) and the therapist together, the therapist and client identify the client's problems in terms of the relationship between thoughts, feelings and. In the decades since rogers' article was published, many other studies have explored the therapeutic alliance in 2001, a comprehensive research summary published in the journal psychotherapy found that a strong therapeutic alliance was more closely correlated with positive client outcomes than any. Psychotherapy research indicates that the therapeutic relationship influences counselling outcome, though the mechanism by which relationship contributes to change is unknown this study investigated clients' perceptions of the therapeutic relationship and its role in their change processes twelve clients at college. This paper proposes a historical excursus of studies that have investigated the therapeutic alliance and the relationship between this dimension and outcome in psychotherapy a summary of how the concept of alliance has evolved over time and the more popular alliance measures used in literature to.
Many authors have argued about the importance of the therapeutic relationship and how it is one of the most valuable factors in therapy one of the major criticisms of cognitive behavioural therapy (cbt) as recounted by sanders and wills (1999), is that cbt. Non-specific factors include those that are common across psychotherapies and not just specific to cbt, such as the therapeutic alliance and the resulting empirical data are now starting to shed light on a question that has beleaguered clinicians for quite some time that is, is a good therapeutic relationship. We believe that this format is more similar to face-to-face cbt where a personalized functional analysis or case conceptualization is used, and therefore the therapeutic alliance may be shown to yield a stronger correlation with the outcome there is also the possibility that, in internet-based treatments as. Writepass - essay writing - dissertation topics [toc] [hide details] abstract introduction therapeutic relationship the role of the client and the counsellor strengths of cognitive behavioural therapy weaknesses of cognitive behavioural therapy strengths of person-centred therapy weaknesses of.
Cbt of depression is a psychotherapeutic treatment approach that involves the application of specific, empirically supported strategies focused on changing into behavioral therapy, so too have forces related to social environments, genetic vulnerabilities, therapeutic processes, and familial and peer relationships. In the assigned chapter, bohart and tallman (2010) discussed clients and their effect on therapy they argued that client and extratherapeutic influences are the single most important factor in determining therapy outcome in fact, up to 87% of the variance in therapeutic outcome is attributable to the client, factors that occur.
Principles are that the therapy: □ is based on the cognitive-behavioural model of emotional disorders (for example, thoughts influence feelings and behaviour) □ is brief and time-limited □ requires a sound therapeutic relationship and is a collaborative effort between the qualified cbt practitioner and the individual. Cognitive behavioral therapy - introduction this essay aims to critically evaluate one therapeutic intervention in psychology, named, cognitive behavioural therapy (cbt) it begins with defining cbt and discussing the underlying principles and concepts of this approach some examples of treating psychological disorders. The cbt theoretical frame work in this case study is based on beck's (1976) ` cognitive triad' that is through experiences, and events in childhood (and later) `schemas' are developed which refer to the basic beliefs and assumptions an individual may have about self, world and future and interpersonal relationship, which.
Academic dossier the psychodynamic approach essay working with couples essay 18 37 3297 3274 therapeutic practice dossier professional issues essay supervised practice essay 56 76 therapeutic relationship within the cbt approach, which help to demonstrate further my continuing development as a. Degeorge, joan, empathy and the therapeutic alliance: their relationship to each other and to outcome in cognitive-behavioral therapy for generalized anxiety disorder context of cognitive-behavioral therapy (cbt) for generalized anxiety disorder (gad), a condition for which little research exists on treatment. | http://fjassignmentypmm.n2g.us/therapeutic-relationship-cbt-essay.html |
The Psagot Institute
Welcome to the Psagot Institute!
Since 1989, the Psagot Institute has been providing cognitive-behavioral therapies (CBT) interventions that meet a wide range of clinical needs. We also provide professional CBT training for practicing therapists from a broad spectrum of professions (each profession has its own program: social work, educational psychology, educational counseling, arts therapy, and psychiatry).
Our vision is to provide state-of-the-art psycho-bio-social interventions, in order to
- facilitate the access of clients and families to care, and
- to improve outcomes through
o technical and person-to-person means, and
o investigation of new ways to prevent mental disturbance and disease.
-
About Therapy
We at the Psagot Institute offer a broad supportive framework tailored to individual needs.
Intervention is aimed at enabling people to deal effectively with their emotional or physical problems. Additionally, we work out multi-disciplinary solutions for both clients and their families.
How is therapy worked out?
We begin by evaluating your needs, and the difficulties you have in different areas of daily life, as well as to your resources, your strengths, and your aims in therapy. We then decide, with the client, on the ways to attain those aims, and criteria for success.
In order to provide the most effective treatment, the Institute employs a broad array of interventions that can be adapted to the individual needs of the client and family members.
Professionals – In addition to the professionals directly involved in therapy, the Institute places at the disposal of the client additional specialists who can advance the aims of therapy (sports, nutrition, careers, and more).
Location of therapy – The option exists of changing the location of therapy, if necessary. Therapy can be conducted away from the usual location, even outside of Israel. Ordinarily, therapy takes place at the clinic.
There is also the option of a psychiatrist accompanying someone traveling abroad or returning to Israel.
The client’s family – The therapeutic staff give the client’s spouse and other family members the tools for helping their loved one.
If the needs of a spouse or family conflict with those of the client and the requirements of therapy, we work out creative solutions most appropriate to all concerned.
Therapy at the Psagot Institute includes:
Cognitive-behavioral psychotherapy (CBT)
Institute staff performs client evaluations according to the cognitive-behavioral method. This method has been proved effective, and in recent years has become the World Health Organization’s preferred method of psychotherapy, for dealing with psychopathologies, crises, and normative problems.
Systemic solutions
- Treatment in different languages.
- The option of short-term or intensive therapy.
- Medication, when needed.
- Psychiatric escort.
- Psychiatric appraisals and opinions.
Location of treatment adapted to client needs
- Therapy is ordinarily conducted at the clinic, but if necessary, at home or elsewhere.
- Provision of telephone support.
Telephone support center
Clients and family can avail themselves of telephone and e-mail support.
For information, call: 03-5288 171 or 050-6662 555, or
Mail: [email protected]
The therapeutic programs
Since the early 1990s, we have developed a number of psychotherapeutic methods, among them:
Anthropotherapy – An instensive, holistic therapeutic approach for clients in acute states, at home. This method involves therapists of various disciplines, and enables a quick return to normal life routines (presented at the International Conference on Schizophrenia, at Stockholm, Sweden, 2001).
Marathon therapy for anxiety – Intensive therapy, usually at home, for people in need of more than ordinary ambulatory intervention. It is mainly for people with acute O.C.D. and agoraphobia and G.A.D. (presented at the EABCT conference, Turkey, 2002).
