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Address the family members you are serving tea to in kinship terms, and hand them the teacup with both hands. When serving, you must say, “[kinship term], please drink the tea.”
How do you set up a Chinese tea ceremony?
- Step 1: Prepare Tea Set.
- Step 2: Rinse Teapot and Teacups.
- Step 3: Heat Water.
- Step 4: Put Tea Leaves into Teapot.
- Step 5: Wash Tea Leaves.
- Step 6: Brew Tea.
- Step 7: Pour Tea Soup into Tea Cups.
- Step 8: Offer Tea Cups.
What is a traditional Chinese tea ceremony?
A tea ceremony is a Chinese tradition wherein the bride and groom serve tea to their respective families, including parents, grandparents, aunts, and uncles, and other esteemed elders. The couple receives well wishes and gifts, and it’s an act of welcoming either the bride or the groom, thereby unifying both families.
How much do you give for a Chinese tea ceremony?
You should allocate 4 cups per couple you serve (or 2 cups per person you serve) and have enough tea to make 3 pots of tea.
How long is a Chinese wedding tea ceremony?
On average, it should take about 3-4 mins for a single person or 6-8 minutes for a pair. Do the math and add an extra 15-20 minutes on top of that to get the total time to budget for the tea ceremony.
Do I need to kneel for tea ceremony?
You need to kneel while serving the tea. You may even kneel with your heads touching the ground as a sign of respect. Some couples choose to do this only for their parents while serving the tea, but this is something that will need consensus with their families.
What parents say during tea ceremony?
For example, the groom will offer to his dad first, “Father, please drink the tea”. After drinking the groom’s, the bride will then offer to the dad also saying, “Father, please drink the tea”. Next the groom will serve his mom, “Mother, please drink the tea”.
How do you incorporate Chinese tea ceremony at a wedding?
Traditionally, the wedding tea ceremony is hosted the morning of the wedding at the groom’s home and then in the afternoon at the bride’s home. Couples nowadays typically combine these into one tea ceremony, held in the morning. The groom’s family gets served tea first, and then the bride’s.
Who pays for a Chinese wedding?
Traditionally, the groom’s family pays for most of the wedding expenses, including the wedding rings, ceremony, and the Chinese wedding banquet.
What do you wear for tea ceremony?
In the case of tea ceremony, usually a plain or undecorated kimono is worn. Patterns are acceptable as long as the kimono is not flashy. For men, hakama are worn. White split-toe socks are worn by both men and women, and are taken off and changed out before heading into the tea ceremony room.
Why do people tap their fingers when pouring tea?
Light finger tapping is an informal way to thank the tea master or tea server for tea. While or after one’s cup is filled, the receiver of the tea may tap the index and middle fingers (one or more in combination) to express gratitude to the person who served the tea.
Can guests wear red to a Chinese wedding?
Just as donning an all-white dress to a Western wedding is frowned upon, wearing red is best avoided at a Chinese wedding. The bride will change into a red dress at some point in the festivities, so it’s best not to upstage her.
What should you not bring to a Chinese wedding?
Some items are taboo in Chinese wedding culture, such as clocks and knives. “Clock” in Chinese is “钟”, which indicates death and ending. Kitchen knives, even though they sound like a practical wedding gift, are considered bad-luck items to give because knives are related to blood and death in Chinese culture.
How much money do you give for a 2022 wedding gift?
2022 isn’t much different! We’re seeing the same general amount to give for a wedding gift of cash: anywhere within the $75 to $200 range is the norm. On average, most wedding guests give a gift of around $150 to $160 as a wedding present. According to etiquette experts, though, the minimum amount is around $75.
How much do you put in a red envelope for a Chinese wedding?
It is best to note that, as odd numbers are typically associated with funeral donations, the amount of money in red envelopes should be of an even number. The numbers 6 and 8 are considered to mean good luck in Chinese culture, so you’d do well to gift an amount such as 60 Yuan or 80 Yuan.
Who sits at the head table at a Chinese wedding?
The Head Table. Both, the bride and groom, should have one head table each for their families. They should be right in front of the main stage as this is the key position in the room. Usually, the direct family members (grandparents and siblings) and elder relatives, such as uncles and aunts, are at this table.
Who hosts Chinese tea ceremony?
Tea Ceremonies Nowadays Today, many couples choose to show respect to both the bride’s and groom’s families by hosting a tea ceremony for both sides at the same time, instead of hosting two separate ceremonies as in the past. Most families nowadays will organize a common wedding banquet in a hotel or restaurant.
What does the groom wear at a Chinese wedding?
“The groom often wears a Tang Suit, which is typically a long sheath paired with a jacket. The groom’s jacket traditionally is also red and adorned with dragon symbols, the counterpart to the bride’s phoenix,” explains Qiao.
What do parents wear to Chinese tea ceremony?
What should the Mother of the Bride/Groom wear to their son or daughter’s Chinese Wedding Tea ceremony? Since the Mother plays such an important role in the ceremony rundown, you’ll want to go in a dress or more formal pantsuit.
How long are tea ceremonies?
There are countless types; a full-length formal event lasts about 4 hours and includes a meal and two servings of tea. Rooted in Chinese Zen philosophy, the tea ceremony is a spiritual process, in which the participants remove themselves from the mundane world, seeking harmony and inner peace.
Can I wear cheongsam for tea ceremony?
It’s a cultural tradition for brides to wear a cheongsam dress at their Chinese wedding or tea ceremony to honor their heritage. Traditionally, the dress is a red hip-hugging sheath style with symbols of phoenix and dragon embroidery to represent a happy union between the bride and groom.
How much do parents give for tea ceremony?
If you have younger siblings or relatives serving you tea during your tea ceremony, it’s customary to give them an ang bao each. How much you give is up to you, although many tea ceremony ang bao contain smaller amounts. “Any of the auspicious denominations, such as $38, $88, $138, would do,” says June.
What does the tea ceremony symbolize?
The tea ceremony represents purity, tranquillity, respect and harmony and a lot of preparation goes into this important event.
What beverages are typically served at a Chinese wedding?
Baijiu is the traditional drink of choice for Chinese wedding banquets. Baijiu is distilled from fermented sorghum and sometimes other grains. It is a very strong liquor (between 80 and 120 proof) and can be a bit of an acquired taste, so sip carefully.
What are the main Colours used at a Chinese wedding?
Because of this, decorations at Chinese weddings are generally in red, and so is the bride’s dress. Gold is also commonly used, as it portrays wealth and fortune. White, is commonly associated with funerals in old tradition , so not often used. Dark colors, such as black, gray, and dark blue, are also best avoided. | https://erinkrespan.com/what-do-you-say-at-a-chinese-wedding-tea-ceremony/ |
"Red Envelope" redirects here. For the loot, see Red Pocket Envelope.
The Red Envelope Mouse is an Event Mouse found during the annual Lunar New Year event.
Information on how to locate and capture the Red Envelope Mouse can be found on the current Lunar New Year location page.
12 February 2010: The Red Envelope Mouse was introduced as part of the Heart of the Tiger.
The amount of points (888) awarded on catching a Red Envelope Mouse, and the amount of gold held in the loot drops (222 and 888), reflects the belief that the numbers eight and two are "lucky" in Chinese culture; a sequence of a "lucky" number is considered even more favorable!
"There is a tradition among the mice who participate in the Lunar New Year celebrations. Some mice exchange red envelopes with each other, filled with gold that they have looted from poor, unsuspecting hunters. Red boxes, red envelopes? Coincidence? We think not."
This page was last edited on 8 February 2016, at 21:24. | https://mhwiki.hitgrab.com/wiki/index.php/Red_Envelope_Mouse |
image via http://www.hchq.biz/
My kids' favorite part of our Chinese New Year celebration certainly includes receiving Red Envelopes from Mom and Dad, aunts and uncles and grandparents too. According to wikipedia the red envelope is a symbol of good luck and good fortune and usually contains money in even numbers (except the number "4" which tone is similar to that of "death").
Our family traditions include giving red envelopes (or Lai See) only to younger children or siblings who are not married. We also ask the children to tell the adult who is giving them the envelope "Gung Hay Fat Choy" (Happy New Year in Cantonese) and accept the gift with both hands. It's almost like our second Christmas. | http://www.redroko.com/2009/01/15-minutes-know-it-red-envelope.html |
Here is a list of things Chinese may do around the Chinese New year.
1. Preparation
Usually the preparation starts a month before the New Year. Chinese families give their home a thorough cleaning, known as “spring cleaning”. It’s believed the cleaning sweeps away bad luck of the past year and makes their homes ready for good luck. Brooms and dustpans are put away on the first day so that good luck cannot be swept away.
The preparation also includes decorating the house, buying new clothes and firecrackers, preparing enough food for at least one week. The decorations are highly symbolic with a lot of lucky words, printed paintings and red colours everywhere. Everyone gets a haircut before the New Year. So everything and everyone looks new and fresh on the New Year.
2. Reunion Dinner
The New Year’s Eve is the time for families. People, who work in the other cities, will come back home before New Year’s Eve for the reunion dinner. During the meal, everyone will drink a little liquor or wine, which symbolizes longevity since liquor, Jiu in Chinese, has the same pronunciation as longevity.
For traditional food Chinese people will have during the New Year, you can find out more details in the post of What do Chinese eat during the Spring Festival?
3. Firecrackers
Firecrackers are usually strung on a long fused string so it can be hung down. Each firecracker is rolled up in red papers, as red is auspicious, with gunpowder in its core. When the clock rings to announce the arrival of the New Year, people set off fireworks at almost the same time, creating a thunderous sound.
4. Spring couplets
It has been a long-preserved custom over thousands of years for the Chinese people to celebrate the Spring Festival by hanging up spring couplets, we called Chunlian in Chinese, which express the good wish for a peaceful and happy new year. It consists of two lines and a horizontal scroll written on vertical strips of red paper in the best calligraphic style one can muster. The first line is posted on the right side of the front door, the second line is posted on the left side. And the third horizontal piece will be posted over the door.
5. Door-god Portraits
Besides spring couplets, door-god portraits may also be put up on the doors of Chinese families during the Spring Festival. In addition, it is also common to hang up calligraphic writings of the Chinese characters for “spring”, “wealth”, and “blessing”. Some people tend to invert these writings when hanging up because, in Chinese, the characted for “inverted” has the same pronunciation as “arrive”, thus signifying that spring, wealth or blessing has arrived.
6. Red packets
Giving red packets, called Hongbao in Chinese, is another tradition during the Chinese New year. A red packet is simply a red envelope with money in it, which symbolizes luck and wealth. Red packets, also know as Ya Sui money, are passed out from married couples or the elder to unmarried juniors.
Generally speaking, a married person cannot turn down a child’s request for a red packet, otherwise it means that this person would be out of luck in the new year. The amount of money in the red packets may vary, but it should be of even numbers.
7. New Year Greetings
The Chinese New Year is also the time for socializing. People usually wear new clothes and go out to visit their relatives, friends and neighbours. When they meet, they usually greet each other with auspicious words, such as “Happy New Year” (guo nian hao, or xin nian kuai le in Chinese). Remember this one and try it when you come to China next time during the Spring Festival, people will think, WOW, you are brilliant!
Related articles:
What is Chinese Spring Festival? | http://www.chinatravelpage.com/what-do-chinese-do-during-the-spring-festival |
Numbers in different context mean different thing in feng shui. Definitely “4” doesn’t means death or 2, 5 represent sickness. Neither 3, 6 and 8 are absolute lucky numbers in feng shui context. If feng shui is to stood so low playing on 数字谐音 tone syllable then it is not authentic feng shui principles.
Numbers in auspicious chinese name
Numbers when use for auspicious chinese name calculation of stroke mean different elements. In name reading formula 1,2 are wood, 3,4 fire, 5,6 earth, 7,8 are metal and 9,0 water. Odd number are “yang” element and even “ying” element. The number of stroke in auspicious name calculation is to supplement a person’s five elements imbalance or avoid certain elements. In addition the sum of numbers is either auspicious or unlucky. Examples of lucky numbers are 1, 3, 5, 6, 7, 8… lucky and Number 2, 4, 9, 10 are bad…
The 10 numbers also represent heavenly Stem 天干 in Bazi study 甲 jia wood 1乙 yi wood 2 丙bing fire 3 丁 ding fire 4 戊wu earth 5 己ji earth 6 庚geng metal 7 辛xin metal 8 壬ren water 9 癸gui water 10.
Matching floor level are irrelevant in feng shui home or office
If numbers are used in 河圖洛書 Luo Shu formula number representations take on a totally new meaning. From picture numerals are extracted from the abdomen of a “tortoise”. These numbers are used to calculate five elements for different floor levels. Most feng shui masters in Singapore will then choose floor level “element” to match your Gua Number 卦命 OR Bazi 八字 favourable elements. The configurations are:
一六共宗水，二七同道火、三八為朋木、四九為友金、五十共守土
1,6 storey or floor level is water e.g. 11th, 16th, 21st, 26th
2,7 storey or floor level is fire. e.g. 12th, 17th etc are fire element.
3,8 storey or floor level is wood
4,9 storey or floor level is metal
5,0 storey or floor level is earth
After telling you are these theories, please forget all the formulas. Please allow me to explain. The main reason is in today’s high rise buildings it is impossible to tell what floor level that you stay in. Should you consider basement carpark beneath your block? Do you add or subtract the levels of basement car park to derive which floor you stay in.
Number 4 does not means death, 8 does not represent prosperity
Due to the mandarin and cantonese pronunciation, number 4 四 (si) sounds like death 死 (si). There is no basis to use 谐音 tone syllable in feng shui nor bazi.
Mobile or Car plate numbers in feng shui are irrelevant
Some people were advised by feng shui masters to pay an obscene amount of money for these numbers 8888 or 3838. As explained there are no feng shui formulas to back up this claim.
There are some who practices using numbers in NRIC and Birth cert to calculate destiny of a person which is also bull crap.
Numbers in San Yuan feng shui flying star mean different things
Gua numbers 卦 or flying star numbers are used in feng shui home or business calculations. The representations from 洛书紫白九星 feng shui formula are:
1 白 is water element represent 桃 花 官星 romance and status 坎卦
2 黑 is earth element 病 符 sickness 坤卦
3 碧 is wood element 事非 bad-mouthing and quarrelsome star 震卦
4 绿 is wood 文 昌 education 巽卦 academic pursue, mental clarity
5 黄廉贞星 戊己大煞 都天大煞 earth element the worst of the flying star which represents death, disaster, cancer, poison, any bad things that you can even imagine!
6 白 武 曲 權威、正義 is metal element career authority some interpret as windfall wealth 乾 (qian) 卦
7 赤 破军星 is metal element represent lawsuits and burglary 兑卦
8 is earth 財 星 wealth because of the current period and also because 1,6,8 in flying stars are consider to be auspicious 艮卦
9 is fire element 喜 慶 星 it represents celebrations, 姻缘 marriage relationship, good events like promotion, which is also the forthcoming auspicious energies 离卦
While it is important to pay attention to minor details to improve home or business feng shui, it is equally important to stay objective dealing with these misrepresented feng shui concepts. To believe house numbers can create havoc in your life such as sicknesses, disaster or death is just far-fetch. If this is true nobody will stay in 4th, 14th or 24th floor.
Western numerology study different from Chinese Feng Shui
For example, if your house number is 14, which adds up to single digit 5 and tendencies of this number is change, resourcefulness and adventure.
These are numbers and what it represents:
• 0 – nothingness, potential, empty
• 1 – unobstructed, new beginnings
• 2 – balance, choice, cooperation
• 3 – creativity, family, self-expression
• 4 – stability, grounding, security
• 5 – change, resourcefulness, adventure
• 6 – calm, patience
• 7 – contemplation, self-evaluation, solitude
• 8 – infinity, abundance, success in business
• 9 – highest number, accomplishment, attainment.
Numbers in conclusion base on feng shui calculation
To believe that 1, 6 or 8 for home address unit number, mobile number, car plate number, bank account number associated with auspicious energies is ridiculous. One can conclude these so call lucky “energies” from numerals are really minor in comparison to the entire Universe. Feng shui is definitely not about trivial things such as 4 light bulb emit bad energy.
Is number 8 necessary means lucky and 4 means death
The number 8 is highly regarded by Chinese as a particularly lucky number. We are currently in the 8th period of the feng shui flying star 2004-2023. Hence if your home water flying star lands on your door entrance, congratulations to you; this is consider to be extremely lucky!
Or if your main door is located at the North-East sector then your home feng shui generally is considered to be lucky because 8 in Gua number is 艮卦 (Gen) 正神方 the most auspicious sector in the 8th period. In the 9th period, Main door located in the South Sector is consider the best and so forth.
Hence it is not number “8” that give off auspicious energies or special cosmic strength. Number 8 is just a representation of certain feng shui symbolism nothing more. E.g. 8 is use to symbolise 艮卦 NE earth element. Some exaggerated feng shui masters will entice you to buy feng shui products with figurine “8” because the Chinese eunication “sound” like fa 发 prosperity . So what happen you are not a Chinese then 8 will not “sound” lucky to you.
Nevertheless Number “8” is associated with 2 elements in feng shui, one is wood because 3,8 combo is wood element. “8” standalone is “earth” element. Some hearsay quoted that China Olympics opening ceremony on 8th August 2008 because “8” is lucky so is 08/08/2008. OMG. In feng shui date selection choosing a strong “day master” is one of the prerequisite NOT numbers.
In Bazi Ming Li classic 八字五言独步 08 August, Day Master is Geng Metal born in Shen Metal month, 庚生申月为建禄格 Geng Metal born in Shen metal month is “wealthy and strong”. This has got nothing to do with the coincidence of “8” appearing on date 08/08/2008! Feng shui discipline originates from China, how is it possible that these great grand masters of feng shui choose a date base on nice numbers? | https://www.fengshuimastersingapore.sg/fengshui-numbers/ |
Envelope addressed to Dr. Keizaburo Koyama at the Santa Fe Detention Station from his wife, Teru Koyama, at Minidoka. Postmarked Oct 4, 1943. In the upper right corner “Internee of War/Free Mail” is written in place of a stamp. The numbers “10-8-43” are written along the top of the envelope in red pencil. Inside is a letter dated Oct 2, 1943, from Teru Koyama. At the bottom of the letter is an "EXAMINED" stamp with the numbers "25-3." In the letter she reminds Kei of the difficulty that she had depositing his check, that she will get her July paycheck sometime this month, and that she gave their son, William, some money. She talks about their daughters' excitement at William leaving. She describes the canteen's fruit selection and the issues she has when she eats certain fruits. She reminds Kei his birthday is coming up and that she and the children will be mailing him a card.
DATE
10/02/1943
LOCATION
OBJECT GENRE
Correspondence
OBJECT FORMAT
Document
TOPICS
CREATORS
PERSONS/ORGANIZATIONS
CONTRIBUTOR
Oregon Nikkei Endowment
PREFERRED CITATION
Courtesy of the Koyama Family Collection, Oregon Nikkei Endowment
RIGHTS
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. | http://ddr.densho.org/ddr-one-5-72/ |
Normally, this letter should be written next week since its subject, the unofficial holiday called “shichi-go-san” (七五三) is supposed to be celebrated on November 15. Still, I decided to transfer it, like the holiday itself gets transferred to the closest weekend or any other day its protagonists (or rather their parents) have time to spare since it involves several time-consuming procedures like dressing the children up in classic Japanese clothing (formal hakama trousers and montsuki kimono for the boys and colorful kimono for the girls), taking them to a Shinto shrine (preferably a famous and prestigious one) for a blessing ceremony and then –or simultaneously- getting their picture taken by a professional photographer. Most parents want a memento from their children’s shichi-go-san because it will always remind them when the children were three, five or seven years old –hence the name: in Japanese, “shichi” means “seven”, “go” means “five” and “san” means “three”.
The choice of odd numbers was not accidental: in Far Eastern cultures, odd numbers are considered auspicious and shichi-go-san started during the Heian Period (794-1185) as a celebration by the imperial court nobles who wanted to rejoice publicly for the fact that their children managed to reach these ages still healthy, since child mortality until after the Edo period (when the custom spread) was tremendously high. This also explains why in shichi-go-san boys celebrate their three and five years and girls their three and seven (usually boys died at a younger age) as well as an expression that some old-timers still remember: nana sai made wa, kami no uchi (七歳までは神のうち) or “until you become seven, you belong to the gods” expressing the unspoken fear of all parents of that time: that until their seventh year, their children were living with one foot in this world and with the other in the next.
Modern-day Japanese have obviously no reason to fear or to think of their children’s seven year as their first adulthood like their counterparts in the Heian, Kamakura, Muromachi or Edo periods did, but their ancestors in the Meiji period saw the tail of this fear’s shadow (child mortality was still high at the end of the 19th century and the beginning of the 20th) and gave this holiday the name and the popularity it still enjoys. And although most of them don’t know that November 15 was chosen because, according to the old calendar, it was the “kishuku-bi” (鬼宿日) or “day the demons don’t go out in the world” of the “kanazuki” (神無月) or “month of the gods” when all deities gather at the Izumo Taisha shrine in Shimane and they certainly don’t think that because their children wear their hakama or kimono for the first time that day they will keep on wearing it, something inside their heads tells them to continue observing the ritual; in a fast-aging Japan, perhaps this “something” is not only a parent’s love but the hope that the country will continue its existence keeping its past alive. | https://www.greecejapan.com/7-5-3/ |
Lunar New Year
In China,
several neighboring countries and the diasporic cultural community around the world, Lunar New Year is one of the most anticipated and celebrated times of the entire year. Each year is marked by one of the 12 zodiac animals. 2023 is the year of the rabbit.
Red is an important color.
Everyone wears red and doorways are decorated with red charms and good luck characters. Firecrackers and loud lion dancers brings more luck and ward off evil
Kids receive ‘hongbao’ (red envelope with money inside)
Families gathering is essential. It is a time for traveling to see all extended family as well as hosting them in your house.
Food that families eat together:
Oranges for ‘good luck’, Fish for ‘abundance’, and Rice balls for ‘unity.’ Often chosen for their auspicious name, with homophonous meanings. | https://www.fairylandsmagictree.org/lunarnewyear |
EdCC Students Ring in the Lunar New Year
Many cultures celebrate Lunar New Year, called as such as it takes its timing from the moon. A difficulty involved in discussing Lunar New Year is the sheer amount of different traditions associated with the holiday. Many students at EdCC grew up celebrating the holiday. Many East Asian cultures celebrate a New Year holiday under different names – Spring Festival, Tết, Seollal, Tsagaan Sar, Losar – they all share some obvious unifying factors, like the time in which they’re celebrated (late January or early February, across several days) and the focus on family. But even within one country traditions may be vastly different.
There are public and private Lunar New Year festivals all over the world, but a lot of the Lunar New Year celebration happens at home. As a New Year holiday, the idea of a fresh clean start seems to be a dominant philosophy. Trúc Nguyen (also known as ‘T’) described all the things her family would do to prepare for the Vietnamese New Year holiday, Tết.
“It’s like a new start, so we need to clean all the dust,” Nguyen describes the before-celebration process. It includes two or three days (up to a week, if you have a big house) of cleaning before the Trúc celebration, along with “buying new stuff, and buying new clothes, and putting up new decorations”. After this week, there’s a tradition to minimize house cleaning time during the holiday. Nguyen remembers her mother saying she doesn’t want to clean away the luck.
Lunar New Year, for many, is a time of reunion. The holiday creates incredible traffic all over East Asia, as everyone holds a family reunion at once. Lunar New Year is sometimes called the greatest annual migration of people, and it’s mostly people leaving the big cities for the rural countryside. Qixiang Duan, a Chinese student at Edmonds, writes that he considers the reunion aspect important because most of the year, family members are scattered in different places. He remembers lighting off firecrackers in his grandma’s yard in the countryside and smelling the smoke, and how nothing made him happier as a child.
Bright colors come to mind when thinking of Lunar New Year, though the use of red is mostly for China and Vietnam, as it is not as popular a color in Korean culture. “We usually use a lot of Chinese decorations,” Nguyen laughs. She also describes beautiful yellow flowers used to decorate in Vietnam. “Yellow is another important color for Lunar New Year because it symbolizes gold and money.” Nyguen says any bright colors are good and to avoid wearing dark ones. Korean people often wear colorful hanbok, traditional Korean clothes, while Chinese people primarily wear red.
Like in any holiday, food plays a vital role. Duan states that for the Chinese New Year there are many traditional dishes, but homemade dumplings are the essence of Chinese New Year food. When asked about food, Nguyen immediately mentions watermelon and green square sticky rice cakes. I was surprised about the watermelon, but she explained that watermelon is red on the inside, a lucky color, and the green rice cakes filled with meat and beans symbolizes the appreciation of the environment and the land’s support.
Older people might have red envelopes for the young ones. Red envelope traditions vary. South Korea notably does not use red colored envelopes, though money is still given during the holidays. Who receives the envelope, who eventually gets the money, and how much money is in them differs based on many factors, but it is usually someone with a steady income giving money to someone without one, most often adults to children. In some places, adult children give to elderly parents as thanks for raising them.
“Children love counting money from the red envelope” Nguyen says. The younger person receives a red envelope in exchange for wishing the older person good luck. “Usually they would keep the money for themselves, but some of them would give it to their mother. . . I always give my lucky money to my mother,” said Nguyen. Both Nguyen and Duan stated that their parents would often end up with the money in the end. Showing respect to elders in various ways is an important part of all Lunar New Year celebrations.
Lunar New Year is a ancient holiday with modern problems, like rising costs and changing roles. “There is something being debated a lot relating to a decision making problem,” writes Duan. “Which sides of family should they be going and spending New Year with.” Some women in China want to choose which family to visit during Lunar New Year, but there are many barriers, such as centuries of tradition and men’s pride. Nguyen thinks in the modern day, people are losing interest in Lunar New Year because people tend to be busier, and work takes priority over family.
Lunar New Year is one of the biggest holidays in the world, and this only covers a small portion of the traditions various cultures associate with Lunar New Year. For instance, in Korea, New Year also celebrates everyone’s birthday! The zodiac plays an important role in many traditions and decorations, and you can look up where your own birth year falls. While you can learn a lot about the holiday from the numerous books, articles and other media out there on the subject, the best way to learn about how people celebrate Lunar New Year is to talk to those who celebrate it. | https://thetritonreview.com/1079/ae/edcc-students-ring-in-the-lunar-new-year/ |
In the Tamil Nadar community, blessings from Ancestors are considered to be sacred and divine. Each family has their ancestors who have been the protectors of the entire family. They are remembered and offered poojas during any auspicious event in the family. The Tamil Nadar matrimony ceremony is full of events in which the blessings of ancestors are sought with utmost attention and sincerity.
Speciality of Padayal Ritual in Tamil Nadar Weddings
There is a separate ceremony solely to gain the ancestral blessings before the newlywed couple begins their life together. This event takes place in both the houses just after the Swami Kumbiduthal or Pooja ceremony. The photos of the ancestors are placed with great care in a clean and special room. The ancestors are worshipped by lighting a kuthuvilakku. The family members get together and prayers are held to ensure that the couple is blessed with all the happiness and joy for a lifetime. The personal belongings of the ancestors like spectacles, pens, books, etc are also placed near the photos. Sandalwood and Kumkum are applied to the photos. For female ancestors, only kumkum is applied.
Procedure
Special offerings called padayal are placed on silver plates. They contain coconuts, fruits, flowers, sandal paste, Kumkum, etc. The ornaments and clothes bought for the wedding purpose are also placed nearby. Banana leaves in odd numbers, filled with food varieties like sweet Pongal, Rava panniyaram and other eatables are offered to the ancestors. The bride and groom pray to their respective ancestors and ask for blessings in every step of their new life.
The Tamil Nadar community beliefs are based on strong faith and trust, that the family prospers upon receiving the blessings of their forefathers. Following such customs is considered to be auspicious and is conducted with pride. Even today, the elders of the family make sure that such customs are practiced where the younger generation obeys and participates wholeheartedly. | https://www.kalyanshastra.com/wedding-rituals/tamil/nadar/pre-wedding-ritual-tamil-nadar-weddings-padayal/ |
Spring Festival ─ What is that?
For Chinese around the world, the New Year begins on Chinese Lunar New Year, not January 1.
Each Chinese lunar year is associated with an animal sign according to the Chinese zodiac. This coming one is the Year of the Dog which begins tomorrow.
Legend has it that Chinese New Year — the first lunar month — started with a mythical beast called Nian which lives under the sea or in the mountains. The character nian means “year.”
Nian would eat villagers, especially children. One year, all the villagers decided to hide from the beast. An old man appeared before the villagers went into hiding and said that he would stay the night and take revenge on the monster.
The old man put up red paper and set off firecrackers. The day after, the villagers came back to the town and found that nothing was destroyed. The villagers then understood that Nian was afraid of the color red and loud noises.
When another new year was approaching, villagers would wear red clothes, hang red lanterns and red scrolls on windows and doors. People also used firecrackers to frighten away Nian. The beast never attacked the village again.
In the days leading to the Lunar New Year celebration, Chinese families give their homes a thorough cleaning. It is believed that cleaning sweeps away the bad luck of the preceding year and makes their homes ready for good luck.
Homes are often decorated with paper cutouts of Chinese auspicious phrases and couplets.
Purchasing new clothing and shoes also symbolize a new start. Any haircuts need to be completed before the New Year, as cutting hair on the day is considered bad luck due to the pronunciation of the word “hair” (fa) and the word for “prosperity.”
Chinese New Year’s Eve
On this most important occasion of the entire year, family members usually gather together to eat nianyefan (New Year’s Eve dinner).
The venue will usually be in or near the home of the most senior member of the family. The dinner is large and sumptuous. Traditional dishes include meatball and fish.
Most reunion dinners, particularly in the south, also feature specialty meat such as wax-cured meats like duck and Chinese sausage and seafood — lobster and abalone — that are usually reserved for this and other special occasions.
In most areas, fish (yu) is included, but not eaten completely.
The remainder is stored overnight, as the Chinese phrase “May there be surpluses every year” (niannianyouyu) sounds the same as “Let there be fish every year.”
Eight individual dishes are served to reflect the belief of good fortune associated with the number. If in the previous year a death was experienced in the family, seven dishes are served. Several foods are consumed to usher in wealth, happiness and good fortune.
Red envelopes
Red packets, known as hongbao, are gifts presented at social and family gatherings such as weddings, birthdays or holidays like Chinese New Year.
Red symbolizes good luck and wards of evil spirits, and the red packets are sometimes distributed during the reunion dinner. They often contain money in certain numbers that reflect good luck and honor.
Traditionally, red envelopes are passed out by married couples or the elderly to unmarried juniors. It is also common for adults or young couples to give red packets to children.
Red packets can vary from several dozen bucks to several hundred.
Custom holds that the amount should be an even number.
Red envelopes are kept under the pillow and slept on for seven nights after Chinese New Year before opening because that symbolizes good luck and fortune.
First day
The Chinese New Year’s Day is for welcoming the deities of the Heaven and Earth, officially beginning at midnight of the New Year’s Eve. Traditionally it is to light fireworks, burn bamboo sticks and firecrackers and to make as much of a din as possible to chase off the evil spirits. But now many regions across China, including Shanghai, have banned firecrackers and fireworks due to pollution and safety concerns.
Most importantly, the first day of Chinese New Year is a time to honor the elderly, and families visit the oldest and most senior members of their extended families, usually their parents, grandparents and great-grandparents.
Second day
The second day of Chinese New Year is known as kainian, or “beginning of the year” (开年).
Married daughters visit their parents, relatives and close friends. Some believe the second day is also the birthday of all dogs and remember them with special treats.
Third day
The third day is Chigou’s Day (chigou meaning “red dog”), an epithet for the God of Blazing Wrath.
Rural villagers continue the tradition of burning paper offerings over trash fires. It is considered an unlucky day to have guests or go visiting.
Hakka villagers in rural Hong Kong in the 1960s called it the Day of the Poor Devil and believed everyone should stay at home. This is also considered a propitious day to visit the temple of the God of Wealth and have one’s future told.
Fifth day
This day is the God of Wealth’s birthday. In northern China, people eat jiaozi, or dumplings. It is also common for people to set off firecrackers to get Guan Yu’s attention, thus ensuring his favor and good fortune for the new year.
Guan Yu is widely referred to as Lord Guan, while his Taoist title is Holy Emperor Lord Guan.
Temples and shrines dedicated exclusively to him can be found across China and other places with Chinese influence such as Vietnam, South Korea and Japan.
Guan is also worshipped as the Door God in Chinese and Taoist temples, with portraits of him being pasted on doors to ward off evil spirits.
Seventh day
The seventh day, traditionally known as renri (the common people’s day), is when everyone grows one year older.
In some overseas Chinese communities in Southeast Asia, such as Malaysia and Singapore, it is also the day when tossed raw fish salad, yusheng, is eaten for continued wealth and prosperity.
Eighth day
Another family dinner is held to celebrate the eve of the birth of the Jade Emperor, the ruler of Heaven.
People used to return to work on the eighth day, therefore store owners would host a lunch/dinner with their employees, thanking their employees for the work they had done for the whole year.
Ninth day
This is the day to offer prayers to the Jade Emperor in the Taoist pantheon.
This day, called Ti Kong Dan, is especially important to Hokkien, even more important than the first day of the Chinese New Year.
15th Day
This day is celebrated as the Yuanxiao Jie, or the Lantern Festival.
Rice dumplings, or tangyuan, a sweet glutinous rice ball brewed in a soup, are eaten on this day. Candles are lit outside houses as a way to guide wayward spirits home. Families walk the street carrying lighted lanterns.
In China, Malaysia and Singapore, this day is further celebrated with individuals seeking a romantic partner, akin to Valentine’s Day.
Normally, single women wrote their contact number on mandarin oranges and throw it in a river or a lake while single men would collect them and eat the oranges.
The taste was an indication of their possible love: Sweet represents a good fate while sour represents a bad fate.
This day often marks the end of the Chinese New Year festivities. | https://www.shine.cn/feature/art-culture/1802150267/ |
Monday, Feb. 29 is Leap Day, a day that is periodically added to the Gregorian calendar to even out the situation caused by having the typical 365-day year fall a little short.
A standard year is 365 days, 5 hours, 48 minutes and 45 seconds or, roughly, 365 1/4 days.
The very ancient Romans marked a 10-month year starting in what we call March. Winter had no months. But in 713 B.C., a king noticed that this was clumsy and added January and February. Odd numbers of days were considered auspicious but didn't add up, so February wound up with 28 days. Sometimes, at the direction of priests, they added another month, Mercedonius. It was a mess.
The Romans later attempted to clean this up, instituting a calendar that called for a leap day every three years. This meant, however, that 43 B.C. was 455 days long.
In 1582, Pope Gregory instituted the
Gregorian calendar, calling for a leap day every four years on February
29. It also required "losing" three days every 400 years, which means
years ending in 00 don't have a leap day. Except every 400 years, when
they do. | https://www.chron.com/life/slideshow/9-facts-about-Leap-Day-125584.php |
As the new decade rolls around, we enter the year of the rat. If you are amongst the rat-born, what does this mean? According to the Chinese zodiac your element is water, you are more yin than yang, the eleventh lunar month is your lucky lunar month, your lucky numbers are 2,3,6, and 8, your lucky flower is a lily, your lucky colours are gold, blue, and green, and your lucky season is winter.
However, there are unlucky elements as well. Beware the numbers 4,5, and 9, and watch out for yellow and brown, these are your unlucky colours.
In good literary company
Your are also amongst one of the most literary of annual animals, with the year of the rat having given birth to William Shakespeare, TS Eliot, and their obvious companion Richard Simmons, producer and presenter of the Sweatin' to the Oldies series of home aerobics videos.
How is the new year celebrated?
Over thousands of years, the Spring Festival is filled with traditions, many of which remain today.
Family reunion dinner
The New Year's eve is also called the reunion dinner. Its routes go back to the Northern and Southern dynasties 386 to 589. Because, in the bitter northern winter, people their often ate the meal seated round a hot pot set in the middle of the table, it was also called the "Wei Lu" (people eating around the stove). In the south, fish and soup are typical New Year's eve dishes.
Seating also has a strict precedence during this meal. Honored guests should be placed at the left or eastern side, and the host or most honored guest should sit facing the door. If guests are invited, the chief seat should be for the most honored guest. No one should sit down or eat before the chief guest or the eldest.
Don't take water from the well
During the Spring Festival, there is a taboo regarding taking water from wells. People who have a well should seal the well with a wooden cover before dusk, burn incense and offer cakes for worship. After three days the well can be opened again.
Ancestor worship
Revering ancestors is a key part of Chinese New Year's eve. In many regions of China, when food has been prepared, parents burn incense and lead the family in honoring their ancestors. In some rural areas in northern China, people also burn paper money for their ancestors. Incense might be burned in front of the ancestors' portraits, and wine and food put down, while the family holds a grand ceremony to express respects to ancestors and pray for the future of the family. Following this, the family holds it New Year’s Eve dinner together.
Gifting Money to Children
Adults will often give children gifts of money in red envelopes. Other gifts for children include fruit such as oranges and litchi, which are placed on the children's pillows. These fruits are significant because their names sounds like "Ji Li" ("auspicious") in Chinese, so are a symbol for wishing children good luck.
Treading on sycees
A sycee was a type of gold or silver ingot used in China until the end of the Qing dynasty in 1911. Their standard boat shape is still seen as symbolic of wealth today. People sometimes make a "treasure bowl" of these gold ingots made out of sesame stems with yellow paper. The sesame stems symbolise fortune rising like sesame blossoms on the stems. The, the whole family then tread the treasure bowl until it is crushed. Because "crush" in Chinese sounds like the word for year "sui", it symbolises the family being brought prosperity, the blessings, and hope in the New Year.
Pasting couplets on doors
Spring Festival couplets, two lines of poetry, are hung written in large characters on red paper (red symbolising luck and good fortune) and hung on doorways usually on the morning of New Year’s Eve. Some of the earliest couplets appear in documents unearthed at the Mogao Caves in Gansu, which were constructed between fourth and fourteenth centuries, and date back to the Tang Dynasty which ruled China from 618-907. The custom became especially popular during the later Ming Dynasty (1368-1644).
Posting New Year Paintings
New Year paintings, as well as Spring Festival couplets, originated from the worship for "door gods". By the merit of carved plate printing, New Year paintings further expand its content from only the "door gods" to the god of wealth. Gradually, they developed more contents and themes in colored New Year paintings , such as, "Gods of Luckiness, Fortune and Long-live", " Blessing from Gods", "An abundant harvest of all crops", "Abundant domestic animals", "Spring blessing", in order to satisfy people's pray to happiness.
Pasting paper cut-outs on windows
The art of creating intricate designs from a single piece of paper first appeared in China in the 600s. These days the designs are often known as Chuang-hua or window art. During Chinese New Year, people paste these cut outs on windows. They come in a huge range of designs usually made from red paper depicting auspicious items.
Pasting up the character "Fu"
The character meaning fortune or blessing is often pasted on doors for good luck.
Home at midnight
Following the dinner, it is traditional to be home by midnight. Families stay up till midnight then set off firecrackers to welcome in the New Year.
Firecrackers
The origins of firecrackers are buried deep in myth and folk stories now. One of the most popular is that these were originally created to scare away an evil dragon that would come down to villages and steal children. These days they are seen as a noisy and fun way to usher in a year of good fortune and luck. | http://www.chongqinglifeguide.com/web/wenzhang.aspx?cId=132521405049655037 |
Professional staff positions will be classified in accordance with the ANU Officer or Senior Manager structures as set out in this Schedule. Positions will be classified at the level which most accurately reflects the work performed by the staff member as required by the University, taking into account the skills and responsibilities required to perform that work. Determination of the classification of ANU Officer positions levels 1 to SM1 will be based on the primary descriptors set out in S5.2, in conjunction with the secondary descriptors for each of the ANU classification streams described in S5.3.
The classification of Senior Manager (SM) positions will be determined by the primary descriptors set out in S5.2.
The minimum salary entitlement of professional staff, and certain other employment conditions as set out in this Agreement, will be determined by the classification of the staff member’s position.
The descriptors in this part are the primary work level descriptors for each of the ANU Officer and Senior Manager levels.
Close supervision: Clear and detailed instructions are provided. Tasks are covered by standard procedures. Deviation from procedures or unfamiliar situations are referred to higher levels. Work is regularly checked.
Routine supervision: Direction is provided on the tasks to be undertaken with some latitude to rearrange sequences and discriminate between established methods. Guidance on the approach to standard circumstances is provided in procedures, guidance on the approach to non-standard circumstances is provided by a supervisor. Checking is selective rather than constant.
General direction: Direction is provided on the assignments to be undertaken, with the occupant determining the appropriate use of established methods, tasks and sequences. There is some scope to determine an approach in the absence of established procedures or detailed instructions, but guidance is readily available. Performance is checked by assignment completion.
Broad direction: Direction is provided in terms of objectives which may require the planning of staff, time and material resources for their completion. Limited detailed guidance will be available and the development or modification of procedures by the staff member may be required. Performance will be measured against objectives.
Year 12: Completion of a Senior Secondary Certificate of Education, usually in Year 12 of secondary school.
Trade certificate: Completion of an apprenticeship, normally of four years duration, or equivalent recognition, e.g. Certificate III.
Post-trade certificate: A course of study over and above a trade certificate and less than a Certificate IV.
Certificates I and II: Courses that recognise basic vocational skills and knowledge, without a Year 12 prerequisite.
Certificate III: A course that provides a range of well-developed skills and is comparable to a trade certificate.
Certificate IV: A course that provides greater breadth and depth of skill and knowledge and is comparable to a two year part time post-Year 12 or post-trade certificate course.
Diploma: A course at a higher education or vocational educational and training institution, typically equivalent to two years full time post-Year 12 study.
Advanced diploma: A course at a higher education or vocational educational and training institution, typically equivalent to three years full time post-Year 12 study.
Degree: A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma.
Postgraduate degree: A recognised postgraduate degree, over and above a degree as defined above.
*Within the Australian Framework. Previously recognised qualifications obtained prior to the implementation of the Australian Qualifications Framework continue to be recognised. The above definitions also include equivalent recognised overseas qualifications.
Training level: The type and duration of training which the duties of the classification level typically require for effective performance. Training is the process of acquiring skills and knowledge through formal education, on the job instruction or exposure to procedures.
Occupational equivalent: Examples of occupations typically falling within each classification level.
Level of supervision: This dimension covers both the way in which staff are supervised or managed and the role of staff in supervising or managing others.
Task level: The type, complexity and responsibility of tasks typically performed by staff within each classification level.
Organisational knowledge: The level of knowledge and awareness of the organisation, its structure and functions that would be expected of staff at each proposed classification level, and the purposes to which that organisational knowledge may be put.
Judgement, independence and problem solving: Judgement is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed. Independence is the extent to which a staff member is able (or allowed) to work effectively without supervision or direction. Problem solving is the process of defining or selecting the appropriate course of action where alternative courses of actions are available.
This dimension looks at how much of each of these three qualities applies at each classification level.
Typical activities: Examples of activities typically undertaken by staff in different occupations at each of the classification levels.
Staff members at the base of this level would not be required to have formal qualifications or work experience upon engagement.
Staff members engaged at the base of this level will be provided with structured on the job training in addition to up to 38 hours of induction to the higher education industry which shall provide information on the higher education institution, conditions of employment, training to be made available and consequent career path opportunities, physical layout of the institution/work areas, introduction to fellow workers and supervisors, work and documentation procedures, occupational health and safety, equal opportunity practices and extended basic literacy and numeracy skills training where required/necessary to enable career path progression.
Cleaner, labourer, trainee for level 2 duties.
Close supervision or, in the case of more experienced staff working alone, routine supervision.
Straightforward manual duties, or elements of level 2 duties under close supervision and structured on the job training. Some knowledge of materials, e.g. cleaning chemicals and hand tools, may be required. Established procedures exist.
May provide straightforward information to others on building or service locations.
Resolve problems where alternatives for the jobholder are limited and the required action is clear or can be readily referred to higher levels.
Perform a range of industrial cleaning tasks, move furniture, assist trades personnel with manual duties.
Administrative assistant, security patrol officer.
Routine supervision of straightforward tasks; close supervision of more complex tasks (see task level below).
Perform a range of straightforward tasks where procedures are clearly established. May on occasion perform more complex tasks.
Solve relatively simple problems with reference to established techniques and practices. Will sometimes choose between a range of straightforward alternatives.
A staff member at this level will be expected to perform a combination of various routine tasks where the daily work routine will allow the latitude to rearrange some work sequences, provided the prearranged work priorities are achieved.
Administrative positions at this level may include duties involving the inward and outward movement of mail, keeping, copying, maintaining and retrieving records, straightforward data entry and retrieval.
Security officers may be involved in a range of patrol duties, including responding to alarms, following emergency procedures and preparing incident reports.
Staff members advancing through this level may typically perform duties which require further on the job training or knowledge and training equivalent to progress toward completion of a Certificate IV or Diploma.
Tradesperson, technical assistant/technical trainee, administrative assistant.
In technical positions, routine supervision, moving to general direction with experience. In other positions, general direction. This is the first level where supervision of other staff may be required.
Some complexity. Apply body of knowledge equivalent to trade certificate or Certificate III, including diagnostic skills and assessment of the best approach to a given task.
Perform tasks/assignments which require knowledge of the work area processes and an understanding of how they interact with other related areas and processes.
Exercise judgement on work methods and task sequence within specified timelines and standard practices and procedures.
In trades positions, apply the skills taught in a trades certificate or Certificate III, including performance of a range of construction, maintenance and repair tasks, using precision hand and power tools and equipment. In some cases this will involve familiarity with the work of other trades or require further training.
assist with the feeding and care of animals.
Staff would be expected to perform a greater range and complexity of tasks as they progressed through the level and obtained further training.
Technical officer or technician, administrative above Level 3, advanced tradespersons.
In technical positions, routine supervision to general direction depending upon experience and the complexity of the tasks. In other positions, general direction.
May supervise or co-ordinate others to achieve objectives, including liaison with staff at higher levels. May undertake stand-alone work.
May undertake limited creative, planning or design functions; apply skills to a varied range of different tasks.
Perform tasks/assignments which require proficiency in the work area's rules, regulations, processes and techniques, and how they interact with other related functions.
In trades positions, extensive diagnostic skills.
In technical positions, apply theoretical knowledge and techniques to a range of procedures and tasks.
In administrative positions, provide factual advice which requires proficiency in the work area's rules and regulations, procedures requiring expertise in a specialist area or broad knowledge of a range of personnel and functions.
exercise high precision trades skills using various materials and/or specialised techniques.
demonstrate the use of equipment and prepare reports of a technical nature as directed.
administer enrolment and course progression records.
Graduate (i.e. degree) or professional, without subsequent work experience on entry (including inexperienced computer systems officer); administrator with responsibility for advice and determinations; experienced technical officer.
In professional positions, routine supervision to general direction, depending on tasks involved and experience. In other positions, general direction and may supervise other staff.
Apply body of broad technical knowledge and experience at a more advanced level than Level 4, including the development of areas of specialist expertise.
In professional positions, apply theoretical knowledge, at degree level, in a straightforward way. In administrative positions, provide interpretation, advice and decisions on rules and entitlements.
Perform tasks/assignments which require proficiency in the work area's rules, regulations, policies, procedures, systems, processes and techniques, and how they interact with other related functions, in order to assist in their adaptation to achieve objectives, and advise, assist and influence others.
In professional positions, solve problems through the standard application of theoretical principles and techniques at degree level.
In technical positions, apply standard technical training and experience to solve problems. In administrative positions, may apply expertise in a particular set of rules or regulations to make decisions, or be responsible for co-ordinating a team to provide an administrative service.
prepare reports of a technical nature.
operate a discrete unit within a library which may involve significant supervision or be the senior staff member in an out-posted service.
responsible for the explanation and administration of an administrative function, e.g. HECS advice, records, determinations and payments, a centralised enrolment function, the organisation and administration of exams at a small campus.
Graduate or professional with subsequent relevant work experience (including a computer systems officer with some experience); line manager; experienced technical specialist and/or technical supervisor.
In professional positions, general direction; in other positions, broad direction. May have extensive supervisory and line management responsibility for technical, administrative and other non-professional staff.
Perform work assignments guided by policy, precedent, professional standards and managerial or technical expertise. Staff members would have the latitude to develop or redefine procedure and interpret policy so long as other work areas are not affected. In technical and administrative areas, have a depth or breadth of expertise developed through extensive relevant experience and application.
Perform tasks/assignments which require proficiency in the work area's existing rules, regulations, policies, procedures, systems, processes and techniques and how they interact with other related functions, and to adapt those procedures and techniques as required to achieve objectives without impacting on other areas.
Discretion to innovate within own function and take responsibility for outcomes; design, develop and test complex equipment, systems and procedures; undertake planning involving resources use and develop proposals for resource allocation; exercise high level diagnostic skills on sophisticated equipment or systems; analyse and report on data and experiments.
install, repair, provide and demonstrate computer services in laboratories.
monitor expenditure against budget in a school or small faculty.
analyse less complex user and system requirements.
Senior librarian; technical manager; senior research assistant, professional or scientific officer; senior administrator in a small less complex faculty.
Broad direction. May manage other staff including administrative, technical and/or professional staff.
Independently relate existing policy to work assignments or rethink the way a specific body of knowledge is applied in order to solve problems. In professional or technical positions, may be a recognised authority in a specialised area.
Detailed knowledge of academic and administrative policies and the interrelationships between a range of policies and activities.
Independently relate existing policy to work assignments, rethink the way a specific body of knowledge is applied in order to solve problems, adapt procedures to fit policy prescriptions or use theoretical principles in modifying and adapting techniques. This may involve stand alone work or the supervision of others in order to achieve objectives. It may also involve the interpretation of policy which has an impact beyond the immediate work area.
In a library, combine specialist expertise and responsibilities for managing a library function.
In student services, the training and supervision of other professional staff combined with policy development responsibilities which may include research and publication.
In technical manager positions, the management of teaching and research facilities for a department or school.
In research positions, acknowledged expertise in a specialised area or a combination of technical management and specialised research.
In administrative positions, provide less senior administrative support to relatively small and less complex faculties or equivalent.
Manager (including administrative, research, professional or scientific); senior school or faculty administrator; researcher.
Broad direction, working with a degree of autonomy. May have management responsibility for a functional area and/or manage other staff including administrative, technical and/or professional staff.
Work at this level is likely to require the development of new ways of using a specific body of knowledge which applies to work assignments, or may involve the integration of other specific bodies of knowledge.
The staff member would be expected to make policy recommendations to others and to implement programs involving major change which may impact on other areas of the institution's operations.
Responsible for program development and implementation. Provide strategic support and advice (e.g. to schools or faculties) requiring integration of a range of university policies and external requirements, and an ability to achieve objectives operating within complex organisation structures.
Assist in the management of a large functional unit with a diverse or complex set of functions and significant resources.
Manage a function or development and implementation of a policy requiring a high degree of knowledge and sensitivity.
Manage a small or specialised unit where significant innovation, initiative and/or judgement are required.
Provide senior administrative support to schools and faculties of medium complexity, taking into account the size, budget, course structure, external activities and management practices within the faculty or equivalent unit.
Manager (including administrative, research, professional or scientific); senior school or faculty administrator; senior researcher.
Broad direction, working with a considerable degree of autonomy. Will have management responsibility for a major functional area and/or manage other staff including administrative, technical and/or professional staff.
Demonstrated capacity to conceptualise, develop and review major professional, management or administrative policies at the corporate level. Significant high level creative, planning and management functions. Responsibility for significant resources.
Conceptualise, develop and review major policies, objectives and strategies involving high level liaison with internal and external client areas. Responsible for programs involving major change which may impact on other areas of the institution's operations.
Responsible for significant program development and implementation. Provide strategic support and advice (e.g. to schools or faculties or at the corporate level) requiring integration of a range of internal and external policies and demands, and an ability to achieve broad objectives while operating within complex organisational structures.
Manage a function or development and implementation of a policy requiring a high degree of knowledge and sensitivity and the integration of internal and external requirements.
Manage a small and specialised unit where significant innovation, initiative and/or judgement are required.
Provide senior administrative support to the more complex schools and faculties, taking into account the size, budget, course structure, external activities and management practices within the faculty or equivalent unit.
Senior program, research or administrative manager.
Broad direction, operating with a high overall degree of autonomy. Will have substantial management responsibility for diverse activities and/or staff (including administrative, technical and/or professional staff).
Complex, significant and high level creative planning, program and managerial functions with clear accountability for program performance. Comprehensive knowledge of related programs. Generate and use a high level of theoretical and applied knowledge.
Bring a multiperspective understanding to the development, carriage, marketing and implementation of new policies; devise new ways of adapting the organisation's strategies to new, including externally generated, demands.
Be fully responsible for the achievement of significant organisational objectives and programs.
Manage a large functional unit with a diverse or complex set of functions and significant resources.
Manage a more complex function or unit where significant innovation, initiative and/or judgement are required.
Provide senior administrative support to the most complex schools and faculties in large institutions, involving complex course structures, significant staff and financial resources, outside activities and extensive devolution of administrative, policy and financial management responsibilities to this position.
Postgraduate qualifications with relevant experience* and proven expertise in the management of significant human and material resources or an equivalent combination of experience and training.
* As a guide, experience in this context and at this level is likely to be at least 8 years.
Broad direction. Usually will manage other administrative, technical and/or professional staff.
Conceptualise, develop, initiate and review major technical and/or administrative policies at University level.
Responsible for management of a complex area of work at a level higher than ANUO 10.
Comprehensive knowledge of related programs.
Devise new ways of adapting technical and/or administrative strategies to meet new internal and external demands.
Full responsibility for achieving significant objectives and programs. Will have a significant collaborative role.
Single section, usually only one significant component.
Usually 5-10, at least one of whom would be above ANUO 6/7 level.
Usually at least one professional stream plus support staff and/or at least one major function which is either in a professional field with campus-wide client base or performs a limited number of service functions for a significant portion of the ANU.
Drafts policy for the area; devises strategy for achievement of given policy; advises more senior staff on policy which has impact outside their area.
If the impact of decision making or advice offered has a substantial effect outside the staff member's own area, a higher level may be appropriate.
Administrative structure for a school or an office/branch usually with more than one significant component.
Usually 5-50, at least one of whom would be above ANUO 8 level.
Normally more than one professional stream plus support staff. Either performs a number of major functions, at least one of which must be professional for a campus-wide client base and important for the ANU to achieve its objective or performs a major number of service functions for a significant portion of the ANU.
Formulates policy for the area for approval by senior officer and/or prepares initial drafts of policy which has campus-wide impact.
Goals are set by senior officer. Devises strategy for achievement of goals subject to approval by senior officer.
A major portion of the ANU or a number of faculties or more than one school or more than one office/branch but less than a division.
Usually 20+, at least one of whom would be above ANUO 9/10 level.
Normally a number of classification streams, more than one profession.
