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Key accountabilities:
- Develop learning modules for maximum learner engagement.
- Liaise with faculty to ensure understanding and utilization of the LMS and Open-learning platform to collaborate and connect with students.
- Encourage various stakeholders to use best practices for digital course facilitation.
- Design and develop interactive education content based on curricula requirements.
- Reviewing and enhancing the learning materials provided by lecturers from various discipline such as Medicine, Public Health, Business, Physiotherapy, Medical Imaging etc. Learning materials called as Self-learning materials (SLM).
- Liaise with lecturers and feedback to them on self-learning materials.
- Transferring the SLM to Open Learning platform (openlearning.com) & Moodle based on ID & MOOC methodology.
- Designing the content to become more engaging to the students. We are using Articulate Storyline 3 as authoring tools.
- Train the lecturers to use the existing LMS (we are using Moodle 2.6) and also new platform for ODL (openlearning.com).
- Assisting lecturers to create Online Quiz and other activities in LMS.
- Major responsibility of designing content for the purpose Online Distance Learning.
- Uploaded contents onto the current learning management system by using the in-built course content features and Articulate ensuring contents designed are interactive.
- To propose new tools/latest technology (relevant) that can suite company needs & requirements.
- Responsible in conducting training on the learning management systems (Moodle) to lecturers and staff on monthly and ad-hoc basis. | https://www.dlsconsultancy.com/job/instructional-designer/ |
Frog is our VLE (Virtual Learning Environment) and Intranet, used to aid whole school communication and enhance and enrich the learning of our students.
We are a member of The Frog Academy.
Our Frog Learning Platform has given us creative freedom to extend teaching and learning both in school and at home.
Our Frog platform has a bank of extremely useful resources and tools for both our staff and students. We are continuously building up an online curriculum for our students to use in school and in their own time through our Faculty Websites, which contain interactive learning materials and resources.
We are also expanding and developing new areas that cover pastoral and extra curricular elements of school life, such as Student Leadership.
Frog is accessible to all of our staff and students by using their usual school login credentials. They can access the platform from any computer with an internet connection, or via a mobile device such as a tablet or smart phone. | http://wrhs1118.co.uk/education/frog |
National Public Service Platform for Educational Resources, also known as “national cloud classroom” is planned to open on February 17th, to ensure that the teaching activities in elementary and secondary schools will normally proceed during the prevention and control of Coronavirus, China's Ministry of Education (MOE) said on Jan 28th.
Based upon textbooks compiled by MOE and those widely used in different regions, the platform provides online learning resources for students from elementary school to regular high school, meanwhile, offers online on-demand courses schedule meeting teaching and learning progress in each grade.
On the platform, schools can either choose the modular curriculum or use the tools provided to design an individual flexible schedule of existing resources according to own conditions. Then students can learn from the videos on demand; plus, online lectures and interactive tutoring are also available.
In addition, relevant programs will be broadcast via China Education Television(CETV), considering that students from some rural and remote poverty-stricken areas have limited access to network infrastructure. | https://en.jmdedu.com/Article/205 |
Library of Congress | Apr 27, 2021The resource is an immense, searchable collection of digitized materials from among the millions of materials in its holdings.
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World Digital Library
The Library of Congress with the support of UNESCO | Apr 26, 2021The resource offers access to more than 19,000 items related to 193 countries from 8000 BCE to 2000, sourced from museums and libraries around the world.
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Timeline Assignment
Maureen MacLeod and Lauran Kerr-Heraly | Apr 26, 2021The resource offers students an active learning assessment opportunity that serves as an alternative to a research paper.
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Children and Youth in History
Roy Rosenzweig Center for History and New Media and University of Missouri-Kansas City | Apr 26, 2021The resource is a world history resource that provides teachers with more than 300 annotated primary sources focused on children and...
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Teaching Human Rights
Connecticut School of Human Rights, University of Connecticut | Apr 23, 2021The resource provides links to syllabi covering various thematic and temporal aspects of human rights.
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The Octo
Omohundro Institute of Early American History and Culture | Apr 23, 2021The resource is a rich but uncomplicated website that features and provides links to eight history blogs.
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America in Class
National Humanities Center | Apr 22, 2021The resource offers collections of primary resources compatible with the Common Core State Standards.
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New York Public Library Digital Images
New York Public Library | Apr 22, 2021The resource showcases the library's global collection of photographs, documents, books, and other primary historical and cultural sources.
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World History (PBS)
PBS and WGBH Educational Foundation | Apr 21, 2021The resource offers videos, interactive media galleries, and “inquiry kits” with primary source documents.
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Historiana
EuroClio, Webtic, and Use | Apr 12, 2021The resource offers ready-to-use learning activities and innovative digital tools made by and for history educators across Europe. | https://www.historians.org/publications-and-directories/remote-teaching-resources/world?startRow=9 |
LeaderNet is a platform used by a global community of health professionals to work together and to strengthen health systems in low- and middle-income countries. It offers a variety of tools that allows members to learn and communicate and share resources with each other.
LeaderNet was originally launched in 2002. It was re-envisioned and developed by us in 2014/2015 and now has over 9000 members from 172 countries.
The platform offers members a variety of learning experiences such as self-guided courses, interactive seminars and virtual programs. Members collaborate in courses and in teams, sharing documents, a calendar, wikis, and talking to each other in a forums and an activity stream. They are able to see data visualizations of their results. Each member has a personal profile and members can communicate with each other through direct messaging and by writing on each other's wall.
In the background the platform tracks the achievements of each member, team, and course. Results for each team and course are aggregated and data-visualizations are created for use by administrators. | https://loudfeed.tv/portfolio/leadernet/ |
About this paper:
Appears in:
ICERI2011 Proceedings
Publication year: 2011
Pages: 6596-6605
ISBN: 978-84-615-3324-4
ISSN: 2340-1095
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
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Abstract:
This paper shows the successfully application of a blended-learning methodology using a set of interactive digital resources. This work has been developed for the subject Data Transport Systems, which is about computer network systems and is taught in the Computer Science Engineering degree at the University of Alicante, in Spain. These new resources are based on interactive user guides for the practical exercises, created as SCORM objects, self-assessment and qualification questionnaires. The set of digital resources has been included in a web learning platform based on Moodle with two main objectives: to stimulate the autonomous learning by providing interactivity between students to make flexible the way how the students study, and to facilitate the implantation of subjects in the new European Space of Higher Education system by using tools which offer collaborative surroundings.
In order to analyze the results that the new materials and the educational methodology employed have had on students’ learning, a complete study based on the scores of all questionnaires (both self-assessment and evaluation questionnaires) has been carried out. In addition, the student's opinion on the new interactive digital resources developed for the subject has been also analyzed.
The results of the study show that students who used self-assessment questionnaires obtained higher scores in the practical assessment test. It has also been verified that students' marks for this academic year 2010-11 have improved and the percentage of students who passed the practical assessment test is higher, both compared with the past academic year. This indicates that this work has been helpful and useful to improve students’ learning. Moreover, it has been verified that qualifications were not improved when student uses more than of three attempts for the self-assessment questionnaires.
With regard to the students’ opinion, they rated very well the new materials included in Moodle, and especially the self-assessment questionnaires. Although students believe that the practices did not have great difficulty, they are very useful for the professional world. They also believe that the evaluation questionnaires are well suited to the contents of the subject and are very similar to the self-assessment, although the distribution of the difficulty of the questions should be improved.
Finally, it is worth to mention that the blended-learning methodology using learning educational resources based on digital documents, web packages and interaction tools, has been successfully applied to provide more flexibility and autonomy to the learning process and it has been improved students’ marks, in comparison with classical teaching and learning.
Keywords:
Blended-learning, constructive learning, digital resources, Moodle, self-assessment.
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Sorry, but the download of this paper is restricted to authorized users only. | https://library.iated.org/view/CANDELAS2011EVA |
A flexible curriculum adaptable to different countries and contexts, which outlines what constitutes principled practice in the teaching of a broad range of literacies within the context of basic literacy, reflecting innovative approaches to learner-centred and participatory methodology and pedagogical approaches in the internet age.
IO3 - Practice Toolkit
A set of innovative, modern and customizable resources and tools which will enable practitioners to develop their own teaching materials to build the digital capital of marginalised learners. The toolkit will be both online and printed and will be translated in all partner languages.
IO4 - Online Platform
The new digital literacy resources, including the training curriculum and practice toolkit, will be available for all those involved in the provision of adult literacy learning within an attractive, accessible, multimedia and interactive platform. | https://dilite-project.eu/project-results/ |
The SSH Training Discovery Toolkit provides an inventory of training materials relevant for the Social Sciences and Humanities.
Use the search bar to discover materials or browse through the collections. The filters will help you identify your area of interest.
Statistical software
|Title||Body|
|R for Reproducible Scientific Analysis||
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An introduction to R for non-programmers using gapminder data
The goal of this lesson is to teach novice programmers to write modular code and best practices for using R for data analysis. R is commonly used in many scientific disciplines for statistical analysis and its array of third-party packages. We find that many scientists who come to Software Carpentry workshops use R and want to learn more. The emphasis of these materials is to give attendees a strong foundation in the fundamentals of R, and to teach best practices for scientific computing: breaking down analyses into modular units, task automation, and encapsulation.
Spanish version available here
Github repository available here
|Introduction to Digital Humanities||
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The aim of the course is to introduce digital humanities and to describe various aspects of digital content processing. The practical aims consist of introducing current data sources, annotation, pre-processing methods, software tools for data analysis and visualisation, and evaluation methods.
Currently, we identified that students are somewhat aware of digital humanities but it is difficult for them to dive in and, mainly, to anticipate what they should learn for their future research. A more detailed goal of this course is to present some current projects, show the datasets and technologies behind, and encourage students to explore the datasets and use the technologies on data they already know. A high level goal is to set the knowledge of the technologies and available datasets into the research iteration loop (create hypotheses -> design instruments -> collect data -> analyze and evaluate).
Taken from: Teaching with CLARIN: https://www.clarin.eu/content/introduction-digital-humanities
|Applied Language Technology||
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These learning materials consist of a two-course module that seeks to provide humanities majors with a basic understanding of language technology and the practical skills needed to apply language technology using Python. The module is intended to empower the students by showing that language technology is both accessible and applicable to research in the humanities.
Taken from: Teaching with CLARIN
https://www.clarin.eu/content/applied-language-technology
|Interactive computing||
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Service based on Jupyter Notebook enables the creation and sharing of documents containing “live” code, equations, visualisations and texts. It allows to write simple programs, numerical simulations, statistical modeling, data visualization and much more.
|Analytical Information Systems||
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Learn about the use of programming for data analysis, data management, and statistical analysis techniques.
|Applied Data Visualization||
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The workshop Applied Data Visualization introduces students to the theory and methods underlying data visualization. Data analysts face an ever-increasing amount of data (→ big data) and rather revolutionary technological developments allow researchers to visually engage with data in unprecedented ways. Hence, data visualization is one of the most exciting fields in data science right now. In this workshop students acquire the skills to visualize data in R both for exploratory purposes as well as for the purpose of explanation/presentation. We'll rely on R, the most-popular statistical programming environment when it comes to visualization and we'll make use of popular R packages such as ggplot2 and plotly. Besides creating static graphs we'll also have a look at interactive graphs and discuss how interactive visualization may revolutionize how we present data & findings.
Please note, this is an example of a possible workshop. Some workshops are offered regularly. An updated workshop list is to be found under the link provided under the Access point.
|Title||Body|
|UK Data Service: Survey and Census Data||
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This source includes a series of resources in the form of guides and e-books dedicated to trainers and students interested in sample design, weighting, changes over time using cross sectional and longitudinal data and mapping census data using different software.
|EOSC-Synergy Training Platform||
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EOSC-Synergy training platform is set of tools for the creation and conduction EOSC related training courses. It facilitates cloud related courses providing tools for interactive computing. The platform is based on the container’s technologies, that allows for combining together in a suitable learning setup for students/training participants.
|GESIS Notebooks||
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Have a Binder-Ready repository? With GESIS Notebooks, turn this repository into a persistent Jupyter environment, allowing you to continue your analysis from anywhere at any time.
This service is intended for use by social scientists. You can build and launch all binder-ready projects without logging in. If you want to have more persistent projects, you need to log in.
|GESIS Training||
|
At GESIS we offer a wide range of events, especially training courses on empirical social research methods. Our theory founded and hands-on courses develop participants’ methods skills and are aimed at both early career and senior researchers from Germany, Europe, and the whole world. | https://training-toolkit.sshopencloud.eu/topics-curated/statistical-software |
Macmillan English Campus are running several one-hour live presentations, exclusive to English UK members, that will tell you all you need to know about the English UK Campus online platform including what it contains, how it can be used, and how you can sign up.
The English UK Campus is a blended learning platform that gives you access to over 65 ready-made courses, over 30 tests, and over 4,000 individual interactive resources that you can use with your students in class, or give them access to complete in their own independent study time. In addition, there are lots of reference tools, including a dictionary, a Grammar Reference Database, weekly authentic reading materials from the Guardian newspaper, and voice recording tools.
Click here to sign up for one of the following presentations. | https://www.englishuk.com/en/members/information-for-members/members-monthly-newsflash/december-2013?article=14 |
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The University of Kansas Collaborative Digital Spanish Project (Acceso) is an open-access, digital learning environment designed to promote the acquisition of Spanish and the development of cultural understanding of the varied groups of people who share Spanish as a common language.
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Deutsch im Blick is the web-based first-year German program developed and in use at the University of Texas. It is an open access site with free and open multimedia resources, which requires neither password nor fees.
El Espanol in Los Estados Unidos
Supplementary materials for beginning Spanish that focus on issues of cultural identity of Spanish speakers in the United States. Materials can be used in conjunction with Acceso.
Francais Interactif: A French Program
A textbook and grammar resource for introductory French from UT Austin
French a la Mode
This website has activities for French learners at the beginning and intermediate levels that are intended to be used in conjunction with any curriculum. The interactive nature of many of the activities also make the site suitable for independent study or practice.
Gateway to Chinese
This site offers a collection of free interactive language learning resources for beginning Mandarin Chinese.
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Open Library is an open, editable library catalog, building towards a web page for every book ever published.
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Flashcard tools offering a wide variety of languages
Duolingo
Gamified language learning tool for common, rare, and even fictional languages.
Memrise
Flashcard tools, offering a wide variety of languages
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Bazaar is community portal for people who want to use, exchange and share Open Source Software and resources to support learning. It is a space where you can find information, network with others and share your views and experience, and develop your skills.
Services
1. The provision of information and services for teachers and trainers in the development, creation, exchange and use of e-learning materials. 2. The facilitation of social networking and the development of social networks. 3. The provision of opportunities to test and use different Open Source Software tools and applications. 4. The provision of opportunities to explore and share experience and practice. 5. The provision of opportunities to share learning materials. 6. Research and dissemination into emergent issues and practice. 7. Networking of projects and initiatives. 8. The provision of peer group advice and guidance and access to expertise and help. 9. Opportunities for discourse and communication between developers and users of e-learning applications. (Bazaar, 2010)
Curriki[edit | edit source]
Curriki is a combination of the words 'curriculum' and 'wiki' and its mission is to make learning possible for everyone, anywhere in the world. It focuses on a comprehensive course of instruction and assessment, it is developed through community contributors and delivered throughout the world. Anyone with access to the internet can contribute to and use the material.
Services
- As of July 2010, Curriki.org contained 515 social networking groups and 36,216 learning objects in its repository including open access lesson plans, units, videos, simulations and other educational resources. (Curriki, 2010)
- Curriki has been recognized by a number of organizations for its contributions to education. In 2009 Curriki received the WISE Award for Innovation in Education from the Qatar Foundation.(WISE, 2010)
Intute[edit | edit source]
Intute is a free online guide to help find web resources for different topics of research. Started in 1996, this site has evaluated thousands of resources to show what sites are most useful. Intute also provides a Virtual Training Suite to help you perfect your internet searching skills. The site offers over 60 free online tutorials. However, due to funding cuts in July 2010 some of the Intute services require membership fees.
Services
- There are a number of ways to search for web resources using Intute. - You can browse by subject or you can use the search box. - Free teaching resources to fine tune critical thinking skills as well as searching strategies. - Informs, which lets university employees share and create their own web tutorials. - You can create your own Intute account to save your searches and resources. - Offers refined support for students, teaching staff, librarians, and technical staff.
MERLOT[edit | edit source]
MERLOT (Multimedia Educational Online Resource for Learning and Online Teaching)is a free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials.
Their goal is to improve the effectiveness of teaching and learning by increasing the quantity and quality of peer reviewed online learning materials that can be easily incorporated into faculty designed courses.
Services - The MERLOT repository contains learning materials, comments, personal collections and Content Builder web pages. The learning materials are categorized into 18 different learning material types. A large selection of materials in MERLOT also have assignments and comments attached to them. It is also possible to add any material to a personal collection, to make organizing your teaching materials for each of your courses. - These 18 Learning material types are: Animation, Assessment Tool, Assignment, Case Study, Collection, Development Tool, Drill and Practice, Learning Object Repository, Online Course, Open Journal - Article, Open Textbook, Presentation, Quiz/Test, Reference Material, Simulation, Social Networking Tool, Tutorial, Workshop and Training Material (MERLOT, 2010)
Open Courseware Consortium[edit | edit source]
The Website Open Courseware Consortium is a free and open digital publication of high quality university‐level educational materials. These materials are organized as courses, and often include course planning materials and evaluation tools as well as thematic content. These resources are free, openly licensed and accessible to anyone, anytime via the internet.