Psychotic normalization procedure – A family intervention, involving controlled exposure to psychotic situations, by using cognitive and behavioral techniques, and audio-visual techniques. This intervention aims to increase understanding and cooperation between family members and clients suffering from psychotic states (schizophrenia) (published in letter to the editor of the British Journal of Psychiatry, and presented EABCT, Barcelona, 2007).
Tutoring chronic clients to help other chronic clients – A structured program of 60 hours, comprising lectures and hands-on training, that aims to give clients the tools to enable correction of unproductive ways of thinking. An additional aim of this intervention is enhancement of medical compliance (enhancing discipline in taking medication and awareness of early symptoms of relapse.). (presented EABCT, Barcelona, 2007).
Pre-traumatic vaccination (PTV) – In the early 2000s, we developed a workshop to deal with a wide range of potential traumatic situations. Workshops are now conducted by Institute staff, as part of training courses for professionals likely to encounter trauma in their work, such as rescue services (911 services) (published 2010).
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Professional Training Programs
The cognitive-behavioral program for Social Workers (CB-SW)
The cognitive-behavioral program for social workers is our flagship training program. It is the only program in Israel that trains clinicians by profession, with the aim of realizing optimal benefit from therapeutic tools. The program has been developed on the basis of the Psagot Institute’s many years of instruction experience in a variety of academic frameworks.
The cognitive-behavioral program for arts therapists
This is Israel’s first cognitive-behavioral training program for arts therapists.
The field of arts therapy is based on the idea that the arts have healing power. The therapeutic process makes use of existing psychological approaches; the therapist employs various art forms (the plastic arts, movement, drama, psychodrama, music, and bibliotherapy) as languages that permit creative, non-verbal dialogue, in addition to verbal dialogue.
Cognitive theory views human thoughts and beliefs about one’s self and one’s surroundings as impacting on the individual’s emotions and their intensity, as well as on the individual’s actions.
Behavioral theory focuses on behavior, and posits a connection between a person and a person’s environment. One’s reaction to one’s environment, in turn influences the environment, further impacting the individual’s emotions and thoughts.
Cognitive-behavioral psychotherapy is positive, present-focused therapy that is based on the strengths of the client. It posits the possibility of change and is supported by a cumulative body of research. The past is investigated with the aim of bringing about change in the present. Therapy is focused on particular goals; the interpersonal relationship between therapist and client is a critical, but not the sole, element in the therapeutic process.
C.B.Arts bridges art and cognitive-behavioral therapies, with the aim of permitting arts therapists to avail themselves of proved, highly effective, therapeutic tools. Such tools combine effective, short-term therapy, focused on the here and now, with the healing power of creative work in the arts without intermediaries. Such tools employ the language of the arts to facilitate a dialogue with the client, viewed as a full, active partner in the therapeutic process..
The training program comprises:
- Imparting knowledge in the fields of cognitive and behavioral theories, from historical and contemporary perspectives.
- Acquaintanceship with the principles, tools, and techniques of cognitive-behavioral therapy.
- Creativity in the therapist’s work in C.B.Arts through workshops, practical experience, and recitation sessions in the arts.
- Focused therapeutic interventions in such areas as: post-trauma, sexual and assault, therapy for anxiety, group therapy, and more.
Advanced courses: Training program in TEAM therapy
TEAM (Testing Empathy and Agenda-setting Methods) therapy is a therapeutic model for short-term intervention, developed by David D. Burns, M.D. Professor Burns, of Stanford University, describes the model in his bestselling Feeling Good: The New Mood Therapy.
The principal instructor of the team therapy program is the Psagot Institute’s Maor Katz.
Program graduates can work as instructors or enroll in advanced training toward certification as team therapists.
Continuing education courses for therapeutic services
Over the years, Institute staff has conducted continuing education programs for therapeutic-service providers, based on their needs. Such programs include concentrated workshops and seminars, as well as year-long courses.
Seminars
The Psagot Institute conducts four seminars every year, at which leading experts are invited to lecture on innovative protocols for the treatment of common disorders.
Supervision
The Institute conducts training for groups of professionals, based on the behavioral-cognitive approach to psychotherapy. The instructors are accredited by the Israeli Association for Behavior and Cognitive Psychotherapies (ITA); sessions are held either at the Psagot Institute clinic or on the premises of therapy providers.
Publications
Senior staff is involved in the writing, translation to Hebrew, and scientific editing of professional literature relevant to the Institute’s work. Below are some examples.
Translations
Feeling Good: The New Mood Therapy, by David D. Burns, M.D. (adjunct clinical professor emeritus of psychiatry and behavioral science, Stanford University).
Anxiety Disorders and Phobias: A Cognitive Perspective, by Professor Aaron Beck, Gary Emery, and Ruth Greenberg.
Original publications
Depression – Problem and Solution, by Dr. Nir Essar and Merav Barkavi-Shani.
Now We’ll Do Well on Exams!, by Dr. Nir Essar and Ofra Miron-Lichter.
Frightening Your Fears Away: Self-Therapy for Anxiety, by Dr. Nir Essar and Ofra Miron-Lichter.
Recorded Instructions for Control over Anxiety, by Dr. Nir Essar, based on the Jacobson method. | https://psagot.com/psagot-institute/ |
Fothergill, Rick (2010) Cognitive-behavioral therapy for anxiety disorders. British Journal of Guidance and Counselling, 38 (3). pp. 367-368.
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Abstract
The effective treatment and management of anxiety disorders often present numerous challenges to therapists. As a cognitive behaviour therapist, I have read and successfully utilised many texts already published within this area to guide my therapeutic interventions. Over recent years the drive to include evidence-based approaches and research findings has perhaps resulted in the manualisation of cognitive behavioural therapy (CBT) for many psychological problems, not least anxiety, with many protocol-driven therapeutic models in existence to assist the therapist to do their best in helping their clients. An argument then rages as to how therapists can use their own creativity if relying heavily on such prescribed approaches to their interventions. However, one does not want to be too critical of these empirically based aids, as one of the main reasons why CBT is so popular today lies in its long-standing scientific endeavours. Nevertheless, a gap in the market does exist for books that focus not just on the ‘science’ of therapy but also upon its ‘art’, or as Jacqueline Persons, in her series editor's note that prefaces the text says, ‘going beyond the manual’ (p. iii). Cognitive-Behavioral Therapy for Anxiety Disorders is primarily aimed at therapists with a previous knowledge of the fundamental principles and practice of CBT, so may not be suitable for beginners or those without some basic skills in CBT. The authors recognise that even the most experienced therapists can get stuck if just relying on protocol-based treatments. The book is written by three very accomplished CBT authors and practitioners, who together bring their wealth of experience. One of them, Melanie Fennell, was voted ‘the most influential female UK cognitive therapist in 2002’ by the British Association of Behavioral & Cognitive Psychotherapists. Impressive credentials to say the least! The combined clinical experience of the authors allows them to present useful illustrative case studies that really help in bringing the issues they are discussing into the light and clearly does help focus the reader's attention on to the ‘art’ of CBT. | http://insight.cumbria.ac.uk/id/eprint/4941/ |
EXPERT ANALYSIS FROM THE ANXIETY AND DEPRESSION CONFERENCE 2017
SAN FRANCISCO (FRONTLINE MEDICAL NEWS) – The search is on for ways to refine cognitive-behavioral therapy for generalized anxiety disorder in order to improve upon current relatively modest success rates.