Performs a number of major functions (more than 2), at least one of which must be professional for a campus-wide client base and important for the ANU to achieve its objective OR performs a major number of service functions for a substantial portion of the ANU.
Prepares initial drafts of policy which has campus-wide impact and/or formulates policy for a substantial area of the ANU for approval by management committee.
Goals usually set by management committee. Devises strategy for achievement of goals subject to approval by management committee.
Reporting lines may be diffuse. Staff at this level would not usually have a single direct supervisor.
Capacity to commit to own area only.
Campus-wide client base. Usually controls a division.
Usually responsible for divisional budget.
Determines policy and strategy for own area. May determine University policy with relation to own area of responsibility.
May set goals for own area, will be a key player in such goal setting.
Will participate in goal setting for ANU, at least in matters relating to own area.
Key factor in determining level is that SAO4/SM5 staff will report to a Pro Vice-Chancellor or higher.
May commit ANU on matters within specified limits.
If the impact of decision making or advice offered has a major effect on broad University policy outside the staff member's normal area of operation, a higher level may be appropriate.
To recommend a course of action; to counsel; to give advice to (not simply to tell or inform).
To study the factors of a situation or problem in detail in order to determine the solution or outcome.
The resolution or breaking up of factors/tasks/data into their various simple elements.
To foresee events, trends, consequence or problems.
To sanction officially; to ratify (thereby assuming responsibility).
A School, Centre, The Faculties or University Division (e.g. Buildings and Grounds Division, Central Areas, Finance and Accounting Division, Secretary's Division).
To lend aid; to help; to give support to.
To work with and act jointly with others.
Thoughts and information are expressed clearly, concisely with the choice of words adjusted to meet the needs of others. Careful listening ensures a mutual understanding of the information exchanged. Written work is accurate, logical, concise and expressed in a way which others can easily follow.
Intricate, complicated; consisting of a number of inter-related steps requiring analysis and/or judgement.
To form ideas or notions which give rise to options, solutions or improved methods or understanding.
To confer with; to seek the advice, views or ideas of others.
To bring into common action; to harmonise; to integrate.
To assign or entrust to another tasks, duties or responsibilities whilst retaining ultimate accountability and responsibility.
To illustrate and explain, especially with examples.
To create a plan or scheme.
To initiate, elaborate or expand a plan, program or course of action.
To plan or invent a way of doing something or an alternative way of doing something.
To ascertain the condition of; to identify an error or malfunction.
To apportion or deal out as in distributing literature or mail.
To write or compose papers or documents in rough, preliminary or final form, usually for clearance and approval by others.
To set up; to institute; to place on a firm basis.
To appraise; to assess the value of.
A person having particular skill(s), experience and in-depth knowledge.
To make easy or less difficult (usually by doing something to advance the accomplishment of some objective).
To develop or devise a statement of policy, a method or a procedure.
To carry out a task, plan or program.
The extent to which a staff member is allowed or encouraged to work without supervision or direction.
To begin a process; set going; originate.
To exercise creativity in introducing something new or in making changes.
Action or behaviour that influences and responds to that of another or others.
The ability to make sound decisions, recognising the consequences of decisions taken or actions performed.
The ability to create a cohesive, cooperative and equitable work group which effectively achieves the objectives of the work area. Leadership implies the continual development of staff and giving and receiving constructive feedback on a regular basis.
To maintain contact with; to act as intermediary between parties.
A Centre, Unit, Office, Department or Program.
To keep possession of; to hold or keep in an appropriate condition; to keep up to date or current.
To take responsibility for; to control.
To watch, check, keep track of or record progress of.
To communicate or confer with others for the purpose of arranging some matter by mutual agreement; to have discussions with a view to some compromise or settlement.
To conduct or perform an activity.
To carry out or execute some action.
The written determinations, guidelines, procedures or accepted practice which govern actions.
To make ready for a particular purpose.
The process of defining and selecting the appropriate course or courses of action in order to resolve problems or difficulties, or seek out most desirable or workable outcomes; may involve innovation.
To handle in accordance with prescribed procedures.
Having a demonstrated ability to perform relevant tasks competently.
To propose a course of action for decision or approval.
To register; to set down in writing.
To act in the place of, or on behalf of.
To give an account of; to furnish information or data.
The systematic investigation into and study of materials or sources to establish facts, collate information and make recommendations when appropriate.
To re-examine, to re-assess, to re-evaluate.
To rework in order to correct or improve; to make a new, improved or up to date version of.
Standard or regular way of working usually within established processes, methods and guidelines.
To plan and develop proposals to achieve organisational goals and objectives.
Support critical to achievement of an objective.
To take leadership and responsibility for the direction and performance of staff and work in a designated work area.
The staff member designated by the University to supervise the work and performance of employees as human resources; may have responsibility for non-human resources.
School or Faculty where the activity has a major influence; or the influence is on a major area of the University; or there is a significant influence University-wide.
To prove to be true or accurate; to confirm or substantiate.
ANU Officer Levels 2 to 3 are broadbanded in this stream. It is expected that occupants will progress to the higher levels within the broadband, subject to gaining greater knowledge, skills and experience reflected in the Primary descriptors.
Year 12 and extensive relevant work experience or equivalent combination of experience and training.
General direction. May supervise other staff.
Interpret local policies and rules. Apply increased skills to varied range of functions. Greater independence of action than at ANUO3 level. Complexity of functions performed by stores positions may be greater due to imprest function.
Proficient in processes. Broad knowledge of related functions elsewhere and other areas' operations which interact with the process used or on outcomes.
Through application of experience and precedents solve problems related to own work at local level only.
Stores positions require expertise in stores procedures and provide advice at that level.
Degree or Year 12 and extensive relevant work experience OR equivalent combination of experience and training.
General direction. May supervise, or delegate some tasks to other staff.
Stores positions will have supervisory responsibility.
Provision of preliminary advice on the application of University policies and procedures OR requires expertise in some area. Apply procedures and techniques to achieve objectives.
Imprest function at University-wide level for stores positions.
Proficient in processes and procedures. Sound knowledge of related functions elsewhere within the University and their interaction with the local area's operation.
Stores positions require extensive knowledge of stores environment.
Make decisions based on experience and expertise. Provide advice at that level. Planning and coordinating work may be required.
ANU Officer Levels 6 and 7 are broadbanded in this stream. It is expected that at the higher levels within the broadband occupants, through experience, will have developed skills and expertise enabling them to more independently perform the full range of duties at a higher level, and that more time will be spent on the more complex functions of the position.
Degree with relevant experience or extensive experience in administrative field or an equivalent combination of extensive relevant experience and education/training.
Broad direction relating to work methods and practices. May have supervisory responsibility for administrative or cross stream staff.
Using acquired experience and skills undertake and manage work assignments, guided by policy, precedents and/or standards. Modify and define procedures with the effect confined to local work area (e.g. Business Manager's Office).
Adapt administrative processes used elsewhere within University to own area of work. Possess working knowledge of related administrative functions external to own organisational unit (e.g. Faculty).
Discretion to innovate within own functions and take responsibility for outcomes. Develop and test procedures and/or systems. Plan and develop proposals for use of resources (e.g. Business Manager's Office).
Progress towards postgraduate qualifications and relevant experience* or an equivalent combination of experience and education/training.
* Note: as a guide, experience in this context and at this level is likely to be 4 years.
Broad direction, working with a degree of autonomy. May have management responsibility for a functional area and/or supervisory responsibility for administrative and/or cross-stream staff.
Responsible for management of an area of work. Conceptualise, develop and review for consideration by more senior officers major administrative policies at University level or significant high level creative, planning and management functions.
Make recommendations on policy. Develop and/or implement programs/projects involving major change which may impact on other areas' operations.
Responsible for program/project development and implementation. Provide strategic administrative support and advice to one or more of the following: University Divisions, Schools, The Faculties, Centres or Activities. Such support requiring integration of a range of University policies and external requirements, and an ability to achieve objectives operating within complex organisational structures.
ANU Officer Levels 9 and 10 are broadbanded in this stream. It is expected that at the higher levels within the broadband occupants, through experience, will have developed skills and expertise enabling them to more independently perform the full range of duties at a high overall degree of autonomy, and that more time will be spent on the more complex functions of the position.
Entry into ANUO 10 or SM Step 2 of this broadbanded level requires the occupant to have acquired new skills, experience, knowledge and satisfactory performance against an agreed Statement of Expectations in accordance with clause 25 (Incremental salary progression) of this agreement.
A staff member may be appointed directly to ANUO10 or SM Step 2 of this broadbanded level subject to meeting the higher level criteria in the above paragraph.
Postgraduate qualifications and relevant experience or an equivalent combination of experience and education/training.
Extensive management experience and proven management expertise.
Broad direction, working with a considerable degree of autonomy. Will manage other administrative and cross stream staff.
Initiate and develop new policies and review major policies, objectives and strategies. Responsible for programs involving major change which may impact on other areas of the University.
Requires skills and knowledge relevant to duties performed or Year 12 or equivalent combination of experience and training.
Routine but close if task less than straightforward.
On occasion performs tasks which are not straightforward.
Broad knowledge of work area including functions plus location and availability of related areas.
Solve simple problems using precedents. Choose from limited range of alternatives.
Year 12 and some relevant work experience or equivalent combination of experience and training.
General direction. Will supervise other staff.
Some complexity. Apply skills over range of duties. May assist more senior staff with specific organisational tasks associated with the nature of work.
Knowledge of processes. School or Centre-wide knowledge. Some knowledge of related functions elsewhere.
Assessment of best approach to given task.
ANU Officer Levels 5 and 6 are broadbanded in this stream. It is expected that at the higher levels within the broadband occupants will have a deeper understanding, and a more independent application of, engineering theory, processes and techniques, and a consequent increase in the complexity of the functions performed.
Relevant Degree OR qualifications acceptable for Graduate membership of Engineers Australia.
Routine supervision to general direction. May be required to supervise cross-stream staff.
Apply engineering knowledge, principles and techniques in a straightforward way.
Tasks/assignments which require proficiency in work area's rules, regulations, processes and techniques and know how they interact with other functions.
Solve engineering problems through standard application of principles and techniques at degree level.
Degree plus relevant experience* and qualifications acceptable for Corporate membership as a Member of Engineers Australia.
Broad direction but closer supervision on more complex engineering activities. May manage other administrative, technical and/or professional staff.
Apply engineering knowledge and skills to the research/teaching program, or at University level.
Detailed knowledge of relevant research teaching or site implications and relevant external engineering activities.
Take responsibility for own work outcomes. Design, develop and test complex equipment, systems and procedures. Diagnose problems on sophisticated equipment. Devise ways in which a specific body of knowledge is applied to solve complex problems. Adapt procedures and use theoretical principles in modifying and adapting techniques. May have impact beyond the immediate work area.
Eligibility for Corporate membership of Engineers Australia plus extensive relevant experience* OR eligibility for Corporate membership of Engineers Australia plus postgraduate qualifications and relevant experience.
Broad direction, working with a degree of autonomy. May manage administrative, technical and/or professional staff.
Innovative and may contribute to research and/or planning and policy development. Independently apply engineering knowledge and skills to a particular area of engineering and assess implications.
Devises and/or contributes to design of projects/programs involving major change, the results of which may impact on other areas' operations.
Contribute to project/program design, development and implementation.
* Note: As a guide, experience in this context and at this level is likely to be 6 years.
Broad direction, working with a considerable degree of autonomy. Will manage administrative and/or technical and professional staff.
Demonstrated capacity to develop and review major projects in area of expertise. Innovative and may contribute to research and/or planning and policy development. Independently apply engineering knowledge and skills to a particular area of engineering and assess implications.
Responsible for development and implementation of project/program involving major change, the results of which may impact on other areas' operations. High level consultation.
Responsible for program development and implementation.
Entry into ANUO10 or SM Step 2 of this broadbanded level requires the occupant to have acquired new skills, experience, knowledge and satisfactory performance against an agreed Performance and Development agreement in accordance with clause 25 (Incremental salary progression) of this agreement.
A staff member may be appointed directly to ANUO10 or SM Step 2 of this broadbanded level subject to meeting the criteria for ANUO10 or SM Step 2 below.
Postgraduate qualifications plus extensive relevant experience* acceptable for Corporate membership as a Senior Member of Engineers Australia.
* Note: As a guide, experience in this context and at this level is likely to be 8 years.
Tasks require the capacity and skills acquired through achievement in areas at the forefront of engineering practice plus management and accountability for major research and/or teaching projects or programs. Initiate and/or use high level theoretical and applied knowledge. Comprehensive knowledge of related projects/ programs and other relevant fields.
Multi-perspective understanding of the development, carriage and implementation of projects/ programs, and marketing of scientific developments required.
Fully responsible for achievement of significant objectives and projects/programs.
No formal qualifications. Some previous experience which is relevant to one of the areas of work is essential.
Perform tasks within established procedures. May on occasion perform more complex tasks. Some botanical knowledge may be required.
Detailed knowledge of grounds and service locations.
Solve simple problems using precedents, established practices & procedures.
Horticulture/Greenkeeping Certificate with some relevant work experience or an equivalent combination of education/training and relevant experience.
Some complexity. Some analysis of best way to undertake or complete tasks.
Knowledge of own work area processes and their inter-relations with processes of other related areas.
Judgement on which task should be done in order to complete work to deadline. Some diagnosis required.
Horticulture/Greenkeeping Certificate plus relevant experience* OR an equivalent combination of education/training and extensive relevant experience.
Will undertake planning or design functions related to University grounds and their maintenance. Apply skills to varied range of tasks.
Knowledge of own work area processes and their inter-relations with processes of other related areas. Perform work requiring proficiency with methods. Knowledge of objectives in order to coordinate gardening activities.
Diagnose and solve problems through application of experience, precedents, and theoretical knowledge.
ANU Officer Levels 1 to 2 are broadbanded in this stream. It is expected that occupants will progress to the higher levels within the broadband subject to gaining greater knowledge, skills and experience reflected in the Primary descriptors.
equivalent relevant experience or combination of relevant experience and education/training.
Trade Certificate OR equivalent combination of qualifications and experience.
In technical positions, routine supervision, moving to general direction with experience. In other positions, general direction. This is the first level where supervision of other staff may be required general direction. May supervise other staff.
Some complexity. Apply body of knowledge equivalent to trade certificate, including diagnostic skills and assessment of the best approach to a given task.
Knowledge of own work area trade processes and their inter-relations with processes of other related trade areas.
Judgement on which task should be done in order to complete work to deadline.
Year 12 and extensive relevant work experience or equivalent combination of relevant experience and training.
Perform work requiring proficiency in the work area's regulations and processes. Greater independence of action than at ANUO 3 level. Apply skills to a varied range of tasks. These may be stock rotation, ordering and product knowledge.
Proficient in the work area's processes and broad knowledge of related functions elsewhere.
Through application of experience, solve problems at local level.
Apply broad knowledge and experience related to the field, including the development of areas of specialist expertise. Provide interpretation, advice and decisions on rules and entitlements.
Solve problems through application of training and experience. May apply expertise in a particular set of rules or regulations to make decisions, or be responsible for co-ordinating a team to provide service.
Have a depth or breadth of expertise developed through extensive relevant experience and application. Perform work assignments guided by policy, precedent, professional standards and managerial or technical expertise. Staff members would have the latitude to develop or redefine procedure and interpret policy so long as other work areas are not affected.
Perform duties which require proficiency in the work area's existing rules, regulations, policies, procedures, systems, processes and techniques and how they interact with other related functions, and to adapt those procedures and techniques as required to achieve objectives without impacting on other areas.
Discretion to innovate within own function and take responsibility for outcomes; undertake planning involving resources use; and analyse, develop and report on financial, policy and planning issues.
Broad direction. Will manage other staff from various streams.
Independently relate existing policy to work assignments or rethink the way a specific body of knowledge is applied in order to solve problems. May be a recognised authority in a specialised area.
Detailed knowledge of policies and legislation, and the interrelationships between a range of policies and activities.
Independently relate existing policy and legislation to work assignments; rethink the way a specific body of knowledge is applied in order to solve problems; adapt procedures to fit policy prescriptions or use theoretical principles in modifying and adapting techniques to achieve objectives. .
Postgraduate qualifications or progress towards postgraduate qualifications and extensive relevant experience, or extensive experience and management expertise, or an equivalent combination of relevant experience and/or education/training.
Broad direction, working with a degree of autonomy. Management responsibility for a complex set of functions and significant resources and manage staff including other staff from various streams.
Make policy recommendations to others and implement programs involving major change which may impact on other areas of the institution's operations.
Responsible for program development and implementation. Provide strategic advice and achieve objectives operating within complex organisation structures.
Postgraduate qualifications and extensive relevant experience, or extensive management experience and proven management expertise, or an equivalent combination of relevant experience and/or education/training.
Broad direction, working with a considerable degree of autonomy. Management responsibility for a major functional area and manage staff including other staff from various streams.
Demonstrated capacity to conceptualise, develop and review major policies at the corporate level. Significant high level creative, planning and management functions. Responsibility for significant resources.
Responsible for significant program development and implementation. Provide strategic advice at the corporate level requiring integration of a range of internal and external policies and demands, and an ability to achieve broad objectives while operating within complex organisational structures.
Entry into ANUO10 or SM Step 2 of this broadbanded level requires the occupant to have acquired new skills, experience, knowledge and satisfactory performance against an agreed Statement of Expectations in accordance with clause 25 (Incremental salary progression) of this agreement.
Postgraduate qualifications and extensive relevant experience and proven management expertise in the management of significant human and material resources or an equivalent combination of relevant experience and/or education/training.
Broad direction, operating with a high degree of autonomy. Substantial management responsibility for diverse activities and/or staff (including technical and/or professional staff).
Complex, significant and high level creative planning, program and managerial functions with clear accountability for the performance of a unit of function. Comprehensive knowledge of related programs. Generate and use a high level of theoretical and applied knowledge for the management of the area.
Bring a multi-perspective understanding to the development, carriage, marketing and implementation of new policies; devise new ways of adapting the organisation's strategies to new, including externally generated, demands.
Information Technology includes the associated systems analysis, systems design, programming and specialist activities. It also includes the direction, control, management and coordination of this work.
Systems analysis is the examination of problems and procedures, or the determination of requirements, for the collection, collation and evaluation of information about an organisation, activity or process, and the specification of objectives which a computer system is required to achieve.
Systems design is the devising of combinations of procedures and processes for data handling which can be effectively integrated in a computer system to achieve the objectives specified by systems analysis.
(c) installation and adaptation of a complex IT environment to achieve chosen goals.
ANU Officer Levels 2 to 3 are broadbanded in this stream. It is expected that occupants will progress to the higher levels within the broadband subject to gaining greater knowledge, skills and experience reflected in the Primary descriptors.
Associate Diploma OR Year 12 and extensive relevant work experience OR an equivalent combination of relevant experience and training.
Apply skills to varied range of computing tasks. These may be limited programming, design or IT support functions.
Proficient in the area's Information Technology processes and techniques and how they inter-relate with other related areas.
Apply techniques to a range of Information Technology tasks.
ANU Officer Levels 5 and 6 are broadbanded in this stream. It is expected that at the higher levels within the broadband occupants, through experience, will have developed skills and expertise enabling them to more independently perform the full range of duties at a higher level, and that more time will be spent on the more complex functions of the position.
Tasks requiring application of theoretical knowledge obtained through tertiary study or work experience.
Apply theoretical knowledge to solve straightforward computing problems.
Degree plus relevant experience* or equivalent combination of relevant experience and education/training.
* As a guide, experience in this context and at this level is likely to be 4 years.
Broad direction. May manage other administrative, technical and/or professional staff.
Rethink the way a specific body of Information Technology knowledge is applied to solve problems. May be a recognised authority in a particular Information Technology field or developing specialisation.
Detailed knowledge of academic and/or administrative systems and their inter-relationship with other Information Technology and programming applications and/or detailed knowledge of resources for support, and of the support structures of the ANU.
Relate University policy to work assignments.
Progress towards Postgraduate qualifications and extensive relevant experience* or an equivalent combination of experience and education/training.
* As a guide, experience in this context and at this level is likely to be 3 years.
Broad direction, working with a degree of autonomy. Will probably manage other administrative, technical and/or professional staff.
Develop new methods of using specific body of Information Technology knowledge. May involve integration with other bodies of knowledge. Probably recognised authority in their particular specialisation.
Knowledge of University policy which may impact on the area's operations and/or provide a protection within the University environment for other or all areas of the University. Implement academic and administrative systems.
Responsible for program development and implementation. Provide strategic Information Technology support and advice to other areas of the University.
ANU Officer Levels 9 and 10 are broadbanded in this stream. It is expected that at the higher levels within the broadband occupants, through experience, will have developed skills and expertise enabling them to more independently perform the full range of duties at a high overall degree of autonomy,and that more time will be spent on the more complex functions of the position.
Postgraduate qualification and relevant experience* plus management experience and expertise or an equivalent combination of experience and education/training.
* As a guide, experience in this context and at this level is likely to be 6 years.
Broad direction, working with a considerable degree of autonomy. Will manage other administrative, technical and/or professional staff.
Conceptualise, develop and review major administrative policies at University level. Responsible for management and resources of an area of work.
Initiate and develop new policies and review major policy objectives and strategies. Recommends on and responsible for implementation of programs involving major change which may impact on other areas of the University.
Responsible for program development and implementation. Provide strategic support and advice to other areas of the University requiring integration of a range of University policies and external requirements, and an ability to achieve objectives operating within complex organisation structures.
Postgraduate qualifications and relevant experience* plus management experience and proven management expertise or an equivalent combination of experience and education/training.
* As a guide, experience in this context and at this level is likely to be 8 years.
Broad direction, operating with a high overall degree of autonomy. Will manage other administrative, technical and/or professional staff.
Conceptualise, develop and review major administrative policies at University level. Responsible for management of a complex area of work. Accountable for program performance. Comprehensive knowledge of related programs.
Devise new ways of adapting strategies to meet new internal and external demands.
Full responsibility for achieving significant objectives and programs.
Associate Diploma in Library Studies or a Library Technician Certificate or an equivalent combination of relevant training and extensive relevant experience.
Initially routine supervision, moving to general direction depending on experience and the complexity of tasks.
May supervise and coordinate others. May undertake stand alone work.
Work is of a library nature and requires only a limited knowledge of library functions and relationships between areas. May undertake limited creative, planning or design functions. Apply skills to varied range of different tasks. Proficiency in rules, regulations and procedures which apply to own work.
Work performed requires knowledge of the functions, processes and rules of one work area, and its inter-relationship with other areas.
Some interpretation of procedures and application of judgement, which will vary depending on the location of the position.
For incremental advancement or appointment to the higher levels of the ANUO 5/6 Library broadband, occupants will have developed a full understanding of the local work area functions and a sound knowledge of activities in university libraries. This is expected to result in more independent application of library methods and procedures, with more time spent on the more complex functions of the position, and demonstrated initiative in relation to the work.
Degree in librarianship or Graduate Diploma in Librarianship or equivalent or Associate Diploma in library studies and relevant experience*.
* As a guide, it is expected that experience in this context and at this level will be at least 2 years.
May supervise and co-ordinate others. Routine supervision to general direction for qualified Librarian positions.
Application of technical knowledge, or for Librarians professional knowledge followed by development of skills and expertise. Provide advice on procedures, policies and services as required.
Familiarity with library procedures, policies and services. Proficiency in work areas rules, processes and techniques.
May apply expertise and/or make decisions within framework of established methods and procedures.
Librarianship degree or Graduate Diploma with library experience* including some management experience. Eligibility for membership of a relevant professional association.
Broad direction related to Divisional policy and planning objectives. May be expected to supervise. Supervision may include qualified Library staff.
Design work flows. In depth knowledge of library functions and their inter-relationship is required and applied. May be recognised authority in a library activity or activities in particular subject area. Required to modify, develop and implement services.
Detailed knowledge of area activities as related to and applied from own work area and the inter-relationship between these activities and other University policies, objectives, and activities.
Degree in Librarianship or Graduate Diploma with relevant experience* and substantial management experience. Eligibility for membership of a relevant professional association.
Broad direction related to Divisional policy, objectives and planning, working with a degree of autonomy. Depending on the area may be expected to manage a large number of staff.
Work assignments guided by Library standards and technical expertise or particular requirements. Will be a recognised authority in a particular library activity. Will implement the integration of Library and/or University policy. Demonstrated capacity to conceptualise, develop and review relevant policies at Library level. Full grasp of University needs in order to provide strategic support and advice to the Library and its users.
Recommend and implement policies and programs involving major change which may impact on other areas of the University.
Contribute to program development and be responsible for its implementation. Provide strategic support and advice to the Library requiring integration of a range of University policies and external requirements, and an ability to achieve objectives operating within complex organisational structures.
Degree in Librarianship, or Graduate Diploma with relevant experience* plus eligibility for membership of a relevant professional association together with extensive library and management experience and proven management expertise.
Broad direction subject to the requirements of senior management only, working with a considerable degree of autonomy. Will manage staff in a high level specialist service or section.
Work assignments guided by library standards and technical expertise or particular requirements, University needs and national trends. Participate in the formulation of Library policy at University level with senior staff. May involve establishment and maintenance of contact with a wide range of commercial and professional organisations. Will be a primary resource for advice on particular activities at University level. Will coordinate the integration of policies. Demonstrated capacity to conceptualise, develop and review policies at Library and/or University level. Recommends on allocation of Library resources.
Initiate and develop policies and programs involving major change which may impact on other areas of the University. Extensive and/ or in depth knowledge of local and national library, University and higher education industry policies/trends will be required for achievement of particular Library objectives.
Responsible for program development and implementation. Provide strategic support and advice to the Library requiring integration of a range of University policies and external requirements, an ability to achieve objectives, operating within complex organisational structures.
Degree in Librarianship, or Graduate Diploma, with relevant experience* together with proven expertise in the management of significant human and material resources. Eligibility for membership of a relevant professional association.
* As a guide, it is expected that experience in this context and at this level will be at least 8 years.
Broad direction subject to the requirements of senior management only, operating with a high overall degree of autonomy. Will manage staff in a high level specialist service or section.
Conceptualise, develop, review and negotiate policies at library and University level. Responsible for management of complex area of work. Accountability for program performance. Recommends to senior management on the allocation of significant library resources. Generate and use a high level of theoretical and applied knowledge.
Full responsibility for achievement of significant objectives and programs.
It is expected that occupants will have the knowledge, skills and experience reflected in the Primary descriptors for Level 2.
General direction. May supervise non-trades staff.
Completion of a trade certificate or certificate lll and relevant experience. Appropriate trade licence.
May undertake limited planning or design functions. Apply skills to varied range of tasks.
Knowledge of own work area trade processes and their inter-relations with processes of other related trade areas. Perform work requiring proficiency with methods. Knowledge and understanding of cross-trade functions. May coordinate cross-trade functions.
Diagnose and solve problems through application of experience, precedents and/or theoretical knowledge.
Completion of post-trade certificate or advanced certificate plus extensive relevant experience*. Appropriate trade licence. Supervisory experience required. For internal candidates only an equivalent combination of relevant experience and/or education/training. Appropriate trade licence.
* As a guide, it is expected that experience in this context and at this level will be 2 or more years.
Limited direction. Will supervise other staff.
Apply trade skills/knowledge to varied range of tasks at advanced level. Lead a team of maintenance staff performing a trade function.
Knowledge of own work area processes and their inter-relations with processes of other related areas. Perform work requiring proficiency with methods. Knowledge and understanding of cross-trade functions. Will coordinate cross-trade functions.
Diagnose and solve complex problems through application of experience, precedents and/or theoretical knowledge.
* As a guide, it is expected that experience in this context and at this level will be 1 year.
** As a guide it is expected that experience in this context and at this level will be 3 or more years.
Broad direction. May have extensive supervisory and line management responsibility OR undertake standalone work in a lead project or function role.
Have a depth or breadth of expertise developed through extensive relevant experience and application. Perform work assignments guided by policy, precedent, professional standards and managerial or technical expertise. Staff members would have the latitude to develop or redefine procedure and interpret policy with the effect confined to the local work area or zone. May lead a team of maintenance staff performing a trade function OR lead responsibility for a special project or advanced trade function.
Knowledge of own work area processes and their inter-relations with processes of other related areas. Perform work requiring proficiency with existing rules and regulations, methods and techniques . Knowledge and understanding of cross-trade functions. May coordinate cross-trade functions.
Diagnose and solve complex problems through application of experience, precedents and/or theoretical knowledge. Discretion to innovate within own function and take responsibility for outcomes; undertake planning involving resources use; and analyse, develop and report on financial, policy and planning issues.
A degree with at least 4 years subsequent relevant experience OR Advanced Diploma plus extensive experience or extensive experience and management expertise in a related field or equivalent combination of relevant experience and training.
Broad direction. May manage other staff from various streams.
Independently relate existing policy and legislation to work assignments; rethink the way a specific body of knowledge is applied in order to solve problems; adapt procedures to fit policy prescriptions or use theoretical principles in modifying and adapting techniques to achieve objectives. May have impact beyond the immediate work area or zone.
Note: ANU Officer at or above these senior levels, in the maintenance Stream, may also be represented by Technical, Specialist or Engineering classification streams with progression to these alternate streams at higher levels.
Associate Diploma or Year 12 and relevant experience* or a combination of experience and training.
* As a guide, it is expected that experience in this context and at this level will be 6 years.
Routine supervision to general direction. Supervision of other staff may be required.
May undertake limited creative, planning or design functions. Apply skills to varied range of printing tasks.
Knowledge of printing area processes and their connection with other related areas on campus. Perform work requiring proficiency with methods and techniques.
Apply theory and techniques to printing tasks. Solve problems.
HSC and/or relevant research experience or progress towards a degree.
Apply research skills to varied range of different tasks.
Knowledge of research processes in own area, other related research areas, and research resources.
Application of skills only. Minor decisions related to process only.
ANU Officer Levels 5 and 6 are broadbanded in this stream. It is expected that at the higher levels within the broadband occupants will have a deeper understanding, and a more independent application, of the research theory and techniques.
Completion of a degree without subsequent relevant work experience or an equivalent combination of relevant experience and/or education and training.
Apply research knowledge in the discipline(s) to the research program(s).
Familiarity with research processes in own area, other related research areas, and research resources.
Solve problems through standard application of theory and techniques at degree level.
Degree and relevant experience at ANUO 6 Level or equivalent*.
Broad direction. May have supervisory/management responsibility.
Independently relate existing research to the particular research area and assess implications.
Adapt research processes to own area. Detailed knowledge of related research.
Analyse and report on data and experiments. Vary or modify process and/or rethink the application of specific bodies of knowledge in order to solve problems and achieve research objectives.
Postgraduate qualifications or progress towards postgraduate qualifications and extensive relevant experience or, for internal progression, degree and relevant experience at ANUO 7 level*.
Broad direction, working with a degree of autonomy. May have supervisory responsibility for cross stream staff.
High and consistent record of intellectual input and achievement in research.
Contribute to advancement of research objectives through in-depth knowledge of related national and international research programs and scientific advances in related areas.
Influence research direction. Contribute independently. Advise on and develop new strategies for the support and implementation of research programs.
Postgraduate qualifications and extensive relevant experience. Internal progression to this level will be considered on the basis of development above the ANUO 8 requirements plus the remaining criteria for this level.
Broad direction, working with a considerable degree of autonomy. Normally will have some supervisory responsibility.
High and consistent record of intellectual input and achievement in research. Will be developing new approaches in the use of specific research knowledge.
Advise on and develop new and complex strategies for the support and implementation of research programs. Influence research direction. Develop own area of independent research.
A staff member may be appointed directly to ANUO10 or SM1 step 2 of this broadbanded level subject to meeting the criteria for ANUO10 or SM1 step 2 below.
Postgraduate qualifications and extensive relevant experience. Proven expertise in the management of significant human and material resources, or an equivalent combination of relevant experience and/or education/training.
High level consistent record of intellectual input on complex matters and achievement in research. Generate new approaches in the use of specific research knowledge using a high level of theoretical and applied knowledge.
Bring a multiperspective understanding to the development, carriage and implementation of research objectives through in-depth knowledge of related national and international research programs and scientific advances in related areas.
Be fully responsible for the development of new and complex strategies for the support and implementation of research programs. Significant influence on research direction. Maintain own area of independent research.
Completion of Year 12 plus relevant work experience or equivalent relevant experience or a combination of relevant experience and training.
Routine supervision, moving to general direction with experience.
Apply knowledge gained from experience and rules/regulations governing the work. Assessment of best approach to tasks normally required.
Knowledge of work processes and detailed knowledge of University campus.
Ability to exercise judgement in relation to work and to work within timelines and standard practices and procedures.
Possession of a current security licence and extensive relevant work experience or equivalent combination of experience and training.
General direction. Will supervise other security/cleaning staff.
Interpret local policies and rules. Apply increased skills to varied range of functions.
Proficient in processes. Broad knowledge of work processes and detailed knowledge of University campus. Knowledge of related functions elsewhere and other areas' operations (particularly Facilities and Services), which interact with the processes used or on outcomes.
ANU Officer Levels 4 and 5 are broadbanded in this stream. It is expected that at the higher levels within the ANU Officer 4/5 broadband occupants will have a deeper understanding, and a more independent application, of the technical methods and procedures used, and a consequent increase in the complexity of the functions performed.
Associate Diploma or equivalent combination of relevant experience and education/training.
Routine supervision to general direction. Supervision of other staff may be required, including technical supervision of students in teaching laboratories and/or on field work.
May undertake limited creative, planning or design functions. This may include the use and/or manipulation of various computer software applications. Apply skills to varied range of tasks. Perform work requiring proficiency with methods and techniques.
May provide support to a teaching program, for example set up laboratories, field equipment, and ensure appropriate teaching materials are available.
May assist in the delivery of a teaching program, for example demonstrate experiments, techniques and methods and the use of equipment.
Knowledge of own work area technical processes and their relationship with technical processes of other related areas.
Research and apply theoretical knowledge and techniques to a range of procedures and tasks.
Degree with relevant experience* or broad technical knowledge or equivalent combination of experience** and education/training.
* As a guide, experience in this context and at this level is likely to be 2 years.
** As a guide, experience in this context and at this level is likely to be 4 years.
Broad direction. May have extensive supervisory and line management responsibility, including technical supervision of students in teaching laboratories and/or on field work.
Perform work assignments with technical expertise within established standards. Some ingenuity in design and/or the application of techniques to own work is required. This may include the use and/or manipulation of various computer software applications. Development associated with method and techniques.
May support a teaching program, for example design and develop practical experiments, and assist with the development and planning of coursework.
May participate in the delivery of a teaching program.
Some understanding of procedures and techniques being applied elsewhere which may be adaptable/applicable to own work.
Research, design, develop and test complex techniques and/or equipment. Diagnose problems on sophisticated equipment and systems. Analyse and report on data and experiments.
Management expertise and extensive technical experience.
Broad direction. May manage other administrative and/or technical staff, including technical supervision of students in teaching laboratories and/or on field work.
Perform work assignments with technical expertise. Ingenuity required when performing own work. This may include the use and/or manipulation of various computer software applications. Apply body of knowledge to solve technical, research and/or teaching problems.
Detailed knowledge of all relevant administrative and technical policies and procedures, including inter-action with other areas.
Diagnose problems on sophisticated equipment. Research ways in which a specific body of knowledge can be applied to solve complex problems. Adapt procedures and use theoretical principles in modifying and adapting techniques. May have impact beyond the immediate work area.
Progress towards or Postgraduate qualifications plus extensive experience* or extensive experience** and technical management expertise or equivalent combination of relevant experience and education/training.
** As a guide, experience in this context and at this level is likely to be more than 6 years.
Broad direction, working with a degree of autonomy. May manage administrative, technical and/or professional staff, including technical supervision of students in teaching laboratories and/or on field work.
Use expertise in the area to be technically innovative and to contribute to teaching and/or research or planning and policy development. Significant input to research and/or teaching and/or significant input to management of technical resources at Faculty and School level. This may include the use and/or manipulation of various computer software applications. Manage technical resources at Departmental or Project level.
General understanding of research and/or teaching activities at School/Faculty level, and more comprehensive understanding at Departmental or Project level.
General to comprehensive knowledge of policies/codes/standards as they apply to the work undertaken.
Responsible for program development and implementation. Provide strategic support and advice to Research/Teaching Program, School or Faculty.
Postgraduate qualifications and extensive relevant experience OR extensive technical experience and proven management expertise OR combination of relevant experience and education/training.
Broad direction, working with a considerable degree of autonomy. Will manage technical and cross-stream staff, which may include technical supervision of students in teaching laboratories and/or on field work.
Required to use technical expertise in the area, to be innovative and to contribute to research and strategic planning, policy and development. This may include the use and/or manipulation of various computer software applications. Management of, and responsibility for, significant resources at least at School, Faculty or Divisional level.
Knowledge of research and/or teaching activities at University level and an in-depth understanding of Departmental or Project level.
Responsible for program development and implementation. Provide strategic support and advice to Research Program, School or Faculty.
Broad direction, operating with a high overall degree of autonomy. Will manage other administrative and cross stream staff, including technical supervision of students in teaching laboratories and/or on field work.
Conceptualise, develop, initiate and review major technical and/or administrative policies at University level. Responsible for management of a complex area of work at a level higher than ANUO 9. Accountable for program performance. Comprehensive knowledge of related programs.
Full responsibility for achieving significant objectives and programs. Will have a significant collaborative role in research and/or teaching.
The specialist secondary descriptors may be used to classify staff from the streams identified in S5.3 where it is acknowledged that the work performed requires expertise in a specialised field. The specialist descriptors may be used for positions which are 'stand alone' or those with line responsibility.
in the administrative stream, occupational health and safety, counselling, statistics, accounting, physiotherapy, registered nursing and specialised stand alone positions (e.g. Disability Adviser).
in the technical stream, where specialist work is undertaken with technical independence (e.g. where the supervisory post has no expertise in that area of work) or the work required is of a specialist nature that provides a single service and/or level of expertise within the University. Such work would be expected to have a high University impact.
Degree with subsequent relevant specialist/professional experience OR extensive experience in a specialised environment and specialist expertise OR an equivalent combination of relevant experience in a specialised/professional environment and/or specialised/professional education/training.
General direction. May have supervisory responsibility for cross stream staff.
Work assignments guided by legislation, professional standards, technical expertise and independence or specialist requirements. Latitude to develop or redefine procedures and/or policy, drawing on specialist or professional knowledge, for consideration by more senior officers.
Sound knowledge of specialist/professional activities as related to, and applied from, own work area.
Discretion to innovate within own functions and take responsibility for outcomes. Design, develop and test complex equipment, systems and procedures. Plan and develop proposals for use of resources.
Progress towards postgraduate qualifications with subsequent relevant specialist/professional experience * OR extensive experience in a specialised/professional environment and specialist/professional expertise OR an equivalent combination of relevant experience in a specialised environment and/or specialised/professional education/training.
Broad direction, working with a degree of autonomy. May have supervisory responsibility for cross-stream staff.
Work assignments guided by legislation, professional standards, technical expertise or specialist requirements. Latitude to develop or redefine procedures and/or policy drawing on specialist/professional knowledge for consideration by more senior officers. Will be recognised authority in particular activity or activities in specialised area. May coordinate the integration of those activities with other activities.
Expected to make policy or technical recommendations related to specialist activities. Implement accepted policies or technical programs involving major change which may impact on other Areas of the University or a teaching/research program.
Responsible for program development and implementation. Provide strategic support and advice to research programs, Schools or Faculties requiring integration of a range of University policies and/or external requirements, and an ability to achieve objectives operating within complex organisational.
ANU Officer Levels 9 and 10 are broadbanded in this stream. It is expected that at the higher levels within the broadband occupants, through experience, will have developed skills and expertise enabling them to more independently perform the full range of duties at a high overall degree autonomy, and that more time will be spent on the more complex functions of the position.
Progress towards postgraduate qualifications with more than 4 years subsequent relevant specialist/professional experience OR extensive experience in a specialised/professional environment and specialist/professional expertise OR an equivalent combination of relevant experience in a specialised/professional environment and/or specialised/professional education/training.
Broad direction, working with a considerable degree of autonomy. Will have supervisory responsibility for other professional/specialist staff except in circumstances where positions are stand-alone or in a very small highly-specialised unit where all specialist staff would normally be at or above ANUO9 level.
Work assignments guided by legislation professional standards, technical expertise or specialist requirements. Will be a recognised authority in specialist/professional activities at University level. Will coordinate the integration of policy activities with other policy activities. Demonstrated capacity to conceptualise, develop and review major administrative or professional policies or Technical programs at University level.
Responsible for program development and implementation. Provide strategic support and advice to research programs, Schools or Faculties requiring integration of a range of University policies and external requirements, and an ability to achieve objectives operating within complex organisational structures. | https://services.anu.edu.au/human-resources/enterprise-agreement/schedule-5-professional-staff-classification-descriptors-0 |
This CPD unit is available to any employer and their employees who will benefit from the course and is at no cost to the employer.
This is a level 3 course.
ESP units at Level 3 cover core and foundational aspects of a topic to provide an introduction and overview of a topic. Units are accessible to learners who have studied STEM subjects at this or lower levels, but are also suitable for learners with higher level qualifications in other STEM areas/disciplines seeking an introduction to emerging technologies.
Knowledge : Has factual, procedural and theoretical knowledge and understanding of a subject or field of work to complete tasks and address problems that while well-defined, may be complex and non-routine. Can interpret and evaluate relevant information and ideas. Is aware of the nature of the area of study or work. Is aware of different perspectives or approaches within the area of study or work.
Skills : Identify, select and use appropriate cognitive and practical skills, methods and procedures to address problems that while well-defined, may be complex and non-routine. Use appropriate investigation to inform actions. Review how effective methods and actions have been.
This course will provide you with the necessary skills and knowledge to apply Health and Safety (H&S) best practice guidelines to the use of loose powders, in particular when using Additive Manufacturing (AM) equipment, materials and post processing.
You will learn to recognise unsafe practices and risks, and how to apply appropriate mitigation techniques.
More specifically, the topics during the day are:
- Explain health, safety, laws and legislation associated with loose powders
- Describe health and safety (H&S) best-practice guidelines
- Identify hazards associated with loose powders
- Explain prevention and control methods used to reduce risk
- Recognise unsafe practices, applying appropriate mitigation techniques
NB: this unit is available to colleagues from the HVMC centres but priority will be given to employers first.
This course is delivered online and also encompasses some self directed on-line learning.
Please note that these courses have been developed and are made available during the term of the Emerging Skills Project, under a Department for Education funded programme for companies and individuals resident in England . If you are interested in the courses but are not resident and therefore ineligible to join one of the no-cost pilot events, please contact us ([email protected]) to discuss alternatives.
Date and time
Location
Online event
Organiser The Emerging Skills Project
Organiser of Health & Safety in Additive Manufacturing
It’s all about delivering future ‘Emerging Skills’ now!
The Emerging Skills Project is a pilot programme which forms part of the UK Government’s transformation of further and technical education in England. The Department for Education, through the High Value Manufacturing Catapult, is piloting a collaborative project to develop cutting edge learning materials for the delivery of Emerging Skills. The project focuses on four main areas:
* Electrification for vehicles and transport solutions
* Additive Manufacturing technologies
* Industrial Digitisation Technologies / Industry 4.0 for manufacturing
* Composites – for environmental energy systems
What learning materials are being developed?
We’ve been working with the industries above in collaboration with research and educational specialists to define and create Training Unit(s) that will equip the current and future workforces with the skills they need.
The model is that each Training Unit is developed once, but then delivered multiple times by others to suit local employer requirements & demand.
As an employer, can I access this training and what does it cost?
The Emerging Skills Project, in this pilot phase, offers free access to these training units and there will be no charge to the employer or employee.
All you need to do is book a place(s) via Eventbrite and attend the training. | https://www.eventbrite.co.uk/e/health-safety-in-additive-manufacturing-tickets-175251952307?aff=erelexpmlt |
Positions in this job family are assigned responsibilities for providing administrative support for program areas and support functions, or serve as an assistant to, or provide administrative support to an administrator or an official. This may include supervising an administrative or clerical unit, responsibility for an administration program providing various services to agency customers, and similar duties and responsibilities. It may also include responsibility for supervising an assigned staff of administrative technicians in performing duties involving the processing of applications for various types of permits or licenses, maintaining various records, preparing correspondence or other materials, and similar activities.
Typical Functions
The functions within this job family will vary by level and organization, but may include the following:
- Trains other staff
- Assigns projects to staff as needed; develops and places in operation special procedures.
- Initiates correspondence requiring knowledge of agency or program procedures and policies.
- Develops and maintains confidential or complex files.
- Interprets and advises internal and external customers on departmental or program rules, regulations, and laws.
- Prepares invoices and payments of claims, requisitions, purchase orders and other fiscal duties.
- May supervise subordinate staff.
- Represents agency, supervising official, or program area at meetings, conferences, or civic organizations.
- Coordinates activities with internal and external customers.
- May establish educational and/or training programs.
- Interviews callers, arranges appointments, and handles office details.
- Enters and retrieves information using Personal Computer or other data processing equipment and receives and reviews coded and uncoded source documents; reviews data and makes routine corrections.
Level Descriptors
The Administrative Assistant job family consists of two levels, which are distinguished, based on the level of complexity of specific job assignments, the extent of responsibility assigned, and the level of expertise required for the completion of assigned projects.
LEVEL I: Code: E17A Salary Band: H
This is the career level where duties and responsibilities will be performed at all levels of complexity. Employees may supervise others.
Knowledge, Skills, and Abilities required at this level include knowledge of spelling, punctuation, and business English; of business mathematics; of modern office methods and procedures; of the maintenance of complex records; and of the major policies and procedures governing assigned programs. Ability is required to maintain effective working relationships with others; to handle confidential work; to interpret and handle routine matters in accordance with agency policy; and to follow oral and written instructions.
Education and Experience requirements at this level consist of four years of technical clerical office work or an equivalent combination of education and experience.
LEVEL II: Code: E17B Salary Band: I
At this level duties and responsibilities will be at all levels of complexity. Employees will coordinate activities both internal and external to the organization or program and may supervise others in performing various administrative duties or other activities.
Knowledge, Skills, and Abilities required at this level are the same as those identified in Level I plus knowledge of supervisory principles and practices.
Education and Experience requirements at this level consist of those identified in Level I plus one year of additional qualifying experience.
Special Requirements
Some positions within the Oklahoma Department of Human Services may require frequent job-related travel. | https://oklahoma.gov/omes/careers0/job-family/administrative-assistant.html |
The influence of insufficient data on the performance of AI models is always a problem for data scientists. It's difficult to say how much data is needed to create an excellent AI model with the maximum level of accuracy. The amount of data required is determined by a number of factors, including the problem statement's complexity, the number of categories to predict, and the technique used to solve the problem. Data scientists apply their expertise and a variety of cutting-edge methodologies to estimate the least amount of data required for AI.
Data scarcity is when there is a limited amount or a complete lack of labeled training data, or lack of data for a given label compared to the other labels (data imbalance). Larger technological firms typically have access to more data, yet they may face data imbalance. The lack of labeled training data is a common problem for smaller technological enterprises. Here are some methods for answering problems related to Data Scarcity:
The following are the most commonly used methods for determining data volume.
The training data sample size determines the computational cost of training a model. While a large dataset is ideal for training the model, the model's performance accuracy decreases as sample size grows. While a larger dataset trains the model in real-time, the learning-curve sampling method constantly checks and compares costs and performance. When the expenses outweigh the advantages, the training is completed. Depending on the dataset and application, the cost-benefit analysis method may differ.
It's getting easier to find a previously solved problem with data that's similar to the complexity at hand. Academic and industry-related research material is becoming more widely available, while open online communities such as Kaggle and GitHub are becoming increasingly popular. Such resources provide information on data set needs, cleaning and scaling standards, and AI model performance. These insights are particularly useful in determining the sample size necessary for enterprises.
A smaller sample size is required for a few machine learning algorithms than for others. In comparison to linear algorithms, non-linear algorithms typically require a bigger training dataset. Some deep learning algorithms improve their skill, accuracy, and performance when trained with more data while working with non-linear algorithms. Non-linear algorithms, such as neural networks, random forest, AdaBoost, and others, require 1000s of observations to attain acceptable performance and are more computationally intensive.
A larger dataset that covers all conceivable scenarios in abundance is recommended regardless of the model. Machine learning is an inductive process, so it's best to incorporate edge cases in the training dataset to avoid model failure and inaccuracy. Some difficulties may necessitate the use of enormous data, and in some cases, all of your data. Regardless of the methods used, having as much data as possible is always beneficial.
According to Gartner, 60% of data required to develop AI and analytics projects would be synthetically generated by 2024. Instead of being taken from genuine events, synthetic data is manufactured intentionally. By extracting the statistical features of the source dataset, synthetic data enhances the dataset's volume and matches the sample data. Synthetic data has a number of other advantages, like improving the robustness of the AI model and ensuring data privacy. Every day, businesses deal with very sensitive data, which typically includes Personally Identifiable Information (PII) and Personal Health Information (PHI). Synthetic data aids in the protection of personally identifiable information (PII) and the development of high-performing and accurate AI models.
Synthetic data is frequently used by data scientists to address data deficiencies and improve data quality. Several regulations limit how companies gather, share, and dispose of personal information. Organizations, on the other hand, can share data easily and legally using synthetic data generating techniques.
Heuristics have a number of benefits:
The weights in the heuristic model can be adjusted until the news feed's qualitative analysis looks to be optimal. This strategy is effective in getting the product off the ground. As more data becomes available, intuition/domain knowledge can be merged with data insights to fine-tune the heuristic model even further. Once you have enough user interaction data, you may apply logistic regression to find the best weights. Following that, you'll need to put up a model retraining process. As your setup becomes more sophisticated, you'll need to pay more attention to factors like data quality, model performance quality, and so on.
There are situations where state-of-the-art techniques are required for a product-specific problem and heuristics are not an option to begin with. Object recognition in images, for example: given an image, identify people, animals, buildings, automobiles, and so on. Several API providers, like AWS Recognition and Google Cloud's Vision AI, offer APIs that may be used to recognize objects in photos, conduct face recognition, detect text from an image, and so on. Breaking down your problem in a way that makes use of these APIs can help you get started.
This route is simpler to implement than the alternative, which involves creating a model that can recognize specific shoe brands based on an input image. Given the availability of free tiers from popular API providers, the financial effects are usually minor.
In machine learning, synthetic data is used to collect cases that aren't present in the training dataset but are theoretically plausible. When developing an object recognition application, for example, a user might point the camera towards an object (say, a deer) at an angle rather than directly at it. The original object image can be rotated and placed into the dataset as a new example with the same label in order to accurately detect the object. This would aid the model's understanding that an image taken from a different perspective represents the same thing.
One of the key impediments for Artificial Intelligence (AI) to reach production levels is data scarcity. The answer is simple: data, or the lack thereof, is the number one reason why AI/NLU programs fail. As a result, the AI community is working feverishly to find a solution. In many application disciplines, such as marketing, computer vision, and medical science, there is a restricted collection of data accessible for training neural networks since gathering additional data is either not practical or needs more resources. To avoid the problem of overfitting, these models require a vast amount of data.
In answering this data-related problem, it is actually at the point of data documentation and good data utilization. Data Scarcity is actually an issue that has existed for a long time and is growing in technology trends like now. The use of AI, especially Machine Leaning, with processing and generating data automatically will bring a solution to this problem. | https://glair.ai/post/solve-data-scarcity-for-using-of-artificial-intelligence |
The topics covered in the University Master's Level II (60 university training credits) "Technologies and methods for developing digital infrastructure" focus on advanced technologies for networking, computing and distributed storage.
In particular for the networking part:
- Optical transmission techniques,
- Design and management of the network for a data centre,
- Ethernet technology and software defined network solutions,
- Systems and procedures necessary to connect to a nap,
- The next generation internet protocol ipv6.
However, with regard to computing and distributed storage:
- Grid and cloud distributed computing paradigms,
- The virtualisation of systems.
Topics of general significance such as the security and the management of Authentication and Authorisation will be also addressed.
The activity of the Master's courses is mainly carried out with classroom and assisted teaching. There is also an internship activity for the participants to be held both in research institutions and in companies with highly innovative content present in the area. This internship action, scheduled to follow the classroom activities, will enable trainees to come into contact with the scientific and technological research system. The internship will be closely linked to the project's research activities and will be an opportunity for trainees to share experiences, issues and methods by directly observing the different procedures that characterise their specific study curriculum.
At the end of the Master's, the professional skills learnt will establish people with real knowledge management skills, capable of triggering all the technical processes and procedures required to create and share knowledge, both locally and internationally. Experts can start a career as researcher/technologist in companies or public bodies engaged in research and development activities that require the processing of large volumes of data, complex simulations, or resource-intensive high-performance computing (distributed clusters) accessible via infrastructure of all levels such as cloud computing, physical networking infrastructure, computational and storage and middleware up to application layers. | https://progressintraining.it/en/university-master-s/master-presentation |
Another Source’s client, Sonoma State University, is recruiting an Pre-Award Analyst to join their team.
As one of the 23 campuses in the California State University System, Sonoma is a mid-size comprehensive university, focusing on the liberal arts with a strong emphasis in the arts and sciences. Located approximately an hour north of San Francisco, SSU has 9,200 students, 400 faculty and 900 staff and administrators. Sonoma State University is committed to achieving excellence through teaching, scholarship, learning and inclusion. In line with the Seawolf Commitment, our values include respect, responsibility, excellence and integrity.
We strive to cultivate a community in which a diverse population can learn and work in an atmosphere of civility and respect. We encourage innovation, experimentation and creativity, as well as contributions to diversity, equity and inclusion, in the pursuit of excellence for all members of our university community.
This position is eligible for a broad range of benefits, including medical, dental, vision, life and disability insurances, retirement (CalPERS), tuition waiver, vacation and sick leave. In addition, 14 paid holidays are offered each year; 13 scheduled on specific days and a Personal Holiday that may be taken any time during the year.
Responsibilites:
Reporting to the Senior Project Administrator for the Office of Research and Sponsored Programs (ORSP), with additional lead work direction from the ORSP management team, the Pre-award Analyst works independently and in collaboration with members of ORSP and various University constituents to provide program leadership of a strategic and operational perspective involving the analysis, development, and evaluation of complex sponsored program activities with an emphasis on pre-award activities. The incumbent serves as a primary contact for staff, faculty, administrators, alumni, students, and community in diverse and complex matters of policy, procedure, and practice by providing information, historical background, and rationales. The incumbent is required to assess, formulate, evaluate, and oversee all project(s) assigned and uses independent determination of methods to meet programmatic or administrative goal. The incumbent performs a wide variety of administrative tasks of a responsible and difficult nature requiring independence, judgment, and the application of a comprehensive knowledge of a variety of policies and procedures. Contacts involve interaction with all levels inside and outside the university, and may include dealing with sensitive and confidential information and situations.
Major Duties:
- Works to understand customer areas of interest, identifies potential sponsored program opportunities, understands solicitation information and sponsor requirements, and supports the proposal development and submission process.