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- International colleges contribute to this site - Some included universities are: Tufts University, Paris Tech, Korea University, Universidad de Sevilla, University of Capetown and the University of Notre Dame. - Includes video links for all lectures and all content falls under the Creative Commons umbrella.
Open Learn[edit | edit source]
The website OpenLearn grants free access to anyone interested in Open University course materials. Here you can study at your own pace or in a group. Started in 2006, OpenLearn provides over 8000 hours of learning materials categorized for your convenience. Some topics are Education, Body & Mind, Languages, Environment, and Money & Management.
Services
- Offers hundreds of free study units. - Each study unit has its own discussion board. - Quickstart guides - Frequently Asked Questions section - Glossary - Labspace – which offers free access to different learning materials where you can edit, collaborate, and publish. - Newsletters and feedback sections.
MIT OpenCourseWare[edit | edit source]
MIT OpenCourseWare is a website that contains free MIT course materials that reflects almost all the undergraduate and graduate subjects taught at MIT.
Services
- Please view the video for information and a site tour of OpenCourseWare (OCW)
Scribd[edit | edit source]
Scribd is a website where millions of people share original compositions that they have created. Launched in 2007, Scribed has millions of writings from fiction to business presentations. This site has about 10 million readers monthly.
Services
- Over 100 Billion words. - 90 different languages supported. - Large variety of original writings of fiction to research papers to business reports. - Easily convert PDF files, word documents, and power point presentations into web documents. - User friendly sharing features. - You can choose how you read (Scribd.com, mobile devices, downloads, and print.) - Connected with Facebook and Twitter.
Digital Universe Directory[edit | edit source]
Digital Universe Directory is a non – profit organization that makes the top educational, scientific and cultural information on the internet. Topics include everything from sports to the universe. Also offers “The Encyclopedia of Earth: Our World” which was written by various experts.
Services
- Provides tools for users to build and publish content online. - Uses internet portals and sub-portals to organize expert reviewed data. - Wide variety of topics. - News articles - Blog posts - Different multimedia options.
Instructables[edit | edit source]
Instructables is a platform that lets people share different things that they do. People learn and collaborate to solve a wide variety of projects. Here one can search through a variety of topics such as: Food, Living, Outside, Play, and Technology. Instructables serves a massive amount of people who want to share everything from recipes to how to guides to video game scores. This site is for the do-it-yourselfer.
Services
- Offers a large amount of different things. - Step by step guides to build and fix common household items. - Step by step recipes. - Site is organized into categories. - Different forums for different topics. - Offers advanced membership. - Several different types of contests. | https://en.wikibooks.org/wiki/User-Generated_Content_in_Education/Curriki |
Dear Ms. Keely Martin Bosler,
In accordance with the State Leadership Accountability Act (Leadership Accountability), the Department of Education submits this report on the review of our internal control and monitoring systems for the biennial period ending December 31, 2019.
Should you have any questions please contact Stephanie Gregson, Chief Deputy Superintendent of Public Instruction, at (916) 319-0812, [email protected].
GOVERNANCE
Mission and Strategic Plan
The California Department of Education (CDE) oversees the state's diverse public school system, which is responsible for the education of more than 6 million children and young adults in more than 10,000 schools with 295,000 teachers. The CDE enforces the education law and regulations and continues to reform and improve public school programs. Additionally, the CDE oversees and maintains reporting responsibilities for the three state special schools, serving California’s hearing and visually impaired students, and three diagnostic centers that assess student needs.
The CDE’s mission is to provide a world-class education for all students from early childhood to adulthood. The CDE serves the state by innovating and collaborating with educators, schools, parents, and community partners. Together, as a team, the CDE prepares students to live, work, and thrive in a multicultural, multilingual, and highly connected world.
The CDE’s goal is to transform public education by adopting and implementing rigorous California academic standards to better prepare students for twenty-first century careers and college. Additionally, the CDE implemented an improved accountability system that uses multiple measures to more completely assess the progress schools are making with a particular focus on five critical and interrelated strategic priorities: California standards, teaching and leading excellence, student success, continuous improvement and accountability systems, and systems change and support.
The CDE’s objectives to achieve the goals and strategic priorities include:
- Holding local educational agencies accountable for student achievement in all programs and for all groups of students
- Building local capacity to enable all students to achieve state standards
- Expanding and improving a system of recruiting, developing, and supporting teachers that instills excellence in every classroom—preschool through adult
- Providing statewide leadership that promotes the effective use of technology to improve teaching and learning
- Increasing efficiency and effectiveness in administration of kindergarten through grade twelve education including student record keeping and financial management practices
- Providing broader and more effective communication among the home, school, district, county, and state
- Establishing and fostering systems of school, home, and community resources that provide the physical, emotional, and intellectual support that each student needs to succeed
- Advocating for additional resources and flexibility, and providing statewide leadership that promotes good business practices so that California schools can target their resources to ensure success for all students
- Improving the effectiveness and efficiency of the Department
Additionally, the State Superintendent of Public Instruction’s (State Superintendent) priority initiatives include
- Statewide Literacy—Provide books to students, training to teachers, and resources to families to reinforce the importance of reading.
- Reducing Chronic Absenteeism—Expand the number of staff dedicated to outreach to help students get back to school.
- Closing the Achievement Gap—Expand CDE capacity to lead state-level equity work to build a pipeline of male teachers of color in elementary schools.
- Jobs for Tomorrow—Increase CDE capacity to lead state Science, Technology, Engineering, Arts, and Mathematics efforts to increase the number of districts that offer courses and internships.
Control Environment
The CDE demonstrates its commitment to integrity and ethical values through an organizational structure that promotes a collaborative and inclusive professional climate. The CDE’s core values include a commitment to serve, leadership, integrity, professionalism, respect, open communication, positive supporting environment, and teamwork. Executive management conveys its priorities and organizational expectations through the establishment of policies and procedures, collaborative workgroups, leadership and executive management meetings, and Department-wide communications and presentations.
The State Board of Education (SBE), established first by statute in 1852, then by amendment to the California Constitution in 1884, is the governing and policy-making body for academic standards, curriculum, instructional materials, assessments, and accountability for the CDE. The SBE consists of 11 members and is constitutionally authorized to appoint members of the executive leadership upon nomination of the State Superintendent.
The CDE is headed by the State Superintendent, Tony Thurmond, a state official elected by the people for a four-year term. The CDE is organized into the following six operating branches that report directly to the Chief Deputy Superintendent of Public Instruction (Chief Deputy Superintendent), Lupita Cortez Alcalá, who is nominated by the State Superintendent and appointed by the SBE:
- Instruction and Measurement Branch: The Instruction and Measurement Branch oversees programs promoting innovation and improved student achievement. Programs include statewide student assessment, school and district interventions, state and federal accountability, curriculum and instruction, and the collection and reporting of educational data.
- Operations and Administration Branch: The Operations and Administration Branch oversees the CDE budget and all accounting, contracting, personnel, and technology services; apportions state and federal resources to Local Educational Agencies (LEAs); and assists LEAs in fiscal and business aspects of public school operations, including school facilities.
- Opportunities for All Branch: The Opportunities for All Branch (OFAB) helps all students, starting with early learners, reach their academic potential and goals by providing the necessary support to early educators and providers, teachers, administrators, school and district leaders, and community based organizations. The OFAB ensures that inclusion practices are established during classroom hours, before and after school, and in early learning and care programs, and the programs and instructional resources and support reflect the cultural and linguistic diversity, accessibility, and equity.
- Equity and Access Branch: The Equity and Access Branch (EAB) provides leadership, support, and administrative oversight in the program areas of career and college transition; state special schools and services for the deaf and blind; community schools; literacy; adult education; charter schools; professional development for educators; Science, Technology, Engineering, Arts and Mathematics (STEAM); and equity. The EAB strives to provide the necessary resources and support to ensure every student can achieve at their highest potential and experience equitable opportunities to learn.
- Communications and Marketing Branch: The Communications and Marketing branch oversees all communications, correspondence, and marketing on behalf of the State Superintendent and the CDE. This includes but is not limited to all media relations, press conferences and releases, dissemination of information to LEAs throughout the state, instructional materials created by our in-house subject matter experts, and marketing materials.
- Legal and Audits Branch: The Legal and Audits Branch advises and represents the CDE, the State Superintendent, and the SBE; provides advice on legislation and legal matters regarding other governmental agencies and the state special schools; coordinates and conducts external and internal audits and audit-related services; reviews and processes civil rights complaints and appeals; investigates complaints involving state and federal categorical programs funded through the Consolidated Application; and monitors compliance with the Uniform Complaint Procedures.
Each branch provides direction to various divisions that administer the CDE’s processes and programs. The CDE’s structure allows the Department to appropriately address the varied responsibilities under its purview. However, the CDE’s executive management team responds to the changing needs of the state’s educational system, LEAs, and the children served by modifying its organizational structure and responsibilities as necessary.
The CDE maintains a competent workforce by ensuring its hiring and recruiting practices conform to the California Department of Human Resources requirements. In addition, a variety of professional and general training courses and opportunities are provided to promote professional competencies and aid in the retention of CDE personnel and management. Furthermore, the CDE administers an annual performance evaluation process that promotes organization-wide accountability and provides professional growth opportunities for all levels of staff and management.
The CDE management establishes effective systems of internal controls to ensure its goals and objectives are achieved. The internal control system is documented through policies and procedures at the department, branch, and division operational levels. Accountability is achieved through the CDE’s multi-level organizational reporting structure as well as regular internal and external assessments and audits.
Information and Communication
The CDE is responsible for the collection and processing of large amounts of information and strives to ensure that the collection, use, and communication of all information entrusted to it is relevant, reliable, and free from error. To this end, the CDE maintains a number of data collection systems employed to collect longitudinal, operational, and programmatic data. Additionally, the CDE utilizes the State-wide accounting system, FI$Cal, to collect, process, and report fiscal information. The CDE management employs controls over its information systems that ensure the information is both complete and accurate. Furthermore, it maintains adequate separation of duties over essential functions and requires management review of key programmatic and operational information. Moreover, the CDE provides outreach, training, and technical assistance to grantees and contractors to ensure the information obtained from external sources and used by program and department management is relevant to evaluate and improve the programs under its responsibility.
The CDE employs a number of methods for communicating information throughout, across, and outside of the department. For example, the CDE management communicates internally through email at every level, including department-wide, to ensure quality information is disseminated appropriately to all levels of staff in a consistent manner, as appropriate. Important Department information and updates are conveyed through official communications approved by the State Superintendent or the Chief Deputy Superintendent. Additionally, the Department engages in cross-collaborative workgroups, roundtables, leadership meetings, and executive meetings to share ideas, develop important policy direction, and convey important information across all levels of the organization. Further, the CDE regularly presents information at the public SBE meetings on various topics relevant to external stakeholders to ensure Department accountability. Moreover, the CDE provides critical LEA and school performance measures regarding California’s student population through the California School Dashboard and System of Support, promoting both accountability and continuous improvement. The public can access both of these tools through the CDE’s internet site.
The CDE provides staff with several avenues to report inefficiencies and inappropriate actions within the organization. For example, the CDE maintains processes for employees to report personnel, labor, and discrimination concerns to its Office of Equal Opportunity and Labor Relations Office, as appropriate. Additionally, the CDE periodically disseminates “Climate Surveys” to all staff requesting workplace satisfaction feedback regarding their concerns, work conditions, and management support. Further, concerns regarding Department inefficiencies and inappropriate actions can be directly reported to the Audits and Investigations Division (A&I) and internal audits can be directly requested through the A&I’s Request for Assistance form.
Fraudulent activities or concerns that employees do not wish to convey directly to CDE management can be reported through the Whistleblower Hotline operated by the California State Auditor’s Office. This avenue for reporting concerns is advertised in breakrooms and common areas on all floors throughout the CDE buildings, and the CDE’s A&I Director annually sends an email regarding the Whistleblower Hotline to all staff.
MONITORING
The information included here discusses the entity-wide, continuous process to ensure internal control systems are working as intended. The role of the executive monitoring sponsor includes facilitating and verifying that the Department of Education monitoring practices are implemented and functioning. The responsibilities as the executive monitoring sponsor(s) have been given to: Stephanie Gregson, Chief Deputy Superintendent of Public Instruction.
The CDE utilizes a variety of activities to ensure the effectiveness of internal controls throughout the various divisions and programs under its oversight. Specifically, divisions develop, implement, and maintain effective controls over the processes and programs under their responsibility. These controls include reconciliations, performance indicators, monitoring meetings, action plans, and ensuring appropriate management and supervisory review and approval. Furthermore, division management periodically review the implemented controls for effectiveness. These reviews may result in management modifying the controls as necessary, or requesting assistance from the Internal Audits Office (IAO) to conduct an audit of the identified risk areas. In addition, the IAO routinely selects CDE programs and processes for review based on an annual risk assessment. During these reviews, the IAO evaluates the program(s) or process(es) to determine whether controls are efficient and effective, implemented as described, and functioning as designed. Moreover, federal and state oversight agencies frequently conduct audits and reviews of the CDE's various divisions and programs, often on a periodic or annual basis. In turn, the CDE management carefully considers the results of both internal and external reviews to identify opportunities for continuous improvement.
Vulnerabilities identified through the CDE's risk assessment process described in the "Risk Assessment" section of this report, are assigned to responsible parties and monitored by the executive management team as described below.
The CDE’s risk monitoring roles are defined and documented in the “CDE State Leadership Accountability Act Monitoring Procedures.” Specifically, the executive management team designates one or more responsible parties to address identified risks. The responsible parties communicate progress towards mitigating the vulnerabilities to the executive management team, and summarize their activities, progress, challenges, and anticipated accomplishments for the upcoming six-month period. This information is reported to the executive management team biannually. Since the responsible parties are generally Division Directors and Deputy Superintendents, they are also responsible for communicating the changes to impacted staff and addressing feedback regarding the implemented controls.
RISK ASSESSMENT PROCESS
The following personnel were involved in the Department of Education risk assessment process: executive management, middle management, and front line management.
The following methods were used to identify risks: brainstorming meetings, ongoing monitoring activities, audit/review results, other/prior risk assessments, questionnaires, consideration of potential fraud, and other.
The following criteria were used to rank risks: likelihood of occurrence, potential impact to mission/goals/objectives, timing of potential event, potential impact of remediation efforts, tolerance level for the type of risk, and other.
The CDE has several mechanisms to identify potential areas of risk to the Department and its mission. The CDE annually conducts a comprehensive, department-wide risk assessment to identify internal and external risks at both the Department and division/program level. The A&I considers these results along with other factors to develop its annual audit plan. Additionally, the risk assessment results are considered in the biennial reporting of the CDE’s internal control and monitoring systems, as required by SLAA.
In developing the department-wide risk assessment, the CDE utilizes a risk-based questionnaire designed to acquire information in evaluating risks related to:
- Reliability and integrity of financial and operational information
- Effectiveness and efficiency of operations
- Safeguarding of assets
- Compliance with laws, regulations, and contracts
Upon receipt of the completed questionnaires, the CDE analyzes the responses and categorizes division management’s concerns into high-level risk areas, and identifies whether the risks are related to processes that are centralized, decentralized, or operational/division-specific in nature.
Other factors the CDE considers to identify and assess possible risks include:
- The CDE’s budget
- Reported external and internal audit findings
- Referrals and complaints received from internal and external sources
- Recent organizational or major operational changes
- The potential for fraud within and external to the Department
The executive management team (including the Chief Deputy Superintendent and Branch Deputy Superintendents) along with the CDE’s Division Directors participate in biennial meetings to discuss departmental risks and to identify the most significant risks to the CDE as a whole. These risks are compiled in the Risk Aggregation Worksheet which includes the risk description, cause, and potential impacts to the CDE.
Once the most significant risks are compiled on the Risk Aggregation Worksheet, the executive management team discusses and agrees upon a ranking of the impact (high, medium, or low) and the likelihood of occurrence (high, medium, or low) for each risk. Based on these scores, the executive management team determines the most significant risks that should be included in the SLAA report.
Further, the executive management team and division leadership meet regularly and discuss concerns and strategies to address any major issues as they arise.
RISKS AND CONTROLS
Risk: Key Person Dependence and Workforce Planning
The CDE has over 2,200 positions and currently administers $84.6 billion in state and federal funds to carry out its mission of providing a world-class education for all students. While many retirements have already occurred in the last few years due to the CDE’s aging workforce, additional retirements will likely occur along with typical staff turnover.
The number of specialized and professional classifications, the difficulty in recruiting for these positions, and heavy reliance on individuals with significant knowledge and expertise in key areas results in a significant risk to the CDE.
Without controls planned to mitigate this risk, the CDE could experience workflow delays or inefficiencies, diversion of resources from critical programs, a lack of knowledge of program requirements, some potential policy options may not be identified, historical knowledge may be lost, and/or the CDE may experience a temporarily reduced ability to improve systems.
Control: A
Finalize and implement a Workforce Development Plan for recruiting, developing, and retaining an experienced, highly technical, and commendable workforce.