Cognitive-behavioral therapy (CBT) is less effective for generalized anxiety disorder (GAD) than for the other anxiety disorders. Only about one-half of patients are improved post-treatment, and less than one-third reach recovery, noted Richard E. Zinbarg, PhD, at the annual conference of the Anxiety and Depression Association of America.
“We clearly have lots of room for improvement,” observed Dr. Zinbarg , professor of psychology at Northwestern University in Evanston, Ill.
At a session on advances in treatment of GAD, investigators presented randomized clinical trials assessing a variety of specific strategies aimed at enhancing the effectiveness of CBT in evidence-based fashion. The trials included a study of the impact of having patients keep a worry outcome journal, an exploration of the potential deleterious effects of a phenomenon known as relaxation-induced anxiety, and a study of the effectiveness of emotion regulation therapy, a relatively recent form of psychotherapy that’s part of the so-called “third wave” of CBT.
Worry outcome journal
Lucas LaFreniere observed that while CBT has been broadly shown to be effective for GAD, the various forms of CBT are packages of components that often include psychoeducation, stimulus control, behavioral experiments, exposure, cognitive reframing, relaxation training, and other elements in various combinations and sequences. Almost none of these specific components has been evaluated formally to learn whether they are pulling their weight therapeutically and making a positive contribution to outcomes.
Mr. LaFreniere , a doctoral student in clinical psychology at Pennsylvania State University in Hershey, presented a randomized trial of one such component, worry outcome monitoring, which currently is incorporated in some but not all CBT programs for GAD. Mr. LaFreniere and his coinvestigators developed a version of worry outcome monitoring they dubbed the worry outcome journal, or WOJ, which he characterized as “a brief ecological momentary intervention for worry.”
The WOJ uses cell phone technology to create a therapist-independent treatment for reducing worry. Based upon the positive study findings, worry outcome monitoring now can legitimately be considered an evidence-based intervention that deserves to be incorporated as a routine component of CBT for GAD, he said.
The WOJ works like this: At four random times per day, WOJ users receive a phone message to drop what they’re doing and record on a chart what they’re currently worrying about. They briefly note the date and time, the content of their worry, the distress it’s causing on a 1-7 scale, how much time they’re spending thinking about it, and their prediction as to the likelihood that this negative event actually will come to pass, which by the nature of their illness generally is unrealistically sky high early on in treatment. Later, they return to record whether the worrisome outcome occurred. The WOJ data are often reviewed in session.
The hypothesis was that the WOJ would reduce worry by aiding GAD patients in attending to their worries more thoroughly and objectively, recognizing in the moment the high cost of their worrying in terms of distress and cognitive interference, forming more realistic predictions about the future, and changing their conviction that excessive worrying is a worthwhile use of their time.
“One thing that particularly motivates me as a treatment researcher is the idea that those with GAD could be making themselves chronically miserable in an effort to protect themselves from future catastrophes that likely are not even going to happen. That’s a lot of human suffering that isn’t necessary. What we can do to help with that, we should do,” Mr. LaFreniere said.
On the other hand, this was a matter that cried out for a controlled trial because of the possibility that attempts to reduce worry might have unintended harmful consequences.
“Those with GAD have positive beliefs about worry. They believe it’s useful: it motivates, buffers emotional shifts, facilitates problem solving, and marks you as caring and conscientious – good personality traits,” he explained.
His study included 51 GAD patients randomized to 10 days using the WOJ or to a thought log control condition in which prompted by their cell phone four times daily, they recorded whatever everyday thought was on their mind at the moment. An example drawn from personal experience, Mr. LaFreniere said, might be “I love enchiladas!”
Outcome measures evaluated at baseline, again at 10 days upon conclusion of the intervention, and finally at 30 days of follow-up were the Penn State Worry Questionnaire , the GAD Questionnaire for DSM-IV , and the Meta-Cognitions Questionnaire subscales for positive beliefs about worry, uncontrollability of one’s thoughts, and negative beliefs about worry.
“The big reveal was that 91% of their worries did not come true,” he reported.
The primary outcome was reduction in worries as measured by the Penn State Questionnaire. The WOJ group showed a significant reduction, compared with controls, immediately post-treatment – which remained significant, albeit attenuated to a moderate effect size, at 30 days.
At day 10, 18 of 29 WOJ users no longer met diagnostic criteria for GAD, compared with 6 of 22 controls. By day 30, however, there was no significant between-group difference on this secondary endpoint.
The WOJ group showed a significantly greater reduction than controls on the secondary endpoint of uncontrollability of beliefs at both days 10 and 30.
“The WOJ may be a viable ecological momentary intervention for reducing worry in GAD. Therapist-free use of WOJ led to decreased worrying after only 10 days. It’s quite possible that longer practice may yield even stronger results. After all, for a normal CBT protocol, we’re looking at 8-20 weeks of treatment,” Mr. LaFreniere observed.
“I’d like to underscore that there was no harm done: The WOJ didn’t increase detrimental beliefs about worry,” he added. “We had a worry ourselves as researchers – disconfirmed by the trial – that patients may take the non-occurrence of their worries as some kind of proof that worry prevented those bad things from happening.”
Mr. LaFreniere is interested in studying the WOJ for worry reduction in non-GAD populations.
“Worry can be very high in other anxiety disorders, major depressive disorder, bipolar disorders, and in insomnia. The WOJ is highly cost-effective and easy to disseminate. It could very easily be made into a smartphone app,” he said.
Relaxation-induced anxiety
Relaxation training often is incorporated in treatment packages for GAD. Yet, it’s possible that one reason CBT is only modestly effective for GAD is because of relaxation-induced anxiety (RIA), an understudied phenomenon defined as a paradoxical increase in the physiological, behavioral, and cognitive aspects of anxiety when a person tries to relax.
“It has been theorized that individuals who are especially concerned with maintaining control over physical and psychological processes find relaxation vulnerable, unpleasant, and activating. Thus, discomfort with perceived lack of control during relaxed moments – an inability to let go – may result in unsought increase in anxiety during therapeutic attempts at relaxation,” according to Michelle G. Newman, PhD , professor of psychology at Penn State.