- Assumes primary responsibility for collecting and reviewing proposal information, analyzes budgets, performs compliance checks, edits for content and provides feedback as time allows.
- Provides training to customers in all aspects of the pre-award process and builds and maintains relationships with sponsors.
- Identifies long-term programmatic and administrative goals and objectives and independently develops appropriate solutions or recommendations.
- Designs, implements and monitors data storage management and retrieval systems related to sponsored programs, maintaining confidentiality and accuracy.
- Develops promotional materials highlighting sponsored programs.
- May provide website management and updates departmental websites.
- Participates in the event coordination process for annual research symposium(s).
- Establishes and maintains effective working relationships and facilitates project coordination within ORSP and with other units.
- Serves as a primary contact for campus customers by responding to inquiries, providing guidance, and resolving issues to meet their administrative needs.
- May perform post-award grant administration duties depending on departmental needs.
- The Pre-award Analyst may provide lead work direction to other administrative staff, with accountability for results; provides training and guidance to others, and provides input to performance evaluations.
- The incumbent interacts at all and the highest levels within and outside the university and may deal with sensitive and highly confidential information or situations.
- Performs other secondary duties as assigned. Duties will primarily take place in an office setting however additional duties may be performed in various locations on the Sonoma State University campus, including working both indoors and outdoors to support and participate in university activities and events.
Qualifications:
- Bachelor's degree in a job-related field and/or the equivalent training and administrative work experience involving study, analysis, and/or evaluation leading to the development or improvement of administrative policies, procedures, practices, or programs, plus four or more years of progressively responsible administrative support experience.
- Ability to learn, interpret, and apply a wide variety of policies, procedures, laws, and regulations relating to and impacting sponsored program activities within ORSP.
- Thorough knowledge of and ability to apply extensive expertise to complex programs and/or administrative specialties, including pertinent laws and regulations.
- Demonstrated expertise in and advanced knowledge of the principles, problems, and methods of public and business administration and operational and fiscal management
- Expertise in administrative operations and systems analysis, statistical and research methods.
- Ability to interpret and evaluate results to develop sound conclusions and recommend new or revised policies
- Ability to understand problems from a broad, interactive perspective and discern applicable underlying principles to conceive of and develop strategic solutions.
- Ability to handle potentially sensitive situations.
- Ability to effectively present ideas and concepts in written or presentation format and use consultative and facilitation skills to gain consensus
- Ability to train others on new skills and procedures and provide lead work direction.
- Strong written and oral communication skills and the ability to effectively communicate with all levels within the university
- Detail-oriented and possess strong organizational skills
- Ability to prioritize and perform multiple tasks
- Ability to make independent decisions and exercise sound judgment, discretion and initiative in performing complex work
- Demonstrated ability to establish and maintain effective working relationships amongst diverse populations including staff, faculty, administration, students, and other internal and external constituents and serve as a prime contact for ORSP.
- Provide outstanding customer service to students, staff, faculty, and visitors while working in a professional, fast-paced environment.
- Accept constructive feedback and work cooperatively in group situations.
- May be required to meet the standards of the University Conflict of Interest policy if performing purchasing with a CCP card.
Preferred Qualificatoins:
- Expertise administering sponsored programs at an institution of higher education with a focus on pre-award activities and a foundational knowledge of public administration principles preferred.
- Master's degree in job-related field preferred. Requires solid computer skills, including advanced proficiency with Microsoft Office. Knowledge of Google Suite, web publishing software and PeopleSoft preferred.
The position may require occasional travel, by car and plane, and the candidate must be able to work some night and weekend hours with overnight stays.
The CSU system is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age or protected veteran status.
Another Source works with their clients, on a retained project basis, to maximize the recruiting process. | http://jobs.jobvite.com/careers/another-source/job/ocI4bfwT?__jvst=JobBoard&__jvsd=Association_NORDP |
Software Engineer Qualification Levels: Junior, Middle, and Senior
A software developer’s career ladder consists basically of three rungs: junior, middle, and senior. The industry applies this terminology to better understand and assign a degree of qualification, as well as determine both salary level and responsibilities.
Being aware of the developer seniority levels will help set more accurate expectations for a particular engineer. Also, this distinction will not only improve internal communication, it will also enhance communication between customers and vendors, making all interaction more effective. By distinguishing these job titles, a client will get a better understanding of the competency levels in the IT industry.
In this article, we will analyze software developer’s seniority according to the following criteria: technical knowledge, day-to-day duties, independent work, interaction with the team, and vision.
Approaches to the expertise evaluation in software development
As part of the seniority level analysis, we’ll describe several existing approaches to evaluating a programmer’s expertise. Applying them to the given gradation will provide a broader perspective of seniority in software development.
The Dreyfus model of skill acquisition identifies 5 stages of attaining and mastering skills. Andy Hunt in his book Pragmatic Thinking and Learning: Refactor Your Wetware applies the Dreyfus model to software development. The author uses the Dreyfus model to structure fundamental changes that occur throughout the learning process. This allows him to juxtapose how programmers at different stages perceive the development process and approach problems, as well as, how they form mental models.
The five Dreyfus model stages illustrating the most important changes on the way from Novice to Expert
Source: Pragmatic Thinking and Learning: Refactor Your Wetware by Andy Hunt
The Seven Stages of Expertise in Software Engineering. This is another approach to classifying expertise in software engineering by Meilir Page-Jones. The classification breaks expertise down into seven stages and uses productivity as the key criterion. Although originally used to evaluate software engineering in the ‘90s, the approach can be easily reapplied to our reality.
The Productivity Curve
Source: The Seven Stages of Expertise in Software Engineering by Meilir Page-Jones
Programmer Competency Matrix. This matrix of the programmer skillset was developed by Sijin Joseph, a technology leader with over 15 years of experience in designing and building software products. The matrix has a three-level structure that correlates with the Junior-Middle-Senior role distribution. The matrix also includes Level 0 which, in our opinion, equals a Trainee-level Software Engineer. We are going to refer to this source while describing the tech knowledge expectations for each seniority level.
Approaches to expertise evaluation compared
Trainee: fresh out of school
Some companies have internship programs where they take entry-level engineers who have basically only theoretical knowledge and no work experience. In this case, a beginner’s job title will be a Trainee.
Applying Meilir Page-Jones’ stages of expertise, we chunk this early period in developer’s career into three stages: Innocent, Exposed, and Apprentice.
Initially, engineers have little to no exposure to real development. Exposed developers make the first steps towards coding in a professional way. Finally, an apprentice is already minimally equipped to tackle a real project.
Speaking of technical knowledge, trainees are primarily limited to using IDEs as text editors for coding without leveraging their additional features. They rarely deal with APIs and often have to consult the documentation. Apart from the core platform they specialize in, trainees are not familiar with any frameworks and have only a vague idea of what a database is.
Junior Developer: through trial and error
Getting your foot in the door as a junior developer is difficult because they often come and go. Employers tend to hire junior devs for freelance or short-term contracts with an eye to reducing the contract cost.
Nevertheless, a junior’s trump cards are the motivation and energy that many senior people no longer have. Juniors know the effort they put in will pay off by enabling them to move sooner to the next level.
Alternative approaches. Referring to the Dreyfus Model, we may divide the junior level into two phases: Novice and Advanced Beginner.
To get the ball rolling novice developers need universal context-free rules. Being impatient, they want immediate results. At the same time, mistakes can paralyze them, since they do not know how to handle them.
Advanced beginners start departing from following fixed rules and formulate general principles based on similar situations they’ve dealt with. The main issue is that they overlook the larger context, perhaps considering it irrelevant.
Using the Meilir Page-Jones’ gradation, we may refer to a junior as Practitioner. That is when developer productivity sufficiently increases as they begin to adopt new techniques through trial and error and apply them to corporate projects.
Junior technical skillset and duties
IDE. Juniors navigate the interface and operate IDEs efficiently using the taskbar.
API. They know how to handle the most frequently used APIs.
Frameworks. Junior devs have worked with some frameworks and know about the popular ones that are worth using within their language stack.
Database development. A junior knows DB basic design techniques, ACID properties, and transactions. Also, a junior can write simple, select statements to retrieve information from the database.
Programming languages. Junior developers are usually familiar with one programming language. They will pick it right away and implement a semi-stable solution that solves most of the problems in certain use cases.
Platforms & tools. Juniors have professional experience with about three platforms. Their knowledge of platform internals is only skin-deep. They are aware of alternatives to popular and standard tools.
Day-to-day duties. Juniors usually get the least complex tasks, those with little impact on the final product.
Junior teamwork and perspective
Independent work. Certainly, juniors need close supervision. They need strong mentoring to grow their skills.
Working in a team, a junior must stay engaged and absorb from the team as much knowledge as possible.
Vision. The problem with juniors is that they are code-focused, rather than development-focused. This prevents them from getting the big picture.
Middle Developer: workhorse of the programming world
Junior devs with generally more than three years of experience can leverage their skills out to become mid-level specialists. Mid-level devs, sometimes referred to as “the workhorses of the programming world,” deliver the most impact with routine code.
Alternative approaches. The Dreyfus Model describes the middle developer as Competent. At this stage, they can also do a decent job of troubleshooting and debugging.
Competent programmers are highly initiative and resourceful. They pursue leadership roles on the team and can mentor novices. However, competent devs still lack the experience to prioritize the focus of their attention while working on the project, and they are barely able to reflect on their mistakes.
In terms of the seven stages of expertise, we can consider the middle developer a Journeyman. They work on honing their skills and enhancing productivity. Journeymen are competent enough to be the source of Software-Engineering advice.
Middle technical skillset and duties
IDE. After using IDEs for quite a while, a middle dev has memorized the shortcut keys for most frequent operations, really speeding up the work.
API. Intermediate levels have deep and solid knowledge of the main APIs.
Frameworks. Middles are tech-savvy with frameworks which helps them write clearer and shorter code.
Database development. Mid-levels are good at managing databases. They can design normalized DB schemas while taking into account the queries that will be issued. Middle devs are well-versed in using database views, stored procedures, triggers, and user-defined data types (UDT). They are adept in the object-relational mapping technique (ORM) used for converting data between incompatible type systems. In order to speed up the query process, they apply knowledge of index syntax to create custom clustered and non-clustered indexes.
Programming languages. A mid-level developer understands functional programming and knows when and how to apply functional concepts in any language.
Platforms and tools. Middles have already worked with more than four platforms and possess a deep understanding of how the platform functions including code execution. They are very comfortable with their package manager tools.
Day-to-day duties. Mid-level software engineers are not commonly entrusted with highly complicated tasks that may require an in-depth level of engineering knowledge. Meanwhile, they may be tasked with designing a piece of the application to be prepared for the further transition to a senior developer. They are already capable of turning tickets into solutions, providing estimates on tasks, and assisting in decomposing larger sections of work.
Middle teamwork and perspective
Independent work. Mid-levels can deliver work with less supervision while being assigned to relatively routine tasks.
Teamwork. Middles actively collaborate with team members, including designers, business analysts, and architects.
Vision. Middle developers have deepened their understanding of development cycle scenarios which allows them to practice Agile methods more accurately. They see the results of the occurring problems and learn how to avoid them in the future.
Dunning-Kruger effect
A lot of mid-level devs fall under the Dunning-Kruger effect, which hampers their further career growth. This psychological phenomenon describes what a dangerous thing a little knowledge can actually be. Being self-assured, developers may tend to overestimate their skills, which impedes their progress. That said, this condition is a big concern in software development. While this cognitive bias can happen to workers on every seniority level, mids are most vulnerable to it.
As a matter of fact, many engineers cannot picture better methods and practices than the ones they are currently implementing. Programmers that have had a string of unsuccessful projects may yield to the belief that it is usual for a project to be a nightmare.
In the opposite scenario, at some point software engineers may realize how little they know and how much is out there to learn. That is when programmers begin transitioning towards a higher level of seniority.
Graphical illustration of the Dunning-Kruger effect on developers depending on their seniority and knowledge.
Image source: Junior developers: you’re not a junior anymore, Amando Abreu
To reduce the impact of inaccurate self-assessment on skill acquisition, and overall career growth, developers should constantly work on improving their competency level by expanding their knowledge domain and gathering feedback from different parts of a business. They should always find time to reflect on their progress and draw the right conclusions.
Senior Developer: problem-solver
Developers with deep specialized knowledge and exhaustive experience that allow them to mentor their peers are titled Seniors. In addition, senior devs are also knowledgeable in the business domain they support. Their competency may even expand to help with marketing and overall business development. A senior developer will always think of what they are doing in terms of how much benefit it brings to the business.
In a nutshell, their job is to provide the best solutions to problems. Actually, a senior is trying to foresee the issue and resolve it before it happens. As a problem-solver, a senior must think in advance about the system bottlenecks, and keep in mind vulnerabilities and problems caused by the improper use of tools.
While leading a project, a senior makes well-reasoned decisions about software design and implementation based on the knowledge of the best practices in the field.
Alternative approaches. According to the Dreyfus model, seniority can be divided into two stages: Proficient (junior expert) and Expert.
Proficient programmers make a major breakthrough — they are able to reflect on their work performance, analyze mistakes, and learn from them drawing the right conclusions. By taking advantage of reflection and feedback, proficient devs significantly improve their performance. Such an approach is the core to Agile project management.
Now developers know that context is the key to becoming an expert. Therefore, instead of sticking to the rules, they implement various methods adjusting them to a certain context.
Expert is the highest rank in the Dreyfus model. According to Andy Hunt, one can get there through over 10 years of hard determined practice. Therefore, experts are a rare species. These senior developers have transformed their expertise into intuition.
Experts intuit best practices from their broad range of experience with different roles, technologies, and situations.
In terms of the seven software engineering expertise stages, this level has two of them: Master and Researcher.
Master is an adept technician and a good instructor that has a profound methodological foundation. More importantly, this developer understands the business value behind the product.
Researcher is a senior developer who is shifting from a specific project towards general methodological research. Researchers track down flaws in software engineering techniques to improve them. They also seek new problems to find the technique that is useful in solving them.
Senior technical skillset and duties
Having high technical skills, a senior developer is comfortable with multiple technologies. Seniors should be aiming at acquiring transferable knowledge that will allow them to recognize and write good code in any programming language. This knowledge also helps adapt to constant technical changes.
IDE. A seniors’ expertise allows them to write custom macros to optimize the workflow.
API. A senior has written libraries to add more functionality or to automate the most frequent processes without having to write code for them.
Frameworks. Seniors have enough knowledge to build their own custom framework.
Database development. A senior is well-versed in database administration, performance, and index optimization. Usually, they do the delicate work of composing advanced select queries. Since seniors know a given database structure from the inside, they are familiar with the DB maintenance features, in particular, DB mirroring and DB replication. These are the methods of transferring data from a primary to a secondary database. Seniors understand the two-phase commit algorithm (2PC) applied for coordinating a distributed transaction (commit/abort). They can replace slow cursor-based operations with much more efficient JOIN statements, where possible.
Programming languages. Besides functional programming and OOP, they work with concurrent and logic languages, e.g. Erlang and Prolog respectively.
Platforms & tools. Seniors have had professional experience with more than 6 platforms. They are already creating debuggers or other tools necessary to enhance the platform. Seniors are the source advice on platform internals.
Day-to-day duties. The multifaceted responsibilities expand far beyond coding. Seniors brainstorm the right technological solutions to complex problems. They take charge of the team, coordinating its workflow to consistently produce business value.
Senior teamwork and perspective
Independent work. A senior is the one providing guidance.
Seniors put the team first and are always trying to figure out what they can do to help the members. They have good soft skills while balancing between the client and the team.
Vision. Seniors see the final goal — the problems that the finished application must solve. A long-term vision is a crucial point in bringing value to the end-user.
Competencies of developer seniority levels
What comes after senior developer?
Senior developer is a good jumping off point for another rung on the ladder. Some seniors want to move into more technical roles, others prefer management roles. Here are some options a senior may consider transferring into.
Architect. This is the highest rank on the technical career ladder. An architect’s job is to design complex systems that will be implemented by teams of senior and junior developers. Depending on the focus of the business problem, there are enterprise, technical, and solution architects. You may read more on it in our dedicated article.
Product Manager. A product manager with coding experience will feel more comfortable in leading the product delivery. Knowing the development process from the inside, they will be able to manage the work on the product much more efficiently.
Senior Leader. The work of a senior leader has little to do with programming and is all about people skills: inspiring, motivating, leading, and strategizing. When making high-level decisions that determine a company’s direction, a senior leader makes sure that all employees follow these decisions and believe in the mission.
External conditions that influence the qualification levels
While defining a developer’s seniority level, it’s important to consider the following variable factors that substantially influence the gradation.
Tech stack. One can be an expert when it comes to machine learning, but stay intermediate in web development. At the same time, a developer can even turn out to be a junior in many other areas.
Project. A project can scale both horizontally, and vertically, which entails different sets of skills and expertise.
Organization. The hiring organization’s characteristics should also be factored in. Consider the company’s size and individual requirements they set for a candidate. Smaller businesses usually look for specialists with broader skill-sets and responsibilities. For instance, an engineer in a smaller business can be responsible both for product development and deployment. A larger organization, by contrast, may need highly specialized expertise, like an engineer for a specific stage of the DevOps lifecycle that will work with a certain automation tool.
Moreover, each organization gives its own meaning to these terms. Thus, depending on the workplace, two senior programmers can be very different from each other. Robert Rees, a senior development manager on the digital development team of The Guardian newspaper, comments on that point: “When recruiting though we need to explain what a senior developer is, not just to ourselves, but to people outside the organization. Sometimes we also have the difficult job of explaining to people who currently have the title of “senior developer” why we don’t think they are a senior developer here at the Guardian.”
Tips on picking a developer with the right expertise for your project
An important employment-related question is what expertise is required for this or that task. Hiring a developer can often get tedious if you only have an abstract idea of the competency level that can satisfy your project. Below are a few useful tips that will help you navigate through the hiring process to bring you the right choice.
- Have a clear project goal and a basic understanding of the expertise level required to achieve it.
- Consider the time and budget at your disposal. While a junior needs more time for training, a senior does not require much of a ramp-up and will start contributing right away. However, such an employee will be significantly more expensive.
- Focus on team and organizational talent composition. Having a senior developer in a leadership role from day one is necessary to organize the workflow, as only a senior is fully qualified to select proper technologies and platforms for a project.
- Stop hiring according to job titles. Having a title is different from having the skills and abilities to succeed in a job role. The experience one gathers on the way to becoming a senior developer matters much more than the acquired title. Therefore, to keep the existing roles meaningful, we have to resist job title inflation. | https://www.altexsoft.com/blog/business/software-engineer-qualification-levels-junior-middle-and-senior/ |
The training methods may be specified, but more often the result is considered more important than the methods, and instructors may be free to adapt their methodology to suit circumstances, particularly for theoretical knowledge. The reliable performance of critical motor skills under stress is often easiest to achieve by overlearning by repetition under varied conditions to develop muscle memory. This is usually more emphasised in professional diver training, and is also generally left to the school to ensure that skills are sufficiently practiced to be well retained. Complex skills are learned by incremental practice starting with the component actions and when mastered, combining them in more complex combinations. Stressors may be added later to further develop and test the reliability of response. This may be covered in the training standard by specifying both simple and complex skills and procedures.
The minimum acceptable competence in terms of skills considered essential for a certification level that is defined by international standards agreements is interpreted by the training agencies according to their principles and applied by the individual instructors, so some variation is inevitable. The intention is generally that the diver should be sufficiently competent that the risk of serious injury or death is acceptably low for any person awarded certification and diving within the scope of their training. Competence is not a constant, and can improve with practice and deteriorate with lack of practice. Professional diver training works from the principles of occupational safety and health, and requires that the competence is sufficient to allow the diver to work effectively while diving safely in an environment that may not be ideal at the time, a situation of significant task loading, which requires a higher level of basic diving skills competence than recreational diving, where the diver is not expected to be distracted by other concerns while diving, has the option of choosing not to dive if they are not happy with conditions, and if they do task load, it is their own choice and they implicitly accept the added risk. Consequently, professional diver training tends to require more practice of safety critical skills and procedures during the training programme, and to require reliably repeated demonstration of those skills during assessment, sometimes under fairly stressful conditions.
Some skills and knowledge are not safety-critical. The learner is expected to have some reasonable working understanding of the theory and techniques and can hone their skills at the worksite. For these skills it may only be specified that they must do the exercise satisfactorily once or twice. A minimum number of hours at various depth ranges and a minimum number of dives is also a common requirement, as experience has shown these requirements to be fairly reliable at turning out reasonably competent divers.
Theory knowledge is generally assessed by some form of written examination. In some cases the exam paper must be retained for a specified period as evidence of the assessment. Practical skills are generally assessed by direct demonstration of the skill, or where more appropriate, a simulation exercise (particularly for rescue and emergency skills, where a real emergency may be considered an excessive risk. Assessment of practical skills may be integrated with training exercises. Safety critical skills may be required to be demonstrated more than once to the required standard.
RPL is a process for evaluating skills and knowledge acquired outside the formal education environment to recognize competence against a set of standards. It is complementary to recognition of equivalent competence, where formal assessment has already been made against an alternative standard deemed to be equivalent.
The training standard may specify the procedure for applying for certification of registration, or this may be specified elsewhere such as in a code of practice or an instructor's procedures manual, | https://www.knowpia.com/knowpedia/Diver_training_standard |
Module UXS-2801:
Game Development
Module Facts
Run by School of Languages, Literatures, Linguistics and Media
20 Credits or 10 ECTS Credits
Semester 2
Organiser: Miss Isabel Vincent
Overall aims and purpose
You will have the opportunity to apply game design skills developed in the first year to real-world 2D or 2D+ game projects. A set of professional briefs require you to design a complete game level. You will need to use a range of tools to develop visuals, gameplay and mechanics to meet the requirements of the brief in a creative fashion. You will begin using more advanced game design tools and techniques, including more advanced scripting and complex sprite sheets, as you create fully playable game levels. You will have the opportunity to make use of common game project tools, including agile and scrum methodologies. At the end of the module, you will have developed a portfolio of work that presents your work in a professional manner.
Course content
Students develop a professional portfolio that includes the design, development and production of two video game levels to meet a professional brief. Weekly seminars introduce students to level design principles and methods, as well as methods of game development project planning such as agile and scrum. Students complete much of the design work off-line in the seminars, but weekly workshops will allow students opportunities to apply design ideas using industry-standard software.
Assessment Criteria
good
Good (C- to B+)
- Strong knowledge of key areas/principles
- Understanding of theoretical underpinnings
- Evidence of background study
- Limited original interpretation
- Well known links between topics are described
- Problems addressed by existing methods/approaches
- Good presentation with accurate communication
excellent
Excellent (A- to A**)
- Comprehensive knowledge
- Detailed understanding
- Extensive background study
- Original interpretation
- New links between topics are developed
- New approach to a problem
- Excellent presentation with very accurate communication
threshold
Threshold (D- to D+)
- Knowledge of key areas/principles only
- Weaknesses in understanding of main areas
- Limited evidence of background study
- No original interpretation
- Only major links between topics are described
- Limited problem solving
- Many weaknesses in presentation and accuracy
Learning outcomes
-
Employ production skills to design game mechanics that reflect a range of player abilities, game progression, and challenge.
-
Initiate, develop and realize a consistent and engaging game world concept
-
Present work and self professionally on-line
-
Experiment with mechanics and aesthetics to design a series of levels which allow player achievement and emergent gameplay
-
Research and employ ideas from the games industry, gaming, consumer research, game theory and narrative theory
Assessment Methods
|Type||Name||Description||Weight|
|DEMONSTRATION/PRACTICE||First game and documenation||
|
First game including design documentation and reflective critique
|40|
|DEMONSTRATION/PRACTICE||Logbook/ Portfolio||
|
Second game including design documentation and reflective critique
|20|
|LOGBOOK OR PORTFOLIO||Game Proposal||
|
A portfolio presenting the student as an active professional
|40|
Teaching and Learning Strategy
|Hours|
|Workshop||
|
Workshops with the game engine software
|11|
|Lecture||
|
Introduction of game principles and design methods
|11|
|Private study||
|
Individual work on game design, development and testing
|167|
|Study group||
|
Weekly team meetings for idea generation, design and testing and reporting on progress
|11|
Transferable skills
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- An understanding of creative and critical processes, and of the wide range of skills inherent in creative writing. (NAWE Creative Writing Benchmark Statement 3.1).
- Ability to connect creative and critical ideas between and among forms, techniques and types of creative and critical praxis. (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
Resources
Resource implications for students
Students are encouraged to download free, educational versions of the game engine software.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/uxs-2801.html
Pre- and Co-requisite Modules
Pre-requisites:
Pre-requisite of:
Courses including this module
Compulsory in courses:
- W622: BA Film Studies with Game Design year 2 (BA/FSGD)
- P306: BA Media Studies year 2 (BA/MS)
- P31B: BA Media Studies (4 year with Incorporated Foundation) year 2 (BA/MS1)
- P310: BA Media Studies with Game Design year 2 (BA/MSGD)
- 8U76: BA Media Studies (with International Experience) year 2 (BA/MSIE)
- W839: BA Professional Writing with Game Design year 2 (BA/PWGD)
- I103: BSc Computer Science with Game Design year 2 (BSC/CSGD)
- GW49: BSC Creative Technologies year 2 (BSC/CT)
Optional in courses: | https://www.bangor.ac.uk/languages-literatures-and-linguistics/postgraduate-modules/UXS-2801/201920 |
With a master’s degree, you can work on projects that require expertise in statistics, machine learning, artificial intelligence, or other fields related to big data. Learn more about the benefits of earning a master's in data science.
Gain a deeper understanding of data science methods, develop your analytical skills, and qualify for leadership and other advanced roles in the data science field with a master's degree in data science. With this degree, you can often specialize in a specific area of data science, such as artificial intelligence or big data, or make a career change.
Find out what it takes to earn a master's in data science, what coursework you can expect, and the jobs you can pursue with a data science master's degree.
Data science is the examination, processing, and analysis of data used to solve a problem or address a challenge for a company or client. As a data scientist, you'll use creativity and technical knowledge to extract insights from data to drive better business decisions.
Typically, you will complete core classes that concentrate on machine learning, modeling, statistics, and databases, as well as elective courses related to data science. You might also complete one or more capstone courses in which you'll apply what you learn to real-world problems.
In many data science programs, it’s common to take courses in:
Machine learning
Probability and statistics
Data mining
Big data
Object-oriented programming
Data manipulation and management
Your master's program might also include coursework in programming languages, such as Python, R, or SQL. You may be able to specialize in a particular area of interest as well, for instance:
Analytics and modeling
Analytics management
Applications
Artificial intelligence
Big data informatics
Business analytics
Computational intelligence
Data engineering
Technology entrepreneurship
Not all data science jobs require a master's in data science, but by earning the degree, you can gain a deeper understanding of concepts you’ll need in the field. Thirty-nine percent of data scientist and advanced data analyst positions call for a master’s degree or higher . Graduate programs will often complement your undergrad knowledge with real-life scenarios.
Many master's programs include a capstone project or an internship, which gives you valuable work-related experience. The knowledge and skills you can gain may help you stand out to employers and be ahead of the curve once you enter the workforce.
To qualify for enrollment in a master's in data science program, you will typically need a bachelor's degree from an accredited college or university. While a bachelor's in data science or a related field such as computer science, cybersecurity, accounting, mathematics, or statistics can help you prepare for master's coursework, it’s not always required. However, you may be required to prove foundational knowledge in linear algebra, statistics, and computer programming.
Depending on the program you apply to, you might also need a personal statement or essay, letters of recommendation, or a minimum GPA. Other programs may require you to complete one or more master's level courses and receive a minimum grade before enrolling in the full program.
On average, master's degree programs take about two years for students to complete when attending full-time. Some programs are designed to take only a year and others a year and a half. You can also participate in a master's in data science program part-time to accommodate your work schedule or other responsibilities. Depending on your time commitment, this might take two and a half years or more.
Your school may impose a time limit on how long you take to complete your master's, so consult with the admissions department before enrolling to ensure you have enough time to complete your coursework.
Many state and private universities offer master's degrees in data science. As the field is expanding, more and more schools offer master's programs for data science. You can complete courses online at many universities or attend in-person classes at a school near you. When exploring schools, you may find master's in data science programs called by different names, which may vary by coursework. Examples of master's in data science programs include:
Master of Liberal Arts, Data Science
Master of Science in Data Science
Master in Interdisciplinary Data Science
Master of Science in Applied Data Science
Master of Advanced Studies – Data Science and Engineering
Master of Science in Data Analytics
Master of Arts in Mathematics with an emphasis in Data Science
A master's degree in data science is a common requirement for a range of jobs in the field of data science. Some positions may require more math, programming, or organization skills than others. Some roles you might pursue include:
Data scientist: Data scientists collect data from data analysts and engineers to further analyze it with advanced tools. They use principles of statistics and probability to find patterns in data and make predictions so businesses can make informed decisions.
Data analyst: A data analyst reviews data to find trends and characteristics of a customer base and create data sets that can be quickly processed and interpreted. They look for patterns that can be used as solutions for companies and organizations.
Data architect: A data architect is in charge of designing the policies, models, technologies, and systems to work with the processed information.
Data engineer: A data engineer prepares data for analytical and operational uses. These professionals build data pipelines to bring data sets that analysts and scientists later process.
Data science and analytics manager: A data analytics manager joins several tasks from their team into a cohesive effort for a more extensive data project. They research and construct methods for data collection, information analysis, and problem-solving.
Business intelligence analyst: A business intelligence analyst reviews data and produces financial and market intelligence reports. These reports are for pattern recognition and finding trends in a market used for a company’s financial decisions.
Machine learning engineer:Machine learning engineers create data filters and solutions for software. They need high-level programming and mathematical analysis skills and the ability to design, build, and maintain machine learning systems and software.
Statistician: Statisticians work to collect, analyze, and interpret data to find trends and recognize patterns to be used by higher-ups for decision-making and prioritization.
If you're ready to enroll in a master's in data science program, explore the convenience of earning your degree online with the Master of Applied Data Science from the University of Michigan or the Master of Science in Data Science from the University of Colorado Boulder. Learn at your own pace from anywhere with an internet connection. Experience for yourself what it's like by previewing a degree course:
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This course provides a general introduction to the field of Data Science. It has been designed for aspiring data scientists, content experts who work with ...
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1. Burning Glass. “The Quant Crunch, https://www.burning-glass.com/wp-content/uploads/The_Quant_Crunch.pdf." Accessed August 9, 2022.
This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals. | https://www.coursera.org/articles/masters-data-science |
Put your engineering talents to good use by joining our world-class R&D team! Los Alamos National Laboratory is looking for an exceptional R&D Engineer to join our Actinide Material Processing and Power (AMPP) organization. Our diverse workforce enjoys a collegial work environment focused on creative problem solving, where everyone’s opinions and ideas are considered. This is your chance to make a real difference while working on important research directly impacting national security.
The successful candidate will work as part of a multidisciplinary team to develop and transition new production processes and methods to production, conduct failure analysis of welded components, lead continuous improvement efforts, evaluate weld process data analysis, develop and implement detailed operating procedures, and support manufacturing in the Plutonium Center of Excellence. Welding engineers or welding metallurgists with demonstrated expertise in the areas of precision gas tungsten arc welding (GTAW), laser beam welding (LBW), electron beam welding (EBW), and/or weld process modeling are critical to the ALDWP mission. In addition to welding common materials such as stainless steel, the R&D Engineer will have the opportunity to work with a wide range of unique and challenging materials. Development and production activities require working in a team environment with other engineers, scientists, and technicians within the LANL, DOE, DoD, and other institutions.
The successful candidate will:
Participate in manufacturing process development and execution for gas tungsten arc (GTA) welds, and aid other high energy density welding processes (laser and electron beam welding) for various materials used in component manufacturing.
Support engineering activities as they relate to component manufacturing with specific responsibilities in the areas of manufacturing and operation.
Assist in the development of solutions to complex problems, improve production cycle times, and maximize production yield rates.
Work will be accomplished with limited direction, on all but the most complex problems and solutions. Engineers operating in this position are expected to execute work and projects with minimal oversight with nominal supervision on all but the most complex problems and solutions.
What You Need
Minimum Job Requirements:
Engineering Experience: Demonstrated knowledge of and experience in one or more of the following engineering disciplines: welding engineering, electrical engineering or materials science/engineering.
Engineering Expertise: Demonstrated knowledge of welding and joining procedure development. Demonstrated expertise and knowledge of welding/joining processes used in manufacturing as well as processes or approaches used to optimize welding processes.
Problem Solving Skills: Demonstrated experience and success in troubleshooting welding/joining processes and production of products meeting detailed technical specifications.
Technical Accomplishments: Must have a strong record of technical accomplishments (provide examples) within a professional work environment.
Communication: Demonstrated successful skill with interpersonal, written, and verbal communications.
Education/Experience: This position requires a bachelor’s degree in mechanical engineering, metallurgy, materials science, electrical engineering, welding engineering, chemical engineering, nuclear engineering, or industrial engineering from an ABET accredited engineering college or university program, and three to five years of experience.
Desired Qualifications:
Demonstrated knowledge of laser welding development methods and transition of these methods to high quality/high value component production.
Demonstrated knowledge of Electron Beam welding processes and methods, and transition of these methods to a production environment.
Knowledge in welding modeling methods and transitioning those methods to a production environment.
Demonstrated knowledge of diffusion bonding methods and transition of these methods to high quality/high value component production.
Knowledge and experience with nondestructive analysis methods.
Demonstrated application of Lean Six Sigma, SPC, and other production monitoring methods.
Demonstrated programming and deploying production procedures using advanced precision GTAW process equipment such as AMET, Jetline, or Sciaky equipment.
Experience in project development, reporting, and presentation to management and sponsors.
Active DOE Q security clearance.
Enrollment in HRP.
Note to Applicants:
Position may require 24/7 coverage and therefore may require working a shift schedule.
For full consideration, submit a comprehensive resume reflective of your relevant experience to the job requirements and desired skills stated above.
Additional Details
Directive 206.2 - Employment with Triad requires a favorable decision by NNSA indicating employee is suitable under NNSA Supplemental Directive 206.2 . Please note that this requirement applies only to citizens of the United States. Foreign nationals are subject to a similar requirement under DOE Order 142.3A.
Clearance: Q/SCI (Position will be cleared to this level). Applicants selected will be subject to a Federal background investigation and must meet eligibility requirements
for access to classified matter.
Eligibility requirements: To obtain a clearance, an individual must be at least 18 years of age; U.S. citizenship is required except in very limited circumstances. SeeDOE Order 472.2for additional information.
HRP: This position is subject to the requirements of the DOE Human Reliability Program as specified in 10 Code of Federal Regulation, Part 712, §712.11. These requirements include on going drug and alcohol testing, as well as periodic medical and psychological evaluations.
426.2: This position is subject to DOE Order 426.2, Personnel Selection, Training, and Qualification Requirements for DOE Nuclear Facilities, which establishes entry-level requirements to ensure candidates selected for specific positions can successfully perform the requirements of the job.
New-Employment Drug Test: The Laboratory requires successful applicants to complete a new-employment drug test and maintains a substance abuse policy that includes random drug testing.
Regular position: Term status Laboratory employees applying for regular-status positions are converted to regular status.
Internal Applicants: Regular appointment employees who have served at least one year of continuous service in their current position are eligible to apply for posted jobs throughout the Laboratory. If an employee has not served the one year of continuous service, they may only apply for Laboratory jobs with the documented approval of their Division Leader.Please refer to LaboratoryPolicy P701for applicant eligibility requirements.
Equal Opportunity: Los Alamos National Laboratory is an equal opportunity employer and supports a diverse and inclusive workforce. All employment practices are based on qualification and merit, without regard to race, color, national origin, ancestry, religion, age, sex, gender identity, sexual orientation or preference, marital status or spousal affiliation, physical or mental disability, medical conditions, pregnancy, status as a protected veteran, genetic information, or citizenship within the limits imposed by federal laws and regulations. The Laboratory is also committed to making our workplace accessible to individuals with disabilities and will provide reasonable accommodations, upon request, for individuals to participate in the application and hiring process. To request such an accommodation, please send an email to [email protected] or call 1-505-665-4444 option 1.
Where You Will Work
Located in beautiful northern New Mexico, Los Alamos National Laboratory (LANL) is a multidisciplinary research institution engaged in strategic science on behalf of national security. Our generous benefits package includes: | https://lanl.jobs/los-alamos-nm/welding-engineer-rd-engineer-2/44B8285B9D6A4CF4954AAD0601BC25E2/job/ |
Team medic may be only medical provider to work on this patient for the next 45 minutes. He must have the expertise and education to operate at advanced levels. Our operators deserve no less. Photo: Matt Cameron
Tactical Combat Casualty Care (TCCC) is a concept developed for highly trained military medics in combat. These medics operate in a completely different arena than their civilian counterparts, working within an expanded scope of practice that is only allowed when operating in a specific environment, such as a combat zone.
TCCC was established because trauma care protocols for civilians did not address the needs of medics working in combat situations. In the 1990s Army Combat Medics followed Basic and Advanced Trauma Life Support protocols (ATLS). It became clear that these protocols needed to be modified for combat situations. In 1996 TCCC guidelines were formalized and put into use by Special Operations forces.
The guidelines were updated as Tactic Combat Casualty Care-2003. Advances in technology, tactics and pharmacology were included in the updated guidelines, which resulted in TCCC guidelines being used by more of the military. The guidelines reflect lessons learned in Vietnam and later combat situations as they relate to preventable deaths. For example, lack of hemorrhage control is the leading cause of preventable death on the battlefield. Tourniquets are used more quickly and for longer times than in civilian medical care.
Could these new guidelines and protocols be used with civilian emergency medical systems?
Just as ATLS does not fit in the combat environment—but important ATLS skills do—TCCC does not fit in the civilian tactical environment, but certain skills and lessons learned do. Those skills have to be presented and used by people in both environments who are competent, trained and licensed to do so.
It is not the purpose of this article to say that the lessons learned through TCCC should not be passed on to the civilian sector. However, to just cut and paste a body of knowledge unilaterally across the board without modification for the varying levels of education and abilities of the students would seem negligent, if not almost criminal.
In today’s increasingly complex environment, operators are exposed to more risk than an EMT-B/I is trained to handle in a five-day course.
CIVILIAN EMT RESPONDERS
To understand how TCCC might be modified for civilian EMS providers, there needs to be an understanding of how they are trained. There are varying degrees of training for civilians to receive an emergency medical technician (EMT) designation, and also different names given to different levels.
In most areas of the U.S., the initial level of EMS training constitutes approximately 40 hours of training. Depending on the certifying body, this provider may be called “First Responder.”
The next level of certification generally requires 100 hours of training. These professionals are commonly titled “Emergency Medical Technicians-Basic,” though some states use a numbering system. “EMT-Intermediate” usually requires significantly more training, between 200 and 400 hours.
Generally, the most advanced EMS provider is called a “Paramedic” or a “Mobile Intensive Care Paramedic.” These allied health professionals have a much wider skill set and are trained to do more advanced interventions in emergencies. Training requirements start at several hundred hours. Specialist training is often available for this level of certification.
As with the titling of EMS professionals, training at all levels varies from place to place and state to state. There has been an ongoing attempt to set national standards for each of these EMT levels, awarding a certificate of competence at whichever stage is appropriate. The states would then be the licensing bodies, but have the knowledge that the individuals were competent at a given level.
In 1996, the National Highway Traffic Safety Administration (NHTSA) and the Health Resources and Services Administration, under the auspices of the Department of Transportation (DOT), published Emergency Medical Services Agenda for the Future, to which there have been periodic updates. There are very specific guidelines about levels of care that EMTs can provide, governed by DOT regulations, and based on the above documents.
EMS providers and educators have also created guidelines and policies themselves to improve the education of EMTs. There was a National Scope of Practice document in 2004 drafted by EMS leaders, selected by the National Association of State EMS Directors and with funding from NHTSA. The National Registry of Emergency Medical Technicians (NREMT) proposed more consistent training of all EMS personnel in a 2008 document.
Team medic handles a lot more than tourniquets and IVs, and not all entries last five minutes. Will your medic know what to do in extended operations? Photo: Matt Cameron
TACTICAL MEDICS
Tactical law enforcement teams have been organized to deal with the increasingly violent confrontations that are occurring all over the country. These teams are routinely called out for criminal, gang or terrorist activities, hostage takers, or unbalanced individuals with firearms shooting at people in their workplace or elsewhere. Situations in which officers, civilians or suspects have been injured have necessitated the inclusion of specialized medics on the teams. These medics are called Tactical or Tac Medics.
Due to the nature of the calls that civilian tactical teams receive, this type of setting requires advanced practitioners, not personnel with basic skill sets. Most departments have a rigorous testing process for their tactical teams and allow only their sharpest and best police officers on them. The training these officers receive is very specific and pertinent. To the average lay person, the Police Tactical Team is the elite unit that patrolmen call when situations demand the best.
The civilian or police officer sees a Tac Medic and expects him or her to be the best pre-hospital care provider for the environment. However, Tac Medic has become a catch-all phrase with no clear definition as to what training, standard or competency the person wearing the patch has achieved.
As previously stated, the situations a medic will face while working as part of the tactical team require advanced skills. If basic-level providers are performing these advanced skills, that provider is operating outside their scope of practice. This use of EMS providers beyond their scope of practice is a disaster waiting to happen, both medically and legally. To teach TCCC procedures to First Responders and EMT-Bs is asking for trouble in a litigation-happy society.
Team medic must actually train with tactical unit he is responsible for.
However, there are many courses offered to First Responders and EMT-Bs today teaching TCCC procedures. TCCC procedures assume a foundation of knowledge of human anatomy and physiology that is above what has been taught to basic-level EMS professionals. The advanced tasks and skills demonstrated in this type of course cannot be safely applied without that knowledge base.
Tac Medics would certainly benefit from more training and learning ATLS skills, regardless of their level of certification. However, that is not enough, just as it is not enough for combat medics. ATLS assumes hospital diagnostic equipment and resources will be available. It can be taught in a two-day classroom course, but was not designed for a tactical setting.
Tactical medicine must take into account environmental factors such as remoteness, no/low light and extreme weather. There may be transportation issues and delays to definitive care. Operations may need to be sustained in the field.
So why not just teach TCCC to advanced EMTs? To answer that, it is important to remember that TCCC was developed for the battlefield. In combat, TCCC has three goals:
- Treat the casualty.
- Prevent additional casualties.
- Complete the mission.
There are also three stages of care in the tactical setting, during combat missions:
- Care Under Fire, in which both the medic and casualty are under hostile fire.
- Tactical Field Care, during which the time to evacuation may be minutes to hours.
- Combat Casualty Evacuation Care (CASEVAC), when additional personnel and assets are available.
TCCC guidelines would have to be modified for civilian law enforcement. For example:
- Situational Awareness and Scene Safety. Both the medic and victim are relatively safe and the tactical team secures the scene.
- Casualty Evaluation and Treatment, with emergency medical care based on scope of practice. In this phase the level of an EMT’s training is very important.
- Extraction and Transport, the EMS interface with the Trauma Center.
TRUE TACTICAL MEDICS
What is needed is to establish a definitive role for true civilian Tactical Medics. To begin with, state and national operational training standards need to be established. There also needs to be recognition of the core competencies for Tactical Medics. For example, they should have advanced life support training and be EMT-Advanced or paramedics prior to undertaking training as Tactical Medics. Currently, no such standard exists, and each state or local agency defines who is a Tactical Medic and what, if any, additional training they must have.
There are tactical medical training courses that may help create true civilian Tactical Medics. Dr. Lawrence E. Heiskell offers such courses. He is the founder and medical director for the International School of Tactical Medicine (ISTM), located in Palm Springs, California. ISTM is the first tactical medicine school to be listed in the Department of Homeland Security Grants and Training catalog. Dr. Heiskell believes that highly skilled paramedics or emergency medicine physicians trained in police procedures are best able to give tactical medical support to tactical teams.
Many working in the field have noted the increased threat of violence and the consequent need for well-trained tactical teams to support police operations. Other authors have pointed out the need for good tactical medics in just about all law enforcement situations, given the frequency of active shooter scenarios. No one questions the need for true Tactical Medics. The American College of Emergency Physicians has written a policy statement about the need for tactical emergency medical support.
At this time, there is still a need to gather and track data about the training and performance of Tactical Medics. Research published in a timely manner, as noted by the ACEP, will help lead to core standards and competencies. Eventually textbooks must be written.
At the present time, many individuals and groups are working on this problem. Standards need to be set, preferably at the federal level. A group working under the United States Department of Transportation, National Highway Traffic Safety Administration, and United States Department of Health and Human Services Public Health Services, Health Resources and Services Administration could be formed to set standards, either included in EMS standards or in a separate document. The Office of Emergency Medical Services in each state would then have to integrate these protocols.
Ultimately, it falls to emergency medical service providers and law enforcement entities to make sure they have the best tactical medical support possible.
Our law enforcement warriors deserve the best-trained and best-educated medics possible. It should not take 30 more years to get them the same level and amount of competent assistance as is given to their military counterparts. Law enforcement agencies cannot afford to settle for anything less. | https://www.swatmag.com/article/bleeding-edge-tactical-combat-casualty-care-civilian-medics/ |
Expertise is what separates the amateur from the true master in almost any field, from medicine to science to sports to artistic performance. The idea of whether experts are “born” or “made” relates to the age-old nature versus nurture debate in psychology—do genetics or experience play more of a role in shaping who we are? In recent years, there has been a considerable amount of attention paid to the “made” aspect of the debate. Expertise is acquired through dedicated practice, many experts in the field suggest.
But how exactly do people go about becoming experts? Are some people simply born with the requisite talent, or can anyone become an expert with the proper study and training?
What Exactly Is Expertise?
While it might be easy to point out who is and is not an expert, agreeing on a formal definition of expertise is not always so easy. Is it about how much you know? Is it about being able to perform an action well? And at what point does a person move from being merely good at something to being a bona fide expert?
“Expertise is consensually defined as elite, peak, or exceptionally high levels of performance on a particular task or within a given domain,” explained researcher Lyle E. Bourne, Jr. of the University of Colorado, Boulder and his colleagues in an article published in the journal Frontiers in Psychology. “One who achieves this status is called an expert or some related term, such as virtuoso, master, maven, prodigy, or genius. These terms are meant to label someone whose performance is at the top of the game. An expert’s field of expertise can be almost anything from craftsmanship, through sports and music, to science or mathematics.”
So why do we so often label expertise with different terms? Each word tends to have its own subtle nuance that conveys what type of expert a person might be. If their expertise is perceived as being the result of hard work and practice, we might describe them as a master or virtuoso. If people see their abilities as arising from pure inborn talent, they might be referred to as a genius or a prodigy.
Some of the critical components of expertise are knowledge, skill, and achievement. People who become experts tend to acquire a body of knowledge that makes them one of the most informed individuals in their field. They also possess the skills that they need to determine when and how to utilize their knowledge. Such skills are often learned, but they can also be influenced by natural talent and ability. Finally, people who possess expertise also tend to excel in their field and achieve far above and beyond what the average person does.
How Long Does It Take?
Recently, a popular idea has emerged that the key to becoming an expert was devoting at least 10,000 hours to the study and practice of a subject. In a 1993 study, researchers found that the most accomplished violinists at a music academy had spent an average of 10,000 hours practicing their instrument by the age of 20. Pop psychology author Malcolm Gladwell coined the phrase “the ten-thousand hour rule” in his best-selling 2008 book Outliers.
Gladwell pointed to the results of the music study as well as observations that musical greats The Beatles had likely spent around 10,000 hours practicing playing music during the early 1960s. Gladwell also suggested that tech-entrepreneur Bill Gates had devoted 10,000 hours to practicing programming before he created Microsoft. According to Gladwell, a person could become an expert in nearly any field as long as they were willing to devote the requisite 10,000 hours to studying and practicing the subject or skill.
The idea has become enormously popular outside of academics, but just how true are the claims? Can spending 10,000 hours on a subject really guarantee that you will become an expert?
Anders Ericsson of the University of Florida is a world-renowned expert on peak performance and author of Peak: The New Science of Expertise. He has studied experts from all walks of life including areas such as chess, sports, music, and medicine. He is also the researcher behind the study from which Gladwell drew his conclusions about what it takes to become an expert.
Ericcson points out a few key problems with the “ten-thousand hour rule”:
First, while the students in the music study were very good violinists by age 20, they were not masters. In other words, they were excellent players, but that did not necessarily mean they were masters of their craft. Ericsson suggests that it is sometimes around the 20,000- to 25,000-hour mark that people truly become experts or masters of a skill or subject.
Secondly, not all skills are the same. Some skills require far fewer than 10,000 hours to reach the expert level, while others require much more.
Ericsson also points out that Gladwell’s interpretation of his research is flawed. While Gladwell assumed that all of the violinists in the music study had put in the 10,000 hours of practice, that number was really only an average. Half of the violists studied by Ericsson and his colleagues spent less than 10,000 hours practicing their instruments by the age of 20, while half spent more.
Can Anyone Become an Expert?
Ericsson believes that what separates the amateur from the expert is what is referred to as deliberate practice. Ordinary practice can help people become skilled at a task, but gaining true expertise involves practicing in a way that pushes the boundaries of current skill levels and knowledge. Such practice is highly concentrated and involves working on things that are outside of your current skill-level, setting goals, and receiving training and instruction from a qualified teacher.
Just putting in 10,000 hours rehearsing the same things over and over again is not enough to become a true expert. Instead, concentrated, goal-directed, deliberate practice that stretches your abilities beyond your comfort zone is what you should pursue if you want to gain expertise in any area.
While Ericsson believes that deliberate practice is the key to becoming an expert, not all researchers agree with his conclusions. Some recent studies have found that while deliberate practice is certainly important, it is not the only factor that explains the differences between the skilled and the unskilled. While psychologists are not yet sure exactly which factors might also play a role, personality traits, physical characteristics, and overall intelligence may matter as well.
So can you really become an expert in anything as long as you are willing to devote the time and effort to it? It’s a question that psychologists continue to ponder, although there is little doubt that practicing regularly will lead to improvement in both skills and knowledge. Whether you might eventually be able to become a true master in that specific domain is something that may only be known once you try. Before you decide to pursue it, consider whether you have the interest, dedication, and time to commit to gaining expertise in that domain.
How to Gain Expertise
So what does it really take to gain true expertise? What steps do you need to follow in order to become an expert?
It Takes Work
While the 10,000-hour rule is more pop psych myth than reality, there is one aspect of the idea that is accurate—becoming an expert takes a great deal of effort. People who become experts in any field devote a tremendous amount of time, energy, and hard work toward learning and practicing their skill. If you want to master something, you need to be willing to put in the time. It might not take exactly 10,000 hours, but it will take a lot.
It Takes Deliberate Practice
One study found that out of three different types of study preparation, deliberate practice was the most effective. Researchers looked at participants in the National Spelling Bee and compared study methods with performance. Deliberate practice, defined as studying and memorizing words alone, was more effective than reading for pleasure and being quizzed by others as a study method.
Interestingly, deliberate practice was also rated as the least enjoyable and most difficult study technique. Participants who persisted with the technique also possessed higher levels of the personality trait called grit, also known as mental toughness. The researchers suggest that this mental toughness may sometimes be an important part of being able to stick with deliberate practice. While it was less intrinsically rewarding, those with grit were able to persevere and keep their eyes on their long-term goals, making them more likely to stick with the deliberate practice and more likely to perform better during competition.
One recent study, however, found that deliberate practice may actually be less important than previously believed. Researchers Brooke Macnamara, David Z. Hambrick, and Frederick Oswald found that the amount of accumulated practice did not play a major role in explaining individual differences when it came to performance or skill.
In a meta-analysis of previous studies, the researchers found that practice accounted for just 12 percent of the individual differences found in performance.
However, practice still mattered. On almost all of the studies included in the analysis, there was a positive relationship between practice and performance. The more people practiced, the better they performed in their area of interest.
What the researchers found was that the domain itself also mattered. When it came to education, practice only accounted for four percent of differences in individual performance. This number jumped up to 18 percent for sports, 21 percent for music, and 26 percent for games. In other words, practice played a greater role in improving performance for activities such as music, athletics, and games, and less of a role for professional or educational performance.
So what else might be important in the development of expertise?
It Takes Challenge
Practice is essential for developing a skill, but becoming an expert requires constantly challenging yourself to do better, learn more, and acquire new knowledge and skills. Simply rehearsing the same skills over and over again will make you better in those areas, but it won’t lead to true expertise.
The seminal educational psychologist Lev Vygotsky proposed an important learning concept known as the zone of proximal development. This zone included the skills that were just outside of a person’s current ability level. While a person might not yet be able to do these things on their own, they can achieve them with the assistance of a more skilled mentor. By continually reaching for these new skills, mastering them, and then progressively expanding this zone of proximal development, people are able to learn and develop their abilities.
Becoming an expert requires constantly working within this zone of proximal development. Even once you have become very good at a skill within a particular domain, this does not mean that even greater expertise is out of reach. More learning, more knowledge, and better performance are still possible with further challenge and practice.
While we often think that it’s intelligence that separates the experts from the rest of us, research suggests that true expertise has more to do with acquired knowledge than inborn mental abilities. Some people might be born with the natural resources including physical abilities and access to the tools they need that allow them to achieve this expertise more readily. But becoming an expert takes effort and practice, no matter what your natural ability levels are at the start.
And even the experts are not always perfect. Experts do make mistakes, but they’re also ready to catch their own errors and eager to learn from them. Mistakes are a form of feedback. They tell us not only what not to do, but also provide information on what we might try instead. Experts are able to spot these mistakes, correct course, and apply this knowledge in the future.
Researchers continue to debate exactly what it takes to become an expert. There is no doubt, however, that it requires time, practice, and dedication. | https://mindworkny.com/how-hard-is-it-to-become-an-expert-at-something/ |
Cycle3 IT Staffing is seeking an Agile Coach/ TECHNICAL PRODUCT OWNER for a contract opportunity.
TOP 3 CRITERIA:
1) Previous experience as a Product Owner
2) Experience with Agile Delivery or in an Agile environment
3) Coaching experience
General Summary:
IT Business Consultant – Lead works with clients to help integrate information technology systems into their business. IT Business Consultant
– Lead shows clients how to use technology more efficiently, which help clients improve profit margins and get a higher return on their technology investments. IT Business Consultant – Lead serves as a bridge between the client’s technical team and staff members who make use of the technology.