Control: B
In addition to the Workforce Development Plan, the CDE plans to:
- Ensure guidelines and manuals are updated or developed for major programs and processes
- Explore new or alternative classifications and suggest revisions to minimum requirements for existing specialized classifications to increase the ability to recruit for those positions
- Address pay scale parity
- Cross-train staff on mission-critical processes
Risk: Business Interruption and Safety Concerns
Catastrophic events pose a risk to the CDE's operations and the ability of LEAs/schools to pursue their core function of providing education to children and adults throughout the State. Additionally, the CDE may not be fully prepared to respond if headquarters is directly impacted by a disaster.
California has a heightened risk for catastrophic natural disasters that could impact the CDE and LEAs/schools' ability to ensure continuity of service and education to all children and adults. The CDE's role in the response to these emergencies needs to be clarified.
A catastrophic event could result in the loss of human life and property, diversion of staff and resources from other mission critical responsibilities to emergency response operations, insufficient restoration of services or implementation of interim services, and damage to the CDE or LEA/school facilities and assets.
Control: A
The CDE plans to enhance current emergency response protocols by formalizing a Disaster Recovery and Emergency Response Plan to assist the CDE and LEAs/schools during and after an emergency or disaster. The plan will identify resource requirements and response protocols including communication with CDE staff and the field (LEAs, schools, etc.) regarding how they are/will be affected, what is expected from them, and what they can anticipate during a disaster or other significant emergency event. The CDE works with related state and federal agencies that also support school-age children during an emergency response.
The CDE has already developed a Crisis Response page that contains a variety of information and resource links for LEAs/schools and the general public on the CDE's internet website. Additionally, the CDE has assigned responsible parties to address emergency preparedness and coordinate protocols for internal and external Department responses.
Control: B
The CDE will identify equipment and systems critical for disaster and emergency response services to protect state assets, personnel, or the public. Additionally, the CDE will ensure the identification of resources for critical equipment and system purchases.
Risk: Outdated and Incompatible Technology
The public, LEAs, schools, and other organizations utilize data collected, processed, and published by the CDE. Additionally, CDE staff rely heavily on information technology to execute administrative and programmatic functions. The CDE must implement modern information technology solutions to replace outdated systems and inefficient processes to effectively manage programs and perform departmental operations. However, state procurement requirements and funding constraints result in challenges that may significantly delay the implementation of technology solutions. As a result, CDE’s program management may be less effective due to manual processes, difficulties communicating and interfacing with external stakeholders, reduced ability to maximize the use of existing data, and significant workflow inefficiencies. Further, modern technology and equipment are an essential component of an effective information security program.
Control: A
The CDE will identify and prioritize outdated systems and technology and work collaboratively to identify department-wide solutions. Additionally, the CDE will consult with external agencies to minimize system development and procurement challenges.
Risk: FI$Cal Implementation and Functionality
FI$Cal is a new, state-wide accounting system recently implemented statewide. The CDE achieved full implementation during fiscal year 2018–19. However, the completion, conversion, and implementation of FI$Cal presented numerous challenges that impacted the CDE’s ability to provide fiscal information to staff and external stakeholders. Further, extensive departmental resources were expended to minimize the impact on the CDE’s operations. The CDE continues to work cooperatively with FI$Cal to address ongoing system functionality concerns.
The CDE is responsible for allocating funds to LEAs, childcare providers, food service providers, and multiple contractors. If FI$Cal does not operate properly, services to over 6 million students could be at risk. Continued delays in system solutions may result in operational delays and inefficiencies, increased workload, delayed payments, late contracts, inaccessible or inaccurate information essential for critical internal operational and fiscal decisions, compliance issues with federal reporting requirements, and negative impacts on future funding levels.
Control: A
The CDE will continue to work with FI$Cal to ensure that all modules within the FI$Cal system meet CDE’s needs.
Control: B
The CDE will finalize the internal development of the Administrative Cost Report and Subvention Report to provide expenditure information necessary for departmental operations.
Control: C
CDE will provide guidance to CDE FI$Cal users and key program staff to promote an understanding of FI$Cal processes and procedures and improve efficiency in operations across business units. Additionally, CDE management will increase communication throughout the CDE regarding FI$Cal status.
CONCLUSION
The Department of Education strives to reduce the risks inherent in our work and accepts the responsibility to continuously improve by addressing newly recognized risks and revising risk mitigation strategies as appropriate. I certify our internal control and monitoring systems are adequate to identify and address current and potential risks facing the organization.
Tony Thurmond, State Superintendent of Public Instruction
CC: | https://www.cde.ca.gov/re/di/sl/slaareport2019.asp |
- A group of analog astronauts will test space suits, rovers, drones and other equipment in a simulated Red Planet
- In four weeks they will conduct a series of experiments, including human isolation and cooperation.
- The international crew will spend four weeks together and wear research grade spacesuits when outside
- One of the experiments is a new type of 3D printer that could be used in future long-duration spaceflight
- NASA hopes to send humans to Mars by the mid-2030s and these experiments will help plan
Half a dozen astronauts will spend the next four weeks pretending to be on Mars, living in a simulated version of the Red Planet in Israel’s Negev desert.
The mission will help provide scientists with information on how humans cope with limited and unusual conditions, such as they might experience on Mars.
While the crew, equipment and accommodations are in Israel, hosted by the Israel Space Agency, they will all be managed by ‘Mission Control’ at the Austrian Space Forum facility in Innsbruck, Austria.
The latest simulation is known as AMADEE-20 and will see five men and one woman spend four weeks at an Earth-based Mars analog facility, wearing spacesuits and even piloting a rover when they step outside.
This is the 13th ‘Analog Astronaut’ mission operated by the Austrian Space Forum, a network of aerospace engineers and space enthusiasts building the technology and processes needed for future crewed missions to Mars.
The crew will spend four weeks in and around this Mars-compliant habitat, which is designed to be similar in layout and function to what real astronauts will experience when they visit Mars in the future.
Robert Wilde, a physicist and first responder, wears his space gear during media day, before he, and five others go into isolation for the next four weeks.
Some analog astronauts from Europe and a team from Israel walk in spacesuits during a training mission to Mars at a location that simulates an off-site station at the Ramon Crater at Mitzpe Ramon in Israel’s southern Negev desert. Is.
Mars Simulation: Mission Goals
- Study equipment behavior associated with simultaneous deployment of instruments and robotic vehicles with man-in-the-loop, including research-grade spacesuit simulators
- Develop platforms for testing life-detection or geological techniques
- Test robot support tools providing high situational awareness
- Catalyze the visibility of planetary exploration
- Develop knowledge of managing crewed missions to Mars by deploying a realistic mission support decision-making framework
It is not just the human experience being tested in the desert, as the crew will also simulate a range of human-robotic Mars surface activities.
These analogs have ‘evolved into an efficient tool for developing exploration mission architecture’, according to the Austrian Space Forum, which is leading the mission.
“They help understand the advantages and limitations of future manned planetary missions,” the agency said in a statement.
They are an ‘added value’ to the development of remote science operations, and help scientists understand barriers and opportunities.
The isolation phase begins today and the crew will be confined and will only be able to chat to mission control until they are released on October 31.
Commander Joo Lusada will lead the mission, supported by Deputy Commander Inigo Muoz Elorza, along with Anika Mehlis, Elon Tenzer, Thomas Wijnen and Robert Wilde.
In a secluded environment, the crew will conduct a variety of experiments, from testing locks and sensors to human-interaction, on behalf of universities around the world.
A human experiment was designed by Goldsmiths University in London called ‘Acceptance and Commitment Therapy’.
The experiment is taking place in Israel’s Negev desert, where rock formations and red clay can be seen by future astronauts on Mars.
Missions will include drones, such as those being conducted by Robert Wilde, and rovers will mimic movement and exploration.
This is not just a test of human experience in the desert, as the crew will also simulate a range of human-robotic Mars surface activities, including wearing a spacesuit, such as it being set up by a technician.
It is a mindfulness technique based on behavioral science, which is hoped to provide a long-duration space crew with the ability to cope in confined environments.
It aims to mirror the real-world experience of future Martian astronauts as closely as possible, including sending them on a spacecraft, as would be the case on Mars.
This is to protect them from the harsh atmosphere, freezing temperatures, lack of a breathable atmosphere and solar radiation on the Red Planet.
The crew will be supported by a mission support center in Austria, which simulates a ‘ground segment’ of a real Mars mission.
The crew, including Commander Joao Lusada (pictured left), will investigate all aspects of life in a Mars-like setup.
They will have the ability to control fully automated rovers, and give mission control a chance to see how humans and robotics interact
Rovers will be similar to those that could be deployed to Mars in the future with a crewed mission, allowing astronauts to explore further.
German astronaut Anika Mehlis and Austrian colleague Robert Wilde use laptop computers before the mission
meet the crew
field commander
Joao Lusada, Portugal
ISS Columbus flight director, certified parachutist and master scuba diver, holds a private pilot’s license
deputy field commander
Inigo Muoz-Alorza, Spain
Training Manager, Certified Skydiver, Paraglider Pilot and Diver at Galileo Control Center.
other crew
Anika Mehlis, Germany
Microbiology, Environmental Technology and Engineering for Recycling, Open Water Diving.
Elon Tenzer, Israel
Mathematics, Computer Science and Aviation Science.
Thomas …
. | https://newsblok.net/life-on-mars-six-astronauts-are-spending-four-weeks-on-a-fake-red-planet-in-israels-negev-desert-to-prepare-for-future-missions/ |
The goal of the Space Studies Colloquium Series is to bring guest researchers from the astronautical and space science communities, in both industry and academia, to support space-related scholarships in the Department of Space Studies at UND and other North Dakota institutions of higher education. Guest researchers will be invited by the Department of Space Studies to give a seminar in their area of professional expertise, guest lecture in existing courses offered through the department, and consult on space-related research with faculty and students. Guest researchers will be invited from a variety of backgrounds and research areas, such as space engineering, space life sciences, planetary sciences, astrobiology, earth system sciences, and space policy. In addition to the Department of Space Studies, guest speakers will interact with faculty, researchers, and students in a number of programs at UND including the School of Aerospace Sciences, College of Business, and the Departments of Mechanical and Electrical Engineering, Geography, Geology, Physics, and Political Science.
2019
Reaching for the Stars IS an Option: A Conversation
April 8, 2019(watch)
Cassandra Runyon
Associate Professor of Geology, College of Charleston, and Director, South Carolina NASA Space Grant Consortium
Dr. Cassandra Runyon graduated from the University of Hawaii in 1988 with her Ph.D. in Geology and Geophysics. Following graduation, she was a National Research Council Postdoctoral Fellow at NASA Johnson Space Center. Her research focused on understanding the nature and origin of volcanic features on the terrestrial planets. Later, as an employee of POD Associates, she used laboratory and remote sensing data to interpret and model near-Earth space debris for the National Space Council and the Department of Defense. This research helped to better understand the effects of space debris on various spacecraft materials. As a Faculty Fellow working with her colleagues at NASA Johnson Space Center, Cass helped to explore and define the initial field requirements for future human-robotic missions to the Moon and Mars. Later, after joining the College of Charleston faculty, her research used hyperspectral and multispectral data and imagery to model stressed terrestrial environments including coastal wetlands, precision farming and disturbed ground to assess urban/suburban change to South Carolina’s coastal wetlands through field reconnaissance, remote sensing, and GIS. She continues to work with NASA as a science team member and education and public engagement (E/PE) lead for the Moon Mineralogy Mapper (M3) spectrometer onboard Chandrayaan-1, which discovered water on the Moon!
She is currently an Associate Professor of Geology at the College of Charleston, Director of the NASA SC Space Grant Consortium and SC NASA EPSCoR program and the education/public engagement lead for two NASA Solar System Exploration Research Virtual Institute (SSERVI) teams. Her passion is helping to provide access to STEM for all audiences, including those with visible and invisible disabilities.
Have you or someone you know ever dreamed of doing something big - perhaps starting a business or working for the aerospace industry and/or NASA? You (they) can. Have you or someone you know been challenged by a visible or invisible disability thinking it may be a career-breaking barrier that may not be overcome? You (they) can! The old adage, "where there is a will, there is a way" is true! Recognizing, understanding, and being willing to work through - and with - life’s challenges along the way is paramount. As an educator, employer, or friend, we can help to facilitate and include those with exceptional needs so that reaching for their star career choice is an option.
NASA Human Research Program: Human Health and Performance for Space Exploration
April 1, 2019(watch)
Jennifer Fogarty
Chief Scientist, NASA Human Research Program, Johnson Space Center
Dr. Fogarty is the NASA Human Research Program (HRP) Chief Scientist. As HRP Chief Scientist, Jennifer works with the HRP elements on the development and oversight of the HRP research portfolio addressing the diverse human system risks that need to be characterized and mitigated to enable human exploration of space. This role requires communication and collaboration with current flight programs, international partners, as well as developmental spaceflight programs that will be implementing risk reduction strategies based on the standards and requirements developed and informed by HRP research and risk mitigation strategies. In addition, Jennifer establishes and maintains relationships and collaborations with external institutions and other government agencies to assess fundamental mechanistic discoveries as well as cutting edge prevention and treatment strategies. Before taking on this leadership role in the HRP, Jennifer was the Translational Scientist for NASA Space and Clinical Operations Division in the Human Health and Performance Directorate. Jennifer facilitated communication, project development, and program interactions between the operations and research communities. She identified candidates for the transition to operations process that will reduce risk and resource utilization with overall goal of preserving astronaut health during and after missions. Previously, Jennifer was the Open Collaboration and Innovation Manager responsible for developing and maturing collaborations and applying tools such as technical gap analysis and open innovation to further research, enhance clinical resources, and facilitate technology development.
Dr. Fogarty received a Ph.D. from Texas A&M University System Health Science Center. She is currently on the editorial team for the Fundamentals of Aerospace Medicine, 5th edition, regularly lectures on space physiology and human system risk management, and has continued interacting with the research and technology development community through NASA’s Human Health and Performance Center and the Human Research Program.
The humans that will explore the far reaches of space will experience unprecedented biological, physiological, and psychological challenges brought on by extreme environmental exposures. The NASA Human Research Program pursues research that characterizes the effects of these hazardous exposures and is responsible for developing and validating mitigation strategies that reduce the risk to the humans and the mission. In my presentation I will describe the hazards of spaceflight, including the exposure to altered gravity fields, a closed environment, isolation and confinement, and galactic cosmic radiation. I will also discuss that while humans are extremely adaptable, these exposures could lead to significant health and performance decrements during the mission and later in life long after the mission is complete. The NASA Human Research Program refers to these decrements as human system risks and uses this construct to describe our portfolio of work. I will also describe how we continue to do surveillance of the experience during human spaceflight to enable the identification of new and emerging risks. The final piece of the presentation will provide an overview of how the NASA Human Research Program interacts with researchers from academia and industry.
Technologies for Preventing Dust Contamination for Lunar Exploration Missions
March 25, 2019(watch)
Kavya Manyapu
Flight Crew Operations and Test Engineer, CST-100 Starliner Commercial Crew Program, Boeing Company
Dr. Kavya Manyapu currently works at the Boeing Company as a Flight Crew Operations and Test Engineer for the CST-100 Starliner Commercial Crew Program. She is the Spacesuit integration lead for the Starliner program. She holds a B.S. in Aerospace Engineering from the Georgia Institute of Technology, a Masters from MIT in Aeronautics and Astronautics, and a Ph.D. in Aerospace Sciences from the University of North Dakota where she has worked on patent-pending spacesuit technologies. Her research is focused on spacesuit and space habitat technologies for planetary exploration. She was the first Ph.D. student of the Space Studies Department and has been recently appointed to the Adjunct Faculty staff for the department.
Lunar dust proved to be troublesome during the Apollo missions. The powdery dust got into everything, abrading spacesuit fabric, clogging seals and other critical equipment. Even inside the lunar module, Apollo astronauts were exposed to this dust after they removed their dust-coated spacesuits. While efforts are underway to figure out how to return astronauts to the Moon and set up habitats for long-duration missions, the issue of lunar dust remains relevant. Consequently, NASA has identified dust as a critical environmental challenge to overcome for future planetary surface missions characterized by dusty environments.
The lecture provides an overview of the various types of spacesuits required for space travel. Several concepts that were successfully investigated by the international research community for preventing deposition of lunar dust on space hardware will be reviewed and novel technologies for preventing spacesuit/space habitat dust contamination for future Lunar and Martian missions will be discussed.
Closed for Operations: Non-Interference Zones and the Cadence of the New Space Race
February 11, 2019(watch)
Christopher Hearsey
Founder and CEO, OSA Consulting, Inc.
Christopher Hearsey is an aerospace executive, research scientist, and space law and policy scholar who has worked in the aerospace and nonprofit industries for over ten years. Chris formerly served as the Director of DC Operations and Corporate Counsel for Bigelow Aerospace. Following a run for Congress in 2018, Chris founded OSA Consulting, LLC and the educational nonprofit The Space Court Foundation Inc., which is currently supporting the development of a YouTube show about space law titled Stellar Decisis that will launch in summer 2019.
Chris holds a B.A. in Mathematical Economics and Political Science from Temple University, an M.S. in Legal Theory from The American University, an M.S. in Space Studies from the University of North Dakota, and a J.D. from the University of Mississippi with a Concentration in Air and Space Law (honors). Chris earned a fellowship at the National Air and Space Museum studying space history and served as a special assistant in the Office of Space and Advanced Technology at the US Department of State where he worked on President Obama’s National Space Policy and served on the US delegation to the UN Committee on the Peaceful Uses of Outer Space.