Previous studies of RIA in GAD yielded conflicting results, probably because they didn’t examine trends in the change in the level of RIA across the duration of CBT. As a result, those studies could not establish whether repeated formal relaxation training sessions resulted in habituation to RIA and a positive impact on treatment outcomes, or reinforcement of anxiety over time, with a negative effect, she explained.
She presented a secondary analysis of a published randomized clinical trial she coauthored ( J Consult Clin Psychol. 2002 Apr;70:288-98 ) in which 41 participants with GAD were assigned to CBT with relaxation therapy using standard progressive muscle relaxation techniques or to self-control desensitization. Relaxation therapy and relaxation-induced anxiety ratings were recorded at each session. Outcomes were assessed post-treatment and at 6, 12, and 24 months of follow-up using the Penn State Worry Questionnaire, the State-Trait Anxiety Inventory , the Hamilton Anxiety Rating Scale , and the Clinician Severity Rating for GAD symptoms. In addition, immediately after each in-session relaxation practice, patients were asked to rate on a 9-point scale how much they noticed an increase in anxiety during the relaxation session.
All subjects improved significantly, but those with a lower peak RIA – defined as the highest level of RIA experienced in any of the 14 treatment sessions – had significantly fewer GAD symptoms at the end of therapy as well as at 2-year follow-up. Peak RIA was unrelated to baseline GAD symptom severity or change over time in anxiety symptoms. However, patients whose peak RIA occurred during the last several treatment sessions showed less improvement in GAD symptoms at the conclusion of treatment than those whose peak came earlier.
The clinical implications of these findings are that therapists who use progressive muscle relaxation in the treatment of GAD should assess RIA at the conclusion of every session, and if a patient reports moderate or higher RIA, the duration of the relaxation training portion of therapy should not be shortened until after several consecutive sessions of lower RIA have been reported, according to Dr. Newman.
Emotion regulation therapy
Megan E. Renna brought attendees up to speed on emotion regulation therapy (ERT), a third wave variant of CBT that incorporates principles from more traditional CBT, such as skills training and exposure, supplemented by teaching emotion regulation skills. Those skills include the development of present moment awareness and cultivation of compassion. Both are grounded in research on motivational and regulatory learning mechanisms related to threat vs. safety and reward versus loss.
As detailed in a recent review article for which she was first author ( Front Psychol. 2017 Feb 6;8:98 ), ERT is a manualized, mechanism-targeted treatment for what she termed “distress disorders”; namely, GAD and major depressive disorder, which are highly comorbid, share key underlying temperamental features, and for whom adequate therapeutic success is all too often elusive. ERT appears to be particularly useful during the emerging adulthood years and across a broad range of ethnic and racial patients, according to Ms. Renna, a PhD student in clinical psychology at Hunter College in New York.
The efficacy of the original 20-session, individual therapy version of ERT was established in a study of 20 GAD patients, half of whom also had major depression ( Depress Anxiety. 2015 Aug;32:614-23 ). But Ms. Renna said ERT’s developers – Douglas S. Mennin, PhD , of Hunter College, and David M. Fresco, PhD , of Kent State (Ohio) University, are interested in determining the minimum effective therapeutic dose of ERT. They have conducted an open randomized trial of a 16-session version of ERT in which the results proved similar to those seen with 20 sessions. Now they’re carrying out a study of 8 vs. 16 sessions. The study is ongoing, but at first look, the results with 8 sessions of ERT appear similar to 16, Ms. Renna said.
None of the speakers reported having any financial conflicts of interest. | https://www.pm360online.com/tweaking-cbt-to-boost-outcomes-in-gad/ |
¶ … treatment modalities for conduct disordered adolescent males has primarily been focused on comorbidity. Adolescent males with conduct disorder typically receive individual and family therapy, but when overt behaviors are extreme, pharmacotherapy may supplant insight-based therapy. Cognitive Behavioral Therapy and social skills training are complementary approaches to intervention. Using an experimental approach, this study examines the impact of combined intervention approaches on perceived and observed improvement in the expression of problem behavior and life change strategies of adolescent males with conduct disorder.
Adolescents, across the board, experience a range of emotions. Negative impacts of these emotions include struggling with acceptance, self-esteem, isolation, confusion, anxiety, and depression, which can also be a result of instability at home (Searight, et al., 2001). In addition to these social effects, many adolescents experience a distorted perception of reality (Searight, et al., 2001). On occasion, this distortion may cause them to make poor choices, which demonstrates an "acting-out" behavior (Searight, et al., 2001). All of these behavior conditions can lead to a diagnosis of Conduct Disorder (CD) (Searight, et al., 2001). A diagnosis of CD is based on DSMR-IV_TR criteria, which include the presence of aggressive conduct, non-aggressive conduct, deceitfulness, theft, severe violations of rules, and difficulty responding appropriately to negative experiences (Searight, et al., 2001).
Many types of interventions and treatment modes have been applied to the therapeutic challenge of assisting adolescent males with CD (Searight, et al., 2001). This research proposal, addresses two of these therapeutic processes: Cognitive-Behavioral Therapy and Pharmacotherapy. The research compares these intervention types, each of which is considered best practice when working with individual adolescent males between the ages of 14-16 who exhibit conduct disorder.
Problem Statement
Research shows that various therapeutic modes and methods can positively impact the expression of problem behaviors and the disordered thinking of patients with CD. However, there is a...
Therapeutic interventions that address the expression of problem behavior in social settings, that provide methodical approaches to altering patients' destructive thinking, and pharmacological support for mood lability have been utilized by therapists in clinical settings -- however, these interventions have not been systematically combined with this population.
Background
Cognitive Behavioral Therapy (CBT) is a comprehensive theory of psychopathology and personality, in which specific disorder treatment models were developed (Beck & Weishaar, 2000). An empathic and active clinician, who is typically a psychotherapist, collaborates with patients to define specific treatment goals and a therapeutic life changing plan (Beck & Weishaar, 2000). Treatment sessions are structured to enhance the development of new cognitive and behavioral skills in the patient's repertoire (Beck, 1987; Beck & Weishaar, 2000). Application of Cognitive Behavioral Therapy (CBT) reduces symptoms and learned disordered thinking in cooperative patients, and it has been shown to be effective for individual, couple, family, and group therapy (Beck & Weishaar, 2000; Corey, 2009). CBT is based on the premise that feelings and behaviors stem from thoughts, not external things, like people, situations, and events. Thus, CTB can be used by to change the irrational thinking patterns of individuals with CD to more rational and constructive thinking, through self-counseling and correcting underlying assumptions (Pucci, 2010).