Level Expectations: Possess advanced knowledge of the tools and processes required by the role Function well in large-scale, highly complex, cross-functional / platform environment
Solid individual performance, but may spend considerable portion of their time providing direction for others
Share knowledge, coaches and mentors
Standard level resources in area of expertise
May serve as technical lead in area of expertise May have duties instructing, directing, and checking the work of others
Good communication and relationship skills, both in directing the technical team and updating leadership
Essential Functions:
Establish rich and fruitful communications with clients to understand their core business, service requirements and key challenges
Deliver fit for purpose solutions that address the client’s requirements and key challenges
Align solutions to the business strategic plan and technology road maps
Facilitate intra-client processes and communications
Produce reports, strategy, policy, and process or third party agreements
Promote and apply formal methodologies across the organization
Produce frameworks and standards
Qualifications:
Expert knowledge of IT systems development, including process mapping, budgeting and timeline creation
Advanced ability to coordinate cross-functional work teams and drive projects to completion. Demonstrated experience managing and delivering projects in the type of environment as specified in the posting i.e. App Dev, Infrastructure, Integration etc.
Advanced leadership and analytical skills
Advanced written and verbal communication skills are a must
Excellent communication skills including presentations to and negotiations with Senior IT and Business leaders
Demonstrated ability to craft and present clear, concise and convincing messages appropriately targeted to the specific audience
Demonstrated ability to communicate status and issues effectively both verbally and in writing across all levels of the organization
Expert-level in one or more project management tools, such as MS Project General PC knowledge including Microsoft Office: Advanced knowledge of Excel, working knowledge of Access Working knowledge of SharePoint and Visio required Willingness to work a flexible schedule to accommodate business and some travel requirements
Bachelor’s degree in Information Systems or any advanced degree (e.g., MBA, or equivalent work experience)
7+ years of previous project management experience would be typical for someone to reach this skill level
8+years of overall IT experience is typical for this skill level
Knowledge of PBM, healthcare industry helpful Formal training in project management practices required
Certification in project management is strongly preferred
- Product Ownership experience in a Agile environment.
Please note, Product Management and Product Ownership are two completely different things. 2. Agile Coaching experience. | https://www.cycle3it.com/job/agile-coach-technical-product-owner/ |
Both the DSW and PhD in social work prepare graduates to serve as effective leaders in their respective roles. But the DSW is a practice-focused program designed to impart the kind of advanced knowledge and skills that can be applied directly to the field to serve the needs of individual clients and communities. DSW students develop specialized clinical expertise, leaving them well-equipped to practice the most current clinical interventions, while honing macro-level skills to address large scale social issues.
While there is a limited number of DSW programs, the good news is that these programs are widely available online. Top universities offering DSW programs remotely are helping to make this terminal degree accessible to students across the country.
How Do You Get a Doctorate of Social Work?
A DSW or PhD is typically obtained after earning an MSW. DSW and PhD programs both last around four years, but can vary in length depending on whether or not students choose to take courses full-time or part-time, as well as on the nature and duration of their dissertation or capstone project.
Though similar in duration, DSW and PhD degrees in social work are categorically different:
- Doctorate in Social Work: The DSW is a better fit for those who wish to apply their knowledge in clinical practice or macro-level policy advocacy work
- PhD in Social Work: PhD students are more focused on the academic aspects of social work, making them better suited for teaching and research positions in universities, think tanks, and government agencies
Both DSW and PhD students can expect curriculum exploring longitudinal case studies in social work, as well as micro, mezzo, and macro-level intervention plans, and in-depth research projects designed to get students thinking outside the box.
The DSW will orient those learning opportunities to direct applications in the real world while the PhD presents students with more opportunities for purely academic explorations designed to expand their own expertise and the body of knowledge in the field.
It's worth noting that while CSWE launched a pilot program in 2021 exploring the development of curriculum guidelines and accreditation standards for DSW programs, the same is not true of PhD programs.
Online DSW Programs
The online Doctorate in Social Work allows you to access a graduate level education in social work on your own time from anywhere in the world. In a field where professionals don’t typically have the luxury of being able to take time off for a traditional campus-based program, it’s clear why this is the preferred method for most social workers looking to advance with a doctorate degree.
Q&A: What is the Online DSW?
Delivered through both synchronous and asynchronous courses, online DSW programs offer the flexibility and convenience you need to be able to balance your professional and family life. In the end, you get a Doctorate of Social Work consisting of the same curriculum you would find in an on-campus program.
CSWE accredited programs
As a social worker, you’re already familiar with CSWE, the prominent professional organization that accredited your BSW and MSW program. Online social work degree programs offered at the bachelor’s and master’s level are reviewed for relevance and reliability, and if they are found to meet CSWE’s rigorous curriculum standards, they earn the agency’s stamp of approval. In most states, graduating from a CSWE-accredited program is required for all levels of social work licensure.
As of this writing, CSWE does not accredit Doctor of Social Work programs. But the organization did launch a pilot program in the fall of 2021 with the goal of gaining approval from the Council on Higher Education Accreditation (CHEA) to accredit DSW programs.
Because there is no programmatic accrediting body for DSW programs (or PhD in social work programs), you should be sure to be very thorough in your research (which this page hopes to help you with). Read on to learn more about what to look for in your DSW program or consider one of the online programs we feature here.
What to Look for in an Online DSW Program
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GRE Requirements
|While GRE requirements may vary by program, most social work education programs in general do not require GRE scores, including DSW programs. However, programs will usually accept GRE scores as an optional application component.|
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GPA Requirements
|When it comes to GPA requirements, students must have displayed exemplary academic achievement during their graduate education experience. For most DSW programs, applicants must have earned at least a cumulative GPA of 3.0 during their MSW programs. Some programs require a MSW minimum GPA of 3.5. The specific GPA requirements for each individual program can be found on each program’s website or by contacting the program’s admissions office.|
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Does the program require campus visits?
|For online DSW programs, campus visits are typically not required, as students may enroll from all over the country. However, alternatives to campus visits, such as phone or teleconferencing interviews may be offered to students as a way to engage with admissions staff directly and become oriented to the program. Some programs also require students to attend program orientation on campus.|
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Does the program have field placement and licensure support?
|The field work requirements for DSW programs vary by institution. Since students may be completing coursework that involves clinical interventions and assessment skills, the practice of implementing these skills into field work is important. Some programs allow students to use their current job to fulfill this practice (if appropriate) while others may require that placements are volunteer-based. Information regarding the specific field education requirements can be located on each program’s website or by contacting the admissions office.|
Why a Doctorate of Social Work Degree?
Earning the highest practice-focused degree in the field comes with a lot of prestige. But prestige only takes you so far in a field where the ability to serve as an effective counselor in the clinical environment or agent for positive change at the policy level are the things that really count.<!- mfunc feat_school ->
Social workers are driven by a desire to do more for the people and communities they serve, and they know the best way to equip themselves to do that is to never stop learning. For many, that’s the main motivating factor behind earning a DSW. In a purely practical sense, a doctorate, whether a DSW or PhD, serves as the gateway to careers in higher education. Academia is the one area where a doctorate is almost always a standard requirement.
1. To gain knowledge in the field
Having the highest practice-focused degree available in the field of social work not only communicates a high level of expertise, it also conveys a serious level of dedication.
There are more than 700,000 social workers across the country, according to the Bureau of Labor Statistics, working in a huge number of different settings. All of them rely on experienced leaders.
2. For leadership positions in your career
DSW-educated social workers have the knowledge and qualifications to step into those leadership roles, guiding and inspiring other social workers educated at the bachelor’s (BSW) and master’s (MSW) level. Holding a Doctorate in Social Work opens the door to positions that include social and community service management, human services administration, non-profit management, and more.
DSW-prepared social workers are also found advocating for their communities in the halls of legislation, working as program directors for state and federal government agencies, and serving in the judicial and welfare systems.
The PhD in Social Work Degree
On the other end of the spectrum, individuals that choose to pursue a PhD in Social Work degree will find that their services are needed in universities and research institutes across the United States.
PhD programs offer an exploration into the kind of analytical skills necessary to pull meaningful insights from social data. The knowledge gained through these programs goes well beyond pure statistical analysis, though. PhD graduates put that analysis to work conducting research that’s used as a road map to achieving a healthier society. And, of course, DSW-prepared social workers also serve as professors, contributing to the social work community by educating future professionals.
Some FAQs about Doctor of Social Work Programs
The Doctorate of Social Work (DSW) was initially created in the 1940s, DSW programs remained scarcely available for decades due to the rise of the PhD in social work. However, social workers have recognized the value of the DSW within the last decade and have made strides to create more DSW programs across the country.
What is Foundational coursework for the DSW program?
Since DSW programs vary in terms of specialization and content focus, the foundational coursework for DSW programs may also vary. Generally, foundational coursework may include advanced theory and research courses. The introductory course for the dissertation/capstone project may also be included in foundational coursework.
What is Elective concentration coursework for the DSW program?
The elective coursework for DSW programs may also vary, depending on the study tracks offered to students. Examples of electives offered in different DSW programs include different advanced clinical intervention courses, such as Dialectical Behavior Therapy, or various leadership courses, such as leadership in large settings.
What is the difference between PhD Social Work programs and DSW programs?
The most significant difference between a DSW and PhD in social work is the research component. The PhD in social work places a heavy emphasis on research with the goal of building the body of knowledge in the field. While the DSW most certainly incorporates research into the curriculum, it’s oriented more toward helping students develop critical thinking skills applicable to professional practice.
The PhD may be an appropriate degree for students who are passionate about research. Graduate more often go on to work in higher education institutions where they will either focus on teaching or serving as research professors.
The DSW degree is better suited for students who strive to develop advanced clinical skills or take on leadership roles in social service agencies.
Are DSW programs available as a part time program?
The online DSW can be completed either part-time or full-time at most institutions. Some students may complete the degree in less than two years, whereas others may complete the degree in five years, depending on their chosen timeline.
What is the exact Online DSW meaning?
Online DSW programs offer students a chance to earn the esteemed Doctorate of Social Work degree from anywhere in the world they can find an internet connection. The Doctorate of Social Work is the highest level of social work education and provides students with advanced clinical and theoretical education.
What are the most common concentration tracks for Online DSW Programs?
- Clinical: this concentration focuses on advancing clinical skills and equipping students with the most current and evidenced-based interventions.
- Teaching: this concentration is ideal for students who are seeking to become educators in the social work field. Students learn specific skills regarding teaching social work.
- Organizational Leadership: this concentration is focused on macro-level social work. Students engage in curriculum that is centered around understanding and developing interventions to solve large-scale social issues.
Salary for a Doctorate in Social Work Degree Holder
The Bureau of Labor Statistics shows social and community service managers earning a median salary of $74,000 as of 2021. Those in the top ten percent of the field, the ones more likely to hold DSW degrees, earn more than $118,650.
In the broader BLS category for social workers, those earning in the top ten percent made more than $82,840 that year, while the biggest segment, those specializing in child, family, and school social work, can expect 90th percentile salaries of $78,710 or more.
Mental health and substance abuse social work represented the highest-paying sub-field, where those in the top ten percent earned more than $97,300, followed by healthcare social workers who earned 90th percentile salaries of $86,820 or more.
2021 US Bureau of Labor Statistics salary figures for Social and Community Managers and Social Workers represents national data, not school-specific information. 90th percentile salaries are shown to reflect what professionals with the highest practice-focused degree in the field are likely to earn. Conditions in your area may vary. Data accessed September 2021. | https://www.socialworkdegrees.org/program/doctorate |
Dr. Vernon Williams: Sports Neurologist
In a sport where head strikes are frequent, should a concussion protocol be imperative?
It may seem counter-intuitive to some that combat sports like boxing, kickboxing and Mixed Martial Arts (MMA) should have guidelines protecting athletes against the effects of a concussion. After all, a common and key strategy for victory in combat sports is making decisive, forceful contact with the head. But a recent consensus statement from the Association of Ringside Physicians (ARP) is poised to help give shape to guidelines designed to protect the brains of combat athletes under much the same premise that widely accepted concussion protocol guidelines for non-combat athletes do.
Though concussion protocol and return-to-play guidelines are widely utilized and accepted for a variety of sports today, before the ARP’s statement, there had been none published for the appropriate management of combat athletes who sustain a concussion, or for the return to combat after a concussion. In fact, substantial clinical studies and published information about concussion related to combat sports is generally lacking. The foundation of the ARP’s statement is this – “management and treatment of concussion in combat sports should, and must, be more stringent than for non-combat sports counterparts.” This consensus statement is an excellent and much-needed first step in further improving the health and safety of combat sports athletes.
Historically, the evaluation of concussion and return-to-sport (RTS) in professional combat sports has varied from state-to-state. Some states have detailed procedures regarding concussion protocols, and others just don’t. To complicate matters, athletes may have subsequent fights in different states or even different countries, making tracking and enforcement of RTS protocols difficult. And the period of suspension before eligibility to fight again after a knockout (KO) or technical knockout (TKO) varies from state to state. The ARP guidelines aim first to recommend consistent minimum “stand-down” periods after knock out (KO) and technical knockout (TKO) of athletes from blows to the head – a great first step.
Of note, a “dirty little secret” regarding suspensions after KO/TKO is that there is currently very little enforcement of the minimum stand-down period in relation to training – and in particular sparring. This has remained a glaring “hole” in athlete safety protocols from state to state. Covered also in the consensus statement is the acknowledgment that sparring, though not actual match competition, is still covered under stand-down recommendations when a combatant has sustained a concussion.
As evidence accumulates and best practices evolve regarding concussion management, recommendations are changing. For instance, there is increasing evidence to suggest that controlled and monitored exertion after the acute phase of concussion may be beneficial. But it is important to distinguish between gradual/monitored exertion and return to play/competition (which should only be initiated after complete resolution of concussion-related symptoms). The ARP guidelines provide recommendations for step-wise RTS, as is the current advice in concussion guidelines for non-combat sports. Importantly, these guidelines are combat-sport specific, with detailed examples of activities unique to combat sport that fit various aspects of the step-wise return. This is another solid step in the direction toward what will hopefully be further development of all concussion return to sport guidelines (sport-specific, and even position-specific step-wise return recommendations).
Also significant in the ARP’s statement is the recommendation of neurological assessment for BOTH fighters in a bout (winner and loser), even if a KO, or TKO doesn’t occur. This highlights the unique aspects of combat sports and need for an increased vigilance for signs or symptoms requiring emergency treatment for potentially catastrophic injury.
The ARP recommendations highlight the need for clearance of combat athletes by a specialty-trained physician before a return to combat sports after any suspension due to head injury or concussion. The brain is an amazingly complex structure. A state-of-the-art, validated, and expertly performed history and neurological examination and assessment requires specific skill and frankly, is an art. Safe return to play for combat athletes should require more than a simple passing of calendar days. An expert specialist physician is the best person to make this determination.
The ARP’s consensus recommendation of and support for the concept of neurological baseline testing in combat sports athletes is another key element. In California, as part of the California State Athletic Commission, we initiated collection of baseline tests over one year ago. Our goals are to not only establish a Neurological baseline in our athletes, but also to explore how this information assists in return to sport, and assessment of Neurological function over time – evaluating neurological performance on an ongoing basis for the assessment of brain health. I bring attention to this aspect of the recommendations because I believe our obligations reach beyond surveillance for signs/symptoms of a concussion to the intentional assessment of overall neurological health. The idea is that this assessment of neurological health should be a focus after episodic exposure (fights, matches or games), throughout the season/year, at the outset of each new season/year, and over the entire lifespan of all athletes participating in contact, collision and combat sports. Ideally, this kind of programming can eventually be shared between states for improved continuity of care with combat sports athletes. The data can be mined for insights related to both injury and performance. And we can continue to contribute to the overall fund of knowledge related to the health of combat and collision sports athletes. Information gleaned from the study of athletes has resulted in significant benefits and advancements in treatments of the general population as a whole with respect to musculoskeletal medicine. I believe the same will be true of brain health.
Finally, the ARP’s consensus statement ends with the recommendation of education for all combat sports athletes and their coaches/trainers on recognition of signs and symptoms of a concussion. While this is an important initial step, I do believe we must endeavor to extend beyond “education” (e.g., the simple posting of messages in gyms or distribution of handouts with concussion signs/symptoms) to meaningful knowledge transfer. This involves experts working with regulators and stakeholders to provide useful, and culturally relevant information to not only raise the level of awareness, but to educate in a way that actually influences the desired behavior. Enhancing understating of how the brain works, how it contributes to performance, what happens when an injury occurs and understanding the rationale behind the guidelines/recommendations, can be the first and robust line of defense in protecting combat athletes now and in the future. | https://kerlanjobe.org/raising-the-concussion-protocol-standard-for-combat-sports/ |
When you’re given an academic essay assignment, it’s easy to feel overwhelmed–especially if English is your second language or you have limited experience with academic writing. Academic essays can be as short as a few paragraphs or as long and complex as a book. The scope of your expectations will vary depending on where you are, what class you are taking, what department expectations you have, and most importantly, who you are submitting the assignment to.
If you are new to academic essay writing or worried about how long it should be, remember that most professors and admissions committees will answer your howlongisanessay.com questions. Some professors will be very clear about what the word count should be when they assign an assignment.
Most assignments will have guidelines that are based on page count, such as 1,000 words to 1,200 words or 3 to 5 pages double-spaced. There might be guidelines about the format of citations, the number of sources to use, and the publication dates. While some professors are very specific about what they expect from each assignment of academic essays, others may be more flexible and less structured. These guidelines will differ depending on the academic essay type and its purpose.
Guidelines for essay length
Middle school
The average academic essay assignment is 300-800 words long and begins in middle school. These grades will teach you the basics of 5-paragraph essays. This structure includes an introduction, thesis statement, body and conclusion. The typical 5-paragraph essay structure should have the introduction as the first paragraph, followed by the body and conclusion in the second through fourth paragraphs. Rarely will your conclusion or introduction take up more than one paragraph in these types of essays.
High school
You will still need to write a 5-paragraph essay in high school. However, some teachers, especially English and Language Arts, may require you to write longer essays (up to 5 pages). This is so you can prepare for the rigorous academic writing you will be learning in college. These essays will retain the same format as the introduction, body, and conclusion. However, you’ll be expanding the body to explore or explain a topic more fully. Your conclusion for a 3 to 5 page essay will most likely be contained within one paragraph. However, it may vary depending on the topic.
University (Undergraduate Level)
The length of your academic essays will depend on which classes you are taking and what departments they are in. There will be classes that require you to write academic essays of different lengths as the semester progresses. For a higher percentage of your class grade, you’ll need to submit a longer essay as the final assignment. These longer assignments in academic writing will usually be formatted so that different parts of the essay must be submitted at different times. All sections are then combined into a final paper.
In an advanced English class, for example, your professor may assign several shorter essays of between 5 and 7 pages (1,500 to 2,100 words) followed by one essay that examines a topic more in depth (8 to 10 pages or 2,400 to 3,000 words). A core curriculum survey course might require less essays or more prompt-type journal writing assignments.
University (Graduate Level)
Similar to undergraduate college writing, graduate-level assignments in academic writing will differ based on many factors such as the professor, course, department and program of study. A university program may require extensive writing, while another might require more hands-on or lab-based experience.
You’ll also likely encounter “thesis” or “dissertation” writing assignments at graduate level. These can be up to 100,000 words. These assignments require extensive research and planning. However, you will likely be assigned a paper with very specific word counts and citation requirements.
Writing for graduate level is more complex than the five-paragraph essay format. It includes sections such as a review of literature and background information. Each section may have its own requirements and word limit, and some sections will require more writing time than others. You might be required to submit academic writing assignments in sections or stages, just like with undergraduate assignments.
Beyond page and word count
You could get a poor grade even if you keep to a specific word count or page count for academic writing assignments. It is possible to write a paper of 3 to 5 paragraphs that is disorganized or illogical in the same way that an 8-page essay.
These are the most important guidelines for writing academic essays, regardless of how many words you have.
Before you start writing, make sure to outline your ideas. A outline will allow you to cover all the necessary parts and ensure you have included every part of your essay (introduction, thesis, etc.).
Your academic essay style should not be rambling, off topic, or filled with “filler” words. Your professor may not be familiar with the topic, but they will likely be able to spot if you are writing to fill in gaps.
Avoid hedging. Hedging is when you make vague statements about a topic but don’t actually take a position on it. You should make a clear assumption or thesis statement in academic writing and back it up with solid research. | https://postcardsbargain.com/2021/11/25/what-length-should-my-academic-essay-be/ |
Not applicable.
Unit Descriptor
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Unit descriptor
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This unit describes the performance outcomes, skills and knowledge required to provide support for operational practices and procedures within the organisation's productivity and profitability plans. This includes contributing to the operational plan, assisting in recruiting employees and acquiring resources, and monitoring and adjusting operational performance.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Application of the Unit
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Application of the unit
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Frontline managers are actively engaged in planning activities to achieve the measurable, stated objectives of the team and the organisation. This key role is carried out to provide safe, efficient and effective products and services to customer satisfaction within the organisation's productivity and profitability plans.
At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non routine activities that require some discretion and judgement.
This unit is related to BSBMGT402A Implement operational plan.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
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Prerequisite units
Employability Skills Information
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Employability skills
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This unit contains employability skills.
Elements and Performance Criteria Pre-Content
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Elements describe the essential outcomes of a unit of competency.
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Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
Elements and Performance Criteria
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ELEMENT
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PERFORMANCE CRITERIA
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1. Contribute to implementation of operational plan
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1.1. Collect and record details of resource requirements and report to relevant personnel
1.2. Ensure the operational plan contributes to the achievement of the organisation's performance and business plan
1.3. Identify key performance indicators to measure own and work team's performance
1.4. Undertake contingency planning as required
1.5. Support the development and presentation of proposals for resource requirements as required
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2. Assist in recruiting employees and acquiring resources
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2.1. Assist with employee recruitment and/or induction as required, within the organisation's policies , practices and procedures
2.2. Acquire physical resources and services according to the organisation's policies, practices and procedures and in consultation with relevant personnel
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3. Support operations
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3.1. Identify and utilise performance systems and processes to assess team progress in achieving plans and targets
3.2. Compare actual productivity and performance with identified short-term budgets, targets and performance results
3.3. Identify and report unsatisfactory performance to relevant personnel, to enable action to be taken to rectify the situation
3.4. Provide coaching to support individuals and teams to use resources effectively, economically and safely
3.5. Support consultation processes for the development and/or variation of the operational plan as required
3.6. Present recommendations for variation to operational plans to relevant personnel
3.7. Follow performance systems , procedures and recording processes in accordance with organisation requirements
Required Skills and Knowledge
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REQUIRED SKILLS AND KNOWLEDGE
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This section describes the skills and knowledge required for this unit.
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Required skills
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Required knowledge
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Evidence Guide
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EVIDENCE GUIDE
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The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
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Overview of assessment
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Critical aspects for assessment and evidence required to demonstrate competency in this unit
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Evidence of the following is essential:
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Context of and specific resources for assessment
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Assessment must ensure:
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Method of assessment
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A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
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Guidance information for assessment
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Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
Range Statement
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RANGE STATEMENT
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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
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Resource requirements may include:
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Relevant personnel may include:
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Operational plan may include:
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Key performance indicators may refer to:
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Contingency planning may refer to:
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The organisation's policies practices and procedures may include:
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Performance systems and processes may be:
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Consultation processes may refer to:
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Performance systems , procedures and recording processes may include: | https://training.gov.au/Training/Details/BSBFLM305C |
PRIMARY REGULATOR OF BLOOD FLOW.
-smallest arteries
-branch into capillaries
-have rim of smooth muscle bet. inner and outer walls.
- capillary
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WHERE TRANSFER OF MOLECULES BETWEEN BLOOD AND TISSUE HAPPENS.
- smallest, thin walled vessels.
- LARGEST SURFACE AREA between blood and body.
- BLOOD VESSEL structure and function differences.
-
arteriole- controls flow
capillary - exch. materials
vein - blood storage, carry to heart
venuole - carry CO2 & blood from tissues to venous syst.
- vein
- thin walled vessels. carry blood back to hear from body. act as reservoirs. hold about 65% of total blood volume. No muscle layer.
- precapillary sphincters
- small rings of muscle - junction of arterioles and capillaries. regulate flow into capillaries. can reduce flow to zero.
- erythrocyte
-
RED BLOOD CELL.
produced:red marrow.
flat, disc shaped.
no nucleus.
most abundant element of blood - 45%
(this % called hematocrit.)
Transport CO2, O2, contain hemoglobin in membrane.
- leukocyte
-
WHITE BLOOD CELLS
defend against disease.
formed in marrow.
- Three general types of leukocytes
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Granulocytes
Lymphocytes
Monocytes
- Three types of granulocytes
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neutrophils
eosinophils
basophils
- what do lymphocytes do?
-
immune processes, phagocytosis.
(engulf and kill invaders.)
- platelet
-
THROMBOCYTE
smallest element in blood. 2nd most numerous. shed to cytoplasm by megakaryocytes in marrow. important in CLOTTING.(make platelet PLUGS)
- red bone marrow
-
within spongy bone of long bones
produces erythrocytes (controlled by kidney hormone production - erythropoetin.)
- hemoglobin
-
four sub-unit globin protein molecule. carries oxygen in 4 hemes (iron)
15 grams / 100ml blood (<females.)
oxygenated = oxyhemoglobin
- macrophage
- langerhans cells. destroy foreign particles. engulf. resident in skin, provide protection for body.
- plasma proteins
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ALBUMIN contributes osmotic pressure.
(determines balance between interstitial fluid / plasma volume)
carries fatty acids, etc.
GLOBULIN - also carrier molecule, but antibody, involved in immune response.
- erythropoietin
- hormone secreted by kidney - stimulates production of red blood cells by bone marrow.
- phagocyte
- part of immune system, phagocytosis important in killing invaders. these white blood cells engulf and kill bacteria.
- hematocrit
- % of RBC in whole blood.
- Rh factor
- blood antigen-antibody system first isolated in rhesus monkey.
- phagocytosis
- engulfment and destruction of foreign particles by phagocytic cells such as leukocytes.
- inflammation
-
increased blood flow to area
accumulation of leukocytes
increased capillary permeability
chemical cascade: T-cells, histamines. 1. microphages begin phagocytosis 2. neutrophils 3. bone marrow produces more microphages
- plasma
- carrying medium for blood cells and dissolved solutes, proteins, glucose, hormones, amino acids, Na+, K+, Cl-, HCO3-
- agglutination
- clumping of red blood cells without fibrin strands (i.e. not clotting) caused by antigen response with incorrect blood type mixture
- fibrinogen
- protein in plasma - when contact with enzyme thrombin, fibrin is created from fibrinogen, strands which cause clotting & become entangled with RBC's.
- prothrombin
- protein present in plasma, important in clotting, forms thrombin(enzymes which liberates fibrin from fibrinogen)
- baroreceptors
- pressure-sensitive nerve terminal or region that relays information to CNS
- flow
- ease with which blood is able to pass through the body: amount of pressure divided by amount of resistance. Higher resistance is caused by smaller vessel diameter or by longer vessels. Flow can be increased by greater pressure, but increased resistance can decrease flow.
- cardiac output
- total volume of blood pumped per minute
- resistance
- proportional to length, inversely proportional to diameter, resistance is 1/radius to the power of 4. (This means that small changes in radius lead to large changes in resistance.)
- venous return
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valves in veins
+ ancilliary muscles act as pumps w/valves.
- systolic pressure
- HIGHEST pressure in aorta
- diastolic pressure
- LOWEST pressure in aorta
- mean arteriole pressure
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(i.e. relationship between cardiac output, peripheral resistance, and blood volume.)
Cardiac output x total peripheral resistance.
- vasoconstriction
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diameter reduction of veins.
increases: peripheral resistance, therefore pressure.
- vasodilation
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reduces TPR
increases flow
increases volume
increases cardiac output
- reactive hyperemia
- vasodilation response to "oxygen dept" created by pressure. over-reaction of small vessels to compensate for period of oxygen deprivation. (causes redness in skin after pressure relieved.)
- colloid osmotic pressure
- back pressure caused by retention of large ions and proteins in capillaries as too large to filter or diffuse out. causes a force of about 25 mm Hg that pulls water and solutes back into capillary.
- lymphatic system
- takes up excess fluid filtered out of capillaries and brings it back to circulatory system via large lymph vessels which empty into the vena cava near within the thoracic cavity.
- bulk flow
- caused by differences in hydrostatic pressure between a vessel and the interstitial space: filtration movement of plasma, fluids, ions through the vessel membranes into interstitial space down the osmotic pressure gradient. Proteins and large particles moving along in vessels too large to flow out contributes osmotic pressure to vessels further down the capillary, causing other fluids and ions to be drawn back in.
- lymph
- clear fluid within the vessels of the lymph system, gathered as excess from tissue, being delivered back to the blood system.
- edema
- localized swelling caused as a chemical response to damage. Histamines and phagocytes as well as other chemical responders (chemotaxis) cause the response.
- cardiovascular control centre
- located in the brainstem, within the central nervous system, the portion of the brain that controls the heart activity.
- hypertension
- high blood pressure
- hypotension
- low blood pressure
- capillary bed structure that make it ideal for material exchange, versus arteriolar structure?
- one single flattened layer - HUGE surface area, thin walled, pores between cells allow passage of water and molecules. No smooth muscle. Versus arterioles? muscle - regulates blood flow - can't easily transfer materials through muscle.
- peripheral resistance and blood flow changes in exercising versus stationery?
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exercising = increased capillaries open because more blood needed, more muscle units recruited for work. more capillaries open = decreased peripheral resistance.
increased exercise increases heart rate, increases blood flow.
- negative feedback system controlling erythropoiesis?
-
red blood cell count down
kidney secretes erythropoeitin
red marrow production of RBC's up
red cell count up sensed by kidney
kidney inhibits secretion of erythropoeitin,
marrow inhibits RBC production.
- hemoglobin - purpose
- -transports oxygen within body
- hemoglobin structure
- - 4 part structure, four proteins (globins), each interlaced with an iron molecule (heme)
- hemoglobin - produced where
- red marrow of long bones - integral part of structure of red blood cells.
- hemoglobin does what and is then called what?
-
- hemes form easily reversible bond with oxygen when passing through lungs
- oxyhemoglobin when oxygenated.
- hemoglobin - normal concentration in blood?
- 15g/100ml blood
- hemoglobin - reduced in body called what?
- anaemia. reduced oxygen carrying capacity.
- Patient with type A blood be given type B?
- No. A contains A antigens, B antibodies. would reject B blood, causing agglutination.
- effect of gravity on blood pressure system? If adult with normal pressure stands up suddenly?
- would be less. blood pooled in upper body would immediatly go to lower body. = less venous return to heart, slower heart rate and lower blood pressure for a few moments. (Heart can't pump blood it doesn't have.)
- Baroreceptor reflex negative feedback system
-
-pressure drop in blood
-baroreceptors (in carotid sinus and aortic arch) sense drop
- baroreceptors signal CV centre - brainstem
- CV centre excites sympathetic NS, inhibits parasympathetic
- heart rate increases (norepinephrine)
- heart stroke volume increases
- vasocostriction (arteries and veins)
-blood pressure rides
-baroreceptors sense rise, send signal to CNS that pressure again normal.
- strenuous exercise - mean arterial pressure decrease, or increase?
- decrease. more muscle capillaries open during exercise, total resistance down, pressure down.
- why does standing for several hours cause fainting?
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homeostatic response to correct problem.
standing causes increased hydrostatic pressure in venous system over time. veins distend, hold more blood (venous pooling) increase in capillary filtration occurs as semi-stagnant blood increases capillary hydrostatic pressure + depleted blood volume. blood pressure falls. When low enough, fainting results. falling down recirculates blood and lymph, solving problem.
- cardiovascular responses to severe bleeding
- decrease in blood volume (bleeding) = decrease in venous return = decreased cardiac output = decreased blood pressure = decreased capillary pressure = absorption of more interstitial fluid = STIMULATES BARORECEPTORS, so stimulates CNS, CV centre= increased TPR,heart rate, venous constriction, increased blood volume, increased cardiac output, therefore increase in blood pressure. (keeps patient conscious.)
- clot formation
-
1. plug - platelets adhere to exposed subendothelium, make a physical barrier plug.
2. clotting factors act in sequence to form clot, requiring calcium at each stage, and vitamin K required to initiate clotting process - clot factors always present in blood. PROTHROMBIN-->LIBERATES THROMBIN-->LIBERATES FIBRIN FROM FIBRINOGEN (produced by liver)--> FIBRIN forms clot, tangles with RBCs.
- antigen
- complex protein molecules on surface of blood - stimulates immune system production of specific antibodies.
- antibody
- immunoglobulin protein - produces immune response to foreign molecules
- anti-clotting mechanisms in blood?
- antithrombin III and heparin (endothelial cell surface protein.) Both inhibit thrombin, inhibiting clot formation.
- cardiovascular pathology:alcohol
- vasodilation, heat loss, arrhythmias, hypertension, cerebrovascular accidents (clots) + stroke.
- cardiovascular pathology - smoking
-
increased damage to blood vessels
clots in arteries
arrhythmia
reduced oxygen carrying capacity
(not to mention pulmonary pathologies...)
- hemophilia
-
hereditary
x linked
deficiency of clotting factors
requires blood replacements
- A type blood antigens, antibodies?
-
A antigen
B antibody
- B type blood antigens, antibodies?
-
B antigen
A antibody
- AB type blood antigens, antibodies?
-
AB antigen
no antibodies
- O type blood antigens, antibodies?
-
no antigens
AB antibodies
- why venous return significantly lower in bed-ridden versus exercising person?
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Muscles within the body, in addition to providing heat, movement, and restricting movement (posture), also work to aid in actively pumping the venous return of the blood to the heart. bedridden is not actively aiding the blood to flow back to the heart, but is instead relying on the passive force of the arterial blood flow to push the venous blood through the system of one-way valves back to the heart. | https://cueflash.com/decks/tag/blood-pressure/tag/cardiac/28970/Kinesiology_07 |
Erythropoietin is commonly referred to as EPO. It is also called haematopoietin or haemopoietin, but these names are rarely used today.
Erythropoietin (EPO) is a hormone that is produced predominantly by specialised cells called interstitial cells in the kidney. Once it is made, it acts on red blood cells to protect them against destruction. At the same time it stimulates stem cells of the bone marrow to increase the production of red blood cells.
Although the precise mechanisms that control the production of erythropoietin are poorly understood, it is well known that specialised cells in the kidney are capable of detecting and responding to low levels of oxygen (hypoxaemia) through increased production of erythropoietin. When there is sufficient oxygen in the blood circulation, the production of erythropoietin is reduced, but when oxygen levels go down, the production of erythropoietin goes up. This is an adaptive mechanism because it facilitates the production of more red blood cells to transport more oxygen around the body, thus raising oxygen levels in the tissues. For example, when moving in to a high altitude the air pressure drops and this can cause hypoxia that stimulates an increase in erythropoietin production. In low oxygen states, people risk developing hypoxia - oxygen deprivation. Hypoxia can also occur when there is poor ventilation of the lungs such as occurs in chronic lung disease, emphysema and in cardiovascular disease. The production of erythropoietin is reduced in certain conditions such as kidney failure, chronic diseases like HIV/AIDS, and certain cancers and in chronic inflammatory diseases like rheumatoid arthritis.
Excess erythropoietin results from chronic exposure to low oxygen levels or from rare tumours that produce high levels of erythropoietin. It causes a condition known as polycythaemia which means high red blood cell count. In many people, polycythaemia does not cause any symptoms. However, there are some general and non-specific symptoms including weakness, fatigue, headache, itching, joint pain and dizziness.
If you have too little erythropoietin, which is usually caused by chronic kidney disease, there will be fewer red blood cells and you will have anaemia. Erythropoietin has been made synthetically for the treatment of anaemia that results from chronic kidney failure. It is also given to patients with some rarer types of cancer.
Some professional athletes have used this type of erythropoietin (known as blood doping) to improve their performance, particularly to increase endurance. Artificially increasing your erythropoietin levels produces more haemoglobin and red blood cells and therefore improves the amount of oxygen that can be delivered to tissues, particularly muscles. This can improve performance capacity, although this type of doping practice is banned by most professional sport committees.
Yes, erythropoietin hormone levels can be measured in the blood. The test is done with a simple blood test, preferably a morning sample collection. A needle is used for drawing blood from a vein on your arm. You don’t need any special preparations prior to a blood test, however you have to let your healthcare provider know if you are taking any medications, vitamin supplements or any illicit drugs or herbs.
The test results may vary based on your age, sex, health status, and even the method used for the test. Your healthcare provider will discuss your results with you.
Too little erythropoietin could be due to anaemia (low red blood cells), especially anaemia due to kidney disease. Increased levels of erythropoietin might be due to a condition called polycythaemia (too many red blood cells) or it could be evidence of a kidney tumour.
Raised levels of Erythropoietin in athletes indicate erythropoietin abuse (doping). EPO doping can boost the number of red blood cells and there by increased availability of oxygen to the muscles. This can help the athlete with increased performance ability and endurance. Blood doping is illegal especially in professional sports. Professional athletes are asked to take this test to find out if they are violating the anti-doping law. | https://www.yourhormones.info/hormones/erythropoietin/ |
It is also known as anemia of inflammation.
It is a condition that can be associated with many different underlying disorders, including chronic diseases such as cancer, certain infections, and autoimmune and inflammatory diseases, such as rheumatoid arthritis or lupus.
Anemia is characterized by low circulating red blood cells or hemoglobin (the part of red blood cells that carries oxygen). It is generally a mild or moderate condition.
In mild cases, anemia may not be associated with any symptoms, or it may cause fatigue, pale skin, and lightheadedness. The underlying mechanisms that cause chronic anemia are complex and not fully understood.
Signs and symptoms of chronic anemia
Chronic anemia varies in severity from one person to another. Affected individuals can develop various symptoms such as fatigue, pale skin, lightheadedness, shortness of breath, fast heartbeat, irritability, chest pain, and additional findings.
These symptoms can occur in anyone with a comparable degree of anemia. In most cases, the symptoms associated with the underlying disease generally precede the symptoms of mild or moderate anemia.
Chronic anemia can be severe and cause more severe complications in rare cases.
Causes
The exact cause of chronic anemia can vary. Generally, several processes occur at the same time. Anemia can be caused by a slight shortening of the average survival of red blood cells.
Also, red blood cells ( erythropoiesis ) or erythropoietin (a hormone that stimulates the production of red blood cells) can be affected. Red blood cells carry oxygen to the body. The exact cause of chronic anemia may depend on the underlying condition.
For example, cancer cells can secrete certain substances that damage or destroy immature red blood cells.
In some cases, cancer cells or infectious diseases can infiltrate the bone marrow and the soft, spongy material found in long bones where blood cells form.
Researchers have found that people with chronic anemia also have an imbalance in the distribution of iron in the body and cannot use iron to create new blood cells despite having sufficient or high levels of iron stored in their tissues.
Iron is a critical mineral found in every cell in the body and is essential for the body to function and grow properly. This mineral is found in many foods, such as red meat, poultry, eggs, and vegetables.
Iron levels must stay in a specific range within the body. Otherwise, they can cause anemia (low functional iron levels) or damage to affected organs (abnormally high iron levels in particular tissues).
Iron is needed to make hemoglobin, the part of a red blood cell that carries oxygen.
A key finding in chronic anemia is increased iron uptake and retention within specific cells, leading to reduced amounts of available iron for hemoglobin production.
Lack of functional iron hinders the development of hemoglobin, which in turn reduces the amount of oxygen delivered throughout the body (anemia).
Researchers believe that the immune system, which constantly remains active in people with chronic diseases, produces substances that influence the development, storage, and transport of iron within the body.
Cells in the immune system produce cytokines, specialized proteins that stimulate or inhibit the function of other immune system cells.
Hepcidin, a hormone produced in the liver that helps regulate the metabolism and transport of iron within the body, plays a vital role in developing chronic anemia.
Researchers believe that a specific cytokine known as interleukin 6 (IL-6) stimulates hepcidin production in most cases. However, hepcidin can also be produced in response to inflammation by pathways that do not involve IL-6.
Too much hepcidin causes too much iron to be trapped within cells, reducing the amount of iron available to produce hemoglobin, resulting in anemia.
Most researchers believe that hepcidin is a crucial factor influencing the development of chronic anemia.
Populations are affected by chronic anemia.
Chronic anemia affects men and women in equal proportions. People of any age who have a chronic inflammatory condition can develop the disease.
The exact incidence of chronic anemia is unknown, and some researchers believe it is underreported or often unrecognized. Iron deficiency anemia is the second most common cause of anemia in the United States.
Related disorders
Iron deficiency anemia is a common condition in which individuals have insufficient iron levels in the body and cannot produce enough red blood cells to carry oxygen throughout the body.
Iron deficiency anemia can cause various symptoms, including fatigue, weakness, pale skin, shortness of breath, headaches, and lightheadedness.
Additional symptoms in people with iron deficiency anemia include cold hands or feet, irritability, irregular heartbeat, and increased susceptibility to developing infections.
Iron deficiency anemia is caused by insufficient iron levels in the body, resulting from blood loss. This diet supplies little iron or the inability to absorb sufficient amounts of iron from the gastrointestinal tract.
Chronic anemia and iron deficiency anemia can be confused because both are associated with decreased circulating iron.
The anemia seen in chronic kidney disease is usually caused by erythropoietin deficiency due to kidney cell damage.
However, some patients with kidney disease also have inflammation or infections, and chronic anemia can be part of their anemia.
Diagnosis
The diagnosis of chronic anemia is based on identifying characteristic symptoms, a detailed history of the patient, a thorough clinical evaluation, and a variety of specialized tests.
Such tests can measure levels of certain substances in the body, including hemoglobin levels, serum iron levels, total iron-binding capacity, global red blood cell count, or regular or increased levels of ferritin in the blood.
Ferritin is a protein that binds to iron and is used as an indicator of the body’s iron stores in blood plasma. Another test that can be performed measures transferrin saturation.
Transferrin is a protein that participates in iron transport from the intestines to the bloodstream.
Methods have been developed to allow reliable measurement of hepcidin in plasma but are not currently available or approved for use in diagnosing anemia of chronic disease.
Standard therapies for chronic anemia
Treatment
Treatment of chronic anemia is directed at the underlying disease. If the underlying condition is flourishing, the anemia usually improves or resolves entirely without immediate treatment.
Efforts to treat anemia by correcting the iron imbalance in the body with therapies such as oral iron supplements or vitamins have generally proven ineffective.
Such efforts can hurt overall health. For example, iron supplementation is controversial because certain diseases, such as cancer, use iron to grow and spread, and certain infections use iron for food.
More research is needed to understand the complex mechanisms that ultimately result in chronic anemia and what role traditional therapies for anemia and iron imbalance have in treating affected people.
Research therapies
In rare cases associated with severe anemia, blood transfusions or treatment with medications that stimulate the production of erythropoietin (a hormone that stimulates the production of red blood cells) may be necessary. | https://scopeheal.com/chronic-anemia/ |
Iron bisglycinate is a highly bio-available amino acid chelate. 60 Caps
Iron is an essential mineral required in the body for the production of haemoglobin and myoglobin. Haemoglobin is a pigment found in red blood cells, which is responsible for carrying oxygen to every living cell in the body. Myoglobin is the red pigment found in muscle cells and helps in the storage of oxygen in muscles.
According to the World Health Organization, dietary deficiency of iron is the most prevalent mineral deficiency in the world today.
Pregnant and menstruating women, the elderly, athletes, adolescents, vegetarians and vegans may have an increased dietary requirement for iron.
Directions for use: As a food supplement for adults, take one to two capsules daily with food or as directed by a healthcare professional. | https://www.hannahs-puresupplements.co.uk/product/iron-bisglycinate |
Kidneys belong to the group of organs that are considered to be the most important ones in the human body. They are important for maintaining the stability and for the filtration of the blood, preventing the build-up of waste products and fluids.
They also regulate the blood pressure, promote the production of new red blood cells, balance the levels of electrolytes and they keep our bones strong and healthy. When the function of the kidneys is compromised, it will have a negative impact on our overall health, which is the reason why it is so important to recognize the symptoms of kidney damage, and prevent the condition while it is in its early stage.
We are going to discuss the most common symptoms that indicate that the kidneys are damaged:
- Changes in urination
The changes in urination are one of the early signs that the kidneys are failing. These changes include an appearance of urine containing blood, foamy urine, increased urination frequency with pale urine, reduced urination frequency with dark colored urine, difficulties urinating or urinating in the middle of the night.
- Swelling
An unexpected swelling can be a sign of kidney failure. When the kidneys are not working as they should be, they are unable to remove the excess fluids from the body, which will eventually lead to swelling in your legs, feet, ankles, hands, and face.
- Upper back pain
If you are suffering from kidney damage, you will probably experience pain in your upper back. The kidney pain is usually manifested by a pain in one side, and it is commonly accompanied by fever and urinary changes. If you are dealing with severe pain and spasms, it could mean that you are suffering from kidney stones or some kidney infection.
- Shortness of breath
If you are dealing with kidney damage, your body is oftentimes starved of oxygen. The lack of oxygen can lead to shortness of breath, which in turn is caused by a waste and fluid build-up in your lungs.
- Fatigue
If you have healthy kidneys, the production of EPO (erythropoietin), which is a hormone that is responsible for the encouragement of the bone marrow to form new red blood cells, is normal. But if your kidneys are damaged, they will not produce the sufficient amount of EPO, which will result in a lack of fresh red blood cells, which means that the oxygen will not be carried in sufficient amounts.
When this happens, the muscles and the brain become easily fatigued, and the body is colder, more tired and it cannot effectively focus. The shortage of red blood cells that can carry oxygen often leads to anemia.
- Metallic taste in your mouth
A change in your food preferences or a loss of appetite can happen as a result of the accumulation of waste in your blood. This is one of the most common signs of kidney damage. | https://healthyfitpoint.com/signs-that-indicate-that-you-have-kidney-damage/ |
Creatine biosynthetic pathway. HA, h′epatic artery; PV, portal vein; HV, hepatic vein; SAM, S-adenosylmethionine; SAH, S-adenosylhomocysteine; GAMT, guanidinoacetate N-methyltransferase; AGAT, L-arginine:glycine amidinotransferase; GAA, guanidinoacetate acid.
Creatine synthesis: hepatic metabolism of guanidinoacetate and creatine in the rat in vitro and in vivo, 2009
Multiple Functions of Creatine Kinase for Cellular Energetics: a Scientific Rationale for Creatine Supplementation
Impaired muscle uptake of creatine in spinal and bulbar muscular atrophy, 2016
Objective
The aim of this study was to explore the pathomechanism underlying the reduction of serum creatinine (Cr) concentrations in spinal and bulbar muscular atrophy (SBMA).
Methods
We evaluated blood chemistries, motor function, and muscle mass measured by dual‐energy X‐ray absorptiometry in male subjects with SBMA (n = 65), amyotrophic lateral sclerosis (ALS; n = 27), and healthy controls (n = 25). We also examined the intramuscular concentrations of creatine, a precursor of Cr, as well as the protein and mRNA expression levels of the creatine transporter (SLC6A8) in autopsy specimens derived from subjects who had SBMA and ALS and disease controls. Furthermore, we measured the mRNA expression levels of SLC6A8 in cultured muscle cells (C2C12) transfected with the polyglutamine‐expanded androgen receptor (AR‐97Q).
Results
Serum Cr concentrations were significantly lower in subjects with SBMA than in those with ALS (P < 0.001), despite similar muscle mass values. Intramuscular creatine concentrations were also lower in with the autopsied specimen of SBMA subjects than in those with ALS subjects (P = 0.018). Moreover, the protein and mRNA expression levels of muscle SLC6A8 were suppressed in subjects with SBMA. The mRNA levels of SLC6A8 were also suppressed in C2C12 cells bearing AR‐97Q.
Creatine is a nitrogenous organic acid that occurs naturally in vertebrates and helps to supply energy to all cells in the body, primarily muscle. This is achieved by increasing the formation of adenosine triphosphate (ATP). In solution, creatine is in equilibrium with creatinine.
Creatine is naturally produced in the human body from amino acids primarily in the kidney and liver. It is transported in the blood for use by muscles. Approximately 95% of the human body's total creatine is located in skeletal muscle. Creatine is not an essential nutrient, as it is manufactured in the human body from L-arginine, glycine, and L-methionine.
In humans and animals, approximately half of stored creatine originates from food (about 1 g/day, mainly from meat).
The enzyme GATM (L-arginine:glycine amidinotransferase (AGAT)) is a mitochondrial enzyme responsible for catalyzing the first rate-limiting step of creatine biosynthesis, and is primarily expressed in the kidneys and pancreas. The second enzyme in the pathway (GAMT, Guanidinoacetate N-methyltransferase) is primarily expressed in the liver and pancreas.
Creatine, synthesized in the liver and kidney, is transported through the blood and taken up by tissues with high energy demands, such as the brain and skeletal muscle, through an active transport system. The concentration of ATP in skeletal muscle is usually 2-5 mM, which would result in a muscle contraction of only a few seconds. Fortunately, during times of increased energy demands, the phosphagen (or ATP/PCr) system rapidly resynthesizes ATP from ADP with the use of phosphocreatine (PCr) through a reversible reaction with the enzyme creatine kinase (CK). Additionally, in most muscles, the ATP regeneration capacity of CK is very high and is therefore not a limiting factor. Although the cellular concentrations of ATP are small, changes are difficult to detect because ATP is continuously and efficiently replenished from the large pools of PCr and CK. Creatine has the ability to increase muscle stores of PCr, potentially increasing the muscle’s ability to resynthesize ATP from ADP to meet increased energy demands .
Creatine transport into red blood cells : The permeation of creatine from plasma into normal human red blood cells was investigated by means of 1-[14C]-creatine. Two statistically different Vmax and Km values were found for lower and for higher creatine concentrations of the plasma, respectively, indicating two types of transport with different affinities and capacities. It is suggested that the high affinity process is an active transport, while the low affinity transport represents an exchange diffusion. There is little, if any, effect of pH in the range of 6.9-7.9 on the transport. The total creatine concentration of the red cells did not change significantly even with high creatine concentration of the plasma during 6 h incubation at 37 degrees C. The in vitro experiments showed a daily exchange of cellular creatine of 20%, the t0.5 being about 2.5 days. Creatine transport into red blood cells
Electrolysis stimulates creatine transport : Electrical field stimulation of isolated, incubated rodent skeletal muscles is a frequently used model to study the effects of contractions on muscle metabolism. In this study, this model was used to investigate the effects of electrically stimulated contractions on creatine transport. Soleus and extensor digitorum longus muscles of male NMRI mice were incubated in an oxygenated Krebs buffer between platinum electrodes. Muscles were exposed to [14C]creatine for 30 min after either 12 min of repeated tetanic isometric contractions (contractions) or electrical stimulation of only the buffer before incubation of the muscle (electrolysis). Electrolysis was also investigated in the presence of the reactive oxygen species (ROS) scavenging enzymes superoxide dismutase (SOD) and catalase. Both contractions and electrolysis stimulated creatine transport severalfold over basal. The amount of electrolysis, but not contractile activity, induced (determined) creatine transport stimulation. Incubation with SOD and catalase at 100 and 200 U/ml decreased electrolysis-induced creatine transport by ∼50 and ∼100%, respectively. The electrolysis effects on creatine uptake were completely inhibited by β-guanidino propionic acid, a competitive inhibitor of (creatine for) the creatine transporter (CRT), and were accompanied by increased cell surface expression of CRT. Muscle glucose transport was not affected by electrolysis. So, electrical field stimulation of incubated mouse muscles, independently of contractions per se, stimulates creatine transport by a mechanism that depends on electrolysis-induced formation of ROS in the incubation buffer. The increased creatine uptake is paralleled by an increased cell surface expression of the creatine transporter. Electrolysis stimulates creatine transport and transporter cell surface expression in incubated mouse skeletal muscle: potential role of ROS
Regulation of the creatine transporter by AMP-activated protein kinase in kidney epithelial cells :
The metabolic sensor AMP-activated protein kinase (AMPK) regulates several transport proteins, potentially coupling transport activity to cellular stress and energy levels. The creatine transporter (CRT; SLC6A8) mediates creatine uptake into several cell types, including kidney epithelial cells, where it has been proposed that CRT is important for reclamation of filtered creatine, a process critical for total body creatine homeostasis. Creatine and phosphocreatine provide an intracellular, high-energy phosphate-buffering system essential for maintaining ATP supply in tissues with high energy demands. Creatine uptake and apical surface biotinylation measurements in polarized S3 cells demonstrated parallel reductions in creatine influx and CRT apical membrane expression after AMPK activation with the AMP-mimetic compound 5-aminoimidazole-4-carboxamide-1-β-D-ribofuranoside. Moreover, AMPK may inhibit CRT indirectly via the mammalian target of rapamycin pathway.
AMPK inhibits apical membrane CRT expression in kidney proximal tubule cells, which could be important in reducing cellular energy expenditure and unnecessary creatine reabsorption under conditions of local and whole body metabolic stress. Regulation of the creatine transporter by AMP-activated protein kinase in kidney epithelial cells
Endogenous serum or plasma creatine concentrations in healthy adults are normally in a range of 2–12 mg/L. A single 5 g (5000 mg) oral dose in healthy adults results in a peak plasma creatine level of approximately 120 mg/L at 1–2 hours post-ingestion. Creatine has a fairly short elimination half-life, averaging just less than 3 hours, so to maintain an elevated plasma level it would be necessary to take small oral doses every 3–6 hours throughout the day. After the "loading dose" period (1–2 weeks, 12-24 g a day), it is no longer necessary to maintain a consistently high serum level of creatine. As with most supplements, each person has their own genetic "preset" amount of creatine they can hold. The rest is eliminated out of the body as waste. Creatine is consumed by the body fairly quickly, and if one wishes to maintain the high concentration of creatine, Post-loading dose, 2-5 g daily is the standard amount to intake.
Creatine has been demonstrated to cause modest increases in strength in people with a variety of neuromuscular disorders. Creatine supplementation has been, and continues to be, investigated as a possible therapeutic approach for the treatment of muscular, neuromuscular, neurological and neurodegenerative diseases (arthritis, congestive heart failure, Parkinson's disease, disuse atrophy, gyrate atrophy, McArdle's disease, Huntington's disease, miscellaneous neuromuscular diseases, mitochondrial diseases, muscular dystrophy, and neuroprotection), and depression.
Creatine supplements are athletic aids used to increase high-intensity athletic performance. There was once some concern that creatine supplementation could affect hydration status and heat tolerance and lead to muscle cramping and diarrhea, but recent studies have shown these concerns to be unfounded.
There are reports of kidney damage with creatine use, such as interstitial nephritis; patients with kidney disease should avoid use of this supplement. In similar manner, liver function may be altered, and caution is advised in those with underlying liver disease, although studies have shown little or no adverse impact on kidney or liver function from oral creatine supplementation. In 2004 the European Food Safety Authority (EFSA) published a record which stated that oral long-term intake of 3g pure creatine per day is risk-free .
Long-term administration of large quantities of creatine is reported to increase the production of formaldehyde, which has the potential to cause serious unwanted side-effects. However, this risk is largely theoretical because urinary excretion of formaldehyde, even under heavy creatine supplementation, does not exceed normal limits.
Extensive research has shown that oral creatine supplementation at a rate of 5 to 20 grams per day appears to be very safe and largely devoid of adverse side-effects, while at the same time effectively improving the physiological response to resistance exercise, increasing the maximal force production of muscles in both men and women.