This presentation will explore the concept of non-interference zones for space activities and how this concept produces an inevitable constraint on policy- and decision-makers planning future space activities. Generally, non-interference zones are volumes of space around spacecraft and/or space activities determined by a set of criteria that creates a location or relative position of exclusivity for the operator. The murky question of whether this idea is in accordance with the outer space treaty system and/or US law and policy is gaining some clarity. And while the legal considerations are important, the realities of physics and mathematics place a limitation on the flexibility of the criteria for non-interference zones to handle the proliferation of new operators and activities, and this raises the important question about the degree of exclusivity that is permissible and expected. This issue will have major implications for future mission and architectural designs and set the development cadence of space settlement on a celestial body. Adjusting to the space environment will be key to ensure successful operations on the Moon or other celestial bodies, but the physical limitations of the space environment highlight the need to keep discussions surrounding the cadence of this new space race ongoing because, eventually, we will run out of space.
Tasks and Abilities for the Human Exploration of Mars
January 14, 2019(watch)
Jack Stuster
President and Principal Scientist, Anacapa Sciences, Inc.
Dr. Stuster is a cultural anthropologist and Certified Professional Ergonomist specializing in the measurement and enhancement of human performance in extreme environments. He has analyzed the work performed by telecommunications technicians, military specialists, and astronauts. His research for NASA began in 1982 with a systems analysis of space shuttle refurbishing procedures and has been followed by studies of conditions that are analogous to space missions, which led to recommendations to facilitate human performance on the International Space Station, space craft, and at planetary facilities.
A scientific approach to the human exploration of Mars began in 1952 with the publication of Wernher von Braun’s Das Marsprojekt, which described the mathematics necessary to enable interplanetary travel. The English-language version (The Mars Project) led to a series of articles in Collier’s, a weekly magazine with a tradition of influencing public opinion and government policy. The series, titled Man Will Conquer Space Soon! was published in eight, beautifully-illustrated installments between 1952 and 1954. Those articles inspired Walt Disney to recruit von Braun and other experts for three episodes of the wildly-popular Disneyland television program; the third episode, Mars and Beyond, was broadcast in December 1957, two months after the Soviet Union shocked the world with the launch of Sputnik, the first artificial satellite, which led directly to the creation of the National Aeronautics and Space Administration. NASA has been designing equipment, space suits, and space habitats, and preparing plans for the human exploration of Mars since the agency was formed in 1958. Thousands of scientists and engineers at NASA, universities, and aerospace contractors have worked on dozens of plans for a human expedition to Mars since then. However, no one actually identified the tasks that would likely be performed by the explorers, until now.
Dr. Jack Stuster will present the results of a three-year study that addresses several NASA risks by identifying the work that will be performed during an expedition to Mars and the abilities, skills, and knowledge that will be required of crew members. The study began by developing a comprehensive inventory of 1,125 tasks that are likely to be performed during the 12 phases of the first human expeditions to Mars, from launch to landing more than 30 months later. Sixty subject matter experts (including UND faculty and graduate students) rated expedition tasks in terms of frequency, difficulty to learn, and importance to mission success. Seventy-two SMEs placed the physical, cognitive, and social abilities necessary to perform the tasks in order of importance for eight specialist domains identified by the task analysis. The research team then identified, 1) Abilities, skills, and knowledge that can be generalized across tasks, 2) Cross-training strategies, and 3) Implications for crew size and composition, and for the design of equipment, suits, habitats, and procedures to support sustained human performance during exploration-class space missions. The days of describing an interplanetary mission plan with detailed mathematical calculations and a few sentences of speculation about the humans who would make the journey are gone. | https://aero.und.edu/space/colloquium/index.html |
Since the first spaceflight in 1961, the United States National Aeronautics and Space Administration (NASA) has sought to increase mankind’s knowledge of space exploration. Critical to these efforts has been the study of how the harsh conditions of space and reentry into Earth’s atmosphere affect the human body. This knowledge has grown tremendously since the early days of spaceflight, but a study of genetically identical individuals has never been conducted.
In collaboration with the National Space Biomedical Research Institute (NSBRI), NASA’s Human Research Program launched the Twins Study in March 2015. This 1.5 million USD initiative aims to understand the effects of long duration space travel on the human body to improve countermeasures for advanced missions and to personalize astronaut safety. The Twins Study is run by ten principal investigators and compares the genetic and molecular profiles of identical twin astronauts Mark and Scott Kelly by integrating various “omics” – microbiome, immunome, genome and epigenome – with information on their telomeres, cognitive performance, and biochemical profiles. Upon Mark’s retirement in October 2011, he had accrued roughly 54 space days over 4 missions. On March 28, 2015, Scott Kelly began a one year long mission to the International Space Station with Russian cosmonaut Mikhail Kornienko, while Mark remained on Earth. The Kellys gave blood, saliva, urine, and fecal samples prior to Scott’s departure, during the mission, and for a period following Scott’s return. Including previous spaceflights, Scott had experienced roughly ten times the total space days as his twin by the end of his one year mission. Investigators will continue to study Scott’s telomeres for 720 days post-landing.
The Twins Study is also the first to investigate the effects of long duration space radiation and microgravity (weightlessness) in genetically identical human subjects. Radiation – the emission of energy waves that travel through a medium until they are absorbed by matter – is classified as non-ionizing or ionizing. In daily life, we are exposed to low level radiation from environmental sources, as well as many electronic devices. Outside Earth’s protective atmosphere and magnetic field, high frequency ionizing radiation from the Sun and beyond poses considerable health risks to astronauts due to potential DNA damage. NASA’s probes reveal that even the shortest round trip to Mars could increase an astronaut’s risk of developing fatal cancers by 3.6% due to radiation exposure. Previous studies have also demonstrated that the effects of long term microgravity can reduce muscle mass and induce bone demineralization at a rate of 1-1.5% per month, which increases the likelihood of kidney stone formation. While some of these effects are reversible upon return to Earth, astronauts must undergo extensive exercise countermeasures during spaceflight to mitigate these outcomes.
Could NASA use these results to direct astronaut recruitment towards individuals who are genetically predisposed to better withstand spaceflight conditions?”
In January 2017, NASA released their preliminary findings on the Twins Study at the Human Research Program Investigator’s Workshop. Since telomeres shorten with age, radiation biologists had expected telomere shortening during the one year mission. Surprisingly, they found that Scott’s telomeres had lengthened compared to those of his twin on Earth, but returned to pre-mission length shortly after his return. During the final months of the mission, Scott also showed reduced bone formation and increased levels of IGF-1 (insulin-like growth factor), a regulator of bone growth and density; investigators speculate the increased IGF-1 could be due to the exercise countermeasures.
Prior to the study, the Kellys received genetic counseling to help them understand the implications of whole genome sequencing. Despite the current legislation that allows them to withhold details of their genetic information beyond the Twins Study, the issue of genetic privacy remains a concern. Could NASA use these results to direct astronaut recruitment towards individuals who are genetically predisposed to better withstand spaceflight conditions? The organization plans to release a summary publication later in 2017, followed by detailed scientific reports. In the meantime, investigators will continue to unravel the implications of these findings for the future of space exploration. | https://www.immpressmagazine.com/nasas-twins-study-what-are-the-long-term-effects-of-spaceflight-on-the-human-body/ |
PRIME MINISTER’S SCIENCE, TECHNOLOGY AND INNOVATION ADVISORY COUNCIL (PMSTIAC)
The Prime Minister’s Science, Technology and Innovation Council is a larger body which surveys the status of explicit S&T areas, fathoms difficulties, plans quick, mid and long haul mediations and presents a guide to the Prime Minister. The Principal Scientific Adviser co-ordinates to encourage and guarantee usage of real intercessions by concerned Government Departments, Agencies and Ministries.
Amongst the terms of reference of the Council are to formulate, converge, collaborate, coordinate and implement multi-stakeholder policy initiatives, mechanisms, reforms and programmes aimed at:
- Synergizing S&T covering fundamental to applied research in collaboration with multiple stake holders both in central and state governments
- Enabling future preparedness in emerging domains of science and technology
- Formulating and coordinating major inter-ministerial S&T missions
- Giving an empowering biological system to innovation drove advancements and technoentrepreneurship
- Driving advancement and innovation conveyance towards fathoming financial difficulties for practical development
- Fostering effective public-private linkages for driving research and innovation
- Developing science, technology and innovation clusters with multiple stakeholders including academia, industry and government
- Skilling in current and futuristic technologies.
The PSA’s office held 4 meetings of the PM-STIAC beginning October 2018 and key national missions emerged from the discussions and are being driven by the Office of the PSA. Each mission will be led by a lead Ministry and will engage international and national institutional partners, young scientists and industry.
Members:
- Dr. V. K. Saraswat, Member, NITI Aayog & former Chairman, DRDO
- Dr. A. S. Kiran Kumar, former Chairman, ISRO
- Maj. Gen. Madhuri Kanitkar, Dean, Armed Forces Medical College, Pune
- Professor. Sanghamitra Bandyopadhyay, Director, Indian Statistical Institute, Kolkata
- Professor Manjul Bhargava, Professor, Princeton University, USA
- Professor Subhash Kak, Professor, Oklahoma State University, USA
- Shri Baba Kalyani, Chairman and Managing Director, Bharat Forge, Pune
MISSION 1: Natural Language Translation
Objective
To make opportunities and progress science and technology accessible to all, this mission aims to remove the barrier that the requirement of high-level of facility in English poses today. Using a combination of machine and human translation, the mission will eventually enable access to teaching and research material bilingually i.e. in English and one’s native Indian language.
It is planned to set up an eco-system which involves, central and state-government agencies and start-ups who will work with scientists and build implementable solutions.
Lead Agencies
Ministry of Electronics and Information Technology Ministry of Human Resource Development Department of Science and Technology
MISSION 2: QUANTUM FRONTIER
Objective
This mission aims to initiate work in control of the quantum mechanical systems, with a large number of degrees of freedom, as one of the great contemporary challenges in fundamental science and technology. Building excellence in the quantum frontier through this mission will also be essential for national security and in the development of quantum computers, quantum chemistry, quantum communication, new materials, quantum sensors and quantum cryptography.
Lead Agencies
Department of Science and Technology Department of Space Department of Atomic Energy Defence Research and Development organisation Ministry of Electronics and Information Technology
MISSION 3: ARTIFICIAL INTELLIGENCE
Objective
There are now incredible advances in data collection, processing and in computation power. Intelligent systems can now be deployed in a variety of tasks and decision-making to enable better connectivity and enhance productivity. The Artificial Intelligence (AI) mission will focus on efforts that will benefit India in addressing societal needs in areas such as healthcare, education, agriculture, smart cities and infrastructure, including smart mobility and transportation.
This mission will work with extensive academia- industry interactions on developing core research capability at national level which will include international collaborations. It will push technology frontiers through the creation of new knowledge and in developing and deploying applications.
Lead Agencies
NITI Aayog Department of Science and Technology Ministry of Electronics and Information Technology Department of Biotechnology
MISSION 4: NATIONAL BIODIVERSITY MISSION
Objective
This mission will incorporate a thorough documentation of India’s biodiversity with the potential for listing and mapping all lifeforms in India including related social and customary practices; evaluation of the appropriation and preservation status of India’s biodiversity; development of a cadre of professionals adept at handling large sets of environmental data for management and monitoring of biodiversity; expansion of knowledge in ecosystem functioning that will inform restoration efforts; establishment of a vibrant biodiversity based economy on a solid foundation of reliable information; commitment with people in general; upgraded choices for farming creation and business security and the general prosperity of society.
Lead Partners
Ministry of Environment, Forests and Climate Change Department of Biotechnology
MISSION 5: ELECTRIC VEHICLES
Objective
This mission is critical for India to reduce fossil fuel consumption and mitigate emissions. Electric Vehicles (EVs) are a major component of India’s mobility plans. For EV’s to become economically viable and scalable, focused research, development and innovation are needed to build indigenous capability. Vehicles need to be energy efficient, use light and efficient batteries that function well in our conditions with materials that are recyclable. Developing vehicle subs-systems and components for Indian requirements including rare earth based electric motors, Li-ion batteries, power electronics etc. will be addressed using academiaindustry collaboration.
Lead Agencies
Department of Science and Technology Department of Heavy Industries Ministry of New and Renewable Energy Ministry of Power, NITI Aayog
MISSION 6: BioScience for Human Health
Objective
The diversity of Indians and of our environment requires a large-scale study of human genomes specific to our lifestyle and how this impact health and disease patterns. The mission will make use of healthy- and disease- samples to understand the impact of nature and nurture on health. The primary goal of the mission is to construct comprehensive reference maps of genomes and to understand the dynamics of how exposure to different environments have impact on our bodies.
The mission will focus on the genomic study of populations of humans to identify and unravel the genetic basis and prevalence of rare and inherited diseases. The result will help animate better finding and treatment that can encourage into the human services arrangement of the nation.
Lead Partners
Department of Biotechnology Department of Health Research Department of Health Department of Science and Technology Department of Atomic Energy
MISSION 7: WASTE TO WEALTH
Objective
The goal of the Waste to Wealth mission is to identify, develop and deploy technologies to treat waste to generate energy, recycle materials and extract worth. The mission will also work to identify and support development of new technologies that hold promise in creating a clean and green environment.
The mission will assist and augment the Swachh Bharat and Smart Cities project by leveraging science, technology and innovation to create circular economic models that are financially viable for waste management to streamline waste handling in India.
Lead Agencies
Department of Biotechnology Department of Science and Technology Ministry of Environment, Forest and Climate Change Ministry of Urban Development Swachh Bharat Abhiyan
MISSION 8: DEEP OCEAN EXPLORATION
Objective
The purposes of this mission is to scientifically explore the deep oceans towards improving our understanding of the blue frontier. The information from this mission will address issues arising from long term changes in the ocean due to climate change. The focus areas cover the development of technologies for deep sea exploration and exploitation of living (biodiversity) and non-living (minerals) resources; development of underwater vehicles and underwater robotics; development of ocean climate change advisory services; technological innovations and conservational methods for sustainable utilisation of marine bio-resources; offshore based desalination techniques; and renewable energy generation.
Lead Agencies
Ministry of Earth Sciences Department of Biotechnology Department of Space Ministry of New and Renewable Energy Oil and Natural Gas Corporation Defence Research and Development Organisation Geological Survey of India National Hydrographic Office National Biodiversity Authority
MISSION 9: AGNIi
Objective
This mission launched by the O/o PSA aims to support the national efforts to boost the innovation ecosystem in the country by connecting innovators across industry, individuals and the grassroots to the market and helping commercialise innovative solutions. It will provide a platform for innovators to bring their technology ready products and solutions to industry and the market thereby helping propel techno-entrepreneurship which can usher a new era of inclusive socio-economic growth.
The mission includes services across the techno-commercialization chain required to support and upscale market-ready indigenous innovations. The initiative includes working with government R&D laboratories and academia to help commercialise their innovations; collaborate and value add to existing innovation programs; training and capacity building of scientists, innovators, technology transfer offices and technology license offices. Linking specific needs of industry to research laboratories to enable development of cost-effective marketable solutions is another focus of the AGNIi program.
Lead Partner
Invest India
Other major projects of the Office of the Principal Scientific Adviser
Research Clusters
Objective
Several cities have seen major investments both in research infrastructure and trained scientific manpower people in establishing high-end institutions in the scientific and technological sector. Similarly, knowledge industry has also grown as enterprise in these cities. Yet, the connect between R&D institutions, academia, including state universities and industry is weak. The aim of the city cluster is to provide a platform to leverage the complementary strengths through effective collaboration and cooperation by developing a functional connect. The clusters will serve as hubs, which will interact with the broader city ecosystem including the state university, colleges, medical schools and local administration. Another major effort involves the development of research programmes in the state university system by providing the enabling eco-system.
Earth Museum
Objective
The Indian subcontinent has a unique and large geological heritage. It is important to preserve this as it provides the link of the present to past. India was a cradle for the evolution of many biotic elements and their subsequent dispersal to other continents. Thus, fossils and geological features form an important component of India’s natural heritage besides their role in understanding past and present-day climate system and in the exploration of natural resources. It is important that our unique geological heritage should be showcased in an exemplary manner which is both scientific and educative through establishing a state-of-theart Earth Museum. The Earth Museum will not only serve as a national repository for specimen fossil preservation and conservation, but will be also designed as a major centre for research in geological and other natural sciences. This will help to educate students and citizens about the exploration, conservation and preservation of our natural heritage, along with its academic and scientific significance.
Brahmaputra River System
Objective
The Brahmaputra river basin forms a critical ecological lifeline of flora and fauna for the northeast states of India. There is a need for multi-disciplinary applied approach for policy, planning and development and to provide R&D based validated scientific input for river basin planning, management and development (scientific modelling, simulation, prediction) for Brahmaputra river. This can be done through robust scientific data collection and sharing, integrate satellite imagery and use such scientific data for sustainable and integrated development of NE Indian states.