A recent study (Ducharme & Shecter, 2011) found that "modification of keystone behaviors leads to collateral improvements in a range of other behaviors" (p. 273). Moreso (XXXX) argues that, "by improving attention and increasing inhibitory activity, medication may improve children's capacity to benefit from other treatment modes" (p. XX ). Most studies of the use of pharmacological interventions for conduct disorder involve patients with cormorbid conditions, such as ADHD or depression (Riggs, 2007; Searight, Rottnek, and Abby, 2001; Trowell, 2007). Although stimulants, anti-depressants, lithium, anticonvulsants and clonidine have all been used in the treatment of conduct disorder, there are no formally approved medications for CD. Research is needed to evaluate the role of pharmacotherapy for individuals with conduct disorder.
Further, while many adolescent males with CD require pharmacological intervention to cope with their underlying social and emotional impairments, counseling has been shown effective in increasing the ability of patients with CD to adapt and cope with the pressures and demands of their environments. Cognitive-Behavioral Therapy (CBT) is a structured and collaborative means of providing self-help strategies that can be utilized during individual and family therapy and carried over to daily living.…
Subjects were adolescent males previously diagnosed as having conduct disorder (CD) and new to the family therapy milieu. The subjects were randomly divided into two experimental groups and one control group. The treatment and control groups were as follows: (A) CBT in family therapy plus Social Skills Training (SST) plus a placebo (B) Administration of Fluoxetine; (C) CBT in family therapy plus Social Skills Training (SST) (Control Group). A total of 9 subjects were included in the study. All treatment took place in clinical settings and was configured to be individual or family therapy rather than peer-group treatment.
Instrumentation
The unit of analysis is the behavioral and cognitive processing performance changes in individual subjects (patients). Changes in the expression of problem behavior are noted by clinicians. Self-perception scores of the changes in cognitive processing were recorded on the surveys and two CBT instruments. The level of measurement is ordinal as dictated by the scales used in the formal CBT tools, and on the Likert scale used for the structured surveys. The Cognitive Therapy Awareness Scale (CTAS) and the Cognitive Behavior Therapy Supervision Checklist (CBTSC) will be used to measure the effectiveness of the treatment groups (Sudak, et al., 2001; Sudak,
Treatment of Conduct Disorder in CBT in Combination With CBT and Fluoxetine In the first paper, this author discussed therapeutic processes (cognitive behavioral therapy (CBT) and pharmacotherapy) which could be employed as the best practices when working with individual adolescent males between the ages of 14-16 who exhibit conduct disorder. Since the approach previously centered around individuals, it would seem to be prudent to explore what type of group treatment modes
Discussion Depression can have profound and devastating effects on individuals, including the elderly. Since the elderly population is continually aging, it is important that factors involved in treatment interventions for depression among the elderly be investigated to its fullest extent. The purpose of this study is to illuminate the effectiveness of different treatment modalities among the elderly and the influence that personality traits have on outcomes. This proposal aimed to ask
At one point or another in our lives, we are all beginners. We begin college, a first job, a first love affair, and perhaps a first dissertation project. We bring a great deal to these new situations, including our temperament, previous education, and family situations. Yet, as adults, we also learn. In romantic relationships, couples report having to learn how to interact successfully with their partners. College students routinely report
, 2010). This point is also made by Yehuda, Flory, Pratchett, Buxbaum, Ising and Holsboer (2010), who report that early life stress can also increase the risk of developing PTSD and there may even be a genetic component involved that predisposes some people to developing PTSD. Studies of Vietnam combat veterans have shown that the type of exposure variables that were encountered (i.e., severe personal injury, perceived life threat, longer duration, | https://www.paperdue.com/essay/treatment-modalities-for-conduct-disordered-115372 |
PRESS RELEASE – STOIC WEEK 2014
Stoic Week 2014 is an online and international event taking place from Monday 24th to Sunday 30th November. The week is part of a multi-disciplinary project called Stoicism Today, which is helping to revive the ancient philosophy of Stoicism in modern life.
Stoicism inspired Cognitive Behavioural Therapy (CBT) and modern resilience psychology, and is a powerful philosophy for helping people flourish in the face of adversity. At a time when many schools and companies are interested in teaching resilience and character, it’s never been more relevant.
Modern fans of Stoicism include Derren Brown, Adrian Edmondson, Elle MacPherson, Tom Wolfe and Jonathan Newhouse (CEO of Conde Nast International). Stoic Week will hopefully help more people discover the practical usefulness of this ancient philosophy, and while allowing us to measure its therapeutic effectiveness.
Anyone can participate in Stoic Week by following the daily instructions in the Stoic Week 2014 Handbook, which will be made freely available online. Over 60 schools have already signed up to take part, as well as philosophy groups, mental health charities and a prison philosophy club.
There is also a one-day event being held at Queen Mary, University of London, on November 29th, with places for 300 people, at which leading experts on modern Stoicism will be speaking.
More information on Stoic Week 2014: http://blogs.exeter.ac.uk/stoicismtoday/2014/10/20/stoic-week-2014-everything-you-need-to-know/
More information on the London Event: http://www.eventbrite.com/e/stoicism-today-part-of-stoic-week-2014-tickets-12970112957
Background:
The team: The Stoicism Today first came together in 2012. It is composed of a voluntary group of philosophers, health professionals, therapists interested in reviving Stoicism and introducing it into different sectors, including schools, prisons, companies, the military, sports, and particularly mental health.
The team includes Christopher Gill, Emeritus Professor of Ancient Thought, University of Exeter; Jules Evans, philosopher and author of Philosophy for Life; Donald Robertson, CBT therapist and author of Teach Yourself Stoicism; Gill Garratt, CBT therapist and author of Introducing CBT for Work; John Sellars, Research Fellow at the Department of Philosophy, King’s College London; Tim LeBon, CBT Therapist and author of Teach Yourself Positive Psychology; Gabriele Galluzzo, lecturer in ancient philosophy, University of Exeter; and Patrick Ussher, PhD student in ancient philosophy, University of Exeter.
Stoicism Today, a book made up of articles, reflections and interviews about modern Stoicism, recently published by Patrick Ussher, gives wide examples of how Stoicism is used in the modern world and the kind of work the Stoicism Today project has focussed on. It’s available in e-book format and as paperback on Amazon.
This is the third year Stoic Week has run. Last year, Stoic Week attracted significant interest, with 2,200 people taking part in the online course. The Stoicism Today blog has over 120,00 hits in and around Stoic Week. Last year, we found that life satisfaction of participants increased on average by 14%, optimism by 18% and joy by 12%. Negative emotions reduced by similar amounts; anger by 13% and negativity by 12%. Initial indications are also that the most potent parts of Stoicism may be Stoic rationality (challenging irrational thoughts) Stoic mindfulness (continuous awareness of the judgements we are making) and Stoic Cosmopolitanism (our close connection with others).