A meta analysis performed in 2008 found that creatine treatment resulted in no abnormal renal, hepatic, cardiac or muscle function. | http://flipper.diff.org/app/pathways/info/3795 |
When an animal's red blood cell count falls below normal, anemia develops. This reduction can be brought on by blood loss, a decline in the production of red blood cells, or an increase in the amount of cells the body is destroying. Cats can get anemia due to a variety of illnesses. The cat may require hospitalization, blood transfusions, and in rare circumstances, anemia can be fatal if the red blood cell count falls rapidly or falls to dangerously low levels.
What Is Anemia?
Anemia is a sign of another condition. It happens when the blood lacks sufficient amounts of hemoglobin or healthy red blood cells. The primary component of red blood cells, hemoglobin, is responsible for transporting oxygen. The body's cells can't function correctly if there aren't enough hemoglobin or red blood cells to carry adequate oxygen to them. The symptoms observed in the cat are the result of this oxygen deficiency.
What Is Anemia in Cats?
When an animal's red blood cell count falls below the usual range, anemia, a blood condition, develops. If neglected, it frequently indicates another illness and may necessitate hospitalization or a blood transfusion.
Regenerative and non-regenerative anemia are the two subtypes. When anemia is regenerative, the body produces additional red blood cells. When the body is unable to produce extra red blood cells, non-regenerative anemia develops.
Symptoms
In cats, the symptoms of anemia can vary based on how quickly the cat's red blood cell count dropped.
There may be less oxygen in the blood, which would explain pale gums. In an effort to supply oxygen to the cells that require it, a cat's heart rate likewise rises. A cat may also feel lethargy due of the decreased oxygen in the blood, which results in less energy for the cells and makes the cat sleepier. The breathing rate rises to carry more oxygen into the body.
Cats with anemia may not be able to run, leap, or play because their muscles are unable to receive the oxygen they require to operate correctly. When a person is anemic, they may experience a loss of appetite and may drink more in an effort to replenish decreased blood volume. When a cat loses a lot of blood, the brain does not receive enough oxygen, which can result in extreme situations in which the cat is unable to move or becomes unresponsive.
If your cat is showing any of these symptoms, it should be evaluated immediately by a veterinarian.
Causes of Anemia in Cats
Anemia is not an illness, but a symptom of many other illnesses. The different causes of anemia are grouped based on whether the anemia is regenerative or not.
Causes of Regenerative Anemia
- Blood Loss: This can occur externally or internally. Blood loss can be caused by trauma or a major injury (like being hit by a car), parasites (like fleas, lice, and hookworms), stomach ulcers (usually associated with kidney failure), and tumors. (Tumors in the spleen or bleeding tumors in the intestinal tract are most common.)
- Hemolysis: The body is destroying red blood cells because they appear abnormal in some way.
- Toxins: The cat eats something accidentally. Toxins can be divided into several groups: Medications, plants like oak, red maple, or bracken ferns, foods like fava beans and onions, and heavy metals like copper, lead, selenium, or zinc.
- Infections: The cat is exposed to a bacteria or virus that can cause anemia. Bacteria, like Hemobartonella, can cause anemia, as can viruses like Feline Leukemia Virus (FeLV) and Feline Immunodeficiency Virus (FIV). Parasites like cytauxzoon and hemotrophic mycoplasma can also cause anemia.
- Genetic Diseases: Anemia can be inherited. The Abyssinian and Somali breeds are known to develop a specific type of anemia due to an enzyme deficiency.
Causes of Nonregenerative Anemia
- Poor Diet: A poor diet can lead to nutritional deficiencies that result in anemia. This is not common in a typical cat.
- Chronic Diseases: Diseases of the liver, adrenal, or thyroid glands, and cancers can all cause anemia. These illnesses cause inflammation, and this inflammation can decrease the body’s ability to make more red blood cells.
- Kidney Disease: A hormone called erythropoietin stimulates the body to make new red blood cells. This hormone is made by the kidneys. Kidney disease decreases the amount of erythropoietin the kidneys can make.
- Bone Marrow Disorders: The bone marrow is where new red blood cells are made. Any disease affecting the bone marrow can cause anemia. The most common diseases of cats that affect the bone marrow are cancer, feline leukemia virus, and feline immunodeficiency virus.
How to Diagnose Anemia
To do a Complete Blood Count, the veterinarian will obtain a sample of blood (CBC). The total number of red, hemoglobin, platelets, and white blood cells in the cat's blood will be determined by the complete blood cell count. The results of this test also indicate whether or not the anemia is regenerative.
Once the veterinarian identifies anemia, other tests will be recommended based on the cat’s symptoms to determine what the cause of the anemia is.
Treatment
Since anemia is a symptom of many other diseases, it is important to find out what disease is causing your cat to be ill. Focus on treating the primary illness and the anemia should improve.
In cases where the anemia is severe or due to a chronic illness, hospitalization and blood transfusions may be necessary.
How to Prevent Anemia
Anemia is a symptom of many diseases so preventing anemia is not always possible, but there are some specific things you can do to decrease the risk for your cat.
- Use a monthly parasite prevention product that kills fleas, ticks, lice, and intestinal parasites.
- Keep your cat indoors, or only allow them outside with direct supervision.
- Feed them nutritionally balanced cat food.
- Have them tested for feline leukemia and feline immunodeficiency viruses as recommended by your veterinarian.
- Prevent access to toxins.
- Take your cat in for veterinary exams at least once per year and have blood tests done every one to three years to determine their normal values. | https://askmypetdoc.com/article/anemia-in-cats-107554667.html |
Overview of Anemia
Anemia is a condition in which the number of red blood cells or the amount of hemoglobin (the protein that carries oxygen in them) is low.
Red blood cells contain hemoglobin, a protein that enables them to carry oxygen from the lungs and deliver it to all parts of the body. When the number of red blood cells is reduced or the amount of hemoglobin in them is low, the blood cannot carry an adequate supply of oxygen. An inadequate supply of oxygen in the tissues produces the symptoms of anemia.
Causes
The causes of anemia are numerous, but most can be grouped within three major mechanisms that produce anemia:
Anemia may be caused by excessive bleeding. Bleeding may be sudden, as may occur in an injury or during surgery. Often, bleeding is gradual and repetitive, typically due to abnormalities in the digestive or urinary tract or heavy menstrual periods. Chronic bleeding typically leads to low levels of iron, which leads to worsening anemia.
Anemia may also result when the body does not produce enough red blood cells. Many nutrients are needed for red blood cell production. The most critical are iron, vitamin B12, and folate (folic acid), but the body also needs trace amounts of vitamin C, riboflavin, and copper, as well as a proper balance of hormones, especially erythropoietin (a hormone that stimulates red blood cell production). Without these nutrients and hormones, production of red blood cells is slow and inadequate, or the red blood cells may be deformed and unable to carry oxygen adequately. Chronic disease also may affect red blood cell production. In some circumstances, the bone marrow space may be invaded and replaced (for example, by leukemia, lymphoma, or metastatic cancer), resulting in decreased production of red blood cells.
Anemia may also result when too many red blood cells are destroyed. Normally, red blood cells live about 120 days. Scavenger cells in the bone marrow, spleen, and liver detect and destroy red blood cells that are near or beyond their usual life span. If red blood cells are destroyed prematurely (hemolysis), the bone marrow tries to compensate by producing new cells faster. When destruction of red blood cells exceeds their production, hemolytic anemia results. Hemolytic anemia is relatively uncommon compared with the anemia caused by excessive bleeding and decreased red blood cell production. Hemolytic anemia may result from disorders of the red blood cells themselves, but more often it results from other disorders that cause red blood cells to be destroyed.
Common Causes of Anemia
More About Some Causes of Anemia
Symptoms and Diagnosis
Symptoms vary depending on the severity of the anemia and how rapidly it develops. Some people with mild anemia, particularly when it develops slowly, have no symptoms at all. Other people may experience symptoms only with physical exertion. More severe anemia may produce symptoms even when people are resting. Symptoms are more severe when mild or severe anemia develops rapidly, such as with bleeding that occurs when a blood vessel ruptures.
Mild anemia often causes fatigue, weakness, and paleness. In addition to these symptoms, more severe anemia may produce faintness, dizziness, increased thirst, sweating, a weak and rapid pulse, and rapid breathing. Severe anemia may produce painful lower leg cramps during exercise, shortness of breath, and chest pain, especially if people already have impaired blood circulation in the legs or certain types of lung or heart disease.
Sometimes anemia is detected before people notice symptoms when routine blood tests are done.
Low levels of hemoglobin and a low hematocrit (the percentage of red blood cells in the total blood volume) found in a blood sample confirm the anemia. Other tests, such as examining a blood sample under a microscope and, less often, examining a sample taken from the bone marrow, help determine the cause of the anemia. | http://www.merckmanuals.com/home/blood-disorders/anemia/overview-of-anemia |
Why do I have problems when I swim in extreme hot/cold temperatures with sickle cell anemia?
Blood flow changes. Swimming can cool the skin, even when it is warm outside. This can cause decreased blood flow, which has been shown to affect the sickling of sickle cells. If you continue to swim, it would be good to dry off quickly and put on a shirt quickly. This may help.
Sickle cell anemia. Extremes of temperature and physical exertion tasks both the circulation of blood and the individual hemoglobin molecule. So when you are exercising in the heat or cold you are demanding more of the sickled red blood cell as well as your heart to deliver oxygen to your muscles and this is why it is problematic.
Related Questions
When having sickle cell anemia what medicine can you take for a cold?
Check with Heme Dr. Hematology doctors who takes care of the sickle problems have guidelines on cold medications that are ok to use. Some doctors recommend not using tylenol/motrin/advil to treat fever, because such meds may "mask" a fever that would otherwise send a patient to the doctor to get treatment for an infection. Some recommend avoiding meds that can increase heart rate (such as phenylephrine and sudafed). Read more...
How/why does sickle cell anemia cause problems when under anaesthetics?
Stress. While under general anesthesia the body is under increased stress both from the anesthesia and the procedure. This increased stress can increase the rate at which cells sickle potentially causing problems. Read more...
Increased sickling. Multiple factors can result in increased sickling during anesthesia and surgery. Chemical changes in the acidity of the blood, oxygen carrying capacity of the blood, body temperature, etc all increase the risk of sickling. Therefore transfusions are strongly recommended prior to surgery to reduce the total number of red cells with hemoglobin s prior to surgery in an attempt to minimize the risk. Read more...
Sickling. When someone with sickle cell anemia is in crisis their red blood cells are reconfigured into a sickle shape. This sickled shape cannot carry oxygen adequately. This will lead to hypoxemia. . Read more...
Sickled red cells. cause vaso-occlusion by clustering and the patients are frequently anemic. They are high risk especially for major procedures. Read more... | https://www.healthtap.com/user_questions/12538-why-do-i-have-problems-when-i-swim-in-extreme-hot-cold-temperatures-with-sickle-cell-anemia |
Anemia in Pregnancy
What is anemia in pregnancy?
Anemia is when the percentage of red blood cells (erythrocytes) in the blood is reduced. The hemoglobin, i.e. the red blood pigment, can also be reduced, which also indicates anemia. Women often suffer from anemia, especially during pregnancy.
The main reason for this is that the body has an increased need for iron and blood during pregnancy. If blood production is not yet adjusted to the new requirements, anemia can quickly develop during pregnancy.
The reasons
The causes of anemia during pregnancy are diverse. The most common reason is an increased need for red blood cells (erythrocytes) and red blood pigment (hemoglobin). As a result, the body's need for iron is also increased. If the diet is not adjusted to meet the needs quickly enough, red blood cell and hemoglobin deficiencies quickly develop, which leads to anemia. A decrease in iron storage can also be a reason for anemia during pregnancy. If the body does not manage to store enough iron, it cannot be used to build up the red blood pigment. This, in turn, cannot be used to make red blood cells, leading to anemia.
In rarer cases, blood loss also plays a role in the development of anemia. However, this type of anemia is more common in non-pregnant women because the monthly menstrual period can lead to increased blood loss, which can lead to anemia.
If more red blood cells are broken down in the spleen during pregnancy, this leads to a reduced survival time for these erythrocytes. This reduces the total amount of red blood cells, which can also lead to anemia.
Find out all about the topic here: The anemia.
Symptoms of anemia
Anemia during pregnancy is initially expressed in very unspecific symptoms. These can usually be explained by the small amount of red blood cells and red blood pigment.
The red blood pigment (hemoglobin) is responsible for the transport of oxygen in the blood. It absorbs the oxygen from the lungs and transports it to the organs of the body. If there is anemia during pregnancy, the oxygen supply to the organs is reduced. As a result, there is increased fatigue (low supply of the brain) and poor performance (low supply of the muscles). Breathlessness and heart problems during exercise can also indicate anemia. They indicate an overload of the two organs - the heart and the lungs. They are especially important for supplying the body with blood and oxygen. Due to the reduced amount of red blood pigment, affected people also often appear pale.
Anemia during pregnancy can also lead to symptoms in the child. This can be noticeable, for example, when the child is restless.
Symptoms of Anemia? Read more about this here.
The diagnosis
The diagnosis is initially based on the anamnesis, in which typical symptoms of anemia can be determined. A blood sample is then taken to identify possible causes. The number of erythrocytes (red blood cells) in the blood and the red blood pigment are measured. Laboratory values can also provide information on how heavily the erythrocytes are loaded with hemoglobin, the red blood pigment.
For example, an iron deficiency leads to a lower amount of hemoglobin in the erythrocytes, which makes the red blood cells particularly small. Iron metabolism enzymes such as transferrin and ferritin can also be determined in the blood.
Find out more about the topic here: The iron deficiency anemia.
The treatment
The most important therapy for anemia is treatment of the underlying disease. In the case of anemia during pregnancy, the pregnancy is usually the cause of the anemia. It is not important to treat the pregnancy yourself - rather, eating habits should be adapted to the changed needs of the body.
Since iron deficiency is the most common cause of anemia during pregnancy, a sufficient supply of iron is of the greatest importance. Basically, this should be achieved through a balanced diet during pregnancy. However, if anemia does occur, iron tablets can also be taken. The choice of the suitable preparation should be discussed with a gynecologist. If a rapid increase in iron levels is necessary, this can be done through an iron infusion.
In severe anemia caused by bleeding (so-called haemolytic anemia), the bleeding should first be stopped. Iron can then be given - if there is severe blood deficiency, a blood transfusion may also be necessary.
You can find more information at: Treatment of anemia.
How dangerous is this for my baby and what consequences can it have for the child?
In many cases, anemia during pregnancy has a negative effect on the child. For example, a lack of folic acid can disrupt embryonic development. If the anemia is severe, the children cannot thrive. They may be able to be born smaller and lighter, which can add further complications after birth.
The risk of premature birth also increases with anemia during pregnancy. The child is supplied with oxygen exclusively through the maternal blood. Consequently, anemia during pregnancy also leads to a reduced amount of oxygen in the child. This can affect the development of individual organs. The brain, heart and kidneys are particularly affected - they are sensitive to an insufficient supply of oxygen.
If the anemia is successfully treated during pregnancy, there is usually no long-term damage to the child. Instead, it can catch up even during pregnancy and come into the world as a healthy child.
On the other hand, if the anemia therapy is not given in time, this can lead to permanent damage. The child's brain is particularly affected, as it depends on sufficient oxygen for proper development.
The consequences for the mother
In the mother, the consequences of anemia during pregnancy are initially not serious. Most of the time there is a reduction in quality of life - affected mothers are tired and their productivity is limited. In addition, headaches, difficulty concentrating and muscle problems can occur. However, as the pregnancy progresses, the complications can become more severe as the body becomes increasingly stressed.
Anemia can make pregnancy more difficult and, as a result of damage to the child, also endanger the mother. In addition, there can be an increased tendency to bleed at birth, which necessitates more intensive treatment and in the worst case can be life-threatening. Fortunately, such severe anemia occurs in very rare cases. | https://publichealthglobal.org/class-blutarmut-in-der-V1U |
Kidney failure may be asymptomatic. As kidney function decreases, the symptoms are related to the inability to regulate water and electrolyte balances, to clear waste products from the body, and to promote red blood cell production.
Lethargy, weakness, shortness of breath, and generalized swelling may also occur. Metabolic acidosis, or increased acidity of the body due to the inability to manufacture bicarbonate, will alter enzyme and oxygen metabolism, causing organ failure. Inability to excrete potassium and rising potassium levels in the serum (hyperkalemia) is associated with fatal heart rhythm disturbances (arrhythmias) including ventricular tachycardia and ventricular fibrillation.
Rising urea levels in the blood (uremia) can affect the function of a variety of organs ranging from the brain with alteration of thinking, to inflammation of the heart lining (pericarditis), to decreased muscle function because of low calcium levels (hypocalcemia).
Weakness may be due to anemia, a decreased red blood cell count, because lower levels of erythropoietin produced by failing kidneys do not adequately stimulate the bone marrow. A decrease in red cells equals a decrease in oxygen carrying capacity of the blood, resulting in decreased oxygen delivery to cells for them to do work; therefore, the body tires quickly.
With less oxygen, cells more readily use anaerobic metabolism leading to increased amounts of acid production that cannot be addressed by the already failing kidneys.
As waste products build in the blood, loss of appetite, lethargy, and fatigue become apparent. | https://www.weinformers.com/symptoms-of-kidney-failure/ |
A variety of hormones and local growth factors control bone and mineral metabolism. Growth hormone (GH) enhances bone turnover by increasing osteoblast quantity and function, either directly or indirectly through local IGF1 and IGF2 synthesis. It also promotes bone resorption via unknown methods. In contrast, thyroid hormone, calcitriol, and corticosteroids inhibit bone formation and increase bone resorption.
Growth hormone acts on bone to enhance bone growth in children and decrease risk of fracture in adults. The effect of growth hormone on bone growth is due to its action on cells called osteoblasts which make up a portion of the bone matrix. Osteoblasts are responsible for building new bone tissue. They do this by producing collagen and calcium phosphate proteins that provide structure to the growing bone mass. Osteoblasts also release chemicals that help destroy old bone so that newer, stronger bone can replace it. Osteoblasts need oxygen and nutrients delivered by blood vessels to work properly. Growth hormone stimulates new blood vessel development within the bone which allows oxygen and nutrients to reach the osteoblasts more effectively.
Osteoclasts are large multinucleated cells which dissolve bone tissue. They play an important role in removing damaged or old bone so that new bone can grow in its place. Osteoclasts develop from hematopoietic stem cells which are found in the bone marrow.
The primary tropic function of growth hormone is to increase the production of insulin-like growth factors (IGFs) from the liver, which stimulates bone development. Growth hormone also activates a variety of organs by non-tropic methods, influencing metabolism and increasing blood glucose levels. These non-tropical effects are important in treating chronic disease such as diabetes and heart failure.
The growth hormone/IGF-1 system stimulates both bone-resorbing and bone-forming cells, although bone creation is the predominate impact, resulting in increased bone mass. Thyroid hormones boost the energy generation of all cells in the body, including bone cells. A decrease in thyroid function can lead to osteoporosis by reducing the energy supply for bone cell activity.
Osteoclasts are special types of cells that break down bone. Osteoblasts are similar cells that build bone. The two types of cells work together to allow for strong bones throughout life. Osteoclasts help control calcium levels in the blood by absorbing some and re-depositing others into the bone. Osteoblasts produce the substance that osteoclasts eat so that there is no buildup of bone material.
Thyroid hormone affects most organs in the body, but its main role is within the skeletal system. The thyroid gland produces two hormones: thyroxine (T4) and triiodothyronine (T3). T4 is the predominant form in adults; T3 is primarily responsible for triggering muscle contraction and brain function. The thyroid also plays a vital role in metabolism. It controls the rate at which we burn calories - whether we need them for energy or not. Too little thyroid hormone causes your body to slow down its metabolic rate so that it doesn't have to work as hard.
Many hormones are produced by the pituitary gland, including growth hormone, which encourages the development of bone and other bodily tissues and plays a role in the body's management of nutrients and minerals. The thyroid gland produces two important hormones that play major roles in skeletal development and function: thyroxine (T4) and triiodothyronine (T3). The pancreas also releases hormones that affect bone density: insulin and glucagon. Finally, the adrenal glands produce hormones that help regulate calcium levels in the blood; when they release too much cortisol, this can have negative effects on bone health.
The growth plate is the cartilage that connects each end of a long bone (such as the femur or humerus) with muscles and other connective tissue. It allows for complete bone growth, but because it is so sensitive to growth hormones, it must be protected from excessive strain during puberty when bone growth is most active. The growth plate controls the direction of bone growth as well as the rate at which it occurs. If sufficient stress is applied to the bone toward the end of growth, the growth plate will close up completely, preventing any further lengthening of the bone. Once this has happened, even if the load on the bone remains the same, then it will grow no longer than its original length.
Growth hormone (GH), commonly known as somatotropin or human growth hormone, is a peptide hormone released by the pituitary gland's anterior lobe. It promotes the development of virtually all tissues in the body, including bone. It is also responsible for increasing the size of many organs, such as the heart, lungs, and liver.
Growth hormone acts on cells of the immune system and stimulates the production of antibodies which help fight infection. It also has many other functions, such as regulating blood sugar levels and producing certain chemicals that are necessary for tissue repair. The absence of growth hormone leads to severe dwarfism called Laron dwarfism due to absent or reduced activity of growth hormone receptors in various tissues. Hormone therapy, using exogenous growth hormone, can be an effective treatment for short stature due to other conditions such as AIDS or cancer.
Growth hormone is used for treatment of chronic kidney disease patients who need extra protein to build healthy bones and muscles. It can also be used during pregnancy to prevent fetal loss and improve physical condition of the mother. Growth hormone injections are given daily or every other day.
Growth hormone releasing hormones are found in both the brain and the gut. When the hypothalamus in the brain releases growth hormone releasing hormones, this signals the release of growth hormone from the pituitary gland. | https://staminacomfort.com/how-growth-hormone-affects-bone-growth |
The human skeletal system includes bones, joints and cartilage associated with the skeleton. The skeletal system has a number of functions. It provides support and structure for the body and attachment points for muscles, ligaments and other connective tissue. It also protects organs; the skull protects the brain, the ribs protect the heart and lungs, and the spinal vertebrae protect the spinal cord.
The human respiratory system is responsible for bringing oxygen into the body for cellular metabolism and for removing carbon dioxide that is a waste product of that metabolism. The respiratory system includes the organs responsible for breathing: the nose, trachea, throat and lungs.
At first glance, the skeletal system seems to have little to do with the respiratory system. In fact, the two systems are intricately connected and work together to keep everything working the way it should.
The skeletal system is responsible for supporting the body and helping it to move, as well as providing attachment points for muscles and ligaments and protection for certain organs such as the brain. The human respiratory system includes the organs that are used for breathing, such as the nose, throat and lungs. The two systems are intricately connected and work together to keep everything functioning properly in the body.
Air first enters the body for respiration through the nose or the mouth. Except for people with nasal obstructions, such as congestion or a deviated septum, and people engaging in heavy breathing for reasons such as exertion, the body tends to prefer the airway through the nose for respiration. When air enters through the nose, hairs that line the inside of the nose, called cilia, work with the mucus lining to trap particulates and other foreign bodies and prevent them from entering the lungs. They also help to warm and moisten the air, because cold, dry air irritates the lungs.
As the air travels up the nasal passageway and toward the nasopharynx – the area where the nasal passage meets the back of the throat – it is swirled around by three sets of paired bones. These bones are collectively called the nasal conchae. They form swirled shapes like shells, which helps to warm the air even more before it reaches the throat and continues to the lungs.
The center of many human bones consists of bone marrow. Most bone marrow is red or yellow. Red marrow is responsible for the creation of both red and white blood cells and platelets, which are the major components in blood.
Red blood cells are tiny, flat discs that contain hemoglobin, a molecule that can carry oxygen. As part of the circulatory system, red blood cells travel to capillaries in the lungs where they pick up oxygen that the lungs inhaled and then bring the oxygen to all parts of the body via the blood vessels. The body’s cells use oxygen for metabolism, and this process creates the waste product carbon dioxide. When the red blood cells deposit the oxygen at its destination, they pick up carbon dioxide and bring it back to the lungs, where it is exhaled. With the help of the lymphatic and circulatory systems, the skeletal system works with the respiratory system by creating red blood cells in the bones that aid in respiration facilitated by the lungs.
The thoracic cage (or rib cage) is fundamental to the healthy functioning of the respiratory system. It consists of the 12 pairs of ribs, the 12 thoracic vertebrae in the spine and the sternum, which is often called the breastbone. With exceptions, ribs are connected in the front to the vertical sternum and in the back to the spinal vertebrae.
When the body inhales, the ribs move upward and outward, expanding the space within them where the lungs are, which allows the lungs to expand with air. Muscles attached to the sternum and thoracic cage aid in respiration. In particular, the intercostal muscles, which are attached to the ribs, help with thoracic stability during respiration. The most important muscle for respiration is the diaphragm, which is attached to the thoracic cage in several locations and which lowers to allow the ribs to expand and air to enter the lungs before returning to its original position upon exhale.
Epstein, Rebecca. "How Does the Skeletal System Work With the Respiratory System?" Sciencing, https://sciencing.com/skeletal-system-work-respiratory-system-6888059.html. 07 May 2018. | https://sciencing.com/skeletal-system-work-respiratory-system-6888059.html |
Identify and briefly describe the main body systems,
The human body is made up of 10 different systems all of which have to work along each other to keep the human body alive these systems consist of
–The skeletal system; this is made up of the bones , cartilage and joints there job being to support, protect, give the body strength ,shape, and movement. -The Muscular system-this is made up of skeletal muscles, smooth muscles and cardiac muscles this helps the body with movement of the body. The Nervous systems- consisting of the brain, spinal cord, nerves, and nerve endings this controls and coordinates’ all of the body’s functions and coordination’s. The Respiratory system- consisting of the lungs, nose, trachea, bronchi, bronchioles, alveolar sacs and the alveoli there job being to deliver oxygen to the blood and also to take away carbon dioxide from the body.
The Cardiovascular systems- consisting of the heart, blood vessels, and arteries veins capillaries and blood these help the flow of blood and nutrients through the body. The Lymphatic systems- consisting of lymph vessels, central lymphoid tissue, peripheral lymphoid organs, lymphocytes all of which help the body with drainage and protection. The Endocrine systems – consisting of the liver (endocrine part) , endocrine glands pituity gland, thyroid gland, parathyroid glands ,pancreas (endocrine part),adrenal glands, pancreas (endocrine part),testicles (endocrine part) ovaries (endocrine part )These help the body regulate all of its functions (chemical coordination). The Digestive system- oral cavity, esophagus, stomach ,small intestine ,large intestine, anus, liver, pancreas ,salivary glands ,teeth, tongue these all work together in the absorbs ion of food and digestion. The Urinary system- kidneys, urethra, urinary bladder these regulate the body’s internal environment and production and excretion of urine. The Male reproductive system- penis, testicles these aid in the formation of sperms and semen and also the fertilization of the female. The Female reproductive system- consisting of the uterus, ovaries, vulva, Libya and clitoris these form the eggs and help with carrying the forming fetes during pregnancy.
-ENDOCRINES DESCRIBE THE GLANDES IN THE BODY THAT PASS HORMONES THROUGH THE BODY BY SECREATIONS THROUGH THE BLOOD.
Analyze the structure of a named organ explaining how different tissue contributes to the effective function of that organ-
THE HEART-
The heart is made up by four chambers which all work together to stop blood from flowing backwards. These four chambers consist of the right atrium, right ventricle, left atrium, and finally the left ventricle. The wall of the left ventricle is a lot wider than the right because it has to expel blood all around the human body, whereas the right ventricle only has the job of expelling blood to the lungs so therefore is a lot thinner. The heart being one of the human body’s most complex organ’s has its very own blood supply from the coronary arteries. Blood is made up of a pale yellow liquid named plasma ,plasma carries broken up carbon dioxide and food , red blood cells which carry oxygen around the body as well as white blood cells these little cells which help the body to fight off infection also have platelets floating around in them which help the blood to clot .Red blood cells contain a chemical called hemoglobin, when this mixes with oxygen it forms a chemical called oxyhemoglobin, when the blood moves around the body to places where there is already oxygen being used oxyhemoglobin releases the oxygen and turns back into hemoglobin. All cells need oxygen to release energy. Oxygen comes from red blood cells in the capillaries, capillaries have a thin wall which lets gases move in and out quickly. Most of the gas exchange in the body takes place in the capillaries. Oxygen moves from high volumes in the blood to lower volumes in body cells. Carbon dioxide also moves from high volumes in the blood cells to lower volumes in the blood. The heart’s muscle tissue is a specialized form of muscle tissue that has evolved to pump blood around the body. Cardiac muscle (heart) is only found in the heart and makes up the main frame of the heart. The heart beats continuously for your entire life time. Because the heart maintains its own rhythm, the cardiac muscle has developed the ability to quickly send signals so all the cells in the heart can contract together as a team.
Cardiac muscle tissue is made up of interlocking muscle cells.
These interlocking muscle cells appear to have light and dark bands when seen through a microscope. The dark bands are areas of thick protein and stop light penetrating the cell making it appear darker. Between the dark bands are filaments made of actin protein that allows light to penetrate through , when the muscle fibers contract , myosin pulls the actin filaments together like a spring to shrink the muscle cell and make it contract. One cell by itself is powerless but all the cardiac muscle cells working together are better equipped to pump all of the blood through the heart in less than a minute. If the hearts arteries aren’t working properly this can cause a heart attack caused by a blood clot which blocks the flow of blood to the heart muscle. This usually begins with the buildup of fatty deposits on the lining of the arteries. The chances of heart disease can be reduced by changing diet and cutting fat out of the diet other things that can cause heart attack are also obesity, smoking ,excess alcohol, lack of exercise and extreme stress. | https://sallyfitzgibbonsfoundation.com/identify-and-briefly-describe-the-main-body-systems/ |
Girl Scout’s Gold Award
To the editor:
Girl Scouts have a long and varied history in the city of Carlinville. Many girls remember Scout meetings at the Little House, where every spring daffodils emerge and bloom in the shape of the Girl Scout pin. Some of us were part of Vena Boring’s Junior High Scout troop that performed Christmas Follies in December at the high school and L’il Abner in the spring.
Girl Scouts, as the Boy Scouts, have a top level achievement award. Since 1980, it is called the Gold Award. The week of August 9, this paper erroneously printed on the front page that Miss Emma Smith was the first girl in Carlinville to be awarded the Gold Award. We applaud Miss Smith and her parents for the dedication and efforts that they put forth in order to achieve the Gold Award, but other girls from Carlinville are Gold Award Girl Scouts too.
Unfortunately, the Central Illinois Girl Scout Council (CIGSC) has serious record keeping issues. The council could not give us a complete list of names and the year of the award. Thankfully, with help from parents and past Carlinville leaders, we were able to compile a list of girls and dates. In this issue you will read a purchased ad recognizing our past Girl Scout Gold Award winners from Carlinville. If we have not included a name of someone you know that received the Gold Award, please contact me. I will gladly give the CIGSC a complete list of girls from Carlinville who are Gold Award Girl Scouts.
Suzanne Humphreys, | http://enquirerdemocrat.com/girl-scouts-gold-award/ |
- All nominees must be nominated through the official website (www.heroes.gaicam.org) of the award by Cameroonians; justified with relevant information of the impact the nominee has created, so as to enable the Board commence their analysis.
- The Board equally has the power to shortlist a candidate with a traceable record of impact which for one reason or the other has not been nominated.
- All information provided in the nomination form shall be used by the Board to screen the nominees, and ensure that they have traceable records of impact in their communities or the nation at large.
- Each award category shall have its own selection criteria from which the assessment of their nomination form will be subjected to. Each shortlisted nominee per category must be capable of winning the award category.
- The GAICAM Board shall publish the list of shortlisted nominees per category to the general public, so they can endorse (vote) the candidate they think deserve to win each category. The public votes shall constitute 40% of each nominee’s results.
- The GAICAM Board shall form a commission of Independent Judges from diverse professional backgrounds to assess each nominee and compile their results without any bias. The results of the Independent Judges shall constitute 50% of each nominee’s results.
- The GAICAM Board shall reserve 10% votes for each nominee, to complete the 100% needed by each award category. The GAICAM Board shall receive, compile and certify the results to be made public during the award ceremony.
- The 10 winners of the Cameroon Heroes of Valor shall solely be nominated by the GAICAM Board with no external influence or political motivation.
Terms and Conditions for Nomination
- Must be a Cameroonian
- You CANNOT nominate yourself for any category.
- ONLY Individual/group of individuals or organization/company can nominate someone or an organization/company
- Nominations must be completed with full details, including full nominator´s name & address to ensure that the nomination is validated by the Board.
- Nominations MUST be submitted within the specified period of the nomination window.
- Nominators may be asked to provide additional evidence or materials after submission.
- Nominations are free and there is no limit to the number of nominations that one person or organization can nominate.
- A candidate can be nominated for more than one category
- Nominations must be submitted in English or French only.
- Nominations that do not meet all the requirements will not be accepted.
- The Board shall assess each nominees file and decide whether his/her impact meets the standard to be shortlisted for the Award.
- All shortlisted nominees will be officially inform of their nomination, which will require that they confirm the receipt of their nomination by mail and other available means within 72hrs.
- All shortlisted nominees will be required to submit a brief professional biography of themselves to the Board, not later than 72hrs after being officially inform of their nomination.
- Any nominee who fail to confirm his/her nomination or submit the requested brief professional biography will be automatically removed from the list of shortlisted nominees.
- Any category where none of the nominees confirmed their participation, the board shall automatically drop the category from the list of those to be honored.
- Each winner will be requested to give a brief speech after receiving the award of no longer than 1 minute.
- Awards shall NOT be handed to any third-party; all awards must be received by the awardees (winners).
- The names, photographs, positions and organizations of those shortlisted and those who win the award will be published on the award website.
- Not all the awards advertised maybe be awarded if the Board considers that the criteria have not been met.
How we use your personal information
The complete nomination form will be processed by the Board to support the judging process on a secure and confidential basis. On completion of the assessment process, the Board shall destroy all nomination records. We may use the contact details that you provide in your nomination, before, during and after the award ceremony. We will confirm receipt of your nomination, may contact you in the event of questions. We will also invite shortlisted nominees to participate in the awards ceremony.
DEADLINE EXTENDED
The deadline for submission of nominations has been extended to Wednesday December 2nd, 2020 at 11:30pm GMT+1 / Central Africa Time. Call/WhatsApp: (+237) 678 895 757 if you want to be one of the Sponsors or in case you experience any issue. | https://heroes.gaicam.org/nominate/ |
New Delhi: Politician-writer M Veerappa Moily, poet Arundhathi Subramaniam are among 20 writers who will be bestowed with the Sahitya Akademi Award 2020.
The national academy of letters announced the names on Friday during the opening day of its annual ”Festival of Letters” event.
While Subramaniam won the award for her poetry collection “When God is a Traveller” in English, Moily was named for his epic poetry titled “Sri Bahubali Ahimsadigvijayam” in Kannada.
The list includes seven books of poetry, four novels, five short stories, two plays, and one each of memoirs and epic poetry in 20 Indian languages.
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The awards for Malayalam, Nepali, Odia and Rajasthani languages will be announced at a later date, the Akademi said in a statement.
Apart from Subramaniam, the others who won the award in poetry include Harish Meenakshi (Gujarati), Anamika (Hindi), RS Bhaskar (Konkani), Irungbam Deven (Manipuri), Rupchand Hansda (Santali), and Nikhileswar (Telugu).
Nanda Khare (Marathi), Maheshchandra Sharma Gautam (Sanskrit), Imaiyam (Tamil) and Sri Hussain-ul-Haque were named as winners for their novels.
Apurba Kumar Saikia (Assamese), (late) Dharanidhar Owari (Bodo), (late) Hiday Koul Bharti (Kashmiri), Kamakant Jha (Maithili) and Gurdev Singh Rupana (Punjab) have received the award for short stories.
The Akademi has named Gian Singh (Dogri) and Jetho Lalwani (Sindhi) the winners for their plays, while Shankar (Mani Shankar Mukhopadhyay) in (Bengali) received the award for memoir.
“The books were selected on the basis of recommendations made by a jury of three members in the concerned languages in accordance with the procedure laid down for the purpose.
“According to the procedure, the Executive Board declared the Awards on the basis of unanimous selections made by the jurors or selection made on the basis of majority vote. The awards relate to books first published during the five years immediately preceding the year of award (ie. between January 1, 2014 and December 31, 2018),” the Akademi said.
The award, which will include a casket containing an engraved copper plaque, a shawl and an amount of Rs 1,00,000, will be presented at the award presentation function, which will be held at a later date. | https://english.udayavani.com/article/english-news/veerappa-moily-arundhathi-subramania-among-others-to-receive-sahitya-akademi-award-2020/1010534 |
# Living Legends of Aviation
The Living Legends of Aviation is an award honoring achievements in the aerospace industry, bestowed by the 127 current title holders and owned and produced by the Kiddie Hawk Air Academy, a non-profit 501(c)(3). The Living Legends have all made significant contributions to many areas of aviation including: innovators, record breakers, astronauts, aviation entrepreneurs, industry leaders and celebrity pilots.
The 19th Living Legends of Aviation Awards, honoring the best in aviation for 2020-2021, was presented on January 21, 2022, at the Beverly Hilton Hotel in Beverly Hills, California, where they have been held annually since 2007.
## History
Jerry Lips, publisher of Airport Journals, came up with the idea of the Living Legends of Aviation at the time of the death of Michael Chowdry (founder of Atlas Air). Airport Journals had been collecting and publishing biographies of various aviation personalities and Jerry regretted not having captured Chowdry's history. He began to compile a list of individuals that had made major contributions in the field of aviation, and had those people suggest more names until 70 were collected. These were the biographies that were to be recorded while the individuals were still "living". The list has grown over the years to its present number of 127. As Legends pass on, they are replaced by new inductees, selected by their fellow Legends.
Jerry Lips founded the Living Legends of Aviation in 2003 with the charter of celebrating the second century of aerospace. In 2008, Kiddie Hawk Air Academy acquired the rights to the organization and annual awards show from previous owner Airport Journals.
## Event
Beginning in 2003, an awards show has been organized each year to bring together the Living Legend members for a variety of events. The awards are presented at a prestigious live ceremony, most commonly in mid January following the relevant calendar year.
In 2003, the first Living Legends of Aviation Awards were presented at a banquet dinner hosted by Airport Journals at the Centennial Airport in Englewood, Colorado. To avoid any weather related issues, in 2006 the venue was moved to Southern California and held at the Hyatt Regency Century Plaza hotel in Los Angeles. Since 2007 the Awards have been presented at The Beverly Hilton in Beverly Hills, California.
In 2018 the inaugural Living Legends of Aviation - Europe event was held on July 26, 2018 at the Scalaria hotel & resort in Salzkammergut, Austria.
In 2021 the awards show was cancelled due to the COVID-19_pandemic.
## List of winners
The award was called the Lifetime Aviation Entrepreneur Award prior to 2018.
The award was called the Aviation Entrepreneur of the Year Award prior to 2011, and the Aviation Industry Entrepreneur of the Year Award from 2012–2017.
The award was called the Freedom of Flight Award prior to 2007.
The award was called the Legends Aviation Legacy Award prior to 2009.
The award was called the Vertical Flight Hall of Fame Award prior to 2019. | https://en.wikipedia.org/wiki/Living_Legends_of_Aviation |
Latin AMAs 2019 Complete Winners List
Anuel AA and Romeo Santos are names who led the pack of nominees at Latin American Music Awards 2019. Each of them took home a big award—Anuel AA earned the most with five awards (Artists of the Year, Album of the Year, Favorite Artist – Male, Favorite Artist – Urban, Favorite Album – Urban – Real Hasta La Muerte), while Romeo Santos received two awards (Favorite Artist – Tropical and Favorite Album – Tropical).
Singers and song-writer’s Becky G and Marc Anthony were both honored with two prestigious awards. She was recognized with the Extraordinary Evolution Award and he received the International Artist Award of Excellence.
Find out the complete list of winners from Latin AMAs 2019 below: | http://musicnsouls.com/latin-amas-2019-complete-winners-list/ |
Another crop of country music performers have joined the illustrious ranks of Arkansas Country Music Awards winners. On Monday, Aug. 3, the 2020 Arkansas Country Music Awards were held virtually to honor achievements in country music in the last year.
Several familiar names made a reappearance during the awards ceremony. Erin Enderlin received the most awards during the 2020 awards ceremony with four total. This boosts her lifetime Arkansas Country Music Awards haul to nine. Multi-award winner Bonnie Montgomery also received a new award for Entertainer of the Year. This is her fourth total award.
Enderlin captured both Album of the Year and Song of the Year with Faulkner County and “Tonight I Don’t Give a Damn,” respectively.
Several first-time winners won the various artist of the year awards. Americana/Roots Artist of the Year went to Maybe April and Route 3 won Bluegrass Artist of the Year. The Kinsmen won the Inspirational Artist of the Year. David Adam Byrnes captured the Male Vocalist of the Year award while Kelsey Lamb locked down the Female Vocalist of the Year.
See the full list below: | https://www.aymag.com/see-the-2020-arkansas-country-music-awards-winners-full-list/ |
The World Health Organization (WHO), including Pope Francis, has been shortlisted for the 2022 Nobel Peace Prize. The list, released on Monday (January 31st), includes British environmental TV journalist David Attenberg and Belarusian dissident leader Svetlana Sinoskaire.
According to a report by Reuters, the name of the World Health Organization has come to the fore this time due to the Corona epidemic which has been going on for almost two years. The international organization is still working on the epidemic. That’s why the World Health Organization has been nominated for this year’s Nobel Peace Prize.
Also on the list are Greta Thunberg, a prominent teenager from Denmark, the National Unity Government of Myanmar, Simon Koff, Foreign Minister of Tuvalu, and the Friday for Future Movement, an organization working on climate change.
Norwegian lawmakers compile a list of nominees for the Nobel Peace Prize. The Norwegian Nobel Committee has announced the names of the Nobel Peace Prize winners, but they have not commented on the matter.
The committee has been keeping the names of the nominees secret for almost 50 years before the awards were announced. But Norwegian lawmakers assisting in the nomination process have revealed some names.
On Monday, they released the names of several individuals and organizations discussed worldwide. | https://newsandoffer.com/who-was-nominated-for-the-nobel-peace-prize-2022/ |
Indian Nobel Prize Winners list (1319-2021) PDF Download
There are many famous people who listed their names in the list of Nobel Prize Winners from India. This is a very hot topic of general knowledge for government jobs preparation students. So we are going to give the list of Nobel Prize winners in our country. Thus we must keep their name in our mind for general awareness.
What is the Nobel Prize
Nobel Prize is the best award at the International level. Few of us get this award for doing extraordinary work for society or organizations. Nobel Prize is given in such fields as physics, chemistry, physiology or medicine, literature, and for work in peace.
Thus the winner’s list is very few at the global level. That is why aspirants should know about their name along with year and fields. This is not as easy as we think to receive. For getting this award we need to do wonderful work.
Although we have learned about this prize why organizations give this. The Nobel Prize is a set of annual international awards bestowed in several categories by Swedish and Norwegian institutions in recognition of academic, cultural, or scientific advances.
List of Bharat Ratna Award Winners Name
The will of the Swedish chemist, engineer and industrialist Alfred Nobel established the five Nobel prizes in 1895
“This article is very useful for all competitive aspirants. If you are preparing for Government jobs Bank, SSC, Railway including UPSC. You must study this topic once. At least one question comes from this topic”
List of Nobel Prize Winners from India
So we think you must prepare this topic for the forthcoming exam. Hence you can get good marks in your exam. That is why we give all members of Nobel Prize winners from India. Let us check the list of winners below.
1. Rabindranath Tagore
Tagore has got this highest valuable prize in 1913. He had done wonderful work in the field of Literature. That is why he received this award for the work of “Geetanjali”. Geetanjali is the collection of a poem. Ravindra Nath has made many poems, Short stories, Essays etc. He was Also called the Bard of Bengal and Gurudev, Tagore was one of the greatest literary figures of India. He composed a national anthem of India, Bangladesh along Sri Lanka. His contribution to our nation is remarkable.
2. C.V Raman
How we can forget his contribution to our nation. He did wonderful work in the field of Physics that is why he was awarded. He had good knowledge and good command of physics subjects. To clarify his career in a few words is not enough. Raman had received this award “for his work on the scattering of light and for the discovery of the effect named after him”. We know him very well for “Raman Effects”. He is the 2nd man from India to receive the Nobel Prize Winners. Excellent work
3. Mother Teresa
Teresa was born in Macedonia and came to India at the early age of 19. She had so much interest in helping poor people. So she decided to become a nun and spent her life in the Church. She established Missionaries of Charity an NGO to serve poor people. Surely she dedicated her entire life to serving.
He used to help the poor at the end of her life. Basically, her aim was to help sick persons. To give the medicine and provide proper treatment. Such types of people are very kind. She was awarded the Nobel Prize for her contribution. Her soul was full of love and affection.
4. Kailash Satyarthi
This name is a very famous person in the world. He is not only popular in India but also in the world for his achievement. He was an advocate of Child education and labour. Kailash did many works at an International level against Child labour. His mission was good for the child and to give proper education. Hence he protected more than 83,000 Children from child labour all over the world. Overall we can say his work is not forgettable for us.
After Mother Teresa Satyarthi got Nobel Prize. So he has become a person to list his name in the Nobel Prize winners list. This is the best question to know about Noble Prize Winners from India. Kailash Ji received an award in the field of peace.
5. Amartya Kumar Sen
Mr Sen has got the Nobel Prize for his contribution to the field of Economics in 1998. He is an Indian economist and philosopher, who since 1972 has taught and worked in India, the United Kingdom, and the United States. He has done work in the field of economics welfare measurement and poverty. So we can say he has achieved many targets and goals in life. His name has been nominated for Nobel Prize in 1998.
Amartya Sen has taught economics in many institutes in the US and UK. One of the greatest Indian Nobel Prize winners, his research papers on economics and social justice. He has created a history in India along with the globe.
6. Venkatraman Ramakrishnan
Venkat Ji has got a Nobel Prize award in 2009 for the work of chemistry. He started work in the field of chemistry. He got Nobel Prize in 2009. And now he is the president of the Royal Society of London. He is an Indian-born American and British structural biologist. So he received the Nobel prize.
7. Har Gobind Khorana
Khorana was very famous in the field of physiology. He was Indo-American. His contribution to the field of medicine is remarkable. Hence he earned a name and fame in medicine. So he received this international award.
8. Subrahmanyan Chandrasekhar
Chandrasekhar was a very famous person in the field of physics. Actually, he was born in India but later he shifted to the US. He was awarded by Nobel Prize. Chandrasekhar gave many formulas and theories in physics.
9. Sir Vidiadhar Surajprasad Naipaul
Naipaul won the noble prize in 2001 and earn name and fame in literature. He wrote many novels and short stories. His early novels were comic and very interesting. He has published more than 30 books, both fiction and nonfiction, over some 50 years. His very famous novel is ”A House for Mr Biswas”. Overall we can say he was versatile generous.
10. Muhammad Yunus
As we all know that the Nobel Prize is an International award. Anyone can get in the whole world. So this is not only in India or a particular country. This is for all who does mind-blowing work. Yunus is from Bangladesh and did work in the field of social work. His mission is to serve society.
In Conclusion
At the last moment, we can say this is not as easy as we think. Organisation gives to them who do the mind-blowing work for the society or particular field as we have given above. If you have learnt something from this article kindly share this with your friends and relative. | https://www.jankarihub.com/general-knowledge/nobel-prize-winners-from-india/ |
The Scribes Award recognizes that person who writes a newsletter or some type of formal communication on behalf of their respective chapter. To be eligible, an editor must compile 4 editions yearly and the publications are voted on by a group of their peers.
The Scribe Award was discontinued in 2020 but the prestige of the award is no less significant.
View Scribe Award Winners List
Silver Bowl Award
The Silver Bowl Award recognizes a member(s) yearly or as often as the Board chooses to present the Award. The Silver Bowl Award is given to the member deemed to have helped the Society significantly during their time as a member. | https://nsacoop.org/members/awards |
Awards were presented in eight categories, from the customer service award – the first of the evening to be handed out, presented to Ralph d’Entremont (representing Apple Auto Glass) – to the award for business person of the year, the last of the evening’s honours, presented to Curt Goudey (Germain Mechanical and Electrical Ltd.).
The chamber’s community service award went to Bruce Hopkins, recognized for his volunteer work for various organizations, including the Yarmouth Food Bank.
Sylvia Dalton (Polished & Wrapped) received the award for youth entrepreneur of the year.
Jonathan Joseph (Ye Olde Argyler Lodge) was presented the business marketing award.
Heidi Kenney (Heidi Kenney Hair Studio) received the award for female entrepreneur of the year.
Tracy LeBlanc (Tracy's Wood N Things) received the export achievement award, although she was not present to accept it personally.
David Harris was presented with the environmental service award.
The awards dinner included an address by Peter Conrod, regional vice-president (commercial financial services, Atlantic region) with RBC, who spoke about some of the challenges facing business owners and operators in the coming years, including a shortage of labour.
He urged business people to make plans, if they haven’t done so already, for business succession.
Conrod offered words of congratulations for the award winners and to the local business community in general.
“Your business leaders are wonderful generators of economic activity,” he said.
Dave Hall, president of the Yarmouth and Area Chamber of Commerce, was the master of ceremonies for this year’s awards event.
Nominees for the awards had been narrowed down to a list of finalists, with the winners announced at the awards dinner. | https://www.saltwire.com/atlantic-canada/federal-election/yarmouth-chamber-presents-awards-114525/ |
January 16, 2022 - Although the latest census shows that all Croatian counties, including the City of Zagreb, have fewer residents than 10 years ago, the number of persons with health insurance in Croatia still exceeds the number of its residents by 209,000 and the number of voters exceeds the number of adults.
According to the first results of the 1021 census, Croatia has a maximum of 3,888,529 residents while on 3 January 2022 it had as many as 4,097,903 persons with health insurance, says the Večernji List daily of Sunday.
After the census, it will also be necessary to make order in the voter register, which contains the names of 3,690,623 persons of age, which is impossible given the country's existing number of residents and the fact that according to the national statistical office's estimates in 2020, there were more than 700,000 young people in Croatia.
Demographers had previously warned of the long-lasting problem of fictitious health plan beneficiaries, noting that those were most probably Croatian nationals - ethnic Serbs who had left Croatia, Croats from Bosnia and Herzegovina, Croatians who had emigrated without having cancelled their health insurance, as well as foreign nationals who own real estate on the coast.
There are no precise estimates as to how many of those beneficiaries who do not reside in Croatia use "free" health services and how many of them are emigrants and people only formally registered with the Croatian Health Insurance Institute but the problem should now be solved, notably following the introduction of population registers that exist in most EU countries. The EU has recommended that member countries compile population registers by the end of this year.
Even though the first results of the 2021 census do not leave any reason for optimism, it is worthwhile noting that in addition to the only county seat, Čakovec, there are still smaller cities, as well as large and small municipalities, whose population size has increased over the past ten years. Those are, among others, Solin, Sveta Nedelja, Dugo Selo, Krk and Biograd na Moru.
Of the municipalities whose population has increased, those are primarily large municipalities - Viškovo near Rijeka, Podstrana near Split, and Župa Dubrovačka and Konavle in the south of Dalmatia.
As for municipalities with fewer than 5,000 inhabitants, compared to 2011 the number of residents has increased also in Poličnik, Sukošan, Pakoštane and Galovac, municipalities in the area of Zadar, Dugopolje and Bol on the island of Brač, municipalities close to Split, Omišalj and Malinska - Dubašnica on the island of Krk, Bilice near Šibenik, Tar - Vabriga in Istria County, and Orehovica in Međimurje County.
Another positive example is Vis, the island farthest from the mainland that over the past ten years has lost only seven inhabitants, owing to its consistent and comprehensive demographic policy. The remote municipality of Baška on the island of Krk, which has a proactive demographic policy, has lost only one resident in the past ten years, Večernji List says.
According to the Jutarnji List daily of Sunday, the results of the 2021 census will also have an effect on the number of councillors in local bodies of representation.
In the next local elections, in 2025 and 2029, voters will elect 352 fewer councillors in local bodies of representation, as a result of the fact that the latest census shows that Croatia's population has shrunk by almost 10% compared to 2011.
Under the Act on Local and Regional Government Units, the number of councillors in local representative bodies is determined on the basis of the number of residents in individual counties, cities and municipalities. | https://www.total-croatia-news.com/news/59374-health-insurance |
The Nobel Prize week continues. After the winners for medicine and physics were announced, the winner of the Nobel Prize in Chemistry is now announced.
Munich/Stockholm – Two Nobel prizes have already been announced. On Monday, the Swedish evolutionary researcher Svante Pääbo received the Nobel Prize in Medicine. The Nobel Prize in Physics went to three researchers on Tuesday. The Frenchman Alain Aspect, the American John F. Clauser and the Austrian Anton Zeilinger received the prize for research in the field of quantum physics. The Nobel Prize in Chemistry will be announced on Wednesday.
Nobel Prize 2022: Announcement of the Nobel Laureate in Chemistry
The Royal Swedish Academy of Sciences in Stockholm is to announce the winner of the Nobel Prize in Chemistry at 11:45 a.m. at the earliest. The winner or winners will receive prize money of ten million Swedish crowns, which corresponds to around 920,000 euros. The Nobel Prize can go to several people if they have researched in the same area. They then have to share the prize money. The Nobel medals and diplomas are traditionally awarded on December 10th – the anniversary of the death of prize donor Alfred Nobel (1833-1896).
Last year, the German chemist Benjamin List and the Briton David MacMillan received the prize. They were honored for their development of a sophisticated method for accelerating chemical reactions. The German chemist List is director at the Max Planck Institute for Coal Research in Mülheim an der Ruhr and MacMillan teaches at the US University of Princeton.
All Nobel Prize winners 2022 and dates at a glance
|Nobel prize||Nobel laureate||announcement|
|Medicine Nobel Prize 2022||Svante Pääbo||October 3, 11:30 a.m|
|Physics Nobel Prize 2022||Alain Aspect, John F Clauser, Anton Zeilinger||October 4, 11:45 a.m|
|Chemistry Nobel Prize 2022||October 5, 11:45 a.m|
|Nobel Prize in Literature 2022||October 6, 1 p.m|
|Nobel Peace Prize 2022||7 October 11 a.m|
|Nobel Prize in Economics 2022||October 10, 11:45 a.m|
Chemistry Nobel Prize 2022: Four possible winners
Who is nominated for the award remains secret. Before the Nobel Prize winners are announced, the Clarivate media group shares the list of “Clarivate Citation Laureates” with researchers who have a chance of winning a Nobel Prize or another scientific prize. For example, the scientists were frequently quoted in important publications. Four names are on the list for the Nobel Prize in Chemistry: | https://padeye.news/four-possible-laureates-chemistry-nobel-laureate-2022-to-be-announced-shortly/ |
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Section: News > People
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Kao Appoints Executive Officers, Renames Division
Karen Frank, president, consumer care, AEMEA, and Dominic Pratt, president, salon, global, have been appointed executive officers.