I-STEM- Indian Science Technology, and Engineering Facilities Map
Objective
To ensure access through a regularly updated national portal of publicly funded R&D facilities and equipment, installed and working in R&D and academic institutions across the country. This web-based access will foster efficient and optimal use of equipment and capabilities as well as enable cooperation and collaboration in the R&D community, both academic and the industry. The I-STEM Web Portal will provide the effective gateway for linking researchers with resources. Energy Security
Objective
Considering the national mission of Electric Mobility an expert Committee for exploration and procurement of critical minerals required for this sector has been set up in consultation with Ministry of Mining to examine the reserves of Lithium, Cobalt, etc. in the country as well as possible tie-up with mining sector of other countries for sourcing these. KABIL, a joint venture of MECL, NALCO and HCL has initiated preliminary discussions for possible agreement on sourcing Lithium and Cobalt from countries like Australia, Argentina and Bolivia. Last month, KABIL team visited Argentina to conduct a primary survey of different mines in Argentina. Follow-up activities are underway to boost the availability of these critical minerals. | https://www.himalaiiasclasses.com/blog/prime-ministers-science-technology-and-innovation-advisory-council-pmstiac/ |
Solina Centre for International Development and Research (SCIDaR) is an indigenous nonprofit institution that works to accelerate positive health, social and economic reforms through high-quality program design and implementation, capacity building, implementation science research and knowledge generation, as well as agenda setting and stakeholder convening across human development sectors. Our work seeks to benefit primarily disadvantaged and under-served populations. We implement transformation programs in Nigeria and are currently expanding our footprint to several West and Central African countries. We are building a competent world-class management team to enable us sustainably achieve our strategic growth objectives.
I. Description and Objectives
The Program Manager will provide technical and operational leadership for the execution of assigned SCIDaR programs. This will involve day-to-day management of all program workflows and provision of direct oversight for Program Officers executing assigned program activities. She/he will bear ultimate responsibility for all team deliverables and lead program-related interactions with primary clients as well as other relevant stakeholders. The Program Manager will also be responsible for providing program status updates and supporting the Program Director for financial planning.
II. Technical Responsibilities – Program Management
a. Program design and planning
i. Provide technical leadership for the development of diagnostic methodologies and tools to understand system issues and develop insights for clients
ii. Lead the design of program interventions to address systems challenges identified from diagnostics
iii. Lead the development of comprehensive program results frameworks, risk logs, work plans, budgets, and monitoring processes
b. Program implementation
i. Lead day-to-day execution of program activities and manage workflows of assigned SCIDaR Program Officers
ii. Monitor program risks and troubleshoot program challenges, identify and implement creative solutions.
iii. Ensure close collaboration and coordination with cooperating partners to guarantee smooth implementation of activities and achievement of results
iv. Lead all program activities and be the primary contact point for donor program officers and other stakeholders
v. Facilitate routine technical problem-solving sessions with the primary client and relevant stakeholders to brainstorm implementation challenges and align on decisions to guide the path forward
c. Program monitoring and reporting
i. Regularly monitor and review program activities to ensure quality, accountability, and contractual compliance with agreed deliverables and performance indicators as per the scope of work (see Section VI – Appendix)
ii. Lead the preparation of monthly/quarterly technical and financial reports (the latter will be in collaboration with the designated Finance Officer)
iii. Monitor program expenditure and ensure efficient utilization of program resources; liaise with Program Director to make adjustments to program activities in-line with budget realities as required
iv. Facilitate structured mid-term and end-term program evaluations
d. Program staff development and team building
i. Facilitate program onboarding briefing with the program team at the beginning of a new program (or new staff upon joining an existing program) to communicate the program expectations, staff roles, deliverables and performance indicators
ii. Support individual team members to identify and document learning goals at the beginning of the program (or new staff upon joining an existing program), and facilitate feedback sessions to track their progress
iii. Coordinate technical capacity building activities for program staff, and assess their competency gains
iv. Facilitate periodic (at least monthly) individual performance reviews and provide feedback to program staff on their strengths and re-direction needs as is it applies to program activities and deliverables
v. Coordinate all team management issues, including but not limited to team communication, data storage, and sharing modalities, team workstation, facilities, and other logistics, team bonding activities, etc.
e. Organizational learning and documentation
i. Lead the documentation of the best practices in the development of programs, prepare sets of necessary materials, tools, and other resources
ii. Coordinate routine archiving of all program documentation on the organization’s shared drive, and oversee cleanup of all documents at the close of programs
iii. Participate in periodic organization-wide events to share critical insights from the program with other managers and directors
III. Institutional leadership responsibilities
As an institutional leader and a part of SCIDaR’s Management Team, the Program Manager will be required to contribute substantially to organizational strategy and management in ways including, but not limited to:
a. Organizational strategy
i. Identification and execution of institutional strategic priorities for SCIDaR that align with the mission and values, and that are responsive to the evolving trends in the human capital development sectors;
ii. Support for executive management as needed with institutional representation; business development and brand management; planning and budgeting; people development, and general leadership and oversight for the organization.
b. Business/Proposal Development Support
i. Lead the technical development of proposals as assigned by the Program Director; including background data gathering and research for proposal efforts, participating in brainstorming meetings to pool strategies and ideas and writing-up technical components of proposals
ii. Identify opportunities, liaise, and develop networks with government, non-governmental organizations, partners, and donors to promote an understanding of SCIDaR’s work and ensure the sustainability of SCIDaR operations in collaboration with Program Director
iii. Provide support and training on proposal development processes to build the capacity of staff
c. Talent management
i. Participate as required in the comprehensive in-house professional development program that includes periodic training needs assessment; new staff onboarding and orientation; in-class training sessions; staff mentoring program; etc.
ii. Support Program Directors to anticipate project staffing requirements and planning staff placements to satisfy both employee professional development needs and project needs;
iii. Participate in the reviews of current SCIDaR staff performance evaluation framework for appropriateness for cadres of technical staff
d. Procurement and vendor management
i. Review all program procurement requests from Program Officers and provide recommendations for the Project Director’s approval in-line with SCIDaR’s procurement regulations
e. Travel and logistics management
i. Review and approve all program team travel in-line with SCIDaR’s travel policies to ensure safety and efficiency for all staff
f. Information and Communication Technology:
i. Request ICT infrastructure and support services required for the effective execution of program activities
ii. Ensure deployed ICT infrastructure and support services are used and maintained appropriately while in the custody of the program team
IV. Required competencies
a. Core requirements
i. Compelling evidence of interest in and commitment to the mission of SCIDaR;
ii. Commitment to helping build the organization for a minimum of two yearsin the role;
iii. Demonstrated strong strategic thinking, problem-solving and thought leadership abilities;
iv. Advanced computer usage skills with proficiency in Microsoft® Word, Excel, PowerPoint;
v. Reliable people manager, able to manage and promote inclusive and diverse teams within the organization;
vi. Secure relationship manager, highly impactful influencing and persuasion skills;
vii. Fast learner, open to learning from peers, subordinates, and supervisors collaboratively and at a rapid pace;
viii. Results oriented performer, experienced in developing and tracking self and team with clear KPIs;
ix. Strong verbal and written communications skills,
b. Education and Experience
i. Academic training: Minimum of Masters’ degree in International Development, Policy and Strategy Development, Public Health, Epidemiology, Health Management or similarly relevant field;
ii. Experience: Minimum of seven years of progressive experience implementing development programs, with a good understanding of the operations of the government, donors, and other development organizations
iii. Consulting expertise: in strategy, systems strengthening in a major consulting firm a plus.
V. Appendix (Program-specific documentation)
Upon engagement on any SCIDaR program, the Program Manager will co-develop or align on program specific scope of work and deliverables with the Program Director and the client. The following documents will then guide the development of program-specific KPIs for the Program Manager, which will be tracked in addition to the technical responsibilities captured in Section IIIabove. The following documents will serve as reference material for each program.
a. Program results framework and workplan
b. Program budget
c. Stakeholder engagement framework and communication plan
VI. Equal employment opportunity statement – SCIDaR is an equal employment employer. We do not engage in practices that discriminate against any person employed or seeking employment based on race, color, religion, gender, national or ethnic origin, age, marital status, genetic information or any other status or characteristic protected under applicable laws.
How to Apply
Application instructions
i. Please send an up-to-date CV andcover letter to [email protected];
ii. The CV / cover letter must include email addresses and phone numbers of 3 professional referees who can speak to your work ethics and capabilities;
iii. Format the title of your email as such: Application: Role to which applied_first name last name_date of submission. Example: Application: Program Manager_John Doe_June 12, 2019
iv. Candidates are encouraged to only apply for positions for which they meet the eligibility criteria specified above. | https://gblcareers.com/2019/07/program-manager-at-solina-group/ |
About Mistahiya: Mistahiya is the parent company overseeing a number of businesses owned by the Saulteau First Nations (SFN). Our current businesses provide services in the areas of civil construction, oil and gas well reclamation and remediation, card-lock fuel, temporary labour and security. The role of Mistahiya is to ensure each business is managed to be profitable for many generations to come, have strong and transparent governance, provide long-term benefit to SFN and reflect the values of SFN. Mistahiya, and its group of companies, is located near Chetwynd BC.
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Job Summary: The Chief Executive Officer is responsible for providing strategic leadership and oversight for the Mistahiya group of companies by working with company leadership and the Boards of Directors to establish and execute the strategic plan, provide consistent governance and ensure long-term benefit is provided to Saulteau First Nations.
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responsibilities
Leadership and Stakeholder Relations
· Participate with the Board in developing the strategic plan including, vision, mission, values and goals for Mistahiya
· Collaborate with each business unit General Manager to develop 5-year strategic and annual operating plans
· Implement the strategic plan, ensuring:
· Financial sustainability of existing subsidiary businesses;
· Opportunities for future business are identified and developed;
· Oversight of employees and business partners, assessment of risks, and community engagement; and
· Timely recommendations are made to the Board on financing, human resources, policy matters, and potential risks and their impacts to the Mistahiya group of companies.
· Identify, assess, and inform the Board of internal and external issues that affect Mistahiya.
· Act as a professional advisor to the Board on all aspects of the organization’s activities.
· Foster effective teamwork between the Board and the Chief Executive Officer, between the Chief Executive Officer and staff, and between the subsidiary companies.
· Ensure regular communication with stakeholders, including the members of Saulteau First Nations, to keep them appropriately informed of the work of the Mistahiya group of companies.
· Establish good working relationships and collaborative arrangements with community groups, government leaders, strategic partners and other organizations to help achieve the goals of Mistahiya.
· Communicate and promote the Mistahiya group of company’s services, capabilities and value to the community, and look for ways to leverage the strengths of partners to seize opportunities and develop a stronger and more diverse range of services.
· Build and maintain a high profile for the Mistahiya group of companies, acting as the organization’s spokesperson and looking for opportunities to represent the organization at various tables, ensuring Mistahiya is seen as a leader and a reliable, trusted partner.
· Provide recommendations for potential Board Members for Mistahiya group of companies.
Operations, Administration, and Finance
· Develop annual business plans that incorporates goals and objectives that work towards the strategic direction of Mistahiya. Work with the Board to develop a budget and ensure adequate funding is in place to operationalize the plan.
· Manage the finances of Mistahiya and provide financial oversight to its subsidiaries, including budget, cash-flow, and borrowing activities.
· Ensure Mistahiya administrative and operational infrastructure and capacity is appropriate to meet strategic plan objectives.
· Ensure the effective stewardship of Mistahiya’s financial and non-financial resources, including the management, oversight, and reporting on human resources, finances, information, material resources, equipment, and facilities - emphasizing health and safety of employees, partners, and the community.
· Ensure that subsidiary organizations have effective processes in place to develop business opportunities to secure long-term economic sustainability of the Mistahiya group of companies.
· Ensure that subsidiary organizations have effective project oversight practices in place to ensure a positive reputation as a leader in service delivery, while nurturing client relationships and to providing leads to new opportunities.
· Formulate new or revised policies and procedures, operational plans, and new program proposals, directions, or initiatives.
· Develop a shared services model between Mistahiya and its subsidiaries, overseeing the evaluation, planning, and implementation of shared services where these are the most efficient and cost-effective.
· Ensure that the services provided by Mistahiya contribute to the Mistahiya’s mission and reflect the priorities of the Board.
· Monitor the day-to-day delivery of services to maintain or improve quality, ensuring the operations of the Mistahiya group of companies meet the expectations of its stakeholders.
· Identify and evaluate the risks to Mistahiya’s community, property, finances, goodwill, and image, while implementing measures to mitigate and control risks.
Human Resources Planning and Management
· Recruit, select, support and develop staff that share in Mistahiya’s values and have the appropriate technical and personal abilities to help further Mistahiya’s mission. Provide effective leadership to employees, contractors, and consultants so that the full potential of these resources is realized.
· Empower staff to identify innovative approaches that enhance Mistahiya’s strategic and operational performance.
· Foster a culture focused on safety and the mission and values of Mistahiya and the Mistahiya group of companies.
· Establish a safe, positive, healthy, and engaging work environment in accordance with all appropriate legislation and regulations.
· Work to develop an environment where teamwork is paramount, ensuring all team members are working toward a common vision and strategy.
· Ensure that Boards and staff are afforded appropriate professional development opportunities to maximize their contributions to the organization, particularly as the organization grows and matures.
· Implement a performance management process for all staff which includes monitoring the performance of staff on an on-going basis and conducting an annual performance review.
· Ensure succession planning and the coaching and mentoring of staff within all of the Mistahiya group of companies, reporting annually to the Board on the status of Mistahiya’s and the business units corporate succession plan.
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qualifications
Education
Bachelor’s Degree in Business Administration or a related field from an accredited university
Master’s Degree in Business Administration may be considered to be an asset
Skills and Experience
The Chief Executive Officer should demonstrate competence in some or all of the following:
· Adaptability: Demonstrate a willingness to be flexible, versatile, and/or tolerant in a dynamic work environment, while maintaining effectiveness and efficiency.
· Behaves Ethically: Understand ethical behaviour and business practices and ensure that her/his own behaviour and the behaviour of others is consistent with these standards and aligns with the values of the organization.
· Builds Relationships: Establish and maintain positive working relationships with others, both internally and externally, to achieve the goals of Mistahiya.
· Communicates Effectively: Speak, listen, and write in a clear, thorough and timely manner, using appropriate and effective communication tools and techniques.
· Creativity & Innovation: Develop new and unique ways to improve operations of the organization and to create new opportunities.
· Develops the Business: Work with the senior management of the subsidiary companies to ensure positive relationships are being managed to secure new business opportunities.
· Focuses on Stakeholder Needs: Anticipate, understand, and respond to the needs of internal and external stakeholders to meet or exceed their expectations.
· Fosters Teamwork: Work cooperatively and effectively with others to set goals, resolve problems, and make decisions that enhance organizational effectiveness.
· Leads: Positively influence others to achieve results that are in the best interest of the organization.
· Makes Decisions: Assess situations to determine the importance, urgency, and risks while making clear decisions which are timely and in the best interests of the organization.
· Organized: Set priorities, develop a work schedule, monitor progress towards goals, and track details, data, information, and activities.
· Plans: Determine strategies to move the organization forward, set goals, create and implement actions plans, and evaluate the process and results.
· Raises Profile: Look at strategic partnership opportunities and forums that ensure a voice at the table of partner organizations as well as recognition for the Mistahiya as a leader.
· Solves Problems: Assess problem situations to identify causes, gather and process relevant information, generate possible solutions, and make recommendations and/or resolve the problem.
· Takes Managed Risks: In using new and innovative approaches, identify the risks involved and have a plan in place to take the bold leap forward into new territory where risks are considered manageable.
· Thinks Strategically: Assess options and actions based on trends and conditions in the current business environment that are consistent with the vision and values of Mistahiya.
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Other Information
The requirements and responsibilities contained in this job description do not create a contract of employment and are not meant to be all-inclusive. They may be changed at any time at the discretion of the Board.
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Core Values - Every employee is expected to demonstrate commitment to the following core values: | https://saulteau.com/component/k2/item/37-mistahiya-development-corporation-ceo |
The following minimum standard guidelines are intended to serve as a basic guide for the provision of pharmacy services in hospitals. These guidelines outline a minimum level of services that most hospital pharmacy departments should consistently provide. The reader is strongly encouraged to review the American Society of Health-System Pharmacy (ASHP) guidance documents referenced throughout these guidelines for more detailed descriptions. Certain elements of these guidelines may be applicable to other health care settings or may be useful in evaluating the scope and quality of pharmacy services.
Elements of Care
The mission of pharmacists is to help people make the best use of medications.1 Therefore, pharmacists shall be concerned with not only the provision but the outcomes of pharmacy services. The elements of pharmacy services that are critical to safe, effective, and cost-conscious medication use in a hospital include (1) practice management, (2) medication-use policy development, (3) optimizing medication therapy, (4) drug product procurement and inventory management, (5) preparing, packaging, and labeling medications, (6) medication delivery, (7) monitoring medication use, (8) evaluating the effectiveness of the medication-use system, and (9) research. Although the scope of pharmacy services will vary from site to site, depending upon the needs of patients and the hospital as well as the resources available, these core elements are inextricably linked to successful outcomes. Failure to provide any of these services may compromise the quality of patient care.
Terminology
In these guidelines, the term “shall” is used to indicate a minimum standard of practice set forth in this document, in other ASHP policies, or in requirements established by laws, regulations, accrediting bodies, or other binding authorities. The term “should” is used to indicate a best practice that is strongly encouraged by ASHP but which may not be applicable to all institutions or in all circumstances.