Possible media angles for Stoic Week 2014:
– The revival of Stoicism – why Greek philosophy is the new mindfulness
– Schools bring back the stiff upper lip
– Why Stoicism is the key to resilience
– Teaching Stoicism in prison
– The UK commando training school teaching Stoicism to new recruits
– How ancient philosophy inspired modern therapy
– Taking philosophy beyond academia
The team are all available for interviews and we are happy to put journalists in touch with relevant experts and interviewees for their particular angle. We are also able to help teachers interested in getting involved, with free teaching materials available. | https://modernstoicism.com/stoic-week-2014-press-release/?shared=email&msg=fail |
What exactly is CBT?
Cognitive-Behavioral Therapy is a form of psychotherapy that emphasizes the important role of thinking in how we feel and what we do.
Cognitive-behavioral therapy does not exist as a distinct therapeutic technique. The term “cognitive-behavioral therapy (CBT)” is a very general term for a classification of therapies with similarities. There are several approaches to cognitive-behavioral therapy, including Rational Emotive Behavior Therapy, Rational Behavior Therapy, Rational Living Therapy, Cognitive Therapy, and Dialectic Behavior Therapy.
Cognitive-behavioral therapy is based on the idea that our thoughts cause our feelings and behaviors, not external things, like people, situations, and events. The benefit of this fact is that we can change the way we think to feel / act better even if the situation does not change.
Some forms of therapy assume that the main reason people get better in therapy is because of the positive relationship between the therapist and client. Cognitive-behavioral therapists believe it is important to have a good, trusting relationship, but that is not enough. CBT therapists believe that the clients change because they learn how to think differently and they act on that learning. Therefore, CBT therapists focus on teaching rational self-counseling skills.
Cognitive-behavioral therapists seek to learn what their clients want out of life (their goals) and then help their clients achieve those goals. The therapist’s role is to listen, teach, and encourage, while the client’s roles is to express concerns, learn, and implement that learning.
Cognitive-behavioral therapists want to gain a very good understanding of their clients’ concerns. That’s why they often ask questions. They also encourage their clients to ask questions of themselves, like, “How do I really know that those people are laughing at me?” “Could they be laughing about something else?”
Cognitive-behavioral therapists have a specific agenda for each session. Specific techniques / concepts are taught during each session. CBT focuses on the client’s goals. We do not tell our clients what their goals “should” be, or what they “should” tolerate. We are directive in the sense that we show our clients how to think and behave in ways to obtain what they want. Therefore, CBT therapists do not tell their clients what to do — rather, they teach their clients how to do.
CBT is based on the scientifically supported assumption that most emotional and behavioral reactions are learned. Therefore, the goal of therapy is to help clients unlearn their unwanted reactions and to learn a new way of reacting.
Therefore, CBT has nothing to do with “just talking”. People can “just talk” with anyone.
The educational emphasis of CBT has an additional benefit — it leads to long term results. When people understand how and why they are doing well, they know what to do to continue doing well.
If when you attempted to learn your multiplication tables you spent only one hour per week studying them, you might still be wondering what 5 X 5 equals. You very likely spent a great deal of time at home studying your multiplication tables, maybe with flashcards.
The same is the case with psychotherapy. Goal achievement (if obtained) could take a very long time if all a person were only to think about the techniques and topics taught was for one hour per week. That’s why CBT therapists assign reading assignments and encourage their clients to practice the techniques learned.
Call our toll free, 24 hour Utah Treatment Center HELPLINE today at 1-888-576-HEAL (4325). | https://turningpointcenters.com/drug-rehab-programs/cognitive-behavioral-therapy/ |
To apply: 1. Call and schedule a phone interview with Kay Adams. Bring your questions! Are you a licensed psychotherapist? Unlike the study by Lange et al. In addition, writing assignments were reviewed during in-person therapy sessions rather than over the Internet. Similar to the Lange et al.
Participants in structured writing therapy and CBT groups did better than those in a control group, with significant reductions in intrusion, avoidance, depression, anxiety, and dissociative symptoms. No significant differences were found between structured writing therapy and CBT in terms of efficacy. Although writing has been incorporated into psychotherapy for many years, the effects of writing on physical and mental health have only been empirically studied in the last several decades through the development of expressive writing. Most recent meta-analyses have found limited to no benefit of expressive writing, although the number of studies on expressive writing in psychiatric samples is limited.
Cognitive-behavioral writing therapy incorporates expressive writing and CBT. It involves individuals writing narratives about previous traumas, rewriting these narratives using cognitive restructuring, and then sharing revised narratives with others. Cognitive-behavioral writing therapy is a promising therapy and would benefit from further studies exploring the application of this therapy to other psychiatric disorders.
The expressive writing technique was developed to empirically examine whether disclosure of previous adversities and traumas had benefit on physical and psychological health. Although there is mixed evidence, most recent meta-analyses on expressive writing have found minimal to no benefit of expressive writing, although there are limited studies examining expressive writing with psychiatric patients. Cognitive-behavioral writing therapy incorporates expressive writing and cognitive-behavioral therapy to help individuals write narratives of previous trauma, to assist them in altering these narrative using cognitive restructuring, and then to share these narrative with others.
Multiple studies have found cognitive-behavioral writing therapy to be effective for posttraumatic stress disorder. Pennebaker JW : Traumatic experience and psychosomatic disease: exploring the roles of behavioural inhibition, obsession, and confiding.
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Lorenz TA, Pulverman CS, Meston CM : Sudden gains during patient-directed expressive writing treatment predicts depression reduction in women with history of childhood sexual abuse: results from a randomized clinical trial. Smyth J, Helm R : Focused expressive writing as self help for stress and trauma. Smyth JM : Written emotional expression: effect sizes, outcome types, and moderating variables. Psychosoc Med ; 3:doc06 Google Scholar. Clin Psychol Psychother ; — Google Scholar. Baikie KA, Geerligs L, Wilhelm K : Expressive writing and positive writing for participants with mood disorders: an online randomized controlled trial.
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Forget yout Password? If the address matches an existing account you will receive an email with instructions to reset your password Close. Forgot your Username? Enter your email address below and we will send you your username. Back to table of contents. Previous article. Article No Access. But making that decision during writing will benefit your speaking. Healing Expressive writing is a route to healing -- emotionally, physically, and psychologically. James Pennebaker, author of Writing to Heal has seen improved immune function in participants of writing exercises.
Stress often comes from emotional blockages, and overthinking hypotheticals.
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He explains, "When we translate an experience into language we essentially make the experience graspable. Studies have also shown that the emotional release from journaling lowers anxiety, stress, and induces better sleep. Spark Your Creativity Julia Cameron's "Morning Pages" has become the panacea for unlocking creativity amongst anyone and everyone. Our struggle isn't whether we're creative, it's how to let it flow. Her powerful tool is simply to write without thinking -- "stream of consciousness" writing. Beyond overcoming writer's block, stream of consciousness writing brings out thoughts and ideas you never knew you had in you, and loosens up your expressive muscles.