Jan 11th, 2022
Home
Heubach Group, SK Partners Acquire Clariant Colors, Appoint Doboczky CEO
Heubach Group will provide comprehensive color solutions, including a broad portfolio of organic, inorganic and anti-corrosive pigments, pigment preparations, dyes, colorants and specialty materials.
Clariant Corp
Jan 3rd, 2022
People
In Memoriam: Tom Schoenberg
Sadly, the cosmetics R&D industry lost another great with the passing of Tom Schoenberg, formerly of McIntyre Group.
Dec 29th, 2021
People
Roger McMullen, Ph.D., Honored at SCC 75th Annual Conference
McMullen won the Joseph P. Ciaudelli Award for the best paper published in the Journal of Cosmetic Science in 2021.
Ashland Specialty Ingredients
Dec 20th, 2021
Home
Grita Loebsack Appointed President of Nivea
"With Grita Loebsack, Beiersdorf gains an experienced manager with broad international expertise in skin care and global brands," said Reinhard Pöllath, chairman of Beiersdorf's supervisory board.
Dec 16th, 2021
Home
Chanel Names New CEO
Leena Nair was previously instrumental in Unilever's progress in closing gender gaps in employment and pay.
Dec 14th, 2021
Home
Unilever Names New Head of Supply Chain, General Counsel
Ritva Sotamaa, chief legal officer and group secretary, will retire from the company at the end of March 2022.
Dec 1st, 2021
Home
[photos] 2021 CEW UK Achiever Award Winners Announced
2021 CEW UK Achiever Award winners included Lisa Eldridge, Aaron Chatterley, Sue Fox, Madeleine White and others.
Cosmetic Executive Women (CEW) UK
Nov 24th, 2021
Home
Estée Lauder Names Mark Loomis President, North America
The Estée Lauder Companies has named Mark Loomis president, North America, effective February 1, 2022.
Nov 22nd, 2021
Home
Coty Names Shimei Fan Chief Scientific Officer
In her new role, Fan will head up the 500 employees in the organization’s global R&D and innovation function and lead on sustainability.
Nov 18th, 2021
People
Winners in Cosmetic Chemistry, Service Named for SCC's 75th Annual Meeting
Randy Wickett, Ph.D., Stanley Milstein, Ph.D., Perry Romanowski, Allison Garlet, Peyton Munoz and many others will be honored for advancing cosmetic science, lifetime service, as a society advocate, as an up-and-coming scientist, green formulating, etc.
Nov 18th, 2021
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Chris Good Retiring from Estée Lauder
Good has spent almost 25 years at Estée Lauder Companies in various executive roles.
The Estee Lauder Companies
Nov 17th, 2021
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L'Oréal Announces 2021 For Women in Science Fellows
The five postdoctoral female scientists will receive $60,000 grants to advance their research, mentorship and career coaching.
L'Oreal USA
Nov 16th, 2021
People
Words from Wiechers: Formulating for Efficacy Legacy
In this final installment of our Words from Wiechers series, Mark Chandler shares a personal account of interactions with the late Johann W. Wiechers, Ph.D., who was a leader in the industry until his unexpected passing ten years ago this month.
Nov 16th, 2021
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P2 Science Names Bob Peacock Chief Operating Officer
Peacock reports to CEO, Neil Burns, and leads all operations, commercial and R&D activities.
P2 Science, Inc
Nov 10th, 2021
People
Paul Stoffels, M.D., Announces Retirement from Johnson & Johnson
Paul Stoffels, M.D., vice chairman of the executive committee and chief scientific office, is retiring from Johnson & Johnson on December 31, 2021.
Nov 5th, 2021
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P2 Science Co-founder Wins 2021 Volvo Environment Prize
Anastas co-founded the Green Chemistry Institute and later served as an adviser in the White House and chief scientist at EPA.
P2 Science, Inc
Nov 2nd, 2021
Event Coverage
Shiseido's Tsutsumi Wins IFSCC Award for Scent-Touch-Beauty Activation
Moe Tsutsumi, Ph.D., of the Shiseido MIRAI Technology Institute, received top honors for her podium presentation on touch-scent activation for skin beauty during the 2021 IFSCC virtual conference. | https://www.cosmeticsandtoiletries.com/search?assignedToWebsiteSectionIds=77223 |
The winners of the inaugural Fairway National Literary Award 2015 were announced at an award ceremony held at the Fairway Galle Literary Festival 2016 on Friday.
Sepali Mayadunne’s ‘Maha Sami’ was adjudged the winner in the Sinhala Category while Rizwina Morseth De Alwis (It’s not in our stars) and Ayathurai Santhan (Rails Run Parallel) emerged as joint winners in the English Category. The Chief Guest at the ceremony was Maithree Wickremasinghe.
The inaugural Fairway National Literary Award was initiated to encourage writers from Sri Lanka and recognises the best published novels in English, Sinhala and Tamil languages, published in 2014/15.
Eighty nine entries were received for consideration of the award: 16 entries were submitted in the English category, 69 for the Sinhala category and 5 Tamil novels for the Tamil category.
The Fairway Literary Encouragement Award, which was chosen at the discretion of the sponsor of the event, was awarded to 15 year-old Sajani Senanayake for her novel ‘Pearl of the Truth’.
The five shortlisted works in the English category were chosen from ‘Strange Fruit’ by Afdhel Aziz, ‘It’s not in the stars’ by Rizvina Morseth de Alwis, ‘The King and the Assassin’ by Visakesa Chandrasekaram, ‘Sinhala Only’ by Manuka Wijesinghe and ‘Rails Run Parallel’ by Ayathurai Santhan.
The shortlisted works in the Sinhala category were ‘Ran Karanduwa’ by Batuwangela Rahula, ‘Maha Sami’ by Sepali Mayadunne, ‘Mey Rahas Kaluwen Ebbenna’ by Kaushalya Kumarasinghe and ‘Raja Saha Gathakaya’ by Visakesa Chandrasekaram.
The winner of the Tamil category was not awarded this year. A unanimous decision was made by the panel of judges in the Tamil category not to announce a short list for the Tamil category, noting that there were no entries which met the standards of a shortlist.
The panel of judges for the prize included Dr. Sunil Wijesiriwardena, Dr. Nirmal Dewasiri, Harshana Rambukwella, Prof. Nuhuman, Saminathan Wimal, Suren Raghavan, Shyamalee Tudawe, Tissa Jayatilaka and Lal Medawattegedara.
Shortlisted entries were awarded a cash prize of Rs. 100, 000 each while the winners of each category were awarded
Rs. 500, 000. | https://www.sundaytimes.lk/160117/news/first-ever-fairway-national-literary-award-winners-announced-at-fglf-179044.html |
The announcements for all but one of the 2022 Nobel Prizes have been made. Here is a look at the rewards that have already been revealed, those that will soon, and what comes next for the winners.
PEACE
Ales Bialiatski, a jailed advocate for Belarusian rights, Memorial in Russia, and Center for Civil Liberties in Ukraine all received this year’s Nobel Peace Prize on Friday. According to the Norwegian Nobel Committee, the winners “have made a remarkable effort to compile evidence of power abuse, war crimes, and violations of human rights. Together, they serve as an example of the importance of civil society to democracy and peace.” The award was viewed as a stern criticism to Russian President Vladimir Putin’s autocratic authority.
LITERATURE
In recognition of “the daring and clinical clarity with which she discovers the origins, estrangements, and collective restrictions of personal memory,” the Swedish Academy awarded French author Annie Ernaux the Nobel Prize in literature on Thursday. Ernaux, 82, has penned over 20 books—the most of them rather brief—that detail events in her life and the lives of others close to her. Her work depicts frank depictions of sexual interactions, abortion, sickness, and her parent’s deaths.
CHEMISTRY
In recognition of their work on click chemistry, a branch of study that may be utilized to develop better medications, Morten Meldal, Carolyn R. Bertozzi, and K. Barry Sharpless of the United States and Morten R. Bertozzi of Denmark received the Nobel Prize in Chemistry on Wednesday. Sharpless has received the chemistry award twice, most recently in 2001.
PHYSICS
Tuesday saw the announcement of the recipients of the physics Nobel Prize: Austrian Anton Zeilinger, American John F. Clauser, and Frenchman Alain Aspect. The group received an award for figuring out how invisible particles called photons may still be connected to one another even though they are far apart.
MEDICINE
The first Nobel prize to be announced is often the medical or physiology award. Svante Paabo of Sweden received the prize this year for his research on human evolution that involved examining the DNA of Neanderthals and other extinct cousins of contemporary people.
WHAT COMES UP?
The Nobel Memorial Prize in Economic Sciences, which was founded by the Swedish central bank in 1968 but is not an original Nobel Prize, will be announced on Monday.
WHAT ARE GIVEN TO THE WINNERS?
On December 10, the anniversary of the award’s creator Alfred Nobel’s passing in 1896, awarding ceremonies are conducted to present winners with their honors. The award consists of a diploma, a gold medal, and 10 million Swedish kronor (about $900,000) in cash. In accordance with Nobel’s desires, the other prizes are presented in Stockholm, the capital of Sweden, while the Nobel Peace Prize is given out in Oslo, the capital of Norway. | http://thesciverse.com/a-quick-look-at-the-2022-nobel-prizes/ |
Guelph-based Ampersand Printing, using press technology from Mitsubishi, Kodak Prinergy and Hiflex MIS software, and cutting equipment from Heidelberg, won first place in the annual CIPPI awards, which celebrate world-class JDF integration.
Ampersand received its recognition, officially presented under the Jürgen Schönhut Memorial CIP4 International Print Production Innovation (CIPPI) Awards, in the category of Best Process Automation Implementation, North America. CIP4 names its winners based on the most-compelling case-study submission across three topical categories and four regions.
Under the leadership of Damian and Mike McDonald, Ampersand has won a CIPPI award for the past four years: Automating prepress and MIS in 2006; extending JDF automation to postpress in 2007; and extending JDF automation to press operations in 2008. In May 2008, the 17-employee printing company installed a new 40-inch, 6-colour Mitsubishi DIAMOND press.
Key results from Ampersand’s current win include a 34-minute, average time reduction in “first-signature preparation”– to 16 minutes from 50 minutes. The company also reduced its “following signatures” prep from 30 minutes to eight, while it also cut an average of 400 sheets of waste per reprint signature.
The full list of winners, as decided by a panel of five international judges, includes: | https://www.printaction.com/ampersand-wins-cippi-award-313/ |
Advocate for policies that improve the health of the public and the profession of nursing — The graduate analyzes strategies that healthcare advocates use to affect policies with the goal of improving the public health and the profession of nursing.
How Comparative Health Trends between Canada and the United States Support a Long-term View of Policy and Health,' the reasons as to why Americans on average enjoy better health standards than their Canadian experts have been examined and contrasted to the s when the two countries enjoyed roughly similar life expectancies.
He studied mortality and its putative determinants as they unfolded over the decades. This study demonstrated that the factors that led to large decline in mortality from the major infectious diseases of antiquity were not founded on healthcare interventions as expected.
Factors that attracted attention were economic growth, rising living standards and improved nutrition. This shift is foundational to population health and a motivating factor of health determinants that are not specifically designed to support health or fight disease.
First, greater economic well-being and spending on healthcare did not yield better health outcomes. Canada was ragging behind in economic growth, high unemployment and less spending on healthcare which far outstripped America in mortality reduction.
The second finding was that public provision and income redistribution trump economic success where population health is concerned. In contrast to economic growth and health expenditure, the time trends of changing public expenditure and income redistribution correspond to relative changes in health status and the relative steepness of the economic gradient in both countries.
The third finding was that the gradual development of public provision represents the build-up of social infrastructure that has long-lasting effects on health status.
Public provision and economic redistribution are products of the evolvement of the institutional landscape. Despite the periods of high unemployment, the Canadian health status continued to improve. Canada has been doing better in economic redistribution even through unemployment protection which represents the extent to which wages and benefits accrue to individuals, even in times of unemployment.
Therefore, there is need for more focus on the introduction and evolution of the institutional differences. The historical and the dynamic approach applied reveals what path we need to take in our search for better health.Gorman Health Group, LLC (GHG) has run an analysis of the MA marketplace to spotlight the current national enrollment and trends since The goal of the analysis is to.
In an issues paper, you are focusing on persuading rather than informing your reader. While library research is fundamental to both an issues and a research paper.
Health informatics is a collaborative activity that involves people, processes, and technologies to produce and use trusted data or better decision making. This white paper identifies and analyzes 10 key trends that are key factors in the ongoing evolution of the digital health sector, including the following: Return on investment is a top priority The market is moving to a virtual care model.
Trends are heavily informed by local, state, and federal health care legislation. Write a , word paper that evaluates the effect of local, state, and federal health care legislation within organizations by identifying trends.
Health in All Policies (HiAP) is an approach to public policies across sectors that systematically takes into account the health and health systems implications of decisions, seeks synergies, and avoids harmful health impacts, in order to improve population health and health equity. | https://byxahibimojemojyx.regardbouddhiste.com/health-trends-paper-8864xo.html |
In Healthcare, Better Data Demands Better Privacy Protections
In August 2016, the Australian government released to the public a data set containing the medical billing history of nearly three million persons: every procedure they had undergone or prescription they had received. Needless to say, their names and all other identifying features had been redacted.
Nevertheless, within a few weeks a group of researchers at the University of Melbourne discovered how easy it was to re-identify the individuals in this ostensibly anonymous data set and extract their medical history. The researchers did this by using information readily available on the internet.
The media coverage of their paper bordered on hysteria; the Australian government was forced to remove the data set from its website — but not before it had been downloaded nearly 1,500 times.
In Israel in March 2018, the government decided to adopt a National Digital Health plan in order to exploit a rare Israeli asset — an extraordinary volume of computerized healthcare information, on a scale available in very few countries. Over the next five years, the Israeli government intends to invest more than 250 million dollars on collaboration between the Israeli healthcare system and corporations, startups and international investors.
The use of big data and its analysis by machine learning and artificial intelligence offer unparalleled prospects for improving medical care: first of all, in the area of predictive medicine, including early diagnosis and disease prevention; second, with regard to decision-support systems that produce more accurate diagnoses than human physicians can; and third — precision medicine. There is good reason why this market has become a goldmine, with annual revenues of billions of dollars.
What is surprising is that the government’s decision, despite its broad economic implications and the significant questions it raises, passed without almost any public discussion of the issue.
It is true that the resolution includes the explicit stipulation that all uses of health-related information must comply with statutory provisions and maintain medical privacy and confidentiality. It seems, however, that this decision and the report on the National Digital Health plan appended to it, which refers to the conclusions of a Health Ministry committee that considered the secondary uses of health-related information, view privacy mainly as a legal impediment to be bypassed.
The working assumption of the policy documents is that as long as we are dealing with an anonymized data set, there is no need to require the active consent of individuals whose data is contained in it, but only to allow deletion from the data set upon explicit request. Let’s face it: Most of us are not experts in this domain, will not be aware of the dangers involved and will not be interested in something that seems to be complicated. How convenient…
The ability to take an anonymized data set of cellphone locations, for example, and use it to identify individuals was already demonstrated in 2013 in an article published in Nature. In Germany, researchers discovered that an anonymous internet search history could be linked to an actual identity. An extensive investigation by The New York Times recently showed how it is possible to reconstruct identifying information from anonymous smartphone app data. As the trail of digital crumbs we leave behind grows longer, the ability to re-identify “anonymous” data sets increases.
In the best-case scenario, those who extract information about us will be our bosses, who want to know if we were really home with the flu the day we called in sick; or law-enforcement agencies searching for a criminal. In the worst, politicians seeking to embarrass an opponent, insurance agents or advertising executives who want to convince us to buy a specific product or change our views of a candidate for office.
To put it bluntly, anyone who releases a medical database today without obtaining individuals’ consent for the use of their health records, with the excuse that the information is anonymous, is conning us. What validity can there be to a promise of anonymity in a world of ready re-identification? Decision-makers need to re-evaluate the risks involved, weighing the costs against the benefits, while considering privacy to be an immutable value, a basic human right and a precondition for the ability to realize one’s autonomy, independent thought and the democratic process — not a constraint.
How can we explain what is going on here? One possibility is that startup nation advocates pushed hard to ratify the plan as soon as possible, because of its contribution to innovation; these advocates view considerations of privacy as obstacles. Or maybe decision-makers simply lack an adequate understanding of the implications of this assault on privacy.
Also, the fact that those who draft new legislation are dragging their feet has made them seem incapable of providing a relevant response in real time, so it is simply better to circumvent them.
We can assume that no one in the government intends to grant anyone the right to traffic in our most sensitive personal data. The question is whether there is an adequate supervision mechanism to ensure that this will not happen. Has there been a public discussion of the serious ramifications of re-identification of medical data sets? Has a decision been made about the need for legislation on this matter? Has there been a national campaign to educate the public about it? The answer is no.
The re-identification of personal medical data sets is not some wild dystopian nightmare, but a real and rational fear. Such re-identification will not only generate social problems at the macro level, but will also introduce a significant element of distrust into the healthcare system, mainly at the level of the doctor-patient relationship.
The day we can no longer consult our family physician and tell him or her that we are suffering from delirium and hallucinations will be a sad day indeed. At that point, no slogan about a startup nation will help Israel.
The article was published in Techcrunch. | https://en.idi.org.il/articles/26488 |
We have also seen a global trend against science-based decision making. Medical professionals had to battle on two fronts – not only a pandemic, but also an infodemic of fake coronavirus news.
While we are still a way from containing this crisis, I believe there are clear and useful guidance for countries gleaned from the COVID-19 experience that will help us to drive more innovation and evidence-based decision making that will help us to futureproof healthcare systems.
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The Health of Healthcare Workers Must Come First
This is a lesson that we should already have learned during the recent Ebola crisis in West Africa, but COVID-19 has reminded us of its importance: the personal protection of doctors, nurses and other medical support staff on the frontline has to be given top priority by governments. If many of them fall ill or even die, already stretched healthcare systems – particularly those in LMICs – are bound to collapse.
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Leverage Big Data to Fast-track Policy
There’s a traditional way of approving drugs and vaccinations; it relies on years if not decades of peer-reviewed trials and systematic reviews of all data available. During a pandemic we can’t afford to wait that long. However, I believe there is a viable solution: we are now capturing much more and better data than ever before. Combined with powerful algorithms to analyse them, we can use a Big Data approach to model disease spread and treatment success to inform smarter and quicker policy making. My NUS colleague Alex Cook has been spot-on with predictions around COVID-19 spread in Singapore’s migrant worker population using this approach. In future, we should use Big Data analytics much more - not to replace traditional evidence-based research, but to complement it.
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Build Capacity to Develop Treatment Guidelines – but don’t reinvent the wheel
Developing treatment guidelines may not seem the most obvious priority when fighting a pandemic, but COVID-19 has shown that every country must fight disease in a way that is both standardised and tailored to its healthcare system. Many LMICs have struggled to develop treatment guidelines for COVID-19, because they don’t have that legacy skillset. But there is often no need to reinvent the wheel – where guidance from places like WHO already exists. Given the mismatch between limited resources and competing priorities, we must help these countries to build capacity and streamline development processes while doing so.
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Improve Data Collection and Sharing
Let me be frank: many LMICs don’t know what their people are dying of. One of the main reasons is poor quality data collection: diseases are still tracked using pen and paper, and medical professionals on the ground have not been taught what data to collect. We must make a concerted effort to train medical workers even in the most remote locations to use a standardised approach to tracking what is happening on the ground and securely share the data with public health authorities. Beyond that, when we do have data, we need mechanisms to better facilitate open and timely data sharing and explore how countries can lend each other technical assistance.
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Support a Health Policy Mindset Shift
No policy maker wants to make bad policies. But they are dealing with competing priorities and limited resources. COVID-19 has shown countries that they have to invest more in their healthcare systems. Healthcare should be seen as a development priority, with direct economic impact that benefits all of society. Good healthcare systems are about nation building, and – as the pandemic has shown – economic survival. I hope other countries will follow the example set by Indonesia whose leaders have been purposeful in making health one of three major policy priorities.
I’m optimistic that together we can futureproof our healthcare systems. That’s partly because of the dramatic difference that better data and data analytics will make in the years to come. And as I reflect on what I found most encouraging during the current crisis, it is the positive attitude of our younger generations, especially across the APAC nations, to realise a healthier world. They have shown huge creativity and potential especially in emerging technologies, and it is both for them and with them that we’re going to build the healthcare systems of the future.
Professor Tikki Pangestu is a member of the expert advisory panel for Rochel's FutureProofing Healthcare initiative. The views expressed here are his own.
Join the next live panel discussion on the future of health systems beyond the COVID-19 pandemic, with a focus on data-driven solutions for resilient healthcare systems. | https://futureproofinghealthcare.com/experts-think/driving-evidence-based-healthcare-decision-making-wake-covid-19 |
- A Great Reset requires improving global multilateral cooperation and aligning both the recovery of our economies and priorities of societies.
- Unemployment related to the pandemic means we risk increased inequality, hitting the weakest hardest.
- We should be careful that we don’t postpone actions to combat climate change.
- The focus should shift from short-term and profit-only to longer-term, incorporating value creation for people and the planet.
In a matter of weeks, the coronavirus took over our healthcare systems, our economies, and even our societies and lives. It has impacted nearly everyone on the globe. It is a crisis unlike any other, which requires a response like no other. A balanced and inclusive response that makes our economies and societies future-proof. We need a Great Reset, not just a restart or a reboot. Here’s why.
Have you read?
Although some have been warning us, like Bill Gates in his 2015 TED Talk, we were unprepared. Unfortunately, it often takes a tragedy to respond in a coordinated, decisive way; just like my country, the Netherlands, experienced in 1953 when the dykes broke
Even when the virus was spreading in China, we didn’t see it coming. Neither when it hit Asia, and subsequently Italy. At that moment, we still felt reasonably safe in the rest of Europe or the US. But it turned out to impact all of us, now also Latin America and Africa. We went into lockdown to contain the spread of the virus within the capacity of our healthcare systems. We succeeded in many cases, but at a substantial economic, societal, and personal cost. With the help of distancing, protection measures, testing, and tracing, we are easing lockdowns while working hard on vaccines and treatments.
And then? Back to January 2020? When all was still “normal and good?” No! We need a Great Reset. That should be our response to coming back better from COVID-19. It requires improving global multilateral cooperation and aligning both the recovery of our economies and priorities of societies. For the Great Reset to succeed, we have to change the way we do business and manage health, nature, the environment, and societal issues at the same time.
Despite the unprecedented impact and global spread, there was little cooperation between countries. In many aspects, it was everyone for themselves when buying ventilators, face masks, tests, and more. As healthcare for governments is a domestic issue, countries didn’t explore multilateral joint approaches and solutions. Let’s hope this was not the litmus test for other cross-border crises like climate change. Only via collaboration between countries, can we address such issues.
The virus hit when many countries around the globe were already demonstrating nationalistic sympathies, by looking at their interests first, often driven by the feeling of several who experienced, or felt left out of the benefits of globalization. However, “withdrawing behind the dykes” is not the solution.
We know that the world will spend trillions of dollars on repairing our economies from this disaster through debt relief programmes, income support programmes, fiscal stimuli, and other interventions. It would be a wasted opportunity to then only focus on a restart, as we have fundamental issues in our society, our economy, and our environment and society to address as well. We should have more ambition than to go back to the pre-COVID days. Part of these trillions has to go to reset and reform our societies, instead of simply restart.
Of course, that doesn’t mean that no money should be spent on a restart. If we can’t partly get back to normal, we won’t have the income streams to make any reforms. Three areas are key:
First: inequality. Billions of people around the globe and many countries have benefited from globalization. But not all people in all countries and not all countries either. Globalization brought prosperity and further inequality at the same moment. Due to unemployment, we risk increased inequality within countries, hitting the weakest the hardest. But there is also a risk of inequality growing between countries. Despite much progress, the developing world can be hit harder by COVID-19 than the developed world. And a later, or more limited, access to vaccines would exacerbate this problem.
For the economic response, we can find inspiration in the Marshall Plan, which was developed by the United States nearly 75 years ago in the wake of World War II. Not as a favour to Europe, but to help the continent recover, after they – together with the Canadians and British – liberated Europe. We can learn from the leadership shown in that period, and the will to create multilateralism; after all, the United Nations was founded.
There is something similar we in the West can now do for developing countries, especially in Africa. To increase resilience, help the recovery, and ensure people have an economic future, we must invest. These investments, not aid, should be directed towards increasing self-sufficiency through improved food systems, climate resilience, better infrastructure, and more innovation, perhaps with the help of innovative financing mechanisms and through temporarily uncoupling the development aid budget from GDP in developed nations.
Second: climate change. We should be careful that we don’t postpone actions to combat climate change. Unlike COVID-19, we can’t say in a few years that we didn’t see climate change coming. The Paris treaty has demonstrated that at least we were aware. The critical question now is how we can take more and faster action with more emphasis on sustainability and circularity.
Third: a change in capitalism. The focus should shift from short-term and profit-only to longer-term, incorporating value creation for people and the planet, moving from shareholder value to stakeholder interests. With the economy in a recession, it is tempting to look at short-term profits by declaring cash as king and postponing investments. That applies to both countries and companies. However, it would be wise if countries would spend on rebuilding the economy and investing in new technologies to stimulate the Fourth Industrial Revolution, investing in a better future. Long-term investments are needed, from companies too. It requires leadership and guts as there will be many temptations to focus on in the short term. Our longer-term economic strategy should remain anchored in addressing the Sustainable Development Goals (SDGs), and we should not lose sight of those.
What is the World Economic Forum doing to manage emerging risks from COVID-19?
The first global pandemic in more than 100 years, COVID-19 has spread throughout the world at an unprecedented speed. At the time of writing, 4.5 million cases have been confirmed and more than 300,000 people have died due to the virus.
As countries seek to recover, some of the more long-term economic, business, environmental, societal and technological challenges and opportunities are just beginning to become visible.
To help all stakeholders – communities, governments, businesses and individuals understand the emerging risks and follow-on effects generated by the impact of the coronavirus pandemic, the World Economic Forum, in collaboration with Marsh and McLennan and Zurich Insurance Group, has launched its COVID-19 Risks Outlook: A Preliminary Mapping and its Implications - a companion for decision-makers, building on the Forum’s annual Global Risks Report.
Companies are invited to join the Forum’s work to help manage the identified emerging risks of COVID-19 across industries to shape a better future. Read the full COVID-19 Risks Outlook: A Preliminary Mapping and its Implications report here, and our impact story with further information.
All this needs collaboration between all stakeholders as companies, governments, and civil society can’t do this alone. If we want to create the Great Reset, we have to collaborate. For the World Economic Forum, there will be an essential role to bring all stakeholders together in Davos in January 2021. With the will for multilateralism, with the desire for global cooperation, we can work out – together – what the Great Reset will look like and how we can make it a reality. It should address inequality and climate change with an economic system that focuses on the long-term benefit for all stakeholders. Then we have a reset, not “just” a restart. Because going back to our old way of doing business is no longer an option. | https://www.weforum.org/agenda/2020/07/multilateral-cooperation-reset-recover-better/ |
Colonial Epistemology in Western Healthcare
The idea of colonialism as a model for international relations is a bit of a fringe subject, even within circles of academics Colonialism, defined as the duality that exists between “Western” and “Eastern” countries wherein dominant countries have undue influence over their colonized countries, manifests itself throughout societal institutions. This is in part due to our self-ascribed perfection in our way of doing things, even though we insist that other theories of knowledge production are inherently flawed. While we can relate this idea to International Relations quite easily by observing our treatment of nation states, the colonial legacy or post-colonialism fits quite well within the boundaries of other institutions and social structures that create our society at large. This pertains especially to Western Healthcare and Medicine.
Western Medicine, in both a historic and contemporary sense, has always had a course of study that emphasizes a strictly scientific approach to medical knowledge. While this certainly serves the goals of treating the physiological health of the patient, this narrow model ignores not just therapies, but entire medical systems that don’t fit within the criteria of what is believed to be a universal truth of Western Medicine. This results in alternative yet proven treatment options being ignored, such as acupuncture, cannabis, and others. This can be attributed to colonialist logic directly as the existing dichotomy of “good” and “bad” medicine certainly stems from centuries of an East-West duality. Indirectly, colonialism has lead to the concept of capitalism which in turn has arranged the Healthcare industry into a system of commodification.
In terms of the capitalist, the patient has become the capital. In a laissez faire world, the patient is the consumer and the hospital is the mode of production. In economic terms, the hospital has the goal of efficiency which means using the fewest inputs or resources to obtain the greatest output or treatment. The costs of this flawed system, at least in the US, have resulted in skyrocketing prices of pharmaceuticals, over-prescription of drugs, and all together lower quality of treatment. While capitalism is inevitable with globalization and economic integration, a substantial number of countries have avoided the plague of a healthcare industrial complex by implementing healthcare policies that ensure equity between social groups.
The colonial epistemology that we see within Western medicine is exemplary of an entrenched duality that prioritizes our understanding of medicine instead of opening up our world to other forms of knowledge production. This is the purest form of how we interpret the world within the boundaries of our own hegemonic understanding at the loss of others. The reflection of this as it pertains to healthcare clearly goes far beyond our direct ignorance of alternative therapies and all the way into our economic systems and how they benefit certain individuals over others.
References
Alves, R.R., & Rosa, I.L. (2006, October 30). Biodiversity, Traditional Medicine, and Public Health. Journal of Ethnobiology, 3-14. Retrieved from BioMed Central.
Jones, R.S. (2001, October 11). Medicine, Government, and Capitalism. Journal of the American College of Surgeons, 111-112. | http://www.vabioethics.com/content/2016/9/14/colonial-epistemology-in-western-healthcare |
Health and life science
Good health is a precondition for economic prosperity. Healthcare plays an important role in the overall economy, it accounts for 8% of the total European workforce and for 10% of GDP in the EU. Rising life expectancies will bring with them demographic changes in the EU with implications for socioeconomic systems, such as public pension programmes, health, family, community and elderly care.
As the EU bank we support projects which aim to ensure universal access to effective, safe and affordable healthcare services.
Approach
Our health sector objectives are aligned with the overall EU strategic priorities. In the area of healthcare we work on three principles which guide our selection of projects for financing:
- Projects which enable universal access to effective, safe and affordable preventative and curative health services;
- Projects which provide sustainable health services;
- Projects with the highest expected economic value for society, taking into consideration outcomes and impacts, such as health outcomes, employment creation and social gains.
We support economically and financially sustainable health sector projects, based on best practices. Moreover, we focus on healthcare and health system interventions that address potential market distortions in the countries in which we operate, enabling governments, local authorities and other stakeholders to overcome local barriers.
Focus on healthcare
Within our lending the following areas are our key areas of intervention, recognising the importance of infrastructure investments but also increasingly looking at the role of innovations in health systems, research and medical education:
- Health infrastructure
Hospitals are a major focus of our lending. Integrated networks of healthcare delivery are also becoming more important for our clients as part of new models of healthcare delivery, especially when it comes to cross border cooperation.
- Innovation
Our lending for innovation is linked to medical research and/or structural changes in the way health is delivered and financed. We encourage both private and public sector innovation.
- Fundamental medical research
Medical research bears a high financial and economic risk and often comes with long lead times. Research projects have very variable, but often highly valuable outcomes. Research into a vaccine which initially looks to have no financial or economic benefit, may end up as a breakthrough discovery for society.
- Medical education and training
We support both educational and training programs in the medical field and necessary reforms in the set-up of the medical education systems as a long-term investment in the future of the health sector.
- Patients, integrated care and community involvement
The integration of care across the continuum of healthcare services is at the heart of many EU countries policies. We support the holistic approach of focusing healthcare on the final beneficiaries - patients and the general population.
- Health informatics
Equipment, technology, data or education, small or large scale solutions – they are all critical pillars of the medicine of the present and the future. We support their efficient and ethical use in dedicated projects or as separate interventions.
Genes unite a divided Cyprus
The Cyprus Institute of Neurology and Genetics boosts its research and patient care—for Greek and Turkish Cypriots
A landmark in UK healthcare
Backed by a GBP 90m EIB loan the new Royal Liverpool Hospital is now one of the largest hospitals in the UK. The project is the city’s largest ever development and will create 750 jobs during construction alone and is expected to contribute GBP 240 million to the local economy. | http://www.eib.org/projects/sectors/health-and-life-science/index.htm |
E‑government is currently high on the agenda in many developing countries (DCs). While e‑government is well‑established in many developed countries it is new to least developed countries. Countries that start implementing e‑government today can benefit from easy import of modern technologies, but adaptation to local conditions and the organizational change that is required cannot be imported, but must be developed at home. By using examples of an ongoing initiative by the Government of Rwanda to digitalize all G2C and G2B into a single window platform, the current study investigated the important challenges in the implementation of e‑government in Rwanda. An interpretive case study was followed. Data was collected through interviews and participatory observations during August to December 2015. Data analysis was inductive, the analysis method was content analysis, and the coding followed open‑coding. NVivo software has been used to handle data and facilitate the analysis. The study found six overarching categories of aspects that challenge a successful implementation of e‑government in Rwanda. They include information infrastructure for e‑government, social inclusion, governance, management, trust in the new system, and languages. However, challenges to e‑government implementation should not be taken as of the same extent, neither their degree of mitigation. Rather, they influence and are influenced by various contextual factors which include political support, nature of the e‑government project, implementation strategies, human and socio‑economic development, existing information infrastructure, and operational capabilities. Having said this, we also argue that countries should learn from one another of their experiences, success stories, and mistakes. Despite a number of associated challenges, the adopted public‑private partnership (PPP) approach to e‑Government implementation in Rwanda might indeed seem as a suitable catalyst for e‑government success in the country.
2.5.0.0
There are hopes that e-government will bring many benefits, including efficiency, democratization, participation, and emancipation of citizens. However, despite some evidence that supports these claims there are also cases that digitalization can exclude citizens and build new barriers. This is a special challenge for already disadvantaged groups falling outside the norms. In this study we approach the notion of a norm-critical perspective in relation to e-government through a review of literature in combination with action research oriented workshops. From this we conclude that there is a need for more norm-critical perspectives in research on e-government, as most research today focuses on socio-economic digital-divide issues. We also show that it is difficult for involved actors to see beyond the norms and be norm-critical since the norms are embedded into the practices, which in this case, e-government has developed and used.
The proceedings for the conference are not published at the time of writing (December 2016). Additional information on pages, ISBN, etc. will be added.
The use of ICTs in the public sector, eGovernance, is understood as a complex phenomenon intricately embedded in a continuously changing environment, including multiple actors with disparate interests. A need for research that takes this complexity into account has been identified, and previous research has suggested employing a sustainability perspective. The use of the sustainability concept in the eGovernance context is an emerging area without a common focus or use of the concept. There is a lack of research with a thorough basis in sustainability theory, and a need for empirical research focusing on sustainable eGovernance. In order to respond to this need the research question of this paper is, How can current eGovernance practice be interpreted from a sustainability perspective? A case study is performed in the context of Swedish eGovernance practice, at national and municipal level. Interviews are used to investigate practitioners’ views, which are analyzed by using a framework, developed based on eGovernance literature that highlights sustainability. We find that sustainability in eGovernance practice in this case revolve to a large extent around how actors struggle with achieving continuity and implementing a holistic view of the use of ICT in the public sector. We also highlight the issue of trade-offs between different sustainability dimensions.
In e-government automated decision-making increases, forming part of a trend towards “smart” and self-regulating systems. This necessitates the introduction of new relationships and practices, challenging the division of responsibilities in public administration. Using a case study approach, this paper elaborates on implications of automated decision-making for professional officers in a Swedish public organization. We conclude that automation should be framed in relation to the rules of law and ethics of justice. Furthermore, the roles and competences of professionals are changing, with automated systems beginning to resemble cobureaucrats. Professionals can either make an alliance with the automated system or the client. This choice of strategy is related to the issues of legitimacy and professional competences. We also identify practices as being either a form of caring ethics or a formal legal ethic norm. Such practices should be further addressed to influence practices promoting legitimate systems citizens can trust.
The implementation of Health Information Technology (HIT) can improve the provision of high-quality and efficient healthcare services; however, it has met with significant challenges in many cases. Despite the challenges occurring in many countries, prior research on HIT implementation success factors is, however, mainly from the USA. This research conducted a survey to IT managers in Nordic countries' healthcare organizations and compiled a list of the HIT implementation success factors that these managers considered important in each country. It was found that IT managers in Nordic countries agree highly with each other in their judgment of the importance of these success factors. While Nordic countries' healthcare systems and culture are relatively similar, the results suggest that an internationally applicable set of recommendations for the successful completion of HIT implementations could be within the realm of possibility.
eGov (eGovernment/eGovernance) is a complex endeavor involving many actors, ambitions, and perspectives. The field has, in research and in practice, over the years expanded its focus from service orientation to a comprehensive perspective with the ambition to integrate all of government in coherent action. Comprehensive integration requires a future-oriented perspective so investment is made in robust and flexible solutions meeting not only today's demands but also sustainable to meet those of the future. This paper addresses the use of the sustainability concept in eGov research. We discuss definitions and elements of sustainability and conduct a structured review of eGov literature investigating how various sustainability areas (social, economic, environmental and technical) are addressed. We find 21 overall themes in 94 papers, with the highest number in the “social” category. Two cross-cutting themes to which 21 overall themes relate are also identified; Decision-making and Infrastructure. Findings show that sustainability is mainly addressed narrowly, focusing on projects rather than general issues, and shallowly with a focus on single factors rather than the complex interaction among them, and with little foundation in sustainability theory. The paper contributes with an overview of themes in previous research as well as theory-based input for future research efforts on eGov sustainability, from a dynamic and sociotechnical sustainability perspective.
Many studies have attempted to identify the success factors for Health Information Technology (HIT) implementation. Unfortunately, such success factor lists are long and unwieldy, and it can be difficult to see which ones should have received more attention than others. Thus, there is a need to examine critical success factors (CSFs) that should be most attended to in the context of competing priorities. IT managers, through their experience, can know best which relevant factors have been crucial for successful implementation of the projects; therefore, it is imperative to understand the perceptions of IT managers regarding relative importance of success factors in HIT implementation. This research aims to reassess and synthesize CSFs influencing HIT implementation, focusing on the question: “What are the CSFs in HIT implementation from IT managers’ point of view?” We surveyed the IT managers in four Nordic countries (Denmark, Finland, Norway and Swe-den) and discuss the preliminary results regarding IT manager background and the CSFs in this research-in-progress paper.
This thesis focuses on eGovernance – the use of ICT as a means to improve public sector practice. Previous research has shown that there is a lack of long-term discussion on the purposes and directions of eGovernance development, often outlining it as unequivocally positive, while missing to consider the complexities and conflicts involved in this process. In order to understand the complexities of eGovernance a future-oriented perspective is needed. In other words a perspective that not only focuses on using ICT to be responsive to present needs but also making it possible to discuss which goals public sector ICT initiatives should strive for and how these correspond to goals and means in the public sector as a whole. In order to do this I employ a sustainability perspective.
The aim of this thesis is to understand how eGovernance can be sustainable in such a complex organizational environment. This is approached in four papers; based on two case studies, situated in the public sector of Sweden, and a structured literature review of the use of the sustainability concept in eGovernance research.
The findings of this thesis include a framework of sustainable eGovernance, including an outline of the different dimensions of sustainability: social, economic, environmental and technical. These dimensions are seen as carriers of different values and goals which are in a process of continuous dialogue and conflict. Cutting across these four dimensions are two themes: decision making and information infrastructure, which make up the backbone of how ICT can be used in order to improve public practice. The theoretical lens of sustainability widens our understanding and helps in the questioning of motivations, directions and implications of eGovernance initiatives. This thesis thus contributes with a theoretically and empirically founded framework, which is suitable as a foundation for sustainable eGovernance development and further research into that area.
In recent years the development of eGovernment has increasingly gone from service provision to striving for an interoperable public sector, with Enterprise Architectures being an increasingly popular approach. However, a central issue is the coordination of work, due to differing perceptions among involved actors. This paper provides a deepened understanding of this by addressing the question of how differing interpretations of interoperability benefits affect the coordination in the early stages of implementing a public sector Enterprise Architecture. As a case-study, the interoperability efforts in Swedish eHealth are examined by interviews with key-actors. The theoretical framework is a maturity model with five levels of interoperability issues and benefits. The findings highlight the need to clarify decision-making roles, ambiguities concerning jurisdictions between authorities and that differing perceptions of IT-infrastructure is connected to overall goals. The paper also suggests a re-conceptualization of eGovernment maturity by moving away from sequential models.
Public sector ICT use is now moving towards integration of services and processes across departments, for instance in the healthcare sector. This is a challenging issue as it involves distributed decision making, often across both public and private organizations, which implies a multitude of issues. Enterprise Architectures (EA) aim at providing a common framework that includes data, resources and processes, through which all aspects of the enterprise can be directed towards a common goal in an efficient manner. It as been argued that architectures should be perceived as evolving (rather then as carefully planned roadmaps), although more research on how EA evolves is needed. This paper addresses the general question of, how does an EA evolve during implementation? A case study is used to illustrate how an EA evolves throughout the process of implementation. The case is the implementation of a national patient record system in the decentralized Swedish healthcare system. The project is part of a larger effort to implement an EA in the healthcare sector aimed at further integrating the whole sector. Data is collected by means of observations, interviews and document analysis. Using an Actor-Network Theory perspective, this paper presents four episodes during which an EA evolves through interactions. In this way the paper contributes with a deepened understanding of how EA evolves by arguing that EA programs should be seen as something that needs to be planned with regard to that it will, and should, evolve in order to respond to needs discovered in the process. The contribution is a deepened understanding of how sub-projects co-evolve with a national EA project, thus mutually affecting each other. This should not be perceived as something unequivocally negative as this might also be strategic, and leads to evolution of other parts of the EA to suit each other. | http://oru.diva-portal.org/smash/person.jsf?pid=authority-person%3A37661 |
“There is not some justice. There is either justice or injustice.”
Which is this, and does perspective matter?
Recently the Massachusetts Appellate Court issued the Clement vs. Owens-Clement decision, a case involving a post-marital dispute over alimony between former spouses, Laurie and John - the facts were unusual, and the decision was complicated in terms of both statutory and case law, individual, familial and social responsibility. The case raises essential and worthy questions which I hope you’ll consider with me:
- What does ‘who pays support to whom’ say about society and the lines we draw for independence, dependence and interdependence?
- What are the implications and social dynamics we create as a society when our healthcare and financial support are tied to marriage?
- Should former spouses be responsible for one another’s healthcare coverage and economic wellbeing, and if so on what basis and for how long?
- Should individuals, families and governments be responsible for the health care and financial support of a disabled person?
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Global health security and universal health coverage have been frequently considered as “two sides of the same coin”. Yet, greater analysis is required as to whether and where these two ideals converge, and what important differences exist. A consequence of ignoring their individual characteristics is to distort global and local health priorities in an effort to streamline policymaking and funding activities. This paper examines the areas of convergence and divergence between global health security and universal health coverage, both conceptually and empirically. We consider analytical concepts of risk and human rights as fundamental to both goals, but also identify differences in priorities between the two ideals. We support the argument that the process of health system strengthening provides the most promising mechanism of benefiting both goals.
- universal health coverage
- global health security
- health systems strengthening
- risk
- human rights
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Summary box
What is already known about this subject?
Universal health coverage (UHC) and global health security (GHS) are frequently being used in tandem by policymakers, recognising that there are synergies between the two parallel agendas.
What are the new findings?
UHC and GHS goals are in tension. The research and practice communities that represent these two streams need to engage so that smart strategies can be identified to improve both aims simultaneously using codependent, but distinct policy.
Risk and human rights are two areas of convergence between UHC and GHS.
Divergence appears in the conceptualisation of risk at the collective or individual level, and the prioritisation of domestic or global activity.
What are the recommendations for policy and practice?
Health systems strengthening can be the policy mechanism which, brings GHS and UHC together, elevating health and mitigating risk for all.
Introduction
Global health security (GHS) and universal health coverage (UHC) are frequently regarded as two sides of the same coin,1 or more cynically as a marriage of convenience.2 Yet, there has been little consideration of how these ideals interact, with academics and policymakers assuming that actions for one will also be advantageous to the other. This paper analyses at a macro level where these ideals converge, and where differences lie both conceptually and empirically. We argue both GHS and UHC focus on the mitigation of risk and human rights. Mitigating the risk of individuals who face impoverishment owing to healthcare expenditure is core to UHC. For GHS, the risk is transnational and emerges from outbreaks with cross-border potential. Hence, the bearer of the risk, and the appropriate steps to mitigate it, are different in each agenda and may sometimes be in conflict. Similarly, while both agendas enshrine human rights and we see convergence through the realisation of the right to health, we see distinctions between economic, cultural and social rights with civil and political rights.
It is important to address these differences before considering the mutual opportunities offered by their ‘marriage’, to ensure that inherent differences are not jettisoned for pragmatic reasons, risking distortion of local health priorities. We support the link that health system strengthening (HSS) creates opportunity to connect GHS and UHC in a tangible way, with clear policy pathways that can benefit both ideals.
Defining Global Health Security (GHS) and Universal Health Coverage (UHC)
We recognise that the definition of UHC can vary in distinct, but convergent ways.3 A holistic definition is ensuring individuals have access, without discrimination to comprehensive, appropriate and timely, quality health services determined at the national level according to needs, as well as access to safe and affordable medicines, while ensuring that the use of these services do not expose users to financial difficulties.4 However, for the purpose of this paper, we focus within this definition on the extent to which the costs of healthcare are covered.5 We recognise that such a definition is not comprehensive, but we also acknowledge that the two components of UHC (access and risk protection) are in tension when it comes to decision making about provision, particularly in resource-poor settings, as the goal of access would lead to prioritisation of the most (cost) effective services, whereas a focus on financial protection would favour allocation of resources to more expensive interventions.6 However, in stressing the importance of universal access to effective healthcare, and universal financial protection against the costs of this care, the definition is consistent with the United Nations Sustainable Development Goals (SDGs), which includes in Goal 3 "ensure healthy lives and promote well-being for all at all ages" and in particular target (3.8) to “achieve UHC including financial risk protection, access to quality essential healthcare services and access to safe, effective, quality essential medicines and vaccines for all”.7
We define GHS activities as those concerned with preventing, detecting and responding to infectious disease threats of international concern to limit any socioeconomic impact of transborder disease, which mirrors the WHO definition.8 Nevertheless, we recognise that GHS is “very much like a chameleon” “essentially contested” and “not adequately defined”.9–12
GHS is underpinned by a legal instrument, the International Health Regulations (2005) (IHR).13 The IHR provide guidance for how states should develop and maintain their national capacities to minimise public health threats. While there is no binding international legal equivalent for UHC, the International Covenant on Economic, Social and Cultural Rights guarantees the human right to health. General Comment 14 on the right to health, which provides interpretive guidance on the right to health, proposes a framework of availability, accessibility, acceptability and quality.14 Moreover, policy initiatives create normative guidance on how to implement UHC, including The World Health Report 2010,5 Making Fair Choices on the Path to UHC and the United Nations General Assembly 67/81.15 Similarly, GHS has the policy and operational work of the Global Health Security Agenda (GHSA), an international partnership launched in 2014 and now comprising over 60 countries, international organisations and non-governmental stakeholders,16 which provides political impetus and international collaboration to meeting IHR requirements.
Current intersections between the two concepts
Five key works have sought to connect GHS and UHC. Jain and Alam highlight that UHC can help advance GHS.17 First, low or no financial barriers to accessing healthcare stimulates demand for health services which facilitates early infectious disease detection. Second, protecting people from catastrophic financial risk reduces an individual’s possibility of falling into poverty, an important social determinant of infectious disease spread.18
Yates, Dhillon and Rannan-Eliya echo Jain and Alam’s first thesis verbalising “the availability of accessible and universal healthcare services in all countries is the crucial first line of defence for all against such threats to health”.19 Moreover, if people are unable to access healthcare in their local communities, this increases the likelihood of individuals crossing borders to seek healthcare, thus increasing the risk of onward transmission internationally.19 This work shows how these two concepts are mirrored empirically: suggesting that UHC’s relationship between financial protection and equitable distribution of risk (which addresses people’s ability to pay, while protecting the sick), mirrors the relationship between donor and recipient states for GHS, whereby wealthy states finance outbreak responses in affected states. While this risk pooling is not part of the IHR or GHSA mandate, it can be argued that IHR compliance should reflect the ability to pay while protecting weaker states.19
Moreover, Yates et al highlight that movements towards UHC build trust.2 19 This form of trust may exist between governments and populations, between health providers and patients and between financiers and recipients of health. This trust may foster effective collaboration when an outbreak emerges, improving public compliance with state-led interventions to limit disease spread.20 21 However, Ooms et al are more sceptical of joining the two agendas together, recognising that they are synergistic, but not self-evidently so.2 In resource-poor settings, they recognise distinct policy pathways for UHC and GHS; for example, whether to fund development of surveillance capabilities or social health insurance mechanisms, a point we would agree with.
Ooms et al further underscore the instrumentalism in linking these agendas. Tying UHC to GHS may provide greater leverage for financing UHC2 (Yamey echoes this suggestion, that while the world’s gaze is on GHS in the wake of Ebola, associating these can be a tool for getting attention to UHC and the health of populations in low and middle-income (LMIC) settings22). Conversely, GHS advocates may connect with the UHC agenda to gain legitimacy among those who conceive of the security discourse being too focused on high income country (HIC) interests.2 However, Ooms et al conflate UHC and HSS. These are used interchangeably, and this risks unclear understandings of what UHC entails, furthering the potential for misaligned priorities.
The fifth work considers GHS as “collective” security and “individual” security which broadly aligns with UHC.23 Heymann suggests that a difference exists between collective health security concerned with mutual global vulnerabilities posed by transborder spread of acute public health issues, and individual health security which includes access to safe and effective health services, products and technologies.23 Heymann’s argument follows that if there is individual health security, this contributes to collective health security at the community, national and global levels (i.e GHS).
Conceptual convergence: risk
Both UHC and GHS aim to mitigate potential health and economic threats either at the level of the individual (UHC) or the collective (GHS). For UHC, one such risk results from individuals’ exposure to economic hazard as a result of a health event, that is, an individual’s health needs may be met only by incurring impoverishing or catastrophic costs associated with accessing appropriate healthcare.19 This form of individual or familial risk is centred on the cost, rather than the type of illness and can relate to acute to chronic conditions. Anyone may be exposed to this financial risk, the potential exposure is a lifetime, the likelihood of occurrence is high, and the consequences of exposure are disproportionately large for the poor who have insufficient funds to ensure financial resilience when confronted with a health concern.24 However, UHC offers an effective risk reduction intervention: proposing prepayment and pooling mechanisms to reduce both the probability of healthcare-related losses occurring, and the severity of their impacts on household’s budgets when they do. This also enhances individuals’ willingness and ability to access healthcare as opposed to delaying careseeking until they become very ill, thereby driving up healthcare costs for everyone. Accordingly, risk reduction through UHC benefits both individuals and societies. Moreover, reducing risk to any health concern through UHC, including communicable disease, has significant opportunity costs for GHS.
Instead of the ‘livelihood risk’ for UHC, the risk for GHS results from an infectious disease hazard which may result in a large-scale outbreak, threatening a population and/or economic or political stability as a result of opportunity costs lost through interrupted access to international markets, reduced international travel and fear among the population. Despite the IHR seeking to minimise such disruption, there are several examples of factors beyond a government’s control during an outbreak which impact a range of sectors beyond health.25–27 Indeed, President Ellen Johnson Sirleaf argued that the best action the USA could take to support Liberia in the Ebola epidemic was to “not ostracise us via trade”, suggesting that severing economic ties would pose as much risk as the virus itself (Emily Mendenhall, personal communication, 2017).
Accordingly, GHS focuses on future-proofing pandemic risk through preparedness. It does this by contingency planning for a range of disease threats.28 Luckily, large-scale international outbreaks are rare events, nevertheless, the severity of the potential (socio)economic impact of an outbreak leads to considerable investment in risk mitigation. This inadvertently may bias the public’s risk perception, creating potentially disruptive influences on “business as usual” for international travel and trade.12 29 Exemplifying this was the West-Africa Ebola epidemic, which had a relatively low likelihood of ‘anyone in the globe’ becoming infected, because of the low reproductive ratio of the disease. Nevertheless, despite the low actual risk, there was a high perceived risk. Margaret Chan reflected “I have never seen a health event strike such fear and terror, well beyond the affected communities”.30 This fear led to the implementation of expensive policies such as airport screening apparatus in HICs. These were not instrumental in reducing the actual risk of disease incursion but were effective political placebos implemented by governments to reduce perceived risks felt by HIC citizens.
Conceptual convergence: human rights
Heymann’s distinction between GHS as collective security and UHC as individual security allows convergence between the two agendas through the lens of human rights also. Achieving both GHS and UHC require states to comply with their obligations and duties under international, regional and domestic human rights law. Human rights are often conceptualised as matters of individual security, whereby a state fails to respect, protect or fulfil an individual’s human rights. However, even where an individual successfully seeks recourse against a state for a human rights violation, such decisions have a collective impact, setting precedent that results in the state complying with its human rights obligations elsewhere. This is particularly the case for UHC, where human rights actions launched by individuals have, according to some proponents, addressed underlying systemic failures by governments to take steps to immediately realise the right to non-discrimination and progressively realise the right to health.31 These latter obligations typically fall within the realm of economic, social and cultural rights. This requires states to progressively realise these rights to the maximum of their available resources, while not regressing from steps already taken for non-discrimination and meeting minimum core obligations.32 In contrast, much of the dialogue discussing GHS and human rights relates to civil and political rights, such as those codified in the IHR; rights that the state must respect, provide and fulfil such as the rights to life, freedom of movement, and freedom from torture or cruel, inhuman or degrading treatment.33 While this civil and political rights framing is understandable as it focuses on the short-term and immediate vulnerability of individuals to the state’s actions when seeking to protect the many and/or the economy during an outbreak, the goals of GHS are fundamentally grounded in economic, social and cultural rights, namely, the right to health. The right to health includes the obligation that states take steps necessary for the “prevention, treatment and control epidemic, endemic, occupational and other diseases”.34 This obligation is congruent with GHS, and is also codified in the IHR, for example, within the core capacity obligations.
As a result, convergence between UHC and GHS can be found through the realisation the right to health, with both UHC and GHS requiring that states address inaction or regression in realising the right to health to the mutual benefit of both ideals.
Conceptual divergence: inward versus outward: individual versus global security
Despite unifying features, there are differences in each with respect to the characterisation, who is identified as “at risk” and what responses have been taken to mitigate risk. We suggest these understandings of risk mirror divergent conceptualisations of security.