Standard I. Practice Management
Effective leadership and practice management skills are necessary for the delivery of pharmacy services in a manner consistent with the hospital’s and patients’ needs. Such leadership should foster continuous improvement in patient care outcomes. The management of pharmacy services should focus on the pharmacist’s responsibilities as a patient care provider and leader of the pharmacy enterprise through the development of organizational structures that support that mission. Development of such structures will require communication and collaboration with other departments and services throughout the hospital, which every member of the pharmacy team should cultivate at every opportunity.
A. Pharmacy and Pharmacist Services
Pharmacy Mission, Goals, and Scope of Services. The pharmacy shall have a written mission statement that reflects both patient care and operational responsibilities. Other aspects of the pharmacy’s mission may require definition as well (e.g., educational and research responsibilities). The mission statement shall be consistent with the mission of the hospital and, if applicable, aligned with the health system of which the hospital is a component. The development, prioritization, and implementation of the pharmacy’s goals should be consistent with the mission statement. Determination of short- and long-term goals and the undertaking of implementation activities should be performed in collaboration with institutional leadership and other hospital staff (e.g., pharmacy, nursing, and medical staff), and these should be integrated with the goals of the hospital. The mission statement may also incorporate consensus-based national goals, such as those expressed in the recommendations from the ASHP Pharmacy Practice Model Initiative.2
The pharmacy shall also maintain a written document describing the scope of pharmacy services. These services should be consistent with the hospital’s scope of services and should be applied throughout the hospital in all practice sites.
The mission, goals, and scope of services shall be clearly communicated to everyone involved in the provision of pharmacy services, including pharmacists, residents, students, technicians, and support staff.
24-Hour Pharmacy Services. Adequate hours of operation for the provision of needed pharmacy services shall be maintained; 24-hour pharmacy services should be provided when possible. Twenty-four hour pharmacy services should be employed in all hospitals with clinical programs that require intensive medication therapy (e.g., transplant programs, open-heart surgery programs, neonatal intensive care units, and trauma centers). When 24-hour pharmacy services are not feasible, a pharmacist shall be available on an on-call basis. Remote medication order processing may be employed (to the extent permitted by law and regulation) to help provide pharmacy services but is not a substitute for an on-call pharmacist.3 Automated drug dispensing equipment and computer databases are also not a substitute for the skills and knowledge of a pharmacist and should not be considered alternatives to 24-hour pharmacy services.4
After-Hours Pharmacy Access. In the absence of 24-hour pharmacy services, access to a limited supply of medications shall only be available to authorized, licensed health care professionals for use in carrying out urgent medication orders. Access to such medications shall be carefully monitored and documented, and after-hours access shall be reviewed regularly to ensure appropriate use. The list of medications to be accessible and the policies and procedures to be used (including subsequent review of all activity by a pharmacist) shall be developed by a multidisciplinary committee of physicians, pharmacists, and nurses (e.g., by the pharmacy and therapeutics [P&T] committee or its equivalent).5 Access to medications should be limited to cases in which the P&T committee (or its equivalent) determines that the urgent clinical need for the medication outweighs the potential risks of making the medication accessible. The potential safety risks of medications should be considered in the decision to make them accessible, and medications, quantities, dosage forms, and container sizes that might endanger patients should be limited whenever possible.
Routine after-hours access to the pharmacy by nonpharmacists for access to medications shall not be permitted. The use of well-designed night cabinets, after-hours medication carts, automated dispensing devices,6 and other methods precludes the need for nonpharmacists to enter the pharmacy.4
Practice Standards and Guidelines. The standards and regulations of all relevant government bodies (e.g., state boards of pharmacy, departments of health) shall be met. The practice standards and guidelines of ASHP, appropriate accrediting bodies (e.g., Joint Commission, American Osteopathic Association Healthcare Facilities Accreditation Program, Det Norske Veritas), and the Centers for Medicare and Medicaid Services shall be viewed as applicable, and the hospital should strive to meet all applicable standards.
B. Laws and Regulations
Applicable local, state, and federal laws and regulations shall be met, and relevant documentation of compliance shall be maintained.
C. Policies and Procedures
Policy and Procedures Manual. There shall be a policy and procedures manual governing pharmacy functions (e.g., administrative, operational, and clinical), and all pharmacy personnel shall follow those policies and procedures. The manual may include a statement of the pharmacy’s mission, philosophy, or values (e.g., the pharmacy’s mission or vision statement), but it should concentrate on operational policies and procedures to guide and direct all pharmacy services. The pharmacy’s policies and procedures should be consistent with the hospital’s policies and procedures, and the manual should be reviewed by a designated medical staff committee for potential conflicts and other medical issues. The manual shall be reviewed by pharmacy staff on a regular basis and revised as necessary to reflect changes in procedures, organization, objectives, or practices. The manual shall be accessible to pharmacy department personnel as well as other hospital employees (e.g., through the hospital’s intranet), and all pharmacy personnel should be familiar with its contents. Appropriate mechanisms to ensure compliance with the policies and procedures should be established.
Personnel Safety. Pharmacy employees should be involved in the development of the hospital’s plans for emergency response, infection prevention and control, management of hazardous substances and waste, and incident reporting, and all pharmacy staff shall receive education about those plans.
Emergency Preparedness. Facility emergency preparedness plans shall describe the role of pharmacy staff in emergency response (including evacuation), and the facility’s business continuity plan shall include procedures for providing safe and efficient pharmacy services in case of emergencies. Appropriately trained pharmacists should be members of emergency preparedness teams and participate in applicable preparations and drills.7 The pharmacy shall establish, in conjunction with the hospitalwide emergency plan, policies and procedures for the safe and orderly evacuation of pharmacy personnel in the event of an emergency in the hospital.
Medical Emergencies. The pharmacy shall participate in hospital decisions about the contents of code carts, emergency medication kits and trays, and the role of pharmacists in medical emergencies. Pharmacists should serve on cardiopulmonary resuscitation teams, and such pharmacists should receive appropriate training and maintain appropriate certifications (e.g., Basic Life Support, Advanced Cardiopulmonary Life Support, Pediatric Acute Life Support).
Immunization Programs. The pharmacy shall participate in the development of hospital policies and procedures concerning preventive and postexposure immunization programs for patients and hospital employees.8 When practical, pharmacists should participate as active immunizers for hospital and health-system-based preventive immunization programs (e.g., influenza).
Substance Abuse Programs. The pharmacy shall assist in the development of and participate in hospital substance abuse education, prevention, identification, treatment, and employee assistance programs.9
D. Human Resources
Position Descriptions. Areas of responsibility within the scope of pharmacy services shall be clearly defined. The responsibilities and related competencies of professional and supportive personnel shall be clearly defined in written position descriptions. These position descriptions shall be reviewed and revised as required by the hospital’s policies. Position descriptions should reflect more general aspects of performance (e.g., communication, motivation, teamwork) in addition to specific responsibilities and competencies.
Director of Pharmacy. The pharmacy shall be managed by a professionally competent, legally qualified pharmacist. The director of pharmacy should be thoroughly knowledgeable about and have experience in hospital pharmacy practice and management. An advanced management degree (e.g., M.B.A., M.H.A., or M.S.) or an administrative specialty residency10 is desirable.
The director of pharmacy shall be responsible for
- Establishing the mission, vision, goals, and scope of services of the pharmacy based on the needs of the patients served, the needs of the hospital (and any health system of which the hospital may be a component), and developments and trends in health care and hospital pharmacy practice,
- Developing, implementing, evaluating, and updating plans and activities to fulfill the mission, vision, goals, and scope of services of the pharmacy,
- Actively working with or as a part of hospital or health-system leadership to develop and implement policies and procedures that provide safe and effective medication use for the patients served by the institution,
- Mobilizing and managing the resources, both human and financial, necessary for the optimal provision of pharmacy services, and
- Ensuring that patient care services provided by pharmacists and other pharmacy personnel are delivered in adherence to applicable state and federal laws and regulations, hospital privileging requirements, and national practice standards.
A part-time director of pharmacy shall have the same obligations and responsibilities as a full-time director.
Pharmacists. The pharmacy shall employ an adequate number of competent, legally qualified pharmacists to meet the specific medication-use needs of the hospital’s patients. Pharmacists hired on a temporary or contract basis shall meet the same requirements as those employed by the hospital.
Support Personnel. Sufficient support personnel (e.g., pharmacy technicians and clerical or secretarial personnel) shall be employed to facilitate pharmacy services. Support positions shall have a written job description that includes a statement of the competencies required for that position. Support staff shall be properly trained and supervised, and professional development programs for them are desirable. Pharmacy technicians should have completed an ASHP-accredited pharmacy technician training program, should be certified by the Pharmacy Technician Certification Board, and shall meet the requirements of applicable laws and regulations. Pharmacy technicians working in advanced roles should have additional training and demonstrate competencies specific to the tasks to be performed.
Education and Training. All personnel shall possess the education and training required to fulfill their responsibilities and shall participate in relevant continuing-education programs and activities as necessary to maintain or enhance their competence.11
Recruitment, Selection, and Retention of Personnel. Personnel should be recruited and selected by the pharmacy director on the basis of job-related qualifications and prior performance. An employee retention plan is desirable.12
Orientation of Personnel. There shall be an established, structured procedure for orienting new personnel to the pharmacy, the hospital, and their respective positions.9 Evaluation of the effectiveness of orientation programs should be done in conjunction with the competency assessment required before a new hire can assume full responsibility for the new position.
Work Schedules and Assignments. The director of pharmacy shall ensure that work schedules, procedures, and assignments optimize the use of personnel and resources. There shall be a written departmental staffing plan that addresses how patients’ needs will be met during periods of staff shortages and fluctuation in workload and/or patient acuity. Remote medication order processing may be employed to help address staff shortages or workload fluctuations.3
Performance Evaluation. There shall be procedures for regularly scheduled evaluation of the performance of pharmacy personnel. The evaluation format should be consistent with that used by the hospital. The competencies of the position shall be well defined in the position description, short- and long-term goals should be established for each employee, and the employee’s competency shall be assessed regularly. The pharmacy director shall ensure that an ongoing competency assessment program is in place for all staff, and each staff member should have a continuous professional development plan.
Effective Communication. There should be established methods for communicating important information to staff in a timely manner (e.g., electronic communications, staff meetings, newsletters, bulletin boards). The pharmacy should establish appropriate mechanisms to regularly assess the effectiveness of such communications.
Ethical Conduct. Standards of ethical conduct shall be established, and there shall be procedures for educating all pharmacy staff regarding these standards. The institution’s conflict-of-interest and ethical conduct policies shall be clearly communicated to all staff, with appropriate staff acknowledgement of conformance with these policies.13
E. Facilities
Pharmacy. Adequate space, equipment, and supplies shall be available for all professional and administrative functions relating to pharmacy services. These resources shall meet all applicable laws and regulations; shall be located in areas that facilitate the provision of services to patients, nurses, prescribers, and other health care providers; and shall be integrated with the hospital’s communication and delivery or transportation systems.
Medication Storage and Preparation Areas. There shall be suitable facilities to enable the receipt, storage, and preparation of medications under proper conditions of sanitation, temperature, light, moisture, ventilation, segregation, and security to ensure medication integrity and personnel safety throughout the hospital.4
Compounding Areas. There shall be suitable facilities to enable the compounding, preparation, and labeling of sterile and nonsterile products, including hazardous drug products, in accordance with established quality-assurance procedures. The work environment should promote orderliness and efficiency and minimize the potential for medication errors and contamination of products.14–20
Patient Assessment and Consultation Area. In outpatient settings, a private area for pharmacist–patient consultations shall be available to confidentially enhance patients’ knowledge of and adherence to prescribed medication regimens.21
Office and Meeting Space. Adequate office and meeting areas shall be available for administrative, educational, and training activities.
Automated Systems. There shall be policies and procedures for the evaluation, selection, use, calibration, monitoring, and maintenance of all automated pharmacy systems. Automated mechanical systems and software can promote safe, accurate, and efficient medication ordering and preparation, drug distribution, and clinical monitoring. Use of such systems and software shall be structured so as to not hinder the pharmacist’s review of (and opportunity to intervene in) medication orders before the administration of first doses. The maintenance, calibration, and certification of all automated systems shall be performed and documented as required by all applicable laws, regulations, and standards.6,22,23 All automated systems shall include adequate safeguards to maintain the confidentiality and security of patient records, and there shall be procedures to provide essential patient care services in case of equipment failure or downtime.
Information Technology. A comprehensive pharmacy computer system shall be employed and should be integrated to the fullest extent possible with other hospital information systems and software, including computerized provider-order-entry, medication administration, electronic health record, and patient billing systems. Computer resources should be used to support clerical functions, maintain patient medication profile records, provide clinical decision support, perform necessary patient billing procedures, manage drug product inventories, provide drug information, access the patient medical record, manage electronic prescribing, and interface with other computerized systems to obtain patient-specific clinical information for medication therapy monitoring and other clinical functions and to facilitate the continuity of care to and from other care settings. Pharmacists should be involved in the development and maintenance of order sets, templates, and dose ranges used in computerized provider-order-entry and clinical decision-support systems. Pharmacy computer systems should be integrated with the hospital’s clinical, financial, and administrative information systems. All computer systems shall include adequate safeguards to maintain the confidentiality and security of patient records, and a backup system should be available to continue essential computerized functions (e.g., those that support patient care) during equipment failure.
Drug Information. Adequate space, current resources, and information-handling and communication technology shall be available to facilitate the provision of drug information. The department of pharmacy shall select its drug information resources, and pharmacists shall play a leadership role in the selection of drug information resources used by other health care providers in the hospital. Up-to-date, objective drug information shall be available, including current print or electronic periodicals, newsletters, best-practices guidelines, and recent editions of reference books in appropriate pharmaceutical and biomedical subject areas. Electronic drug information databases are preferred because they are frequently updated and can be made available to all health care professionals, but sufficient access to print information shall be available in case of equipment failure or downtime. Electronic and print drug information may be supplemented with medical libraries and other available resources. Appropriate drug information resources shall be readily accessible to pharmacists located in patient care areas.
Electronic databases and convenient methods of data dissemination (e.g., e-mail and handheld devices) are desirable. If such tools are employed, they should be made available to all health care practitioners who require access to the data.
Record Maintenance. | https://basicmedicalkey.com/standard-for-pharmacies-in-hospitals/ |
Two spheres look identical and have the same mass. However, one is hollow and the other is solid. Describe an experiment to determine which is which.
Step-by-step solution
Step 1 of 1
Let the spheres spin on the table. The sphere which spins at a lower rate will be the hollow sphere. This is because in a hollow sphere, the air inside tries to get away from the axis of rotation. Therefore its moment of inertia increases causing reduction in angular velocity.
As the torque is constant (torque = moment of inertia x angular velocity) for both the spheres; hence in case of a solid sphere, it will rotate more or less like a rigid body with a greater angular velocity. | https://studysoup.com/tsg/1848/physics-principles-with-applications-6-edition-chapter-8-problem-19q |
We begin to address rotational motion in this chapter, starting with fixed-axis rotation. Fixed-axis rotation describes the rotation around a fixed axis of a rigid body; that is, an object that does not deform as it moves. We will show how to apply all the ideas we’ve developed up to this point about translational motion to an object rotating around a fixed axis. In the next chapter, we extend these ideas to more complex rotational motion, including objects that both rotate and translate, and objects that do not have a fixed rotational axis.
- 10.0: Prelude to Fixed-Axis Rotation Introduction
- In previous chapters, we described motion (kinematics) and how to change motion (dynamics), and we defined important concepts such as energy for objects that can be considered as point masses. Point masses, by definition, have no shape and so can only undergo translational motion. However, we know from everyday life that rotational motion is also very important and that many objects that move have both translation and rotation.
- 10.1: Rotational Variables
- The angular position of a rotating body is the angle the body has rotated through in a fixed coordinate system, which serves as a frame of reference. The angular velocity of a rotating body about a fixed axis is defined as ω(rad/s), the rotational rate of the body in radians per second. If the system’s angular velocity is not constant, then the system has an angular acceleration. The instantaneous angular acceleration is the time derivative of angular velocity.
- 10.2: Rotation with Constant Angular Acceleration
- The kinematics of rotational motion describes the relationships among rotation angle, angular velocity and acceleration, and time. For constant angular acceleration, the angular velocity varies linearly, so the average angular velocity is 1/2 the initial plus final angular velocity over a given time period. A graphical analysis involves finding the area under an angular velocity-vs.-time or angular acceleration-vs.-time graph to get the change in angular displacement and velocity, respectively.
- 10.3: Relating Angular and Translational Quantities
- The linear kinematic equation have the rotational counterparts in which x = θ, v = ω, a = α. A system undergoing uniform circular motion has a constant angular velocity, but points at a distance r from the rotation axis have a linear centripetal acceleration. A system undergoing nonuniform circular motion has an angular acceleration and therefore has both a linear centripetal and linear tangential acceleration at a point a distance r from the axis of rotation.
- 10.4: Moment of Inertia and Rotational Kinetic Energy
- The rotational kinetic energy is the kinetic energy of rotation of a rotating rigid body or system of particles. The moment of inertia for a system of point particles rotating about a fixed axis is the sum of the product between the mass of each point particle and the distance of the point particles to the rotation axis. In systems that are both rotating and translating, conservation of mechanical energy can be used if there are no nonconservative forces at work.