She recommends three pages, done first thing in the morning. Including even one page as part of your journaling will get your creative juices flowing. Self-Confidence Journaling about a positive experience allows your brain to relive it. And reaffirms your abilities when the ugly head of self-doubt appears.
The release of endorphins and dopamine will boost your self-esteem and mood. These reflections can become a catalog of personal achievements that you continue to go back to. As you work to incorporate journaling into your life, remember the elephant is best eaten one bite at a time. Patience and consistency are crucial in forming new habits. Begin writing perhaps three days a week, first thing in the morning or before sleeping.
Thai writes from the intersection of psychology, philosophy, and spirituality.
10 Surprising Benefits You'll Get From Keeping a Journal | HuffPost Life
Reflected in his work is the message that life is not about what you get, but who you become. Follow his work at The Utopian Life. Thai is a writer from Brisbane, Australia. | http://fatuqekygy.tk/tale/learning-self-therapy-through-writing.php |
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A citizen of many places: I was raised in a military family in India. Growing up, I moved between many different parts of that diverse country, then finally migrated to the United States nearly a decade ago. These experiences have shaped my outlook, and help me appreciate people in their unique ethno-cultural backgrounds and life experiences. I strongly believe that each individual has unique strengths. My focus is to identify these strengths, and use them as a foundation in the therapeutic process.
While going through the rigors of academic medicine, and completing medical school in India, I realized that my true calling lay in becoming a therapist. I graduated from Indiana University School of Social Work, and have had the privilege of training in different types of clinical settings.
My approach to therapy is consolidative and person-centered, including principles of Mindfulness, Cognitive-Behavioral Therapy, Systems and Relational-Cultural Approaches. Some of the therapeutic modalities I utilize include Dialectical Behavior Therapy (DBT), Cognitive Behavioral Therapy (CBT), and Motivational Interviewing. I have experienced the benefits of Mindfulness Based Stress Reduction (MBSR) personally, and I look forward to sharing the principles of this philosophy during our sessions. I also like to discover creative methods that are specific to each of my clients that often incorporate working with art, crafts, or other modalities based on the unique interests of my clients.
My clinical interests lie in working with adults experiencing mood disorders, anxiety, depression, panic attacks, bereavement and obsessive-compulsive disorders. Young adults are a particularly vulnerable population and based on my prior experience, I am comfortable working with adolescents struggling with issues related to addiction, dual diagnosis as well as issues involving self-esteem, coping skills, bullying and significant life transitions.
Another one of my keen interests is in women’s issues, such as peri-partum mental health, infertility, chronic illnesses, and relationship issues. My background in medicine allows me to see these in the context of the medical diagnoses from which they can arise.
Being an immigrant myself, I understand the issues that arise around the process of acclimatization to a significant change in your life.
I am culturally conscious, perceptive and provide a welcoming environment for clients of all ethnicities, race, religion, gender and sexual preferences/orientations.
In order to make these services more accessible, I provide some Saturday and evening hours.
Anxiety, Depression, Panic Attacks, Bereavement, Obsessive-Compulsive Disorder (OCD)
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Mindfulness Practices, Cultural Competence in Acclimatization, Life Transitions
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Adolescents
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Master of Social Work - Indiana University
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Georgia Society for Clinical Social Workers
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Scholarships for reduced fee limited to availability, and dependent upon income. | https://www.thepeacefulplacellc.com/mugdha-joshi-valsangkar-lmsw |
Cognitive behavioural therapy (CBT) is a complex and evolving model of treatment that has been developed for and applied to a wide range of mental and physical problems and disorders.
CBT's flexibility as a model can also make it a difficult technique to master.
To be an effective cognitive behavioural therapist, the practitioner must be able to learn the broad principles related to CBT, and understand how to adapt those principles to his or her varied clients.
Intended as a stand-alone companion to the APA video series of the same title, this book brings together three esteemed leaders and trainers in the field to elucidate the key principles, frameworks, and therapeutic processes that are used by effective cognitive behaviour therapists.
In engaging language, this slim and approachable volume follows the typical sequence of delivering CBT to a client, with chapters focusing on assessment, case conceptualizations, core beliefs, behavioural strategies, problem-solving strategies, cultural responsiveness, and techniques to address distorted thinking.
Featuring illustrative hypothetical cases and discussion of cutting-edge research, this book will give therapists a rich understanding of the various methods, approaches, and ideas that drive modern CBT. | https://www.hive.co.uk/Product/Amy-Wenzel/Cognitive-Behavioral-Therapy-Techniques-and-Strategies/19375038 |
According to the World Health Organization, mental and behavioral health disorders are a global public health concern that affects more than 70 million people at one point in life. This estimate contributes to approximately 10% of the global disease burden and is expected to increase by the year 2030 (David et al., 2018). In the United States, behavioral and mental disorders affect close to 50 million adults. However, despite the high prevalence, highly recognized therapies are effectively being used to alleviate this problem resulting to improved health outcomes. The best examples of therapies being used are: cognitive behavioral therapy and rational emotive behavioral therapy Assignment 1: CBT Versus REBT Essay.
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Cognitive behavioral therapy is a treatment approach used to manage people with different mental and behavioral health problems based on thoughts, behavior, and emotions. In comparison, rational emotive behavioral therapy emphasizes on rational thinking for the development of healthy expressions and emotional behavior. This paper discusses the similarities and differences between the two behavioral therapies and how the differences might impact my clinical practice as a mental health counselor. To add on, I will discuss the version of cognitive behavioral therapy I would use with clients with supporting reasons Assignment 1: CBT Versus REBT Essay.
Similarities
Cognitive behavioral therapy and rational emotive behavioral therapy use theories which are founded from the ABC model. Therefore, the two therapies have similar beliefs in terms of development and maintenance of psychopathology (Brown & Gaudiano, 2013). To add on, the practical applications of both CBT and REBT are the same more so in terms of organization and interrelations of beliefs which may either be labeled as irrational or dysfunctional. The last similarity is that the major notions of CBT and REBT uphold that human behavior and emotions are highly dependent on individual beliefs, ideas, thinking and attitude and not by the sole occurrence of events. Therefore, for behavioral and emotional change to occur, one has to change his/her thinking.
Differences
A major difference between CBT and REBT is that REBT addresses the irrational thoughts and philosophical basis of emotional disturbance based on a client’s personality, which results to solutions that involve unconditional self-acceptance. On the contrary, CBT addresses irrational thoughts based on a client’s disorder through reinforcement of positive qualities which leaves many pitfalls in case of a client’s poor performance (David, Lynn & Ellis, 2010). CBT insists on psychoeducation as an early vital component of treatment while REBT is highly reliant on psychoeducation in the entire period of treatment.