GHS has sought to answer two questions: security from what and for whom?12 We know that the ‘from what’ is different in the case of UHC and GHS, as outlined above, but so too is the ‘for whom’. For UHC, at risk is the everyday person who may be affected by ill health and the associated costs, or the inability to access health services due to other non-financial barriers. For GHS, however, the global population is at risk as their chances of contracting an infectious disease are reduced through ensuring GHS. Others have argued that the referent object for GHS is the economy or national security of a particular state fearing the socioeconomic impact of an outbreak on trade and travel.35 36 Accordingly, GHS predominantly mitigates risk from the top down, and UHC may mitigate risk from the bottom up, although infrastructure and support is required from the state to support individuals in risk pooling behaviour.
Both UHC and GHS risks are mitigated by financial investment in health. For UHC, the investment reduces the time people delay care-seeking due to the financial burden of paying for health. Through GHS, the investment is in pandemic preparedness; strengthening surveillance and response mechanisms to respond to infectious disease outbreaks under IHR (2005). Consequentially, the rationales and methods for mitigating against these risks—from the household to state levels—are quite different.
While private and non-profit actors are vital in global health, we argue that states play a fundamental role in the convergence of the two risks identified in this paper. However, a distinction emerges between mitigating a state’s risks which are domestic priorities, and those that are globally focused. For instance, state priorities that are domestically focused may involve prepayment schemes to reduce the financial risks posed to citizens (UHC). On the other hand, states prioritising GHS focus on implementing the IHR (2005) to reduce the risk of severe economic impact in the case of an acute public health event (Wenham, Examining Sovereignty in Global Health, PhD, 2016). These risks are fundamentally different, although the policies deployed may carry opportunity costs for both UHC and GHS goals. Governments, particularly in resource-constrained settings must decide whether to prioritise their global or domestic responsibilities, based on which risk they consider the most important. National leaders may prioritise one agenda over the other, aligning with political and economic priorities; for example, they may prioritise UHC when fighting an election as it is popular with the domestic electorate, yet focus on GHS when looking to attract donor dollars.
Practical convergence: HSS
We argue that HSS can be the policy mechanism which brings GHS and UHC together, elevating health and mitigating risk for all. This echoes Kutzin and Sparkes who argue, “health system strengthening is what we do: UHC, health security and resilience is what we want”.3
A health system can be defined as the ensemble of all public and private organisations, institutions and resources involved in the improvement, maintenance or restoration of health.37 HSS refers to policy and programmatic activity designed to apply systems thinking to health, to improve overall performance.38 The WHO framework for HSS encapsulates six building blocks: service delivery, health workforce, health information systems, medical products, health financing and leadership and governance.39 The health system shapes many people’s health by determining how s/he accesses medical care, from whom s/he receives medical care, what medicines are available and accessible, what technologies are affordable and available for testing and diagnostics and how s/he is expected to pay for it,39 and as such contains many of the tenets of UHC.
For UHC, functioning health systems organised around people, institutions and resources leads to improved access, quality, sustainability and affordability for individuals.38 For GHS, successfully functioning health systems underpin countries’ ability to detect and respond to disease threats.39 In this way, a response to a health emergency (GHS) should be embedded within an existing health system, involving Farmer’s interweaving of “stuff, staff, systems and space” to address the needs of an epidemic and population health.40 Kluge expands this, providing suggestions for how to interlink these concepts, noting that investing in HSS improves GHS, so that systems become resilient to health crises and can respond when needed.41 By investing in health systems, this increases the resilience of states to respond to outbreaks of disease that spread across national borders, thereby investing indirectly in GHS.3 38 HSS therefore is a common road to both UHC and GHS.3
Indicators convergence
Beyond the conceptual, we assessed convergence and divergence of UHC, GHS and HSS based on policy metrics. As these concepts are embedded within key pieces of global policy, it seemed appropriate to use these indicators to ascertain whether there was practical as well as conceptual convergence between goals. We mapped GHS, using the first edition of the Joint External Evaluation Tool indicators as a proxy, and UHC, using SDG indicators 3.8.1 and 3.8.2, to measure health service coverage and financial protection24 42 43 and HSS, using the six WHO Building Blocks. As these indicators link to each policy aim, where we see convergence is a direct evaluation of how the concepts overlap. Figure 1 shows a tepid synergy between UHC and GHS. Although UHC indicators explicitly include reference to GHS, in a catchall “Health Security IHR Core Capacity Index”, it is not a key component of the index. Convergence appeared in financing, health workforce availability and capacity and access to medicines. There was not even overlap between the “infectious disease” indicators of UHC and those of GHS. However, despite limited overlap between GHS and UHC, there is considerable overlap between HSS and both GHS and UHC, with each of the six building blocks finding a comparable indicator with the other two agendas, and all three goals focusing on health workforce, access to medicines and financing/financial risk protection.
Concerns linking these agendas
Synergising GHS and UHC raises several red flags. For UHC focusing on health through prepayment risks prioritising curative clinical services at the expense of individual and population health promotion and prevention.44 This leads to more healthcare services but worse outcomes overall and distributed benefits less equitably.44 For GHS, the limitation is its focus on national and economic security and the threat of infectious disease amid trade routes. This prioritises diseases which affect dominant trading networks of HICs, creating a quasi-postcolonial power imbalance denoting which diseases are considered globally important.
There remain health issues which fall outside of both of GHS and UHC (and HSS) priority setting. Recognising the conditions that are systematically excluded from both agendas is equally important. For example, road safety, improvement of Water, Sanitation and Hygiene (WASH) facilities, pest control and neglected disease which are core to improving human health, but neglected in both UHC and GHS.44 Yet, many donors expect discrete funding priorities that can be easily measured, such as treatment for the big three. Indeed, addressing the potential economic threats to national labour force through a multitude of further health burdens may be one way to align the concept of “risk” between UHC and GHS.
A further challenge is resource allocation: in healthcare systems worldwide, there are gaps between available funding and possible health interventions leading to priority setting.3 15 What are the ethical, political and socioeconomic implications of prioritising GHS, which may threaten HICs, as well as LMICS, rather than addressing Non-Communicable Diseases (NCDs) relating to the growing tobacco epidemic in Africa or ultraprocessed food in South America? Priority setting implies difficult choices have to be made and raises important ethical and equity considerations. UHC requires decision makers to agree on criteria and establish transparent and fair priority setting processes.15 Further elaboration is needed to understand how concerns for GHS and UHC can be considered within this.
Additionally, open definitions of “health systems” and how to measure their strength leave the door open for an emphasis on GHS and entire disease areas (such as NCDs) that does not address health inequities within a country with limited resources. Like Unicef’s support of selective primary healthcare in the 1980s—which was introduced as a means to simplify and actualise primary healthcare goals—and the Gavi and Global Fund approach to HSS,45 promoting an HSS model that includes both GHS and UHC means promoting those parts of a health system that overlap between the two frameworks and overlooks what falls outside. Accordingly, we must consider what defines a strong health system on an individual country basis that must address both the individual’s and the population’s needs.
Conclusion
UHC and GHS are increasingly linked in global health policy. This paper illuminated the potential synergies between the two parallel agendas, but has considered the inherent tensions of a joined up UHC-GHS framework. We consider risk as being a unifying conceptual tool: the risk of the international spread of infectious disease on a population and national/economic security is fundamental to GHS. For UHC, the risk centres on the threat of financial impoverishment due to catastrophic health expenditures. However, these agendas are not comprehensively aligned. We recognise divergence between these frameworks; between the individual and the collective and between domestic and international priorities. Empirically, we show there are some overlapping indicators between GHS and UHC, but there are also a number of indicators outside this synergy. To that extent, the UHC and GHS goals are in tension. The research and practice communities that represent these two streams need to engage so that smart strategies can be identified to improve both aims simultaneously using codependent, but distinct policy. We suggest HSS as a method to achieve both and in doing so build more “equitable and sustained improvements across health services and health outcomes”.39 Yet, we caution that this is not panacea, but a meaningful step to bringing these global health agendas together in a more comprehensive mechanism.
References
Footnotes
Handling editor Seye Abimbola
Contributors All authors contributed to a two-day workshop discussion where the content of this paper was developed. It was subsequently written up by CW, RK and DS. All authors reviewed and made comments on the draft text before submission.
Funding Funding to support the workshop that this paper came out of was provided from the Georgetown Global Initiative and the Global Health Governance Programme at Edinburgh, supported by the Wellcome Trust .
Competing interests None declared.
Patient consent Not required.
Provenance and peer review Not commissioned; externally peer reviewed.
Data sharing statement No additional data are available. | https://gh.bmj.com/content/4/1/e001145 |
Health and Education Term Paper
Only the educated are free, – goes a famous quote of Epictetus, an ancient Roman philosopher. I totally agree with this expression. I would only add that to be free the one needs to be healthy as well. I think anybody will share my opinion. Indeed, ill or poorly educated people will hardly feel themselves free and happy. Therefore, as a result many educated and healthy people can make strong, happy, and free nation. A large number of developed countries have already realized and embodied this thesis. However, in most of developing countries the situation is drastically different.
The distinctions between developed countries and the ones that are still developing are often very significant. The causes of such differences include diverse factors, such as historical, economical, political, social, and many more.
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The distinctions include various aspects, however the fields that diverse most soundly are health and education. Healthcare and educational systems are the major factors influencing the process of social development and as the result the overall development of entire country in general. The reason for central roles of health and education in society development can be rather easily explained. With simple words it may be described as follows. The development of country entirely depends on people who will implement the changes needed. If a person has any problems with health he will never complete any task sufficiently. Thus, in order to succeed in development the nation involved must be healthy. However being healthy is not enough if the society is not educated.
Uneducated or poorly educated people have very few knowledge and skills and are unable to lead the country to the high level of development. Hence, well educated society is a necessary part of development process. Therefore, improvements in healthcare and educational systems must be the first steps of the developing countries in increase of development level.
Very often it is said that economic growth is a primary goal for such countries, and growing incomes will automatically bring improvement in health and education. However, according to the recent surveys and researches of respected scientists in the fields of sociology, economics, politics, and healthcare, economic growth would rather be a result of improvements in educational and healthcare systems in developing countries. These vital fields influence soundly all the other spheres of life within a country, including economy. Hence, building healthy and well-educated society will very soon result in higher productivity, improved saving policy, human capital development, increase in investments, demographic improvement, and many other factors that help build mature economic system.
Social development in many poor countries very often demands more changes outside health and education sector. For instance, it is difficult to solve educational problems in the countries where child labor and gender bias are still relevant. In such cases the national policies must be implemented to eliminate these problems. Child labor basically results in low education level of entire nation. In some countries children would themselves rather work and earn some money for food than lose their time studying in school and college. This problem may be stopped by taking radical measures so that there will be no necessity for children to work and feed themselves. The only effective way to solve the problem of children labor is implementing appropriate social programs headed to children’s education. Gender bias is another barrier for social and educational improvements in developing countries. The stereotypes that result in gender inequality prevent educational development of women. Some professions and specializations are closed for women. To solve this problem the appropriate national policies must be involved to make rights and opportunities for education equal for both genders.
The fields of education and health are put under the spotlight in any society. Playing the central role in social development, these aspects must be addressed with special attention in the developing countries. Healthcare and educational systems often intersect with other branches of social life.
However only they are vitally necessary hence determining for any country’s development level. As it was already said above, only the healthy and educated are free. Therefore, main step in building strong and free nation should be raising healthy, well-educated and as a result happy people.
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There is no country in the world that does not bear some burden from diabetes. The IDF Diabetes Atlas Update for 2012 confirms that cases are increasing everywhere and at an alarming pace. Today, there are an estimated 371 million adults living with diabetes. To put this number into perspective: if all the people with diabetes formed a country, it would be the third most populous country after China and India. Four out of five of the people with diabetes live in low- and middle-income countries, where health systems are struggling to keep pace with the rising burden of non-communicable disease.
Not surprisingly, the countries with the highest numbers of people with diabetes are also those with the largest populations: China, India, the United States, Brazil, and the Russian Federation. The top 10 countries for numbers of people with diabetes account for two-thirds of all cases in the world. All but two of those countries are in active economic development. While large countries have many people with diabetes, the world's smallest nations are by no means exempt. Western Pacific Islands dominate the list of countries with the highest percentage of the population living with diabetes. In such countries, diabetes is almost the norm and not the exception, with more than one quarter of adults over 20 living with the disease.
It is not just cases of diabetes that are on the rise; deaths due to diabetes are also increasing. New evidence informs estimates that there were 4.8 million deaths in adults attributable to diabetes in 2012. That is the equivalent of one death every 7 s. Most of those deaths occurred in middle-income countries where the mortality rate due to diabetes is also higher than in high-income countries. The difference in rates can be explained partially by the fact that there is an overall higher death rate in low- and middle-income countries; but it may also reflect health systems that are not equipped to respond effectively to the diabetes epidemic.
The tip of the iceberg
The new Atlas estimates also show a high proportion of undiagnosed diabetes. Up to half of all cases in the world have not been diagnosed, representing approximately 187 million people. Type 2 diabetes can progress for many years without showing any symptoms, and often when symptoms do appear, they are not immediately recognized as being due to diabetes. During this time, high levels of blood glucose, blood pressure and cholesterol continue to damage the body unchecked, provoking complications. Often, it is not until a complication has already developed that diabetes is diagnosed. This delay is a serious problem for the individual who must deal with the disabling consequences. Moreover, diabetes that has progressed to complications is more difficult and more expensive to manage, placing a serious extra burden on health systems and economies, than diabetes that is detected early.
An estimated USD 471 billion was spent globally in 2012 on healthcare for the treatment and management of diabetes. Some of this spending represents an important investment in care that is essential to managing the disease. Much of it, however, results from unmanaged diabetes and the high costs involved in treating complications – spending that could have been prevented. So the true cost of diabetes is higher than USD 471 billion, which does not include money spent by people with diabetes on travelling to their care centre, lost wages from disability or the expenses the family incurs to support a person affected by the disease. In low- and middle-income countries, a disproportionate amount of this cost is paid out-of-pocket by the person living with diabetes. With major complications of diabetes, such as stroke, often affecting the wage earners of the family, the wider economic impact of diabetes becomes even greater. The substantial expense diabetes can impose on a household means that in some situations, having the disease can put people at risk of poverty.
Our most valuable resource under threat
Evidence also indicates that type 2 diabetes is affecting people at younger ages than ever before. The majority of people with diabetes are under the age of 60. Studies from countries in the rapidly developing Middle East show that half of adults over 45 in some regions have diabetes. New studies have shown that younger people who develop type 2 diabetes progress to complications at a faster pace and are at a higher risk of dying early from the disease than older people with diabetes. In parallel, up to half of all deaths due to diabetes are occurring in people under the age of 60. This evidence dispels the myth that diabetes is only a disease of the elderly.
Finding the figures
Describing a disease and its impact starts with measuring its magnitude. The Atlas project routinely gathers information published in medical journals and reports describing the prevalence of diabetes in countries, regions and cities. The evidence from those publications is then pulled together and systematically reviewed to generate the estimates presented in the IDF Diabetes Atlas. These estimates are the keystone for diabetes advocacy and they can be a powerful tool to motivate change from governments. In order to maintain the urgency needed to drive that change, the IDF Diabetes Atlas project will produce a new Atlas every two years, and an update of the estimates in the years in between.
The rapid pace of the epidemic has obvious implications for the individuals and families affected on a daily basis. But it is also affecting health systems and economies. The evidence for urgent action on diabetes continues to be overwhelming. The chronic and progressive nature of the disease ensures that unless prevention happens early and effectively – without the necessary prevention, treatment and attention – the epidemic is set to overwhelm at an ever-increasing pace all countries that have not yet committed to meeting diabetes head-on.
Article Info
Footnotes
☆This article is published thanks to the permission of Diabetes Voice, the quarterly magazine of IDF.
Identification
Copyright
© 2012 Published by Elsevier Inc. | https://www.diabetesresearchclinicalpractice.com/article/S0168-8227(12)00429-9/fulltext |
6 steps to protect and support our healthcare workers
- COVID-19 has exacerbated the global shortage of healthcare workers and the challenges they face.
- With women making up 70% of the health workforce, gender policies are needed to protect and support them.
- By improving working conditions in the healthcare sector and investing in our healthcare workforce, we can better prepare for the next pandemic.
Around the world, the COVID-19 pandemic has highlighted structural vulnerabilities and lack of pandemic preparedness in our health systems.
These vulnerabilities have been further affected by a shortage of health workers.
The pandemic has resulted in unprecedented demand for care capacity in clinics, hospitals, intensive care units and home care. Healthcare workers were providing care much longer hours in overwhelmed facilities, often with insufficient skills and training combined with a lack of protective equipment. With understaffed facilities, many workers doubled as caregivers and provided clinical training to volunteers.
The stressful working conditions have had a negative impact on the physical, intellectual and psychological ability of healthcare workers to continue working in the sector. High turnover is expected among healthcare workers, especially those who provide direct patient care and work in overwhelmed facilities.
It is not only detrimental to the workers themselves. Healthcare workers will remain our greatest asset to fight COVID-19 through to the end as vaccine suppliers, as well as to address other global health risks through health promotion. , prevention, treatment and patient care. Failure to address the issues related to working conditions in the healthcare sector and the pressures these workers face could affect our ability to cope with future health emergencies.
Women are the key to health security
In a discussion at the World Economic Forum, The essential role of healthcare workers during the pandemic, Dr Githinji Gitahi, CEO of Amref Health Africa Group, pointed out that as 70% of the global health workforce, women play a critical role in health security.
At the same time, the COVID-19 pandemic has disproportionately affected women. There has been a higher prevalence of COVID infections as well as anxiety, fear and suicide among female healthcare workers, compounded by the burden of home care that typically falls on women.
Responding to shocks in the health sector has made working conditions even more complex. Dr Jennifer White, director of the health emergencies department at Jefferson Health in Philadelphia, Pa., Shares that the biggest challenge was the fear of the unknown – what the virus is, how it spreads, and how to treat it.
This fear was compounded by daily work experiences. The Jefferson Emergency Department was seeing 220 patients a day and the nursing homes were devastated. Meanwhile, while caring for patients, workers also worried about how to protect their families, says Dr White.
To strengthen health systems and prepare for the next pandemic, it is clear that we need gender-based policies that will protect and improve the conditions of women health workers.
6 steps to improve working conditions in healthcare and pandemic preparedness
1. Prepare and invest. Despite repeated warnings that we could face a health pandemic in the near future, no country or health service has been prepared. Healthcare should be redesigned based on the challenges faced during the COVID-19 pandemic – and healthcare workers should lead the work on health policy. Additional investments are needed to build resilient health systems and facilities, leverage communities, and focus health work on prevention.
2. Address the nursing and skills shortage among the health workforce. Every country has reported a shortage of health workers. Empowering healthcare workers through training and pooling of workers is essential, and doing so in a quick and accessible manner will alleviate overloaded facilities and allow better responsiveness in healthcare.
3. Prioritize the safety of healthcare workers. At the start of the pandemic, a large number of healthcare workers did not have sufficient personal protective equipment (PPE). The International Council of Nurses “estimates that on average, around 10% of all confirmed COVID-19 infections are among healthcare workers, with a range of 0 to 15%. At time of data review, more than 90 million people had been infected with COVID-19”. Inadequate safety in healthcare working environments, including a lack of PPE, has compromised the health and safety of healthcare workers, their families and patients.
4. Compile comprehensive and systematic health data. Health data is crucial for providing the best healthcare response as well as for understanding and responding to the transmission of infections. During the pandemic, the lack of comprehensive data – and countries not recording health data systemically – resulted in slow turnaround times and backlogs of patients, exacerbating overwhelmed facilities.
5. Support the mental health needs of healthcare workers. Fighting a new virus, responding to an influx of patients, working in fragile and overwhelmed environments and limiting contact with families and loved ones are just some of the challenges that negatively affect the psychological well-being of healthcare workers. . Many healthcare workers have reported harsh working conditions as the causes of stress, anxiety and depression, which are further compounded by personal and professional stigma.
6. Adopt an intergovernmental and multistakeholder approach. Ministries of health alone cannot solve working conditions problems in the health sector – a whole-of-government approach is needed. It is also important to leverage the expertise of multiple stakeholders to drive transformational change by creating safe, secure and responsive healthcare work environments.
The first global pandemic in over 100 years, COVID-19 has spread around the world at an unprecedented rate. At the time of writing, 4.5 million cases have been confirmed and more than 300,000 people have died from the virus.
As countries seek to recover, some of the longer-term economic, trade, environmental, societal and technological challenges and opportunities are just starting to become visible.
To help all stakeholders – communities, governments, businesses and individuals understand the emerging risks and follow-up effects generated by the impact of the coronavirus pandemic, the World Economic Forum, in collaboration with Marsh and McLennan and Zurich Insurance Group , launched his COVID-19 Risk Outlook: A Preliminary Mapping and Its Implications – a companion for decision-makers, based on the Forum’s annual Global Risks Report.
Companies are invited to join the work of the Forum to help manage the identified emerging risks of COVID-19 across all sectors to shape a better future. Read the whole COVID-19 Risk Outlook: A Preliminary Mapping and Its Implications Here, and our impact story with further information. | https://antbook.org/6-steps-to-protect-and-support-our-healthcare-workers/ |
The histocompatibility antigens are cell surface glycoproteins expressed on nucleated cells whose major function is to bind peptides within the cell or from outside and present them at the cell surface for inspection by T cells of the immune system. These antigens are a part of the major histocompatibility complex (MHC), which exists in most vertebrate species and whose products were originally defined as the most crucial elements controlling graft rejection. Human MHC research has revealed human leucocyte antigen (HLA) to be the most polymorphic genetic system in the mammalian genome, and this unique diversity parallels the need for diverse peptide sites within the MHC to combat a fast‐evolving range of pathogens. Clinical screening of HLA polymorphism is now an important prophylactic biomarker system for various diseases and a useful tool for development of peptide‐based vaccination approaches.
Key Concepts
- HLA is the most polymorphic component of the human genome. It is a part of the major histocompatibility complex that exists in many animal species.
- The major function of HLA molecules is antigen presentation.
- High degree of molecular diversity of classical HLA class I and II molecules is a reflection of their direct role as antigen‐presenting molecules against a wide range of pathogens.
- The MHC region is characterised by strong linkage disequilibrium between its loci such that conserved ancestral haplotypes can be identified.
- There are population‐based differences in allelic distribution of MHC molecules primarily due to historical human migration patterns and varying microbial pressures in different geographical regions.
- An individual heterozygous at a particular HLA locus has an added advantage than homozygous as the two different HLA molecules can bind and present a large number of peptides.
- The function of the ubiquitous HLA class I gene products (HLA‐A, HLA‐B and HLA‐C) is to present endogenous peptides to responding CD8+ T cells, whereas the class II coded molecules (HLA‐DR, HLA‐DQ and HLA‐DP) have restricted tissue distribution and process exogenous peptides for presentation to CD4+ helper T cells.
- The antigen‐binding cleft of HLA class I molecules can bind peptides that are usually nonamers, whereas the HLA class II antigen‐binding cleft can bind longer peptides of 11–18 mers.
- Polymorphisms in the MHC have been associated with disease susceptibility, varying rates of disease progression and drug‐induced hypersensitivities.
- MHC matching is crucial in donor selection for haematopoietic stem cell and organ transplantation. | http://www.els.net/WileyCDA/ElsArticle/refId-a0001234.html |
Surface-expressed invariant chain (CD74) is required for internalization of human leucocyte antigen-DR molecules to early endosomal compartments.
Journal Article
Transport of major histocompatibility complex (MHC) class II molecules to the endocytic route is directed by the associated invariant chain (Ii). In the endocytic pathway, Ii is proteolytically cleaved and, upon removal of residual Ii fragments, class II alpha beta dimers are charged with antigenic peptide and recognized by CD4+ T cells. Although distinct peptide-loading compartments such as MIIC (MHC class II loading compartment) and CIIV (MHC class II vesicles) have been characterized in different cells, there is growing evidence of a multitude of subcellular compartments in which antigenic peptide loading takes place. We employed a physiological cellular system in which surface Ii (CD74) and surface human leucocyte antigen (HLA)-DR were induced either alone or in combination. This was achieved by transient exposure of HT-29 cells to recombinant interferon-gamma (rIFN-gamma). Using distinct cellular variants, we showed that: (i) the majority of Ii molecules physically associate on the cell membrane with class II dimers to form DR alpha beta:Ii complexes; (ii) the presence of surface Ii is a prerequisite for the rapid uptake of HLA-DR-specific monoclonal antibodies into early endosomes because only the surface DR+/Ii+ phenotype, and not the DR+/Ii- variant, efficiently internalizes; and (iii) the HLA-DR:Ii complexes are targeted to early endosomes, as indicated by co-localization with the GTPase, Rab5, and endocytosed bovine serum albumin. Internalization of HLA-DR:Ii complexes, accommodation of peptides by DR alphabeta heterodimers in early endosomes and recycling to the cell surface may be a mechanism used to increase the peptide repertoire that antigen-presenting cells display to MHC class II-restricted T cells. | https://scholars.duke.edu/display/pub779278 |
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Journal Articles
Requirement for CD8-major histocompatibility complex class I interaction in positive and negative selection of developing T cells.
Journal: Journal of Experimental Medicine
J Exp Med (1992) 176 (1): 89–97.
Published: 01 July 1992
Abstract
The interaction of the T cell surface glycoprotein CD8 with major histocompatibility complex (MHC) class I molecules on target cells is required for effective T cell activation. Mutations in the alpha 3 domain of the MHC class I molecule can disrupt binding to CD8, yet leave antigen presentation unaffected. Here we show that such a mutation can interfere with positive and negative selection of T cells bearing T cell receptors (TCRs) that interact specifically with the mutant class I molecule. Autoreactive T cells in male mice expressing a transgenic TCR specific for the male antigen H-Y and H-2Db were not deleted in the context of a transgenic Db molecule bearing a mutation at residue 227. Similarly, CD8+ cells were not positively selected in female mice expressing both the TCR and mutant class I transgenes. Endogenous MHC class I molecules were competent to bind CD8, but were unable to rescue the defect, indicating a requirement for coordinate recognition of antigen/MHC by a complex of the TCR and CD8 coreceptor for both positive and negative selection of thymocytes.
Journal Articles
Journal: Journal of Experimental Medicine
J Exp Med (1991) 174 (5): 1131–1138.
Published: 01 November 1991
Abstract
The thymus leukemia antigen (TLA) is a class Ib, or 'nonclassical' class I molecule, one of several encoded within the Tla locus of the mouse major histocompatibility complex (MHC). It structurally resembles the H-2K, D, and L class I transplantation antigens, which present processed peptides to cytotoxic T lymphocytes (CTLs). Although their function(s) are unknown, there has been recent speculation concerning the possibility that class Ib molecules may present antigens to T cells that express gamma delta T cell antigen receptors (TCRs). In this report, using both a cell-cell adhesion assay and adhesion of T lymphocyte clones to purified plate-bound TLA, we provide evidence that TLA can bind to both human and mouse CD8. We also show that a chimeric class I molecule containing the peptide antigen binding site of Ld and the alpha 3 domain, transmembrane, and cytoplasmic segments of TLA, can support a CD8-dependent immune response by CTLs. These results demonstrate for the first time binding of a class Ib molecule to CD8 with a functional outcome, as is observed for the class I transplantation antigens. The capacity to interact with CD8 has been conserved despite the extensive sequence divergence of TLA in the peptide antigen binding site, suggesting this interaction is highly significant. TLA is expressed by epithelial cells in the mouse small intestine. As these epithelial cells are in close contact with intestinal intraepithelial lymphocytes that are nearly all CD8+, and many of which express the gamma delta TCR, the data are consistent with the hypothesis that TLA is involved in antigen presentation, perhaps to gamma delta-positive lymphocytes in this site. | https://rupress.org/jem/search-results?f_Authors=D+R+Littman |
- The purpose of the Mentored Research Scientist Award in Molecular Epidemiology is to provide career development in the field of molecular epidemiology of environmentally induced diseases.
- More information
The interactions between environmental host pathogen are extremely complex, and require a multi-disciplinary approach to understand the interrelationships within this paradigm at a mechanistic level.
The candidate, an environmental microbiologist, proposes to fully integrate didactic training in molecular and applied epidemiology with mentored basic research. It is the goal of the candidate to gain the necessary training to allow, not only the investigation of specific parts of these interactions through applied research, but to develop a career path that will allow a vision of the paradigm as a whole.
Through the Masters Degree program in the Department of Epidemiology and Preventive Medicine at the University of Maryland, Baltimore, the candidate will gain new and enhanced skills in molecular and applied epidemiology, biostatistics, clinical study design, and data analysis. The commitment and participation of three mentors, together with strong institutional support ensures that the candidate is in the ideal environment for career development through completion of the proposed training and by conducting highly relevant environmental biomedical research.
In the research component of the proposal the candidate will use molecular epidemiology techniques to investigate whether there is an association between host alcohol dehydrogenase (ADH) genotype, alcohol abuse, immune status and cellular response to environmental food-borne pathogen Vibrio vulnificus.
Individuals that abuse alcohol are at increased risk of developing septicemia and cytokine-mediated shock following exposure to V. vulnificus in raw oysters. However, not all individuals with the same (perceived) risk factors develop disease from exposure to V. vulnificus. Differences in host susceptibility may lie at the genetic level, as suggested for other infectious diseases such as HIV.
Alcohol metabolites, particularly acetaldehyde, can directly affect immune cells, cause immunosuppression and therefore affect the response to pathogens. Alcohol metabolism is controlled by ADH whose gene polymorphisms have been shown to affect alcohol metabolic rates.
The investigators hypothesize that particular ADH genotypes are associated with cellular oxidative stress in the presence of alcohol abuse, an increased inflammatory cytokine response, and an adverse response to V. vulnificus. Studies will include both genetic and cellular endpoints to investigate the effects of an environmental exposure on host immune response and susceptibility to an environmental bacterial pathogen. | https://www.nal.usda.gov/fsrio/research-projects/adh-genotype-alc-abuse-cell-response-v-vulnificus |
Gene-environment interaction in neurodegenerative disease. (Fellowships, Grants, & Awards.
The objective of this three-year program announcement (PA) is to stimulate research on the relative roles of neurochemical and genetic factors in the causation of neurodegenerative diseases. This new initiative will selectively shift its research focus each year to emphasize a different neurodegenerative disease. In the current year, the special focus is on soliciting research on gene-environment interactions as a risk factor in ALS (a fatal disease of unknown etiology marked by the progressive degeneration of motor neurons) in order to stimulate much-needed research in this area. In succeeding years, there will be an announcement indicating a different neurodegenerative disease focus area.
Several epidemiological studies have implicated gene-environment interactions in the development of PD and ALS. Nevertheless, it is still not clear whether differences in prevalence rates or clusters of these diseases in various communities are due to the differential distribution of a hypothetical environmental toxicant or are more frequent where a familial heritable defect is more common. To date, analytic epidemiological studies have varied in case and control selection methodology and venues (e.g., clinics, population bases, different countries), partly accounting for the disparate conclusions reached by some investigators. While a good deal of research has been devoted to the influence of the environment in the susceptibility to PD, there has not been a similar effort committed to ALS.
Some progress has been made in recent years toward understanding the biological bases of ALS. A number of pathological, biochemical, and electrophysiological abnormalities are found in affected patients and are seen in postmortem nervous tissues. Markers for genes in familial ALS (FALS), both dominant and recessive, have been identified, but they represent only a portion of the possible gene loci. In 15-20% of FALS cases, there is a mutation of the copper/zinc superoxide dismutase (SOD1) gene on chromosome 21. However, the overwhelming majority of ALS patients do not have this mutation. Genetic studies of ALS linked to other chromosomes are needed, especially of those genes easily influenced by neurotoxicants.
It is significant that the first descriptions of ALS coincided with the Industrial Revolution. Therefore, it has been logical to consider whether environmental contamination associated with increased levels of industrial activity might be implicated in its pathogenesis. The possible role of occupational exposures in ALS has also been investigated. Epidemiological studies have implicated heavy metals and other environmental exposures as risk factors for ALS but as yet have not provided a clear directional lead. For example, various studies have looked at occupational exposure to lead, mercury, selenium, manganese, aluminum, and iron exposure in assessing risk factors for the disease. Calcium has also been studied because of suggestions that excitotoxicity and calcium channel antibodies may be implicated in its etiology. In addition, in some areas, agricultural workers seem to have a higher risk of developing ALS, whereas studies on exposure to industrial solvents and chemicals have brought mixed results.
No coherent picture has emerged from these studies, however, nor have many of them been correlated with genetic studies. Therefore, much remains to be learned about the mechanisms through which genetic mutations and other biological insults lead to pathology. The genetic defects identified in FALS have lead to the development of some useful animal models of the disease, but more models are needed to expand research on the abnormal biology of the affected motor neuron and nonneuronal cells, on nervous system response to endogenous and environmental toxins and toxicants, and on identification of metabolic, endocrine, and immunological abnormalities.
Additional research is also needed to understand the contribution of environmental exposure, endogenous susceptibility factors, and increasing age in the disease linkage. This will require a concurrent advancement and refinement of methodologies and sciences. Of particular significance may be those approaches that can be used across species from lower animals to humans. Such approaches permit a precise characterization in animal models of alterations arising from defined environmental exposures that can serve as a cogent guide to underlying cellular and molecular mechanisms in humans.
This initiative will seek to solicit novel approaches to understanding ALS, with emphasis on the role that gene-environment interactions may play in the above. Examples of research goals that could be pursued, especially in appropriate animal models and tissue culture, include (but are not limited to) the following:
1) development of animal models of ALS, especially nonmammalian models useful for gene-environment research;
2) development of biomarkers of exposure and disease in animal models (using metabonomics, for example);
3) research on modifier genes and environmental influences in animal models;
4) studies on the intersections and synergies between genetic susceptibilities and environmental factors, as well as strategies for identifying putative toxicants and other environmental factors involved in the etiology of ALS;
5) establishment of disease incidence and variation according to age, gender, race/ethnicity, geography, and exposure;
6) studies on potentially informative clusters (Western Pacific ALS/parkinsonism--dementia complex [PDC], Persian Gulf War veterans, Kelly Air Force Base workers, etc.);
7) studies on occupational/environmental exposures and nonoccupational exposures (evidence for the role of metals, pesticides, solvents, residential/avocational exposures, tobacco, alcohol, infectious agents);
8) research on the potential role of dietary excitotoxins in Western Pacific ALS/PDC and analogies with other disorders;
9) research on the role of dietary intake of antioxidants and minerals (copper, zinc, iron), and the association of fat and fiber intake with ALS;
10) research on factors targeting putative environmental toxicants specific to motor neurons and surrounding cells including muscle cells;
11) research on disease mechanisms on the cellular or subcellular level (oxidative stress, excitotoxicity, apoptosis) from neurotoxic exposures; and
12) evaluation of retrograde axonal transport of toxins to the spinal motor neurons and their response (access and possible uptake of toxic substances at the neuromuscular junction).
Moreover, the NIEHS would like to encourage multidisciplinary and interdisciplinary studies. What may be especially useful are collaborations with ongoing research in other motor disorder diseases that could be expanded to include ALS studies. We also encourage the use of novel animal models such as Drosophila, zebra fish and C. elegans, as well as newly available technologies. Especially useful would be collaborative pooling of resources to standardize epidemiological instruments, microarray analyses, "-omics" technologies, and other methods and materials for meaningful use among several laboratories.
This PA will primarily use the NIH Research Project Grant (R01) and Exploratory/Developmental Grant (R21) award mechanisms (though, if appropriate, competitive supplements may be considered if it is to accomplish collaborations). This PA uses just-in-time concepts. It also uses the modular as well as the nonmodular budgeting formats (see http://grants.nih.gov/grants/funding/modular/modular.htm). Specifically, if you are submitting an application with direct costs in each year of $250,000 or less, use the modular format. Otherwise, follow the instructions for nonmodular research grant applications. This program does not require cost sharing as defined in the current NIH Grants Policy Statement at http://grants.nih.gov/grants/policy/nihgps_2001/part_i_1.htm.
The NIEHS intends to commit approximately $2 million in fiscal year 2004 to fund 10-15 new grants in response to this PA. An applicant may request a project period of up to five years for R01 grants and up to two years for R21 grants. Direct costs for R21 grants may not exceed $275,000. The characteristics, requirements, preparation, and review criteria for R21 applications are described at http://grants.nih.gov/grants/guide/pa-files/PA-03-107.html.
Applications must be prepared using the PHS 398 research grant application instructions and forms (rev. 5/2001). The PHS 398 is available at http://grants.nih.gov/grants/funding/phs398/phs398.html in an interactive format.
Applications submitted in response to this PA will be accepted at the standard application deadlines, which are available at http://grants.nih.gov/grants/dates.htm. Application deadlines are also indicated in the PHS 398 application kit. Complete information on this PA is located at http://grants1.nih.gov/grants/guide/pa-files/PAS-03-160.html. | https://www.thefreelibrary.com/Gene-environment+interaction+in+neurodegenerative+disease....-a0111200664 |
Research Grants for Special Initiative on Integrating Biology and Social Science Knowledge 2017
The Russell Sage Foundation (RSF) has long had the mission to improve social and living conditions in the United States. It pursues this goal by supporting outstanding research in the social sciences that explores how social, economic, and political factors affect the lives of Americans and their children. Support of such research remains the Foundation’s core focus. RSF also has a long history of encouraging new scientific advances to strengthen the methods, data, and theoretical core of the social sciences.
Two recent intellectual developments have prompted RSF to launch a special research initiative that integrates knowledge from the biological and social sciences. First, there has been a paradigm shift in the life sciences, spurred by the realization that many biological processes, rather than being fixed, immutable mechanisms that consign people to particular life outcomes, are instead fluid, dynamic responses to features of the social and physical environments humans inhabit. Second, this shift led researchers to launch interdisciplinary studies that seek to integrate approaches from the social and biological sciences, recognizing the potential for a deeper understanding of how social inequalities are initiated, maintained, and transmitted from one generation to the next.
After decades of debate, a consensus is emerging that socio-behavioral outcomes are both biological and social, and further, that the structural inequalities of social environments become embedded in our biological makeup across all stages of development. Increasing understanding about this bi-directional relationship between the biological and the social domains is made possible by innovations in technology which allow the measurement of many biological factors – including genetic and epigenetic markers, gene expression, hormone and inflammation levels, and brain structure and function. Integrating biology into social science models, and social and environmental circumstances into biological models, can further our understanding of the pathways through which social and physical environments influence individual and group behaviors and other outcomes, yielding insights into mechanisms contributing to individual differences in response to interventions.
Several well-established studies provide empirical links between social structure, group-level and individual-level experiences and biological markers and processes. Conducting these studies is not without risk, especially because the intellectual integration of biology and social science has been a particularly sensitive and misused area of inquiry and polemical discourse in the past. It is therefore imperative that as biological data become more accessible to social science researchers, policymakers and the public alike, scholarship that integrates biology and social science not only be carried out with scientific rigor and caution, but also be interpreted and communicated with rigor and caution. With these goals in mind, RSF is now supporting this integrative research.
The integration of biological and social science research is in its early years and the initial results are promising. Nevertheless, we believe it can best achieve its potential and have a positive impact if it develops through rigorous collaborative research generated by social and biological scientists.
To date, life scientists have been at the center of the debate when biology has been discussed in relation to individual development and social and economic outcomes. Through this initiative on Integrating Biology and Social Science Knowledge (BioSS), RSF seeks to rebalance the debate by highlighting social scientists’ emphasis on the social and physical environments and by encouraging cross-disciplinary collaborations. RSF aims to capitalize on new theories, concepts, and data from the biological sciences – including neuroscience, endocrinology, immunology and physiology, population genetics and epigenetics – to advance our understanding of the research that continues to comprise its core social science programs in Social Inequality, Behavioral Economics, Future of Work, and Race, Ethnicity and Immigration.
The initiative will support innovative social science research on social and economic outcomes that improves our understanding of the interactive mechanisms by which environmental influences affect biological mechanisms, and vice versa. This includes research that: (1) estimates how the structured nature of the social environment and intra- and intergenerational social inequalities affect biological processes, (2) identifies which indicators of biological processes interact with the social environment to affect different life domains and how, and (3) yields new conceptual frameworks that holistically characterize the complex relationships among biological, psychological and environmental factors to predict a range of behavioral and social outcomes. We are primarily interested in research that explores and improves our understanding of social and economic predictors and outcomes. Examples of the kinds of topics and questions that are of interest include, but are not restricted to, those described below.
Perceptions of the Role of Biology in Human Behavior and Social and Economic Outcomes
There exists a troubling history in the social sciences regarding misattributions to genetic and biological sources of a range of traits, behaviors and social and economic outcomes (e.g., “biological essentialism” or “biological determinism”). This obsolete view portrayed biological factors as immutable and did not consider, or dismissed, the role of environmental factors, including interactions between biological and environmental mechanisms. This perception of biological essentialism has discouraged research on the role of biology in human behavior for fear of (1) obscuring environmental, social and political influences on social and economic outcomes, and/or (2) disadvantaging already disadvantaged groups through misinterpretation or misrepresentation of findings.
However, recognizing biological plasticity in response to environmental factors creates new opportunities to explore the biology of human behavior from a dynamic perspective that incorporates biological-environmental interplay as a process through which behavior emerges. RSF welcomes proposals addressing public and scientific understanding, as well as possible misunderstandings, of the influence of biological factors in human traits, behaviors and outcomes. What are the public and scientific attitudes and beliefs about the role biology plays in human behavior and social and economic outcomes? What factors are related to essentialist beliefs and biases relative to constructivist views? How do these attitudes and beliefs play out in different arenas such as legislation, policy and scientific activities? Potential approaches to addressing these questions should consider engaging affected communities, interested stakeholders, and scientists with diverse experiences and perspectives.
The Hidden Costs of Social Mobility
Miller et al. (2015), find that despite significant socioeconomic risk factors (e.g., chronic poverty, limited educational and occupational opportunities, racism), some poor rural African American youth display remarkable resilience, achieving academic success and positive social development. These same individuals, however, also display increased signs of health risks, such as higher blood pressure, unhealthy body mass, stress hormones, and cellular aging, which have the potential to erode some of the benefits that upward mobility provides. RSF seeks research that examines (1) the extent to which these biological costs vary across other samples and representative populations, including other racial and ethnic groups, and by gender, nativity or socio-economic status, (2) the social, structural or biological mechanisms by which social mobility can yield differential returns to education or other indicators of success for different social groups, and (3) the extent to which these biological costs might impact other aspects of well-being, such as mental health.
Early and Later Life Adversity
Studies using animal models (rodents) suggest that early-life adversity influences development by disrupting the functioning of stress response systems. However, the evidence from humans has been mixed. Yang et al. (2016) report relationship deficits—such as social isolation, lack of support, or high strain—as forms of social adversity that can create chronic stress by continuous exposures that accumulate over the life course. What innovative study designs can help resolve conflicting results in humans regarding early life adversity? How can biological indicators of early-life adversity be leveraged to understand optimal points of intervention for academic success and socio-economic mobility? Moving beyond a focus on the limbic system (e.g. amygdala and hippocampus) in neuroscience studies, what are some of the neurobiological targets of early-life adversity? Are there epigenetic effects associated with these experiences and are there multigenerational epigenetic consequences of adversity? What are the broader social factors that contribute to the individual-level experience of adversity and how can policy interventions that target ecological factors impact biological outcomes to ameliorate long-term behavioral outcomes?
Socioeconomic Status, Brain Development, and Academic Outcomes
Recent studies by Hanson et al. (2012), and Noble, et al. (2015) have reported that variability in parental SES is associated with variability in children’s brain structure, including regions of the brain associated with cognitive ability and emotional regulation. Some media reports about this research have led to the unfortunate interpretation that the effects of low income are immutable, resulting in life-long damage to the brain. RSF encourages transformative research that will clarify the mutability of development over the life course. Research might explore how the structure of the child’s environment links neural outcomes with academic performance, including the effects of environmental stimulation and deprivation, and other factors associated with advantaged or disadvantaged environments. We seek to better understand the neurobiological correlates of these environments and how they might be related to academic achievement, educational attainment, or labor market success. How do biological, psychological and social factors work together or independently to mediate the impact of different social and physical environments, either negatively or positively? To what extent can interventions impact these developmental trajectories?
Immigration
Can research that integrates biomarkers and health indicators into social science models help us better understand social integration and exclusion among the children of immigrants? What protective factors may be lost with "Americanization," producing success on some socio-economic outcomes, such as education or employment, but biological costs on others? Are there factors that promote improved biological functioning rather than biological costs?
Neuroscience and Behavioral Economics
Psychologists and economists use intertemporal choice paradigms to investigate people’s choices between immediate versus delayed rewards. Recent studies examine the neural underpinnings of affect, sensitivity to rewards and revealed preferences (e.g., Camerer et al., forthcoming). Can structural and functional neuroimaging measures help to test between competing models of intertemporal choice or shed light on biological mechanisms underlying how exposure to different social environments affects reward-related decision-making? Is it possible to use such measures to study the effects of interventions intended to mediate exposures to disadvantaged environments?
Risk vs. Resilience to Adversity
Though socioeconomic disadvantage is associated with adverse behavioral and health outcomes, some individuals achieve academic and labor market success despite environmental risks. Animal model studies suggest that individuals who exhibit resilience in the face of adverse conditions or environments have epigenetic profiles that are distinct from those who are more susceptible to such conditions (Singh-Taylor et al., 2015). We are interested in research that leads to a better understanding of the biological and social processes that help promote resilience.
Biological Aging and Environment
DNA methylation is an epigenetic modification that affects gene expression. Among adults, genome-wide DNA methylation patterns may provide an index of biological aging, independent of chronological age (Hannum et al., 2013; Horvath, 2013). Moreover, the gap between chronological age and DNA methylation-predicted age (methylation age acceleration) is an index of the pace of biological aging that is correlated with physical fitness, cognitive ability, and mortality in older adults (Marioni et al., 2015). Various indicators of biological aging are potential windows into the effects of social structure and experiences that could extend our understanding of the benefits and costs of mobility and resilience, both biological and social.
Genes and Gene-Environment (GxE) Interactions
It is now understood that the predictive value of genetic variation can only be interpreted in the context of environmental factors; for example, 100 years ago, having two X chromosomes instead of one had dramatic effects on educational and career trajectories – an effect that was, and is, contingent on the level of social, educational and economic opportunities available to women vs. men. Similarly, in a famous example from Goldberger (1979), the widespread use of eyeglasses eliminates the effects of genes on eyesight and hence social outcomes. Current research includes examination of multiple types of GxE interactions. Recent studies of gene-environment interactions have supported the "differential susceptibility" hypothesis, which holds that individuals with certain genetic profiles may be particularly sensitive to social environments – both positive/enriching and adverse/impoverished (Boardman, et al., 2013; Belsky and Pluess, 2009; Ellis and Boyce, 2011). Gene-environment approaches may expand our understanding of how environments interact with individual differences in biology and highlight the role of the environment in shaping behavioral outcomes through epigenetic mechanisms (Meaney, 2010).
Application Considerations
The highest priority will be given to projects that are closely aligned with the Foundation’s program areas in Social Inequality, Behavioral Economics, Future of Work, and Race, Ethnicity and Immigration. Proposals should be clear as to (1) how the proposed project informs and advances these research priorities, and (2) how the proposed biological mechanisms will be leveraged to further our understanding of the social, political, and economic outcomes of primary interest to the Foundation. RSF is highly committed to and values the importance of reproducibility and open science, and where applicable, investigators should explain their data release plan (data, code, codebooks) or any prohibitions on providing such materials.
RSF is equally committed to responsible scientific communication. Investigators should explain how they will ensure that the dissemination of results is done responsibly, both in professional and popular media context. Given the propensity for misinterpretation and misrepresentation of such analyses and findings, resulting papers might be accompanied by a detailed set of Frequently Asked Questions (FAQs), (see Okbay, et al., 2016; Rietveld, et al., 2013; 2014; also see, Nature Editorial (2013), that cites these FAQs as a model for other scientists to follow in communicating their results) or other mechanisms that aid in better understanding the results. RSF will not fund projects focused on disease outcomes or on health outcomes without a clear tie to social and economic consequences.
Application Information
Funding is available for secondary analyses of data or for original data collection. We are especially interested in novel uses of existing data, as well as analyses of new or underutilized data. RSF encourages methodological variety and interdisciplinary collaboration. All proposed projects must have well-developed conceptual frameworks and research designs. Analytical models must be specified and research questions and hypotheses (where applicable) must be clearly stated. Pilot studies that produce proof-of-concept are also welcome.
Awards are available for research assistance, data acquisition, data analysis, and investigator time for conducting research and writing up results (within the Foundation’s budget guidelines). Applications should limit budget requests to no more than a two-year period, with a maximum of $150,000 per project (including overhead). Presidential Awards, with a maximum budget of $35,000 ($50,000 if new data collection/access is included; no overhead allowed) are also available. Our website lists upcoming deadlines and provides detailed information about submitting letters of inquiry, proposals and budgets.
A brief letter of inquiry (4 pages max. excluding references) must precede a full proposal to determine whether the proposed project is in line with the Foundation's priorities under this special initiative and available funds. All applications must be submitted through the Foundation's online submission system. Questions should be sent to James Wilson, Program Director, at [email protected].
Deadline
Integrating Biology and Social Science Knowledge (BioSS)
|Letter of Inquiry Deadline||Invited Proposal Deadline||Funding Decision|
|January 9, 2017 (11am PT)||March 13, 2017 (11am PT)||June 2017|
|August 21, 2017 (11am PT)||November 15, 2017 (11am PT)||March 2018|
For more information please click "Further Official Information" below. | https://armacad.info/research-grants-for-special-initiative-on-integrating-biology-and-social-science-knowledge-2017 |
Mice are now the most commonly used animal model for the study of asthma. The mouse asthma model has many characteristics of the human pathology, including allergic sensitization and airway hyperresponsiveness. Inbred strains are commonly used to avoid variations due to genetic background, but variations due to rearing environment are not as well recognized. After a change in mouse vendors and a switch from C57BL/6J mice to C57BL/6N mice, we noted significant differences in airway responsiveness between the substrains. To further investigate the effect of vendor, we tested C57BL/6N mice from 3 other vendors and found significant differences between several of the substrains. To test whether this difference was due to genetic drift or rearing environment, we purchased new groups of mice from all 5 vendors, bred them in separate vendorspecific groups under uniform environmental conditions, and tested male first generation (F1) offspring at 8 to 10 wk of age. These F1 mice showed no significant differences in airway responsiveness, indicating that the rearing environment rather than genetic differences was responsible for the initial variation in pulmonary phenotype. The environmental factors that caused the phenotypic variation are unknown. However, differences between vendor in feed components, bedding type, or microbiome could have contributed. Whatever the basis, investigators using mouse models of asthma should be cautious in comparing data from mice obtained from different vendors. | https://jhu.pure.elsevier.com/en/publications/variation-in-airway-responsiveness-of-male-c57bl6-mice-from-5-ven-5 |
Infection is one of the leading causes of human mortality and morbidity. Exposure to microbial agents is obviously required. However, also non-microbial environmental and host factors play a key role in the onset, development and outcome of infectious disease, resulting in large of clinical variability between individuals in a population infected with the same microbe. Controlled and standardized investigations of the genetics of susceptibility to infectious disease are almost impossible to perform in humans whereas mouse models allow application of powerful genomic techniques to identify and validate causative genes underlying human diseases with complex etiologies. Most of current animal models used in complex traits diseases genetic mapping have limited genetic diversity. This limitation impedes the ability to create incorporated network using genetic interactions, epigenetics, environmental factors, microbiota, and other phenotypes. A novel mouse genetic reference population for high-resolution mapping and subsequently identifying genes underlying the QTL, namely the Collaborative Cross (CC) mouse genetic reference population (GRP) was recently developed. In this chapter, we discuss a variety of approaches using CC mice for mapping genes underlying quantitative trait loci (QTL) to dissect the host response to polygenic traits, including infectious disease caused by bacterial agents and its toxins. | https://cris.tau.ac.il/en/publications/dissection-of-host-susceptibility-to-bacterial-infections-and-its |
The incidence of insulin-resistant states such as obesity and type 2 diabetes have been increasing at an alarming rate in recent years in both paediatric and adult populations. Our research program aims to elucidate the key genetic and environmental factors that link insulin resistance, lipoprotein abnormalities, and cardiovascular disease.
We are investigating the underlying cellular and molecular mechanisms of the development of metabolic dyslipidaemia in insulin-resistant states. Using diet-induced animal models of insulin resistance and obesity, we are investigating the link between the insulin signaling pathway and deregulation of hepatic and intestinal lipoprotein metabolism. We also use these models to study the cellular and molecular mechanisms of hypolipidaemic and insulin-sensitizing drugs.
Regulation of hepatic and intestinal apolipoprotein B gene expression is also under intense investigation, particularly at the posttranscriptional levels of protein translocation and intracellular degradation. | http://www.sickkids.ca/Research/Adeli-Lab/index.html |
The swiftly changing climate presents a challenge to organismal fitness by creating a mismatch between the current environment and phenotypes adapted to historic conditions. Acclimatory mechanisms may be especially crucial for sessile benthicmarine taxa, such as reefbuilding corals, where climate change factors including ocean acidification and increasing temperature elicit strong negative physiological responses such as bleaching, disease and mortality. Here, within the context of multiple stressors threatening marine organisms, I describe the wealth of metaorganism response mechanisms to rapid ocean change and the ontogenetic shifts in organism interactions with the environment that can generate plasticity. I then highlight the need to consider the interactions of rapid and evolutionary responses in an adaptive (epi)genetic continuum. Building on the definitions of these mechanisms and continuum, I also present how the interplay of the microbiome, epigenetics and parental effects creates additional avenues for rapid acclimatization. To consider under what conditions epigenetic inheritance has a more substantial role, I propose investigation into the offset of timing of gametogenesis leading to different environmental integration times between eggs and sperm and the consequences of this for gamete epigenetic compatibility. Collectively, non-genetic, yet heritable phenotypic plasticity will have significant ecological and evolutionary implications for sessile marine organism persistence under rapid climate change. As such, reef-building corals present ideal and timesensitive models for further development of our understanding of adaptive feedback loops in a multi-player (epi)genetic continuum.
Publication Title
Journal of Experimental Biology
Volume
224
Citation/Publisher Attribution
Putnam, Hollie M.. "Avenues of reef-building coral acclimatization in response to rapid environmental change." Journal of Experimental Biology 224, (2021). doi:10.1242/jeb.239319. | https://digitalcommons.uri.edu/bio_facpubs/513/ |
This programme of research investigates the role of genetic, environmental and dietary factors on production-relevant traits with the aim of improving the performance, sustainability and welfare of farmed animals.