- 10.5: Calculating Moments of Inertia
- Moments of inertia can be found by summing or integrating over every ‘piece of mass’ that makes up an object, multiplied by the square of the distance of each ‘piece of mass’ to the axis. The parallel axis theorem makes it possible to find an object's moment of inertia about a new axis of rotation once it is known for a parallel axis. The moment of inertia for a compound object is simply the sum of the moments of inertia for each individual object that makes up the compound object.
- 10.6: Torque
- The magnitude of a torque about a fixed axis is calculated by finding the lever arm to the point where the force is applied and multiplying the perpendicular distance from the axis to the line upon which the force vector lies by the magnitude of the force. The sign of the torque is found using the right hand rule. The net torque can be found from summing the individual torques about a given axis.
- 10.7: Newton’s Second Law for Rotation
- Newton’s second law for rotation says that the sum of the torques on a rotating system about a fixed axis equals the product of the moment of inertia and the angular acceleration. In the vector form of Newton’s second law for rotation, the torque vector is in the same direction as the angular acceleration. If the angular acceleration of a rotating system is positive, the torque on the system is also positive, and if the angular acceleration is negative, the torque is negative.
- 10.8: Work and Power for Rotational Motion
- The incremental work in rotating a rigid body about a fixed axis is the sum of the torques about the axis times the incremental angle. The total work done to rotate a rigid body through an angle θ about a fixed axis is the sum of the torques integrated over the angular displacement. The work-energy theorem relates the rotational work done to the change in rotational kinetic energy: W_AB = K_B − K_A. The power delivered to a system that is rotating about a fixed axis is the torque times the angul
Thumbnail: Brazos wind farm in west Texas. As of 2012, wind farms in the US had a power output of 60 gigawatts, enough capacity to power 15 million homes for a year. (credit: modification of work by “ENERGY.GOV”/Flickr).
Contributors
Samuel J. Ling (Truman State University), Jeff Sanny (Loyola Marymount University), and Bill Moebs with many contributing authors. This work is licensed by OpenStax University Physics under a Creative Commons Attribution License (by 4.0). | https://phys.libretexts.org/Bookshelves/University_Physics/Book%3A_University_Physics_(OpenStax)/Map%3A_University_Physics_I_-_Mechanics%2C_Sound%2C_Oscillations%2C_and_Waves_(OpenStax)/10%3A_Fixed-Axis_Rotation__Introduction |
Quite a few Olympic events involve flipping and twisting, including gymnastics, diving, and trampoline. You might ask, "What is the difference between a flip and a twist?" I am going to give my definition of these two terms and stick with it. Some people might use different words, but mine are the best hand-picked organic high quality words.
They say a picture is worth a thousand words, but what about an animation? This is a front layout (yes, I created the human figure in VPython). The red arrow shows the direction of the angular velocity vector.
Now for my next definition.
Again, here is an animation showing a twist along with the VPython code.
What's the deal with the red arrows? They represent the vector quantity of angular velocity. Yes, angular velocity is a vector. The direction of rotation matters, just like the speed of rotation matters. Now, the convention is for this angular velocity to follow the axis of rotation---but which way? Here's where you use the right-hand-rule: Let the fingers of your right hand curl in the direction of rotation. Your right thumb points in the direction of the angular velocity vector.
I know you want to get to twisting, but there's just a little bit more physics. First, there is torque. This is sort of like a rotational force and it also is a vector. Instead of discussing torque too much (here is a nice post about it), I'd like to talk about what torque does. If you have a net torque on an object, it changes the angular momentum of that object. For a constant torque, this can be expressed with the Angular Momentum Principle:
This says that if there is no torque on the system (like after a gymnast leaves the ground), then the angular momentum must be constant.
But what the heck is angular momentum other than the vector L? Angular momentum is just like the rotational equivalent of linear momentum---but with a twist. See what I did there? Let me write an expression for the angular momentum:
This states that the angular momentum is the product of I (the moment of inertia tensor) and ω. The moment of inertia is indeed a tensor (don't worry about that right now). If you like, you can think of this as the "rotational mass." This moment of inertia is a "thing" that describes how the mass of the object is arranged. The only thing you need to know about the tensor-nature of I is that when you operate this tensor on the angular velocity vector, you get another vector. But here is the key: The angular momentum vector does not have to be in the same direction as the angular velocity vector. I know that sounds crazy, but that's what tensors do. | https://www.wired.com/2016/08/physics-behind-every-olympic-gymnasts-twist/ |
r.p.m. are used to control the precessional speed of the gyro-axle. The full power of the motor together with the torque due to the ship's roll are used to accelerate the precessional velocity for 1.25 sec. after the start of precession. During the first quarter second, the acceleration is 0.3 rad. per sec. per sec. Assume that there is a lag of 0.5 sec. between the inception of a roll and the inception of precession. The precessional velocity attained in about 1.25 see. after the inception of precession is maintained constant by the use of a motor and brakes for such a length of time that a constant deceleration, then developed, will cause the gyro-axle to come to rest 120° from one end of a swing in the 6.5 sec. of one-half period.
The precession motor is connected to the gyro-casing by gears having diameters in the ratio of 1 to 100. Assume that the efficiency of the gears is 80 per cent, and that the moment of inertia of the gyro-wheel, casing, and gear with respect to the precession axis is nine times that of the gyro-wheel with respect to the spin-axle.
Compute: (a) The moment of inertia and the mass which the gyro-wheel must have if it consists of a uniform disk 8 ft. in diameter; (b) values of the roll velocity of the ship at quarter-second intervals throughout one-half cycle of roll where the maximum amplitude of roll is 2° from the vertical; (c) the horse-power of the motor which, making 500 r.p.m., will produce a mean acceleration of the gyro-axle of 0.3 rad. per see. per sec. during the first quartersecond of precession; (d) values of the precessional velocity and angular displacement of the gyro-axle at the end of each quarter-second interval throughout one half-cycle; (e) the time at which the final deceleration of the precessional velocity of the gyro-axle should begin; (f) the gyroscopic torque opposing roll at the end of each half-second during one half-cycle of roll.
(g) Construct a table with the following data arranged in consecutive columns: tr, time of roll reckoned from the end of an oscillation; tp, time of precession reckoned from the end of an oscillation; wr, instantaneous roll velocity; wr, mean roll velocity during the preceding time interval; wp, instantaneous velocity; 0', angular displacement of the gyro-axle from end of oscillation; ot, displacement of gyro-axle from equilibrium position; 4,, mean angular displacement of gyro-axle during preceding time-interval; Lg, gyroscopic torque opposing roll.
(h) Plot on the same time-axis, curves coordinating
wr and t,, 't and t,, Lg and t,
Solution. (a) The Required Moment of Inertia of the Gyro-Wheel. - From the equation of U. S. Admiral D. W. Taylor, the required moment of inertia of gyro-wheel and axle, with respect to the spin-axis, expressed in pound-feet2, is
Ks = 12250DHT n
Substituting in this equation the data of the problem:
_1225(5°)(2200 tons) (2.5ft.)(13sec.)KS 33000
=3333501b.-ft2
8 r.p.m.
THE ACTIVE TYPE OF GYRO SHIP STABILIZER 155
The mass of a uniform disk 8 ft. in diameter that will have the above moment of inertia, from (22):
2K5 2(333350lb.-ft.2) = 41670 lb. (101)
MP r]- 16ft.z
(b) Velocities of Ship Roll at Instants One Quarter-Second Apart throughout a Roll of Amplitude Two Degrees and Period Thirteen Seconds. - In the case of a body vibrating with simple harmonic motion of rotation of period T, the angular velocity at time t after leaving the end of an oscillation
(41), is
2 at
wt = We stn y -
where we represents the velocity when traversing the equilibrium position. If the amplitude of vibration measured from the equilibrium position be 0 radians or ¢°,
we = 2,± = 2 "0° ~° radians per sec. (102)
T 57.3 T] 9.12 T
Consequently,
,
wt = 912° T sin 1360° t T radians per sec. (103)
We shall assume that during one roll of a ship, the motion is simple harmonic. Then, if the stabilizer keeps the ship within 2 degrees of the vertical, the velocity of roll at time t, of the ship considered in this problem is
w" (9.1) (13) sin 360 tr = 0.017 sin (27.7 tr) radians per sec. (104) 13 The mean roll velocity during an interval while the instantaneous roll velocity changes at a uniform rate from w; to w;' is
wr = w, -l- 2 (wr" - wr') (105)
Values of the instantaneous roll velocities at the end of half-second intervals throughout a half-cycle of roll are given in column 3 of the table (p. 161). Values of the mean roll velocities during each half-second interval are given in column 4.
(c) The Horse-Power of the Motor Which, Making 500 R.P.M., will Produce a Mean Acceleration of the Gyro-Axle of 0.3 Radian per Second per Second During the First Quarter-Second of Precession. - The mean angular acceleration during any time interval
Lp
a=K, P
where Lp represents the mean torque acting upon the precessing system with respect to the axis of the gudgeons about which the system precesses, and Kp' represents the moment of inertia of the same system with respect to the same axis. The total torque is the sum of the torque, L1, due to the precession motor, the torque, L2, due to the ship's roll and the torque, L,, due to the center of mass of the system being not on the axis of precession. | http://gyros.biz/index.asp?p=76 |
The equations appearing in this document were taken from various sections of the textbook Engineering Mechanics - Statics and Dynamics, Third Edition, by R. C. Hibbeler (ISBN 0-02-354140-7), primarily from chapters 20 and 21 of the Dynamics section; if the reader wishes to delve deeper into a topic or needs clarification on a part of this document, I refer you to Hibbeler's textbook. I have pieced together the equations, with occasional modifications and my own comments, to (hopefully) provide a smoothly flowing derivation of the equations of gyroscopic motion starting from the most basic equation of dynamics, F = ma, and proceeding uninterrupted to the stated goal.
That is, given a moving particle, the Sum of the Moments about a point O is equal to the time rate of change of the particle's angular momentum.
In words, this states that the Sum of the Moments about point O due to the external forces acting on a system of particles is equal to the time rate of change of the angular momentum of the system of particles about this same reference point O.
We recognize that any solid body is a system of particles, so this equation applies to the analysis of a gyroscope.
If the axes are chosen as described above, they are called principal axes of inertia. We now have the angular momentum Ho in a useful form since the angular velocity can be measured and the moments of inertia (I), which depend only upon the mass and physical dimensions of the body, can be looked up in a table or calculated by hand.
Our analysis of the gyroscope will be greatly simplified if we choose a coordinate system such that at least two of the three orthogonal planes defined by the coordinate system are axes of symmetry for the gyroscope. If the coordinate system is chosen to met this criteria, then all the products of inertia will become zero, and we only have to include moments of inertia in our calculations. To accomplish this, we will use a rotating coordinate system with origin at the pivot point of the gyro. The rotating coordinate system will follow the gyro's nutation and precession but not its spin. We will call the angular velocity of the rotating reference W = nutation + precession = q' + f' and label the rotating axes as the xyz axes. We will also have a fixed reference coordinate system which will also have its origin at the pivot point of the gyro and we will call this the ABC axes. The angular velocity of the gyro with respect to the fixed ABC axes will be w = nutation + precession + spin = q' + f' + y'(refer to Fig. 1 and Fig. 2). The angles q, f, and y are called Euler angles after the Swiss mathematician Leonhard Euler.
where (H'o)ABC is the time derivative of the angular momentum with respect to the fixed ABC axes.
where m is the mass of the flywheel and g is the acceleration due to gravity. This equation tells us that if the flywheel is lying at 900 at a distance R from the pivot point and the flywheel is spinning at a constant angular velocity y', then the gyro will not topple over as might be expected, but instead, it will precess about the positive y-axis at a constant angular velocity of f'.
To counter the moment mgR, a gyro that uses a solid circular disk as the flywheel will precess twice as fast as a gyro that uses a thin circular ring (assuming both flywheels have the same mass m and radius r).
Many thanks to Robert M. Beal (email: [email protected]) for providing this document. | http://gyroscopes.org/math2.asp |
Results are reported from a numerical investigation of the structure of rapidly rotating relativistic models based on equations of state (EOS) proposed for neutron star matter. Sequences of rotating stars with baryon mass approximately equal to 1.4 solar mass were constructed using a number of EOSs. Along each sequence the angular velocity increases from zero to the Keplerian frequency that marks the termination point. Stability limits on the star's angular velocity are estimated for the various EOSs, and models at termination are examined for five representative EOSs in order to find upper limits on mass, baryon mass, moment of inertia, and red and blueshifts for each EOS. Several sequences of models with angular velocity ranging from zero up to the angular velocity of a particle in circular orbit at the equator are described. The implications of the results for the growth times for nonaxisymmetric instability, axisymmetric instability, the fast pulsar, neutron star spin-up via accretion, and oblateness effects in pulsar spindowns are discussed.
- Publication:
-
The Astrophysical Journal
- Pub Date:
- May 1986
- DOI:
- 10.1086/164149
- Bibcode:
- 1986ApJ...304..115F
- Keywords: | https://ui.adsabs.harvard.edu/abs/1986ApJ...304..115F/abstract |
posted by Anonymous on .
A toy top consists of a rod with a diameter of 13.00 mm and a disk of mass 0.0160 kg and a diameter of 3.5 cm. The moment of inertia of the rod can be neglected. The top is spun by wrapping a string around the rod and pulling it with a velocity that increases from zero to 3.0 m/s over 0.40 s.
a) what is the resulting angular velocity in rad/s?
b) what is the force exerted on the string in newtons? | http://www.jiskha.com/display.cgi?id=1357864447 |
HI dear,
Moment of inertia can be used to describe the amount of angular momentum a rigid body has through this relation:
L = I/ omega
For the case where angular momentum is parallel to angular velocity , the momentum of inertia is scalar.
If an object is rotated about an arbitary axis, moment of inertia becomes tensor ..
Moment of any quanity (vector) is considered when there is change in direction.
The product of mass and velocity is called momentum.
Any object in rotational motion where, the momentum of the object is changing, as the direction in the rotational motion is changing,the moment of this momentum is called angular momentum.
Hope this helps. | https://www.topperlearning.com/answer/ques-on-rotational-motion/9duljh11 |
Here are the two questions on rotational motion which appeared in KEAM (Engineering) 2008 question paper:
(1) A thin circular ring of mass M and radius R rotates about an axis through the centre and perpendicular to its plane, with a constant angular velocity ω. Four small spheres each of mass m (negligible radius) are kept gently at the opposite ends of two mutually perpendicular diameters of the ring. The new angular velocity of the ring will be
(a) 4ω
(b) Mω/4m
(c) [(M+4m)/M]ω
(d) [M/(M–4m)]ω
(e) [M/(M+4m)]ω
The angular miomentum of the system is conserved since there is no external torque. Therefore we have I1ω1 = I2ω2 where I1 and I2 are the initial and final moments of inertia and ω1 and ω2 are the initial and final angular velocities of the system.
We have I1= MR2, ω1 = ω and I2 = MR2+4mR2.
Therefore, MR2ω = (M+4m)R2ω2 from which ω2 = [M/(M+4m)]ω
[Note that the four masses can be placed anywhere on the ring and you will get the same answer as above].
(2) The angular velocity of a wheel increases from 100 rps to 300 rps in 10 seconds. The number of revolutions made during that time is
(a) 600
(b) 1500
(c) 1000
(d) 3000
(e) 2000
The angular acceleration (α) of the wheel is given by
α = Change of angular velocity/Time = (300–100)/10 = 20 revolutions per second2.
[We have retained the angular velocity in rps itself since the number of revolutions is to be found out]
Substituting the known values in the equation, ω2 = ω02 + 2αθ (which is similar to v2 = v02 +2as in linear motion), we have
3002 = 1002 + 2×20×θ
[The angular displacement θ will be in revolutions for obvious reasons]
From the above equation, θ = 2000 revolutions.
You can find all posts on rotational motion on this site by clicking on the label ‘rotation’ below this post. | http://www.physicsplus.in/2008/05/kerala-engineering-entrance-2008.html |
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Directions: A point Q is moving in a circular orbit of radius R in the x-y plane with an angular velocity . This can be considered as equivalent to a loop carrying a steady current . A uniform magnetic field along the positive z-axis is now switched on, which increases at a constant rate from 0 to B in one second. Assume that the radius of the orbit remains constant. The application of the magnetic field induces an emf in the orbit. The induced emf is defined as the work done by an induced electric field in moving a unit positive charge around closed loop. It is known that, for an orbiting charge, the magnetic dipole moment is proportional to the angular momentum with a proportionality constant . | https://forum.edugorilla.com/forums/topic/directions-a-point-q-is-moving-in-a-circular-orbit-of-radius-r-in-the-x-y-plane-with-an-angular-vel-2/ |
English - ENG1D
Grade 9 English allows students to develop their skills in oral communication, reading, writing, and media literacy; skills which are essential to their success both in academics and in their daily lives. Throughout this course, students will be asked to analyze literary texts from both contemporary and historical periods, as well as interpret informational and graphic texts. Students will also have the opportunity to learn multiple strategies for effective communication through the creation of oral, written and media texts.
Math - MTH1W
This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.
Science - SNC1W
This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and Earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens.
Issues in Canadian Geography - CGC1D
This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.
French - FSF1D
This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.
Healthy Active Living - PPL1O
This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.