With regards to the therapeutic relationships, CBT emphasizes on having a high-quality therapeutic relationship for good treatment outcomes whereas REBT does not recognize the necessity of a therapeutic relationship. In terms of reasoning, CBT utilizes inductive reasoning by laying emphasis on inferential thinking. In contrast, REBT maximizes on deductive thoughts with a focus on evaluative reasoning (Sapp, 2014). Generally, these differences would help to gauge the best case practice scenarios that one therapy may be well suited to adequately address a client’s needs as in comparison to another for a mental health counselor.
The Version of Cognitive Behavioral Therapy I Might Use With Clients
The version of Cognitive Behavioral Therapy that I might use with clients is Dialectical Behavioral therapy. This form is highly reliable in being able to identify the triggers which result to negative tendencies and thoughts such as self-harm, suicidal thoughts and drug abuse (Craske & American Psychological Association, 2017). It also provides a mental health counselor with a framework for identifying the irrational and dysfunctional behavior in a client and the tools that can effectively be used to counteract it Assignment 1: CBT Versus REBT Essay.
Conclusion
From this discussion on the similarities and differences between REBT and CBT, it is rather evident that the latter is more advantageous as compared to the former. A perfect example is in the management of self-esteem, the establishment of a therapeutic relationship and thinking style. With this knowledge, mental health counselors are able to apply the most effective therapies depending on a client’s needs.
References
Brown, L., & Gaudiano, B. (2013). Investigating the similarities and differences between practitioners of second-and third-wave cognitive-behavioral therapies. Behaviour Modification.
Craske, M. G., & American Psychological Association,. (2017). Cognitive-behavioral therapy.
David, D., Cotet, C., Matu, S., Mogoase, C., & Stefan, S. (2018). 50 years of rational‐emotive and cognitive‐behavioral therapy: A systematic review and meta‐analysis. Journal of Clinical Psychology, 74(3), 304–318.
David D., Szentagotai A., Lupu V., & Cosman D. (2013). Rational emotive behavior therapy, cognitive therapy, and medication in the treatment of major depressive disorder: a randomized clinical trial, posttreatment outcomes, and six‐month follow‐up. Journal of Clinical Psychology, 64(6), 728–746.
David, D., Lynn, S. J., & Ellis, A. (2010). Rational and irrational beliefs: Research, theory, and clinical practice. New York: Oxford University Press.
Sapp, M. (2014). Cognitive-behavioral theories of counseling: Traditional and nontraditional approaches. Springfield, Ill: C.C. Thomas Assignment 1: CBT Versus REBT Essay . | https://fastnursingessays.com/cbt-versus-rebt-essay/ |
The aim of this study was to assess the efficacy of self-hypnosis in a therapeutic education program (TEP) for the management of chronic pain in 26 children aged 7 to 17 years. Outcomes of the study were a total or a partial (at least 1) achievement of the therapeutic goals (pain, quality of sleeping, schooling, and functional activity). Sixteen patients decreased their pain intensity, 10 reached all of their therapeutic goals, and 9 reached them partially. Self-hypnosis was the only component of the TEP associated with these improvements. The current study supports the efficacy of self-hypnosis in our TEP program for chronic pain management in children.
A Nonrandomized Comparison Study of Self-Hypnosis, Yoga and Cognitive-Behavioral Therapy to Reduce Emotional Distress in Breast Cancer Patients
The authors asked breast cancer (BC) patients to participate in 1 of 3 mind-body interventions (cognitive-behavioral therapy (CBT), yoga, or self-hypnosis) to explore their feasibility, ease of compliance, and impact on the participants’ distress, quality of life (QoL), sleep, and mental adjustment. Ninety-nine patients completed an intervention (CBT: n = 10; yoga: n = 21; and self-hypnosis: n = 68). Results showed high feasibility and high compliance. After the interventions, there was no significant effect in the CBT group but significant positive effects on distress in the yoga and self-hypnosis groups, and also on QoL, sleep, and mental adjustment in the self-hypnosis group. In conclusion, mind-body interventions can decrease distress in BC patients, but RCTs are needed to confirm these findings. | https://ijceh.com/hypnosis/sleep |
About Samantha “Samii” Gabriel
I utilize various modalities in my approach including Relational-Cultural Therapy (RCT), Cognitive-Behavioral Therapy (CBT), strengths-based, and mindfulness. I also enjoy implementing art therapy-related techniques or activities in the therapeutic process. My goal is to provide a space that is compassionate and non-judgmental for you to feel safe in sharing your story. I believe in creating a collaborative and supportive environment of mutual growth and empathy with you as we work towards creating a plan that is specific for your needs and aligns with your values. | https://elitedna.com/team/samantha-samii-gabriel/ |
Timothy is a Licensed Professional Counselor, Registered Play Therapist, and National Board Certified Counselor. He has earned his Bachelor of Arts in Psychology from Georgia State University, Master of Education in School Counseling from Georgia State University, as well as his Education Specialist in Counselor Education with an emphasis in Play Therapy from the University of Mississippi.
Timothy has more than seven years of mental health experience working with children, adolescents, and adults. Timothy’s primary goal with clients is to help them to navigate various life experiences that interfere with their ideal quality of life. To do so, Timothy utilizes an integrative approach to therapy that is primarily informed by Adlerian Therapy and supported by Cognitive-Behavioral Therapy (CBT). He finds that the therapeutic relationship is essential to creating a warm and safe environment. Timothy believes that this allows for client collaboration and therapeutic techniques to be effectively used to promote both growth and resilience within his clients. | https://growcounseling.com/team/timothy-irving/ |
Dr. Triston Wong is a board-certified adult psychiatrist who emphasizes a collaborative approach and strong therapeutic alliance in the treatment of psychiatric conditions.
Though his practice focuses on medication management, Dr. Wong advocates for a holistic approach to treatment. He may incorporate elements of various psychotherapies, including supportive, cognitive-behavioral (CBT), and insight-oriented therapy. At times, Dr. Wong may believe that additional therapy is needed for the best outcome and recommend that you bring a dedicated therapist into your care team.
Dr. Wong completed his undergraduate studies at Tulane University. He received his medical degree from Louisiana State University New Orleans School of Medicine, then completed his residency training in general psychiatry at Thomas Jefferson University Hospital in Philadelphia, PA.
Dr. Wong has experience working with patients of widely varying backgrounds and socioeconomic statuses. He works primarily with adult patients struggling with depression, anxiety, trauma, and grief. | https://www.talkiatry.com/team-members/triston-wong-md |
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