As the global population grows, there is a pressing need to increase the supply of safe nutritious food, whilst reducing the environmental impact of farming as well as improving animal welfare. Understanding the genetic basis of production-relevant traits in poultry, pigs, ruminants and aquatic species is key for the sustainable intensification of farming. In recent decades, animal breeders have achieved huge gains in productivity through selective breeding, but indigenous breeds in low- and middle- income countries have been subject of very limited, if any, research on genetic improvement.
This programme aims to export production-relevant traits from elite animals in the developed world and to import knowledge of how indigenous breeds in challenging environments are resilient to stressors. By analysing the genetic make-up of animals in populations (genotypes), their characteristics (phenotypes) and using computational tools to link them, researchers at The Roslin Institute are at the forefront of a farm animal genome revolution that will improve the precision of breeding and deliver further gains in productivity both in the UK and low- and middle- income countries.
A major aim of this research programme is to understand the interactions between the genetic make-up of animals and their environment. Animal behaviour studies that examine the impact of stress, season, husbandry and other factors on the welfare and performance of animals and their offspring have the potential to enhance the lives of managed animals and address societal concerns related to the welfare of intensively-reared livestock. The role of the microbiome, particularly in relation to gut health, energy retention and greenhouse gas emissions in ruminants will be investigated to dissect interactions between host genetics and gut microbiota composition and functions.
The programme provides valuable tools, expertise and knowledge to unlock the genetic potential of farmed animals and maximise the yield and quality of animals or their products while enhancing animal welfare in the UK and beyond.
Key contacts
- Programme Leader: Professor Simone Meddle
- Full list of Principal Investigators here
Themes
The programme is split into two themes: | https://www.ed.ac.uk/roslin/research/isp/improving-animal-production-welfare/overview |
Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. VCE psychology allows students to explore how people think, feel and behave through a biopsychosocial approach. The four main broad questions asked in VCE psychology are:
How are behaviour and mental processes shaped?
How do external factors influence behaviour and mental processes?
How does experience affect behaviour and mental processes?
How is wellbeing developed and maintained?
Unit 1 Introduction to Psychology
In this unit, students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.
Unit 2 Self and Others
In this unit, students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways.
Unit 3 The Conscious Self
This unit will focus on how the nervous system enables psychological functioning by examining the different branches of the nervous system and how they enable a person to integrate, coordinate and respond to external and internal stimuli. Students will also examine how biological, psychological and social factors influence nervous system functioning.
Unit 3 will also focus on how people learn and remember. Memory and learning are core components of human identity and students will look at the neural basis of memory and learning and examine the factors that influence learning new behaviours and the storage and retention of information in memory.
Unit 4 Brain, Behaviour and Experience
This unit will examine how levels of consciousness affect mental processes and behaviours by focusing on the relationship between consciousness and thoughts, feelings and behaviours. Students will consider the nature and importance of sleep and analyse the effects of sleep disturbances.
Unit 4 will also focus on what influences mental wellbeing and analyse what it means to be mentally healthy. Students will apply a biopsychosocial framework to analyse mental health and mental disorder. Phobias will be used to examine how biological, psychological and social factors are involved in both the development and management of a mental disorder.
Career Options
Career Counselling, Neuropsychology, Child Psychology, Organisational Psychology, Clinical Psychology, Research, Counselling Psychology, Social Work, Educational Psychology, Sports Psychology, Family Therapy, Teacher, Forensic Psychology.
NOTE: VCE Psychology offered in the Wednesday block is a condensed version of the Unit 1 & 2 course. Students are encouraged to undertake Unit 1 & 2 VCE Psychology in the normal blocks and only elect the VCE (Wed) Psychology if they are unable to elect it within their normal blocks.
VCE CHEMISTRY
In VCE Chemistry students relate the structure of elements and compounds to their properties. They explore the significance of water and learn about organic compounds, which are important in sustaining life and are found in everyday necessities, such as fuels and plastics. Students also learn about the analytical techniques used today in forensic chemistry and to identify and quantify compounds found in mixtures and foods.
Unit 1 How can the diversity of materials be explained?
The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure students explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms.
Unit 2 What makes water such a unique chemical?
Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. They explore the relationship between these bonding forces and the physical and chemical properties of water. In this context students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants.
Unit 3 How can chemical processes be designed to optimise efficiency?
In Area of Study 1 students investigate the sources of energy including transformations and galvanic cells. Students also use the specific heat capacity of water and thermochemical equations to determine energy content of fuels. In Area of Study 2 students explore ways to optimise efficiency and percentage yield of chemical manufacturing processes.
Unit 4 How are organic compounds categorised, analysed and used?
In Area of Study 1 students learn to name and deduce the structure of organic compounds by interpreting data from various spectroscopic methods. In Area of Study 2 students explore the importance of food from a chemical perspective. In Area of Study 3 students design a practical investigation related to content from Unit 3 and/or Unit 4. Career Options Anaesthetist, Physician, Biochemist, Physiotherapist, Geochemist, Pharmacologist, Industrial Chemist, Pharmacist, Medical Practitioner, Psychiatrist, Neurologist, Radiologist, Obstetrician/Gynaecologist, Surgeon, Pathologist, Paediatrician, Ophthalmologist, Biomedical Scientist, Dentist, Research Scientist
VCE BIOLOGY
In VCE Biology students learn about the various adaptations organisms have in order to stay alive. They will look into cell reproduction and how genetic information is passed on from one generation to the next. Students investigate the immune system and the different ways cells respond to stimuli, evolution and the rise of new species as well as the social and ethical implications of genetic biotechnology. Studying Biology gives students the opportunity to gain an understanding of the nature of life, past and present. Students engage in a range of inquiry tasks that may be self-designed, develop key science skills and interrogate the links between theory, knowledge and practice.
Unit 1 How do living things stay alive?
In this area of study students examine the structure and functioning of cells and how the plasma membrane contributes to survival by controlling the movement of substances into and out of the cell. They learn about the cell membrane, energy transformations and functioning systems in plants and animals. Students examine the structural, physiological and behavioural adaptations of a range of organisms that enable them to survive in a particular habitat and to maintain a viable population size over time. They explore the importance and implications of organising and maintaining biodiversity and examine the nature of an ecosystem in terms of the network of relationships within a community of diverse organisms.
Unit 2 How is the continuity of life maintained?
In this unit students focus on cell reproduction and the transmission of biological information from generation to generation. They examine the main events of the cell cycle in prokaryotic and eukaryotic cells. Students learn about the production of gametes in sexual reproduction through and the differences between asexual and sexual reproduction in terms of the genetic makeup of daughter cells. Students build on their understanding of the nature of genes and the use of genetic language to read and interpret patterns of inheritance and predict outcomes of genetic crosses. They gain an understanding that a characteristic or trait can be due solely to one gene and its alleles, or due to many genes acting together, or is the outcome of genes interacting with external environmental or epigenetic factors.
Unit 3 How do cells maintain life?
Unit 3 looks at cell as a dynamic system of interacting molecules that define life. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies. Students also study the human immune system and the interactions between its components to provide immunity to a specific disease causing antigen. They study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations.
Unit 4 How does life respond and change to challenges over time?
Unit 4 looks at the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. In this unit students consider the accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. Genetic biotechnology is also explored including the social and ethical implications of manipulating the DNA molecule.
Career Options
Agronomist, Horticulture, Agriculture, Immunologist, Conservation Biologist, Anatomist, Marine Biologist, Biologist, Teacher, Biotechnologist, Viticulturist, Ecologist, Zoologist, Environmental Planner, Forensic Pathologist, Geneticist
VCE PHYSICS
VCE Physics provides students with opportunities to explore questions related to the natural and constructed world. The study explores selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves. Students examine classical and contemporary research, models and theories to understand how knowledge in physics has evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and diversity of physics leads students to appreciate the interconnectedness of the content areas both within physics, and across physics and the other sciences. An important feature of undertaking VCE Physics is the opportunity for students to engage in a range of inquiry tasks that may be self designed, develop key science skills and interrogate the links between theory and practice.
Unit 1 What ideas explain the Physical World?
In this unit students undertake three comprehensive areas of study. These are:
1 How can thermal effects be explained?
This topic investigates thermodynamic principles related to heating and cooling, including concepts of temperature, energy and work.
2 How do electric circuits work? This includes practical investigations of circuits, conceptual models to analyse electricity and electrical safety.
3 What is matter and how is it formed? Students will explore the nature of matter, the origins of atoms, time and space (the big bang theory) and how energy is derived from the nucleus (fission and fusion).
Unit 2 What do experiments reveal about the physical world?
In this unit students will undertake two core areas of study and one detailed study.
1 How can motion be described and explained? This topic covers force, Newton’s laws, centre of mass, momentum, work and energy.
2 Practical Investigation. The students will plan and carry out their own experimental investigation relating to appropriate physics concepts.
3 Detailed study. The students will undertake a detailed study on topics such as stars, the solar system, how objects fly, and nuclear energy as a viable energy source or how musical instruments work.
Unit 3 How do fields explain motion and electricity?
In this unit students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects. They consider how developing technologies can challenge existing explanations of the physical world, requiring a review of conceptual models and theories. Students design and undertake investigations involving at least two continuous independent variables.
Unit 4 How can two contradictory models explain both light and matter?
In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter. Students learn to think beyond the concepts experienced in everyday life to study the physical world from a new perspective. Students design and undertake investigations involving at least two continuous independent variables. A student designed practical investigation. | https://dsc.vic.edu.au/vce/vce-science-electives/ |
Hypertension is a complex disease process involving many pathophysiological changes. In this Program Project, the individual research topics focus on the theme that mechanistic cellular changes induced by genetic and environmental factors contribute to the abnormal control of blood pressure in hypertension. The strategy of the group is to monitor many relevant variables during the development of hypertension with the goal of defining the complete sequence of events from the introduction of an intervention (experimentally imposed or genetic) to the resultant elevation in blood pressure. Among these variables are alterations in neural and endocrine factors, cellular events and molecular and genetic characteristics. Six principal investigators from four departments (2 clinical and 2 pre-clinical) have joined to study these changes. Animal models will include genetically hypertensive rats and renal and mineralocorticoid hypertensive rats. In addition, a new model of hypertension produced by infusion of oleic and/or palmitic acid in rats will be characterized. Among the specific variables measured will be ion fluxes in vascular and endothelial cells, hormone levels and secretion (renin, aldosterone, catecholamine, insulin), vascular reactivity, ion channel activity. mRNA for specific proteins, enzyme activities and genetic associations. Research strategies will utilize the professional expertise and equipment described in two of three core units (Core 2, Animal; C3, Chemistry). Biostatistics support and scientific management will be coordinated through the Administrative Core (C1). From these integrated projects, a better understanding of the initiating factors of hypertension will emerge. | https://grantome.com/grant/NIH/P01-HL018575-23 |
- Epigenetic mechanisms regulate when, where, and how an organism uses the genetic information stored in its genome. They are essential to many cellular processes, such as the regulation of gene expression, genome organization, and cell-fate determination. In following chapters, we use molecular and genetic analyses to investigate the role of novel factors in epigenetic silencing, using S. pombe as a model system. The second chapter focuses on the role of 5’ to 3’ exoribonuclease Dhp1 in epigenetic silencing using a partially functional dhp1 mutant, dhp1-1. We employ genetic assays to define the role of Dhp1 in the sequential stages of heterochromatin formation (establishment, spreading, and maintenance). We also use genetic interaction studies to show that Dhp1-mediated silencing operates as a post-transcriptional gene silencing (PTGS) mechanism independently of previously identified PTGS mechanisms. In the third chapter, we attempt to elaborate on the mechanism of Dhp1-mediated silencing via genetic analysis of Dhp1-interacting proteins but are unable to identify a simple functional connection between Dhp1 and the selected candidate factors: novel gene SPAC25G10.01, Rix1 complex member Ipi1, and histone deacetylases Lsd1 and Lsd2. We are however able to identify previously unreported genetic interactions between SPAC25G10.01Δ and mutants of histone deacetylases Clr3 and Sir2. We also generate novel lsd1 and lsd2 mutants for these analyses, which reveal a role for these enzymes in epigenetic silencing. In the fourth chapter, we use the novel lsd1 and lsd2 mutant strains to further investigate the role of Lsd1 and Lsd2 in essential functions beyond their known catalytic activity. Genetic analyses suggest that Lsd1 and Lsd2 serve divergent roles, regulate one another, and may have parallel roles in epigenetic silencing with other histone modifiers. | https://wakespace.lib.wfu.edu/handle/10339/93042 |
Classic text in mission and world Christianity.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 1995Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 266 CLA] (1).
Communion ecclesiology: visions and versions.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2000Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 262.7 DOY 2000] (1).
by Irvin, Dale T | Sunquist, Scott W.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2001Availability: Items available for loan: USJ Library - Seminary Campus [Call number: 270 IRV 2001] (4).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New York Orbis Books 2006Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 223.2077 BOF 2006] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New York Orbis Books 1999Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 228.06 GON 1999] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New York Orbis Books 2001Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 242 BOR 2001] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New York Orbis Books 1996Availability: Items available for loan: USJ Library - Ilha Verde Campus [Call number: S 323.092 HAR 1996] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2003Availability: Items available for loan: USJ Library - Ilha Verde Campus [Call number: S 248.0944 CHA 2003] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2004Availability: Items available for loan: USJ Library - Ilha Verde Campus [Call number: S 255.79 WRI 2004] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2004Availability: Items available for loan: USJ Library - Ilha Verde Campus [Call number: S 284.3 SYN 2004] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2001Availability: Items available for loan: USJ Library - Seminary Campus [Call number: 264.34 POW 2001] (1).
by College Theology Society. Meeting (50th: 2004: The Catholic University of America).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2005Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 230.2 COL 2005] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2004Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 230.41 HAN 2004] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY 2005 Orbis BooksAvailability: Items available for loan: USJ Library - Seminary Campus [Call number: 230.0464 LAT 2005] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2005Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 231 KOP 2005] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2005Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 226.9606 BOF 2005] (1).
by Habito, Ruben L. F.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2005Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 294.34 HAB 2005] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2003Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 248.47 BEL 2003] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2004Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 231.3 SPI 2004] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Maryknoll, NY Orbis Books 2005Availability: Items available for loan: USJ Library - Seminary Campus [Call number: S 202.11 CON 2005] (1). | http://library-opac.usj.edu.mo/cgi-bin/koha/opac-search.pl?q=Provider:Orbis%20Books, |
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Reviews
No, I didn't see it coming. Not totally. A tense, thrilling tale. My only problem with it was one of my own making. I broke my own rule and read the books out of order. So there were lots of references in this book to things I knew nothing about. Spoiler alert for other titles. My bad. "Come with me, if you want to live." I immediately thought of Terminator, but it seems like this phrase is getting everywhere these days. I wonder where it actually originated.
05/06/20
Titles by same author
0727881221
Hardback
Year: 2013
Language: English
Media Hardback
Publisher: Severn House
Resource type: Physical
256p (hbk)
I'm enjoying reading Gerritsen's books. The mystery elements are really good, but I'm beginning to b
05/06/20
More editions/formats:
1408428652
Large print
Year: 2009
Language: English
Media Large print
Edition: Large print ed
Publisher: Windsor
Resource type: Physical
427p (Hbk)
1408906805
eBook
Year: 2015
Language: English
Media eBook
Publisher: Mira
Resource type: Electronic material
1 online resource (ePub ebook)
More editions/formats:
1469246791
Talking book - CD
Year: 2012
Language: English
Media Talking book - CD
Edition: Talking book ed.
Publisher: Ulverscroft
Resource type: Physical
10hrs 33mins. - 9. - CD
More editions/formats:
0857502948
Paperback
Year: 2016
Language: English
Media Paperback
Publisher: Bantam Books
Resource type: Physical
314p (Pbk)
This story will hook you immediately. The first chapter is so well done! All brilliant. A story that
10/06/18
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Comment’s on Eric Hellman’s note on eBook Copyright Pages
Eric Hellman, founder of Unglue.it, has a note in the current issue of the New York Law School Review titled, “The eBook Copyright Page is Broken.” It is a quick read, and what I have to say is in response to it, so please read it in order to understand what I am commenting on.
Hellman is active in the area of eBook publishing, exploring new economic models for their distribution, and very interested in how eBooks are changing the conditions of what we call publishing. I support his general project and agree in general terms that the technological foundation of eBooks has implications for the way the book trade works. However, I think that in his note on eBook copyright pages, what Hellman has done is simply to notice the way that copyright pages are broken in general, in terms of print books as well as eBooks.
I am a publisher of print books that have e-versions in most cases, and I sign contracts with authors, contributors, translators, illustrators, designers, and other publishers, contracts that involve the trading of rights under copyright. So, I am familiar with some of the complexities behind copyright and its role in book publishing.
Hellman enumerates seven ways in which he says eBook copyright pages are broken. In almost each case, as I was reading I said to myself, “Well this applies equally to print books, and publishers know this, but the copyright page is not intended to communicate the full picture of rights ownership behind a book.”
Let me address each of Hellman’s discovered problems with eBook copyright pages.
1) “Since there currently are not any copyright formalities, the copyright symbol means nothing. The work is subject to copyright with or without the copyright symbol.”
This rather obviously applies to print as well as eBooks.
2) “The work may also not be subject to copyright, for example, if Eric S. Hellman is a government employee, a robot, or a non-creative compiler of factual information. In these cases there is no copyright even if there is a copyright symbol present. There is no legal duty for a publisher to put a copyright symbol only on a copyrightable work. How is the ebook user supposed to know the true copyright status of a digital work?”
This states that a copyright can be falsely indicated when a work cannot be copyrighted, and also that the copyright status of a work is not required to be stated. I understand this to mean mainly that copyright does not rest on a copyright page, and that is worth pointing out, but again, it is rather obviously true of print books as well as eBooks. (Not all of my points will be quite this obvious.)
3) “Eric S. Hellman” is an uncommon name. But suppose the author is named “John Smith.” What use, then, is the copyright statement? It does not specify which Eric S. Hellman or which John Smith is the author.
This again applies obviously to print books, but furthermore, it is a complaint that can be answered in general terms. The copyright page gives some indication of rights ownership even though it doesn’t not paint the full picture or give a lot of specificity. In terms of identifying the true author, if the author is the copyright holder, normally a person would use other available information to figure out which “John Smith” is indicated. If the copyright page has CIP information from the Library of Congress, then the LoC’s name authority information will be included in the cataloging (normally indicated by a year of birth). Sometimes, finding the identity of the rights holder could take additional work. But it doesn’t follow that the copyright statement, incomplete as it may be, is without value. At a minimum, it indicates whether the author or the publisher owns the copyright (even if, in terms of control of rights, it may provide misleading information given stipulations in a contract about transfers of rights limited to a certain number of years, etc.) So Hellman’s observation is of one of quite a few ways in which the copyright page of a book, regardless of format, leaves something to be desired as a complete statement regarding rights holders. I don’t think this means that the copyright page is “broken,” however; it simply relates to the fact that the copyright page is not intended to be a full statement of rights.
4) “The asserted name of the copyright holder can’t be relied on because text in a digital file can be altered without a trace. It’s simple to take a digital copy of Merchants of Culture and change its asserted copyright holder to “John Smith,” then redistribute it. This is a negligible problem in the print world.
This one is clearly about eBooks and not print books, as Hellman points out specifically in this case. However, what he is pointing out is not merely a problem for the copyright page. It is also a problem for the actual copyright status of an eBook. If an eBook is altered and redistributed, the alterations likely represent a copyrightable creative contribution that is not reflected in the copyright statement. Or is it? Why should we presume that if the book is altered the copyright statement is not also altered? Not to alter the copyright statement would simply mean not finishing the book responsibly and creating a product into which false information has been introduced. This means that the copyright page in this sense is only broken when someone breaks it. And this is only if we accept Hellman’s assumption that we should look at the copyright page as something that is intended to paint the full picture of the copyright status of a book.
5) “The asserted date of publication may be unrelated to the date of the underlying copyright. For purposes of copyright (for example, when a work is produced as a work-for-hire), re-publication of a book does not change the copyright expiration date of the underlying text.”
This is true of print books as well, and it may come as a surprise to some that it can be a problem with first editions of print books, given the time that it takes to bring a work to publication once it is complete. Aside from the fact that normally only the year is given on the copyright page of a book (as opposed to the date, and, why not, the time), it is often the case that a work that is completed in one year does not reach publication until the next. There is, unfortunately, no agreement as to whether the date given on the copyright page represents the date of completion of the work (the copyright date) or the date of publication. Sometimes the copyright page will be clear as to whether one or the other is indicated. At Litwin Books, we like to be specific and state both the year of copyright and the year of publication when the two are different, but most publishers do not do this. And it is something that is not generally considered in the book world. For example, the rules for a book award may state in one place that the book needs to have been published the previous year and in another that it needs to have been copyrighted in the previous year, or where, in considering books for an award, stated copyright dates are taken as evidence of publication dates or vice versa. Unlike some of the other problems with copyright pages that Hellman notes, this one affects people who don’t even have a need to know information about who owns the rights. But it would be mistaken to think that it is a problem that effects eBooks specifically.
6) “There is no specification of the work being copyrighted. In print there’s not much ambiguity, but digital books are composite objects (text and graphics are always separate entities in a digital book file) and are frequently distributed in pieces. Some ebooks even have front matter distributed as a pdf file completely separate from the chapters. In other cases, an ebook may be displayed on a website that has a separate set of copyright statements.”
Hellman is correct to point out that when a print book is pulled apart and no new copyright information is provided about the separate parts of the book, a new problem is introduced. However, there is a related problem that existed already, which is that the simple copyright page never represented the complex status of rights regarding the different parts of a print book. A preface may be a work for hire owned completely by a publisher, and illustrations may be owned by the illustrator (or another publisher) and used under license. That complex state of affairs regarding the rights behind a book is standard, but I have never heard of a publisher attempting to represent it fully on the copyright page of a book (or what would have to be a copyright section if they were to attempt to represent all of the information concerning rights). If a new problem is introduced with eBooks in this regard, it is in the fact that new discrete digital objects are sometimes produced that have no copyright information attached to them.
7) “If the digital book is legally on your ebook reader, then, somehow, the rights holder has granted you some rights, perhaps under the terms of an explicit license or with the license implicit in its availability on a website. Either way, “all rights” have not been reserved. Licenses are not needed for printed books, but they may be needed for ebooks.”
The license agreements between publishers and consumers of information in electronic form are the big area, in my opinion, where the situation regarding the book trade has changed, and which librarians especially need to pay attention to. Where “all rights reserved” appears on a copyright page, presumably it has been placed there prior to a license agreement. Also, we can presume that it refers not really to “all rights” but to “all rights that we own” (since, for example, it is never taken to be denial of first sale doctrine). I think Eric is correct that in an eBook environment, this statement has to be modified in order to most correct, and further I think it is an easy modification to make. It could simply be amended to say, “All rights reserved where not covered by license agreement,” or words to that affect. However, it could also be argued that the statement is intended to apply to the content prior to a license, which is the same as the situation with print books. Publishers grant licenses all the time that allow specific parties, usually other publishers, to make limited use of content controlled by that publisher (e.g. a chapter in a book where the publisher still controls the rights). In that sense, “All rights reserved” indicates that a license is required for a transfer of rights. We often don’t know where such licenses are already in effect. But that is a somewhat technical point, and I will agree that Hellman has identified an issue here.
I think that my main point–that the issues Hellman has raised regarding copyright pages apply to print books as well–is fairly obvious. So, I wonder why these issues seem salient regarding eBooks and not so much to print books? I think the reason is that eBooks are forcing us to pay focused attention to issues of rights that have become unstable and have entered into play in new ways with digital content, and that this focus has inspired Hellman to turn a critical eye to traditional copyright pages. Perhaps we need complete statements of the rights situation surrounding works in a way that we didn’t before eBooks. If that is the case, then I could agree with Hellman that the eBook copyright page is broken, but only in the sense that it does not address a new set of needs. Perhaps Hellman assumes that but doesn’t state it directly. In any case, I think it would not be an entirely correct assumption, because print books and eBooks don’t exist in separate legal spheres, and copyright issues that have recently become salient affect print books today in ways that they didn’t previously, even if the change is related to e-publishing. | https://litwinbooks.com/comments-on-eric-hellmans-note-on-ebook-copyright-pages/ |
2017? Bring It On
The end of the year always encourages me to reflect on the year passing and the new year ahead. The passage from 2016 to 2017 has done no different. I count 2016 as a triumph. I accomplished the publication of two novels in 2016 and saw some very positive feedback and continue to see an increase in readership as the weeks pass. Every year for many years publication, or at lease finishing a project, was high on my resolution list. Something clicked for me in 2016 and all the hang ups I've had about plotting and whether the story I wanted to tell had merit just slipped away. I stopped writing according to the critical voice in my head and finally just let the words come. It has been amazing.
My family is solid, and my husband and I just celebrated our 12th wedding anniversary. It is by far the easiest relationship I have ever had. He is always my best friend and he always makes me feel like I matter, in a way that we all need to feel, and I hope I do the same fore him. Our kids are healthy and strong. My family connections are closer than at any time in my life. I have reconnected with cousins and distant family through social media and have even been in contact with "family" that we haven't figured out the connection yet, but we know it is there, because really there aren't many Gallions out there. My parents, brothers, and sister are all in touch is a way that feels very familiar and comforting, but hasn't alway been there. It is nice to know that they are close, that we are close.
With those things in mind, feeling sentimental over all the successes and struggles we've seen in 2016, I count the year as a triumph.
Looking forward to 2017, what will that be? There are many things that feel like they shifting and turning, like cogs in a machine, moving me forward toward something out in the future. It is fraught with possibility. The first big possibility is a scheduled meeting with a small press that appoached me about possibly joining their catalog. I know the publisher, I am familiar with and respect their product line. I am familiar with the editorial staff and know a couple of their current authors. There are many things that may make this a good transition. I have loved, I mean seriously loved being self published. I have loved the sense of control over my work, I have loved the flexibility associated with independence. I have loved seeing something I did, entirely, put out to the world. Those things may still be availbale for me with the right small press, but the things that publishing with a small press, or any press for that matter, affords a writer, in my mind are twofold. First, publishing with a press offers legitimacy.
Having a publisher listed on your work rather than a print on demand independent platform, proclaims that the book has been edited, has passed all the hoops to publish, and is ultimately something of quality. Self publishing has a stigma associated with it because anybody can publish anything. I have been contacted by several self published writers to review their work for my blog and there are some that are on my list to review, when I finally get a time to sit down and read again, but several others I had to decline. I won't do a review on a book that I don't see merit in, I won't trash somebody else's work, I am not a critic. I am a lover of books who understands that everytime somebody mentions a small press or self published work it helps to spread the word. I will only write on my blog about books that I think have been written well, and have been thoroughly edited, and read by at least a handful of beta readers before heading off to print. One young man asked me to read his book and it was so overrun with spelling errors and half thoughts that I returned it to him and suggested that he reread it himself at least once before updated the file. I never heard from him again, There was a lot of work to be done on that particular book, so maybe he is just being more diligent before sending it out again. That is the rub, while many writers who self publish have beautifully written and competently edited works, some do not. Those who toss some words together and throw it out to the world simply to snag a few sales before the reviews catch up, or simply to have a byline, do a huge disservice to those who are working hard to put out quality.
When I had first published Intoxic and was beginning to hear positive things from readers I reached out to my hometown newspaper to ask if they would do a piece on me or the book. I explained that the book was set in East Central Illinois. The only, ONLY question they asked me was if it was self published. When I said that yes it was, they told me they were not interested. I was sorely disappointed, but after reading some of the "books" that have been forwarded to me, I understand. There is no threshold of quality in self publishing, and therefore it is less legitimate than traditionally published works.
The second benefit of publishing with a traditional publisher is distribution. Having a publisher listed on your book, rather than a print on demand source means that bookstores are more likely to stock your book because the publisher can negotiate return policies. Print on Demand does not afford returns. For a book seller to stock my books they have to absorb the risk of those books not selling. I understand that. While my books can be ordered from Barnes and Noble or Books A Million, or any other brick and mortar bookseller, those stores will not stock my books because I am an unknown quantity, and they can't return my books if they don't sell. Retail shelf space is expensive. I value very much the small local book stores that have welcomed my books to their shelves. Walls of Books in Peachtree City, Georgia and Pensees Book Shop in Charleston, Illinois both carry stock of my books. Slowly, as my catalog increases, more book stores will take a chance and at some point you may even see the big boys make room, even if I continue self publishing. If I move forward with a traditional publisher my books may have substantially wider distribution as early as 2017.
Another exciting possibility coming in 2017 is a meeting with a analyst who is reviewing Intoxic for its merit as a potential screenplay. I have so many readers tell me that they "see" Intoxic as a movie that I figured it couldn't hurt to see if someone in the business "sees" it. I will keep you posted as we move forward with all the big things coming up in 2017.
Happy New Year to all. I hope 2017 brings you much joy, more peace, and all the things that make your heart whole and well. | https://www.angiegallion.com/post/2017/01/01/2017-bring-it-on |
by TROMPENAARS, FONS | HAMPDEN TURNER, CHARLES.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Tata McGraw Hill 2002Availability: Items available for loan: Alliance School of Business [Call number: 330.34 TRO] (1).
by BROWN,JOHN SEELY | DENNING,STEPHEN and Others.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Oxford Elsevier 2005Availability: Items available for loan: Alliance School of Business [Call number: 658.001 BRO] (1).
Edition: 15Material type: Book; Format: print ; Literary form: Not fiction Publisher: New York Encyclopedia Brittanica 2010Availability: Items available for loan: Alliance School of Business [Call number: 031 ENC] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: London Rider 2010Availability: Items available for loan: Alliance School of Business [Call number: 808.85 ABB] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Mumbai Magna Publications 2002Availability: Items available for loan: Alliance School of Business [Call number: 640.43 TRA] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Tata McGraw Hill 2007Availability: Items available for loan: Alliance School of Business [Call number: 640.43 TRA] (1).
Edition: 1Material type: Book; Format: print ; Literary form: Not fiction Publisher: Noida Random House, 2010Availability: Items available for loan: Alliance School of Business [Call number: 658.45 MON] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: London Profile Books Ltd 2003Availability: Items available for loan: Alliance School of Business [Call number: 658.827 GIL] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Agartala ICFAI University Press 2006Availability: Items available for loan: Alliance School of Business [Call number: 658 RAG] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Mumbai Embassy Books 2003Availability: Items available for loan: Alliance School of Business [Call number: 158.2 FUR] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Mumbai Embassy Books 2001Availability: Items available for loan: Alliance School of Business [Call number: 794.8 HOY] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Bangalore Karnataka Law Journal Publications 2011Availability: Items available for loan: Alliance School of Business [Call number: 344.01216 PUL] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Motilal Banaridass Publishers 1965Availability: Items available for reference: Alliance School of Business [Call number: 294 MUL] (1). | https://library.alliance.edu.in/cgi-bin/koha/opac-search.pl?q=(su%3A%7B21%7D) |
Top 5 Wednesday is a weekly meme created by GingerReadsLainey and managed by Sam from Thoughts on Tomes on Goodreads. Each week features a new prompt in which you are suppose to talk about the top 5 books that you relate to the prompt. This week the topic is: Roadtrip Books — This time of year is vacation and roadtrip season for many. Discuss books that feature roadtrips.
So, without further adieu, I present my contribution to this week’s top five conversation.
_ _ _
Amy & Roger’s Epic Detour by Morgan Matson
Publisher: Simon Schuster Books for Young Readers
Print Length: 344 pages
The Review
Quite possibly my favourite YA contemporary romance, I know I can’t believe I typed that, Amy and Roger’s Epic Detour is a great book that features a roadtrip. While the reason for Amy and Roger’s roadtrip is incredibly depressing, the growth in which these characters go through, both individually and together, will leave you smiling come the conclusion.
The Lion, the Witch, and the Wardrobe (The Chronicles of Narnia #1) series by C.S. Lewis, Pauline Baynes (illustrator)
Publisher: HarperCollins Publishers (October 16, 1950)
Print Length: 189 pages
The Review
What could be deemed as an odd choice on a top five roadtrip books list, The Lion, the Witch, and the Wardrobe does feature travel, but I chose it more due to it being the book my mom read my sister and I on our own roadtrips.
The New England Grimpendium by J.W. Ocker
Publisher: Countryman Press (September 20, 2010)
Print Length: 304 pages
The Review
The most recent read for me featured on this list, The New England Grimpendium is J.W. Ocker’s travelogue on the ghoulish sites that one should visit on a tour of the six states that make up New England. While I had some issues while reading this book, I did make a mental note of several sites mentioned to add to my own New England road trip.
Sisterhood of the Traveling Pants, The (Sisterhood #1) by Ann Brashares
Publisher: Delacorte Press (September 11, 2001)
Print Length: 294 pages
The Review
A book that needs no introduction in terms of why it is on a top five roadtrip books list, the entire ‘Sisterhood’ series features four friends on different trips trying desperately to keep their relationship to one another strong despite the distance. I chose to include The Sisterhood of the Traveling Pants not because it is the best of the series, to be honest I don’t think I could pick one that stands out among the others, but because for those who don’t know this is book one in the series.
Station Eleven by Emily St. John Mandel
Publisher: Knopf (September 9, 2014)
Print Length: 336 pages
The Review
A book sculpted around a traveling Shakespearean company, Station Eleven by Emily St. John Mandel is a fictional masterpiece for anyone that enjoys post-apocalyptic worlds. As I’ve said in previous posts, I wont say much more about Station Eleven’s plot, as I feel that it is best to go into this one blind.
_ _ _
And those are the top five books that I think are the best roadtrip novels. Do you have any books that could fill this T5W? Leave it as a comment below and let’s chat about it. | https://thepaperbackpilgrim.com/2018/07/25/top-5-wednesday-july-25-2018/ |
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Harper Collins Publishers India Pvt. Ltd. 2005Availability: No items available Checked out (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Bhopal Indra Publishing House 2006Availability: Items available for loan: Institute of Diploma Studies [Call number: 989 PUR] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Ahmedabad Gurjar Granthratna Karyalaya 2003Availability: Items available for loan: Institute of Diploma Studies [Call number: 891.473 SHA] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Mumbai Embassy Book Distributors 2007Availability: No items available Checked out (1).
Edition: 6th edMaterial type: Book; Format: print ; Literary form: Not fiction Publisher: Ahmedabad R.R. Seth & Co. Pvt. Ltd. 201Availability: Items available for loan: Institute of Diploma Studies [Call number: 613 VIJ] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Vikas Publishing House Pvt. Ltd. 2006Availability: Items available for loan: Institute of Diploma Studies [Call number: 158.1 SET] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Hyderabad Universities Press (India) Ltd. 2000Availability: Items available for loan: Institute of Diploma Studies [Call number: 302.222 FUR] (1). Withdrawn (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Research Press 2008Availability: Items available for loan: Institute of Diploma Studies [Call number: 158.1 BRI] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Macmillan India Ltd. 2001Availability: Items available for loan: Institute of Diploma Studies [Call number: 823 TAG] (1).
by Gamon, David | Bragdon, Allen D.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Viva Books Pvt. Ltd. 2010Availability: No items available Checked out (1).
by Chaturvedi. P. D | Chaturvedi, Mukesh.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Dorling Kindersley (India) Pvt. Ltd. 2006Availability: Items available for loan: Institute of Diploma Studies [Call number: 658.45 CHA] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: London Penguin Books 1995Availability: No items available Checked out (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Mumbai The Bhaktivedanta Book Trust 2012Availability: Items available for loan: Institute of Diploma Studies [Call number: 294.5237 COM] (2).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Kogan Page India Pvt. Ltd. 2008Availability: Items available for loan: Institute of Diploma Studies [Call number: 658.45 DEN] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Macmillan India Ltd. 2009Availability: Items available for loan: Institute of Diploma Studies [Call number: 808.6 COM] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Viva Books Pvt. Ltd. 2007Availability: Items available for loan: Institute of Diploma Studies [Call number: 658.45 SIO] (1). | http://librarysearch.nirmauni.ac.in/cgi-bin/koha/opac-search.pl?q=ccl=su%3A%22General%22&sort_by=relevance_dsc&limit=holdingbranch:IT |
Your search returned 3967 results.
The whale rider / Witi Ihimaera ; illustrations by Bruce Potter.
by Ihimaera, Witi Tame, 1944- [author,, editor.] | Potter, Bruce (Bruce Anthony) [illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Primary; Publisher: Auckland, N.Z. : Reed, 2005Availability: Items available for loan: Hāwera LibraryPlus [Call number: IHIM] (1).
Babar's mystery / Laurent de Brunhoff.
by Brunhoff, Laurent de, 1925- [author.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Primary; Publisher: New York : Harry N. Abrams, 2004Availability: Items available for loan: Hāwera LibraryPlus [Call number: DEBR] (1).
The chameleon and the dragonfly : a pop-up book / by Lorena Eliasen.
Edition: 1st ed.Material type: Book; Format: print ; Literary form: Fiction ; Audience: Preschool; Publisher: New York : Orchard Books, 2004Online access: Publisher description Availability: Items available for loan: Hāwera LibraryPlus [Call number: ELIA] (1).
Chameleon, chameleon / story by Joy Cowley ; illustrated with photographs by Nic Bishop.
by Cowley, Joy, 1936- [author,, adapter.] | Bishop, Nic, 1955- [author,, photographer.].
Edition: 1st ed.Material type: Book; Format: print ; Literary form: Not fiction ; Audience: Juvenile; Publisher: New York : Scholastic Press, 2005Online access: Publisher description Availability: Items available for loan: Hāwera LibraryPlus [Call number: COWL] (1).
The owl and the pussycat / written by Edward Lear ; illustrated by Wendy Straw.
by Lear, Edward, 1812-1888 [author.] | Straw, Wendy [illustrator.].
Material type: Book; Format: print ; Literary form: Poetry ; Audience: Juvenile; Publisher: Malvern, Vic. : Brolly Books, 2005Availability: Items available for loan: Hāwera LibraryPlus [Call number: 821 LANGUAGE] (2), Stratford [Call number: L] (1).
Wombat stew / Marcia K. Vaughan ; illustrated by Pamela Lofts.
by Vaughan, Marcia K. (Marcia Kay) [author.] | Lofts, Pamela [illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Juvenile; Publisher: Sydney : Ashton Scholastic, 1984Availability: Items available for loan: Hāwera LibraryPlus [Call number: VAUG] (1).
The smelly book / Babette Cole.
by Cole, Babette, 1950-2017 [author,, illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Juvenile; Publisher: London : J. Cape, 1987Availability: Items available for loan: Waverley LibraryPlus [Call number: COLE] (1).
Pita Pekapeka P.P. and the four naughty boys / by Mary Kippenberger ; illustrated by Sunset.
by Kippenberger, Mary, 1951- [author.] | Sunset [illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Primary; Publisher: Otane, N.Z. : Te-Rangi Books, 2005Availability: Items available for loan: Stratford (1).
Happy birthday to you! / written and illustrated by Dr. Seuss.
by Seuss, Dr, 1904-1991 [author,, illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Juvenile; Publisher: London : Collins, 2005Availability: Items available for loan: Hāwera LibraryPlus [Call number: SEUS] (1).
Pandora's potato romp / written by Lucy Davey ; illustrated by Dave Gunson.
by Davey, Lucy, 1972- [author,, illustrator.] | Gunson, Dave, 1948- [author,, illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Primary; Publisher: Auckland, N.Z. : Scholastic, 2005Availability: Items available for loan: Hāwera LibraryPlus [Call number: DAVE] (1).
Te waka / story by Jean Prior ; illustrations by Gavin Bishop.
by Prior, Jean [author.] | Bishop, Gavin, 1946- [author,, illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Primary; Publisher: Auckland, N.Z. : Scholastic, 2005Availability: Items available for loan: Hāwera LibraryPlus [Call number: PRIO] (1), Pātea LibraryPlus [Call number: PRIO] (1).
Baby cow power / Kim Riley ; illustrated by Deb Hinde.
by Riley, Kim [author.] | Hinde, Deborah, 1957- [author,, illustrator.].
Material type: Book; Format: print ; Audience: Juvenile; Publisher: Auckland, N.Z. : Random House New Zealand, 2005Availability: Items available for loan: Ōpūnake LibraryPlus [Call number: RILE] (1).
Kapai's kiwi holiday / by Uncle Anzac.
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Juvenile; Publisher: Auckland, N.Z. : Random House, 2005Availability: Items available for loan: Ōpūnake LibraryPlus [Call number: ANZA] (1).
Kiwi moon / Gavin Bishop.
by Bishop, Gavin, 1946- [author,, illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Juvenile; Publisher: Auckland [N.Z.] : Random House New Zealand, 2005Availability: No items available Checked out (1).
Koala Lou / Mem Fox ; illustrated by Pamela Lofts.
by Fox, Mem, 1946- [author.] | Lofts, Pamela [illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Juvenile; Publisher: Bayswater, Vic. : Ian Drakeford Publishing, 1988Availability: Items available for loan: Hāwera LibraryPlus [Call number: FOX] (1).
The sprog owner's manual / Babette Cole.
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Juvenile; Publisher: London : Red Fox, 2005Availability: Items available for loan: Eltham LibraryPlus [Call number: COLE] (1).
My grandad marches on Anzac Day / by Catriona Hoy and illustrated by Ben Johnson.
by Hoy, Catriona [author.] | Johnson, Ben, 1975- [illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Juvenile; Publisher: South Melbourne : Lothian Books, 2006Availability: No items available Checked out (2).
Pancake attack / by Dawn McMillan ; illustrated by Dave Gunson.
by McMillan, Dawn, 1943- [author.] | Gunson, Dave, 1948- [author,, illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Primary; Publisher: Auckland N.Z. : Scholastic, 2006Availability: Items available for loan: Hāwera LibraryPlus [Call number: MACMILL] (1).
by Kahukiwa, Robyn, 1940- [author,, illustrator.].
Material type: Book; Format: print ; Literary form: Fiction ; Audience: Primary; Publisher: Auckland, N.Z. : Puffin Books, 2006Availability: Items available for loan: Hāwera LibraryPlus [Call number: KAHU] (1).
Fast food / written and illustrated by Saxton Freymann.
Edition: 1st ed.Material type: Book; Literary form: Not fiction ; Audience: Juvenile; Publisher: New York : Arthur A. Levine Books, 2006Availability: No items available Checked out (1). | https://ils.stdc.govt.nz/cgi-bin/koha/opac-search.pl?q=an:6880 |
Nominate A Good Read
The Eighth Annual Bisexual Book Awards have opened nominations to find the best bi reads of 2019. Has a book you read – or wrote – stood out this year in your opinion?
We’re going to call them BBA8, as the organisers do with a sly nod to a widely adored Star Wars character, although we’re not Force’d to.
The awards are to be presented in late Spring 2020, but with more bi-related books being published than ever before the review panel will definitely need a few months to read all the nominees.
The organisers explain how it works:
Who can submit books?
Books can be submitted by the author, publisher or the Bi Writers Association (BWA). However, anyone may suggest a book for us to outreach.
What books can be submitted?
- Any book with a bisexual/pansexual or bi+ character, bisexual storyline, bisexual subject matter or bisexual themes.
- The book award categories are open to all authors regardless of their sexual orientation or gender identity.
- Books should be first published in print in 2019.
- Books should be published in English.
- Books must be published in print: not only e-book format.
- Print-on-Demand counts as “in print.”
- Single short stories are not eligible.
When can books be submitted?
The submission deadline for BBA8 is Dec 2nd, 2019. But you can do early submission now–yours will be among the first to be announced on our website, FB & twitter. Contact us to submit. (We will provide an extension for books going into print in December, if you submit all other materials before, or on, the deadline.)
Judging
A panel of judges will decide each category. Books are judged on three main criteria:
- Quality of overall writing
- Quality of writing about bisexual/bi+/pansexual/fluid characters, bisexual themes or bisexual material
- Quantity of bisexual material
Finalists
Finalists for BBA8 will be chosen in each category by the judges. There will be approx 5 or 6 finalists per category–the number of finalists in a category can vary depending on the number of books submitted to that category and the number of books that the judges find deserving. The number of finalists in a category cannot exceed 50% of the titles submitted. Finalists will be announced in April.
Winners
Winners are chosen by judges and will be announced at the Bisexual Book Awards Ceremony, which usually occurs in June. The date will be announced our email lists, the BBA website, Facebook page and on Twitter – and here in Bi Community News. The date is usually confirmed in January.
How to submit?
1. Contact the Bi Writers Association with book listing in this format:
book title, author name, imprint/publisher, first year of print publication, # of pages and whether it is fiction or non-fiction; then request a submission form.
Example: America Is Not the Heart by Elaine Castillo, Viking / Penguin Random House, 2019. Fiction.
Send it to: BiWritersAssoc (at) gmail (dot) com
2. Fill out and return submission form via email, attaching one e-book copy of the book for the judges + a book cover photo + an author headshot-both in hi def.
3. Pay the $30 USD contribution per book submission (instructions are on the submission form.)
4. Send one copy of the physical book to the Bi Writers Association (address provided on the submission form.)
Questions? Email the BBA team if you have any questions about submitting your book.
What are the fees? There is a US$30 contribution to submit a book, to defray the costs of producing the awards. There is only one fee per book, even if it is submitted to multiple categories. You are always welcome to increase your contribution.
What are the categories?
Categories (see section below) will be used, created or unused, depending on the number of books in each category. There should be a minimum of 3 books in a category for that category to be used. (If it is a severely underdog category we have occasionally allowed 2 books.) If your primary category isnt available, it will be put into the next most appropriate category. Books can be submitted to multiple categories, except Romance & Fiction. There are already many, many Romance submissions for the judges to read. If Romance is not your primary category, your book will not be entered into Romance. Fiction also stands alone because it is not genre fiction.
Contact the BBA team if you’re not sure what categories to submit to.
Categories for Submission
- Bisexual Non-Fiction
- Bisexual Memoir/Biography
- Bisexual Fiction
- Bisexual Romance
- Bisexual Erotic Fiction
- Bisexual Speculative Fiction [Sci-fi/Bi-fi/Fantasy/Paranormal/-Horror/Etc.]
- Bisexual Teen/Young Adult Fiction/Non-Fiction
- Bisexual Mystery
- Bisexual Poetry
- Bisexual Anthology
- Bisexual Graphic Novel/Memoir
- Bisexual Playscript
Special Categories
Nominations for these categories are handled a bit differently, see below:
Bi Book Publisher of the Year
Awarded by the BWA to the press who publishes & submits a large number of bisexual books in the awards year. Total numbers of books submitted, quality of books and publisher degree of support to their authors are all considered in deciding this award.
Bi Writer of the Year
Awarded to an openly bi/bi+/bisexual/pansexual/fluid author of a bisexual book or editor of a bisexual anthology. Finalists are chosen by the BWA director from finalists of all categories plus any other books in the awards of the director’s choosing. Winner is chosen by BWA Director with input from the judges. | https://www.bicommunitynews.co.uk/9818/nominate-a-good-read/ |
by Campbell, Andrew | Devine, Marion | Young, David W.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: London Century Business 1992Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 C2S3] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New York Aldine De Gruyter 1992Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 M2O7] (1).
by Alvesson, Mats [Editor] | Willmott, Hugh [Editor].
Material type: Book; Format: print ; Literary form: Not fiction Publisher: London Sage publications 1992Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 C7] (1).
by Instituteof Animal Research, Nkolbisson.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Nkolbisson, Cameroon Institute of Animal Research 1990Availability: Items available for loan: Vikram Sarabhai Library [Call number: 636.072 I6A2] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: London Macmillan 1992Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658 P3L4] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Tata McGraw-Hill Publishing Company Ltd. 1992Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658 D7M2-1] (4).
by Klein, Lisl | Eason, Ken.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Cambridge Cambridge University Press 1991Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 K5P8] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Homewood Warner Books 1992Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 W4T2] (1).
by Katzenbach, Jon R | Smith, Douglas K.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Boston Harvard Business School Press 1993Availability: No items available Checked out (1).
by Athens, Greece 16-20 May, 1988 | Proceedings of the First European Conference on Information Technology for Organisational Systems- EURINFO'88 | Bullinger, H. J [Editor] | Protonotarios, E. N [Editor] | Bouwhuis, D [Editor] | Reim, F [Editor].
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Amsterdam North-Holland Pub. Co. 1988Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 E8I6] (1).
by Butler, Richard | Davies, Leslie | Pike, Richard | Sharp, John.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Londone Routledge 1993Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 B8S8] (1).
Edition: 2nd ed.Material type: Book; Format: print ; Literary form: Not fiction Publisher: Vintage Books New york 1995Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.5 G7H4-1995-2] (1). Lost (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New York Creative Education Foundation Press 1993Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 S8T3] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Deep and Deep Publications 1994Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 G6M2] (1).
by International Conference transience and transitions in Organizations | Garg, Pulin K [Editor] | Parikh, Indira, J [Editor].
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Ahmedabad Indian Society for Individual and Social Development 1992Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658 O7] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: London Routledge 1993Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.01 M4R6] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: England IDS Publication 1993Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.5 K2F7] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: London Pan Books 1994Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.4 P3T6] (1).
by Lipnack, Jessica | Stamps, Jeffrey.
Material type: Book; Format: print ; Literary form: Not fiction Publisher: Essex Junction, V T Omneo 1994Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658 L4A4] (1).
Material type: Book; Format: print ; Literary form: Not fiction Publisher: New Delhi Wheeler 1994Availability: Items available for loan: Vikram Sarabhai Library [Call number: 658.562 W2T6] (1). | http://vslopac.iima.ac.in/cgi-bin/koha/opac-search.pl?q=ccl=an%3A7764&offset=280&sort_by=relevance_asc |
Notes:
Originally published: 2017
Shaun Bythell owns The Bookshop, Wigtown - Scotland's largest second-hand bookshop. It contains 100,000 books, spread over a mile of shelving, with twisting corridors and roaring fires, and all set in a beautiful, rural town by the edge of the sea. A book-lover's paradise? Well, almost! In these wry and hilarious diaries, Shaun provides an inside look at the trials and tribulations of life in the book trade, from struggles with eccentric customers to wrangles with his own staff, who include the ski-suit-wearing, bin-foraging Nicky. He takes us with him on buying trips to old estates and auction houses, recommends books (both lost classics and new discoveries), introduces us to the thrill of the unexpected find, and evokes the rhythms and charms of small-town life, always with a sharp and sympathetic eye.
Other formats
Available: 3
Total no. of loans: 3
Loans this year: 0
No. of reservations: 0
Description:
London, Profile Books, 2018
8.99
Availability
This is great fun and a real good no stress read. The slow book movement starts here.
05/09/19
Bedford
Title discussion
The diary of a bookseller
Titles by the same author
1785418157
Year 2020
Language: English
Media class: Large print
Edition: Large print ed.
Publisher: Thorpe
Resource type: Physical
456p ; 24 cm (hbk)
1781258627
Year 2017
Language: English
Media class: Hardback
Publisher: Profile Books
Resource type: Physical
320 pages ; 22 cm (hbk)
A delightful book written sparingly in the style of a diary entry but communicating so much about th
21/01/20
East Riding
1788162307
Year 2019
Language: English
Media class: Hardback
Publisher: Profile Books
Resource type: Physical
328 pages ; 23 cm
I'd love to work for Bythell. He gets away with being curmudgeonly in a way we'd sometimes love to a
10/06/20
Bedford
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The Title "Indian Plants and Drugs With Their Medical Properties and Uses 3rd Indian Print" is written by K.M. Nadkarni. This book was published in the year 2010. The ISBN number 8187067071|9788187067078 is assigned to the Hardback version of this title. The book displayed here is a 3rd Indian Print edition. This book has total of pp. iv + 450 + xxi (Pages). The publisher of this title is Asiatic Publishing House. We have about 212 other great books from this publisher. Indian Plants and Drugs With Their Medical Properties and Uses 3rd Indian Print is currently Available with us. | http://www.printsasia.com/book/indian-plants-and-drugs-with-their-medical-properties-and-uses-k-m-nadkarni-8187067071-9788187067078 |
Published June 1, 1999
by Thoemmes Press .
Written in English
|The Physical Object|
|Format||Hardcover|
|Number of Pages||120|
|ID Numbers|
|Open Library||OL8991866M|
|ISBN 10||1855060469|
|ISBN 10||9781855060463|
←Back to MLA Citation Guide. How to cite a book in a bibliography using MLA. The most basic entry for a book consists of the author’s name, the book title, publisher city, publisher name, year of publication, and medium. Last Name, First Name. Book Title. Publisher City: Publisher Name, Year Published. Medium. Smith, John. The Sample Book. Pittsburgh: BibMe, /5(70). Books published by the author should be cited according to information available on the title page or copyright page. In place of publisher, include language such as “self-published” (abbreviated as “self-pub” in notes, but not a bibliography) or “printed by the author” is usually appropriate. For self-published e-books, add the. A bibliography is a listing of the books, magazines, and Internet sources that you use in designing, carrying out, and understanding your science fair project. But, you develop a bibliography only after first preparing a background research plan — a road map of the research questions you need to answer. Start a preliminary, or draft, bibliography by listing on a separate sheet of paper all your sources. Note down the full title, author, place of publication, publisher, and date of publication for each source.
Math books are the same! I've looked into some science books that have a bibliography section, but they put it at the end of the book only. So nothing inside the paragraphs of the book, no superscript citations or footnotes, just a list of all the resources at the end, which I thought is weird, that's why I'm asking. – Dave Nov 2 '16 at Reference List: Books. Note: This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October The equivalent resource for the older APA 6 style can be found here. Please note: the following contains a list of the most commonly cited print book sources. For a complete list of how to cite print sources, please refer to the 7 th edition of the APA. The bibliography of Philip K. Dick includes 44 novels, short stories, and 14 short story collections published by American science fiction author Philip K. Dick (Decem – March 2, ) during his lifetime.. At the time of his death, Dick's work was generally known to only science fiction readers, and many of his novels and short stories were out of print. There does not seem to be any special format for self published books. The generic form for citing any book is as follows. Author’s surname/s, Initial/s. (Year of publication) Title of book (in italics). Edition if applicable., Place of publicat.
Gordon Korman is the #1 New York Times bestselling author of more than 75 books for kids and young adults. His writing career began at the age of twelve when his seventh-grade English assignment became his first novel, which was then published while he was a freshman in high school. Steps for Writing an APA Annotated Bibliography for Articles, Publications and Books. When you start writing APA annotated bibliography, first, you record the, articles, publications, websites, journals or periodicals used in your. Keeping in mind the proper style of APA citations or, cite all the works. Summarize the main idea of the : Nadia Ansari. After being kidnapped from West Africa and enslaved in Boston, Phillis Wheatley became the first African American and one of the first women to publish a book of poetry in the colonies in Died: If you write a bibliography by hand, you should still underline the names of publications. But, if you use a computer, then publication names should be in italics as they are below. Always check with your instructor regarding their preference of using italics or underlining. Our examples use italics. | https://gavasabatotutaxuw.vanbuskirkphotos.com/bibliography-of-the-published-writ-book-4450hr.php |
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