Food & Nutrition - HFN1O
This course focuses on guidelines for making nutritious food choices. Students will investigate factors that influence food choices, including beliefs, attitudes, current trends, traditional eating patterns, food-marketing strategies, and individual needs. Students will also explore the environmental impact of a variety of food choices at the local and global level. The course provides students with opportunities to develop food-preparation skills and introduces them to the use of social science research methods in the area of food and nutrition.
Information and Communication Technology in Business - BTT1O
This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.
Fundamentals of Arabic Grammar 1 - AAR101
The focus of this foundational Arabic course is to study the grammar and syntax of Arabic language and see how the Quran uses those very rules to convey its miraculous message. The students will learn the kinds of words, Arabic phrases, basics of nominal and verbal sentences and other sentence structures.
Fundamentals of Arabic Morphology 1 - AAR102
The focus of this foundational Arabic course is to study the morphology of Arabic language and see how the Quran uses those very rules to convey its miraculous message. The students will learn about the Arabic Sarf patterns (Word Families), identify the kinds of words, the root words and learn to use Arabic dictionaries based on their knowledge of Arabic Morphology. | https://almanarathighschool.com/academics/grade-9/ |
1.1.1) Piaget proposed the theory of learning through four stages of cognitive development which reflected on the increasing sophistication of childrens thought ( McLeod , S.A ,2015) .He also suggested that the theory involved the 3 processes such as assimilation, accommodation and equilibration ( Luneta, 2013: 30) . Bruner on the other hand suggests that the theory of learning does not only include the concepts and problem- solving procedures invented previously by the culture, but also the ability to “invent” these things for oneself. This theory involves three modes of representations namely enactive, iconic and symbolic ( McLeod , S.A , 2008) .
1.1.2) Bruner outcome of cognitive development is thinking. The intelligent mind creates from experience “generic coding systems that permit one to go beyond the data to new and possibly fruitful predictions ” ( Bruner , 1957: 234). Whereas Jean Piaget’s theory of cognitive development focusses on how learners interact with their environment to develop complex reasoning and knowledge.
QUESTION 1.2
Nature is ones genes such as the different types of characteristics a child develops / inherits from their parents. Nature is therefore responsible for the biological influences in a child’s development such as appearance, talents, abilities and also certain illness. It is also responsible for the growth of a person from the fetus level until development into a normal adult ( Groark , McCarthy & Kirk , 2014) .Nurture is what a child has been taught or what they learnt from people around them such as manners like please and thank you Nurture influences children’s development through many ways: physically through nutrition, activity, and stress; intellectually through informal experiences and formal instruction; and socially through adult role models and peer relationships. With good environmental support, children thrive. Unfortunately, the conditions of nurture are not always nurturing. For example, children who grow up in a cruel and violent family must look outside the family for love and care ( McDevitt, Ormrud,2007: 6-8). Guidance from parents and teachers plays a very important role in childrens lives. Teachers promote self determination which allows students to have confidence in themselves and strive towards their goals and succeed in their lives. Teachers who are able to inspire, support and provide appropriate care for their students certainly cause a great impact in their lives. A teacher not only has the ability to provide knowledge, but also guide children how to ask the right questions and develop skills needed to succeed in life (2016). Whereas a parent’s role is not only to be kept to the academic and educational achievements of a child, but also in the development of inner personality and character of a child. Their influence will be very high with regards to the entire development of children. Starting from relations to education, everything starts in the home itself and parents play an important role in developing many qualities of a child. A parent’s abilities, aspirations, habits, behaviour etc. are some of the factors which contribute to success or failure of child (2013). Through their culture children learn and realize which behaviours and temperaments are allowed, discouraged and forbidden. Traditions, religion, food and even the manner in which a particular culture dresses influences child development. According to various researches it suggests that cultural socialization within families helps to develop high self-esteem, racial and ethnic pride (Groark, McCarthy, ; Kirk, 2014, ch.2.3). It is therefore important for educators and parents to educate their children to understand how culture shapes child development in order to improve the lives of children in a way that respects their cultural backgrounds (2012).
QUESTION 1.3
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Will the real J.S. Bach Please Stand up?
Psychology is the study of how the mind – instantiated in the brain – enables organisms to act, think, and feel. In the case of humans, it examines the nature of the cognitive, emotional, and motivational processes that allow them to anticipate and react to the opportunities afforded by the world in which they live -- a highly complex world of social structures, other minds, cultural influences, and normative pressures. Major areas of psychology further investigate how these mental processes develop and change across the lifespan, as well as the physiology that give rise to them. In our department this manifests itself in the study of the nature of memory, consciousness, self regulation, prejudice, attitudes, conformity, attention, morality, language, identity, reasoning, stress and coping, perspective taking, categorization, theory of mind, and emotional development.
To investigate these issues, the field of psychology ranges from the study of neuro-chemical activity in the brain, to the study of perceptual systems, attention, language, memory, learning, individual identity, goal pursuit, attitudes, and decision making, to cultural influences and group memberships that give rise to conformity with norms, prejudice, morality, relationships, shared meaning, and prosocial behavior.
Psychology is a scientific discipline that accumulates knowledge in these domains through controlled experimentation, field studies, and the study of patient populations. As such, it employs a complex set of methods and techniques including physiological recordings, neuroimaging, reaction time analyses, behavioral observation, surveys, narrative analysis, and computational modeling, to name a few.
Psychology is often described as a “hub” discipline because it stands at a crossroads of many disciplines and facilitates traffic between the natural sciences, the social sciences, the humanities, education, and policy.
Lehigh psychology is positioned to serve as such a hub. For this reason our major has traditionally been among the most popular at Lehigh. It provides links to Health, Medicine, Society; Global Studies; Biology; Cogntive Science; Women, Gender and Sexuality Studies; Marketing; Management; Anthropology; Philosophy; Behavioral Neuroscience; Education; Sociology; and Economics. Our faculty examine issues including the role of narrative in development and education, prejudice, morality, identity, influences of peers, aging, prosocial acts, memory, stress, language, categorization, trust, decision making, motivated reasoning, persuasion, infant reasoning, parent-child attachment, goal pursuit, socio-emotional competence, the nature of the unconscious, dissent, and issues of executive control and free will. They do basic research in lab and field settings that apply to policy issues in health and health disparity, management, global relations, education, law (e.g., blame, intent, compassion, the bias-inequality link, etc.), criminal justice, and financial decision making.
Pre-registration process for declared Psychology majors! | http://psychology.cas2.lehigh.edu/ |
Emotional development is how we identify and understand our own feelings, and how we manage the way we feel and how we treat others. It helps us build and keep good relationships with friends, family and others. A child's positive relationship with trusting and nurturing parents and teachers is the key to successful emotional development.
There is an abundment of scientific evidence that tells us that "emotional development begins early in life, possibly beginning in a mother's womb. The first three years is the "critical development of overall brain architecture, and that it has enormous consequences over the course of a lifetime". The emotional experiences of the child with their parents and/or teacher occur most commonly during their interactions with each other. Cuddling, feeding, changing, playing etc.....
Social Development
Social development is the ability to understand the feelings of others and how interact with them and get along with them. Social development most often refers to how people develop friendships and other relationships, as well how we handle conflict. Social development can affect all areas of development just as emotional development. A child’s ability to socialize in appropriate ways with the children and the adults around them can affect all areas of development. From building self esteem, to learning new words and phrases, to making friends, to resolving conflicts and to handle life's challenges as they mature.
Children's early responsive relationships with their parents and/or caregivers is the foundation on which social competency and peer relationships are built. "Parents who support positive emotional development interact with their children affectionately; show consideration for their feelings, desires and needs; express interest in their daily activities; respect their viewpoints; express pride in their accomplishments; and provide encouragement and support during times of stress. This support greatly increases the likelihood that children will develop early emotional competence, will be better prepared to enter school, and less likely to display behavior problems at home and at school."
Language Development
Language development is very important. Without some form of language people can't let others know what they want or need nor can they express what's important to them. Language helps us build relationships with others.
"Most researchers agree that children acquire language through interplay of biology and environmental factors" A challenge for linguists is to figure out how nature and nurture come together to influence language learning". They do all agree that our earlier years are crucial to brain development.
" During these years, the circuits in children’s brains become wired for how their own language sounds. An infant’s repeated exposure to words clearly helps her brain build the neural connections that will enable her to learn more words later on. Language can be learned a multitude of ways, like casual conversation, songs, rhymes, reading, music, story telling and much more. Early stimulation sets the stage for how children will learn and interact with others throughout life"
Cognitive Development
Cognitive development is extremely important. It refers to how a person understands themselves and how things work in the world. This is through language development, reasoning and memory. Scientific evidence suggest that if the brain does not receive the appropriate sensory stimulation during the first three years, it is extremely difficult to achieve those skills later in life. "By the time children reach age three, their brains are twice as active as those of adults".
Motor Development
Motor development is an action that involves are muscles. There are two types of motor development. Gross motor development and fine motor development . Gross motor skills are movements we make with are arms and legs. Fine motor development are smaller movements we make using our fingers, toes and even our lips and tongues.
Again, the first few years is also important for both fine and gross motor development "Primary motor circuits that connect to the cerebellum, which controls posture and coordination, forge during the first two years. It is during this period that the child begins to gain considerable experience in the world as he or she “moves” about in the environment.
Activities
Activities are planned according to the developmental needs of our children and are integrated into a theme based curriculum that resolves around the children’s interest, community events, and the cultural traditions of our families. We feel these activities motivate children to learn, nurture a feeling of pride, and make school a fun place to be. | https://pinetreepreschool.net/programs/preschool/ |
Often, when learning mathematics, certain concepts are not well understood, problem-solving processes and meaningless exercises are memorized, which consequently are easily forgotten (Orozco & Morales-Morgado, 2016). Some concepts, rather than being learned significantly, were acquired through memorization as forms without content, only relations of meaningless symbols, which lack tangible meaning and application necessary for learning. However, it is possible to learn mathematics in a dynamic and effective way, if it is taught with an instructional design that allows that students interact with the environment. So, they are able to communicate and make representations and interpretations of mathematical objects that lead to solving problems related to reality and situations that surround them (del Valle-Ramón, García-Valcárcel & Basilotta, 2020). Authors have created playful learning methodologies and strategies in order to combat students’ lack of interest in learning mathematics during the first semesters of higher education. This fact makes the learning process towards mathematics attractive and encourages student’s motivation, participation and creativity (Morales & Villa, 2019).
Soylu (2007) says that the reason students have difficulty understanding is because the concepts are difficult to articulate and require a high level of mental activity. Another aspect is that they do not see the importance of the use of the concepts in some area of their interest (Dominguez, García-Planas, & Taberna, 2015). So, they are not aware of what the concepts mathematically mean or what applications they have.
In this way, the use of semiotics representations is essential for the teaching-learning process of certain mathematical concepts. However, in an expository class some representations are not as simple to construct. They require too much time for their elaboration, or the error of the human calculation can be performed. These factors may discourage or confuse the student, leading to a lack of interest, wrong learning, or lack of learning. Mathematical Software in the classroom could help with this situation. The construction, manipulation and reconfiguration of the semiotics representations can be executed instantaneously and, consequently, an adequate visualization of the concept is being represented.
On the other hand, García-Peñalvo, García de Figuerola and Merlo-Vega (2010a) mention that the Open Knowledge works in four main areas: Free Software, educational resources or Open Contents, scientific contents or Open Science and Open Innovation. The educational resources created in this proposal comply with the principles of the Open Contens area, since they are educational contents that have been created, stored and distributed under the scheme of free and open access. It is noteworthy that they were created with eXelearning and GeoGebra, a free mathematical software. That is, all content is open and easily accessible. Based on the above, these resources can be defined as Open Educational Resources (OERs), that is to say, “any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them” (UNESCO, 2002); and “thus contribute to the activities promoted by the Open Educational Movement, which is defined as open access educational activities for training” (Ramírez-Montoya & García-Peñalvo, 2015 in Orozco & Morales- Morgado, 2017, p.40). The OERs used in higher education promote the creation, transference and extension of scientific knowledge, since the student has open access to certain information from anywhere (García-Peñalvo, García de Figuerola & Merlo-Vega, 2010b). These types of practices promote the so-called open educational movement (Ramírez-Montoya, 2015), that enables trainers to innovate in their teaching and research practices, create shared construction experimentation laboratories, collaborative academic networks, multidisciplinary projects that transcend contexts and research in order to generate open knowledge.
Verbal Register: Natural language register includes words, this makes easier to introduce definitions and make rhetorical descriptions of mathematical objects.
Visualization: Process of transferring a graphic register to mental image of something and vice versa.
Math Learning: Occurs when the student transits through at least two different types of register of the concept itself.
Theoretical Discursive Process: Requires a higher level of knowledge and mastery of geometry, since it only uses theorems, axioms or mathematical definitions in solving problem.
Operative Apprehension: Present when the subject makes a transformation (physical or mental) to an initial configuration.
Reasoning: Occurs when students have gone through cognitive processes, they can now represent the same mathematical object with two types of registers.
Discursive Apprehension: Cognitive process where a relation of a configuration is identified with mathematical statements.
Geometric Register: Uses pictorial tools on the cartesian, polar or complex plane.
Perceptual Apprehension: Refers to the simple identification of a graphic register, shapes or concepts to construct a new knowledge.
Numerical Register: The main tools of this register are numbers, this makes possible to distinguish some characteristics and elements of mathematical objects.
Semiotic Representations: Tools built with complex signs and associations between them. They are produced according to certain rules that allow the description of a system.
Natural Discursive Process: The subject, spontaneously, makes descriptions, explanations, or argumentations in ordinary language. | https://www.igi-global.com/chapter/open-educational-resources-for-improving-the-visualization-and-reasoning-cognitive-process/270003 |
3. Environmental Science | Resources for Teaching Middle ...- hand soap 5l ecosystem examples science reports journal ,The 8 modules for grades 5-6 are organized under topics in the life, physical, and earth sciences and in scientific reasoning and technology. They can be used in any order. The FOSS program is designed to engage students in scientific concepts through multisensory, hands-on laboratory activities. All modules of the program incorporate 5 unifying themes—(1) pattern, (2) structure, …Airborne fungi as indicators of ecosystem ... - Europe PMC27.09.2017·Airborne fungi as indicators of ecosystem disturbance: an example from selected Tatra Mountains caves (Poland). Wojciech Pusz Department of Plant Protection, Wroclaw University and Environmental and Life Sciences, Grunwaldzki Sq. 24A, 50-363 Wrocław, Poland. | https://www.zwrotykredytowe.pl/sanitizer-en1/2000-Jan/5867.html |
Fish Market Survey
Senior biology students use a DNA barcoding kit to test local grocery store fish samples, and discover if the fish they bought is mislabeled and part of food fraud!
Tomatosphere™
Through Tomatosphere™, your students will investigate the effects of outer space on the germination of tomato seeds. This is a hands-on program that builds scientific inquiry and experimentation skills.
Jackie Dawson (she/her/they)
Professor and Canada Research Chair
I work with large teams of academics, Inuit knowledge holders, and decision makers to understand the risks and solutions to environmental change.
Corie Houldsworth
Inspector
I perform inspections of worksites where radiation is used, stored or transported.
Daryl Lawes
Environment Manager
I am responsible for all aspects of environmental protection, performance, and regulatory compliance for Seaspan Shipyards.
Andrea Goldson-Barnaby
Head of the Food division
I teach and do research on the topics of Food Chemistry and Food Processing.
Jo-Anne McArthur (she/her)
Photojournalist, Founder
I operate a non-profit media organization that shows the lives of animals in pictures.
Adrienne Ethier
Environmental Risk Assessment Specialist
I am responsible for evaluating potential exposure risks to people and the environment near nuclear facilities and mines.
Alyssa Smith
PhD Candidate in Cognitive Science
I am researching how people’s attention is affected by factors in everyday life such as taking medications.
Karen Fleming (she/her)
Simulation Educator
I help create education and training experiences that contribute to safer environments for patients.
Marcia Anderson (she/her)
Physician and Vice-Dean Indigenous Health, Social Justice and Anti-Racism
I am a medical doctor and I work to help create culturally safe healthcare that is free of racism.
Luke Humphries
Director, Process Development
I lead teams of scientists to discover and develop the best ways of making drug molecules for clinical trials.
Bee Helpers
Students will learn about the importance of bees and the human impacts on bee populations.
Sydney Robinson
Entrepreneur
I am an entrepreneur who used my engineering background to design a device that helps amputees do daily tasks in a more painless manner. | https://letstalkscience.ca/taxonomy/term/2 |
Quest Walkthrough: Ecosystem Components
Quest Forward Learning’s guiding principles inspire attentive and thoughtful consideration in the process of designing quests. An essential component in quest design is the formulation of experiences that provide relevant concepts and skills connecting students’ lives to the world around them. Another necessary aspect is how to provide built-in opportunities for initiating questions and seeking answers through practice and experimentation. One quest that exemplifies these qualities in particular is Ecosystem Components.
As a US Foundation Phase science quest, Ecosystem Components guides students through biotic and abiotic components in ecosystems. Its driving question asks, “What are biotic and abiotic factors, and how do they affect organisms?” Its quest goal asks students to design and perform an experiment in order to understand how biotic and abiotic factors affect ecosystems. Throughout the quest, they will ask questions, conduct experiments, seek answers, and apply what they’ve learned to a real-life situation (in this case, camping). In addition, students are given opportunities to consider how their peers have addressed similar challenges in different ways. All of these factors contribute to a broader understanding of the subject and its impact on the greater world.
Activity 1 asks students to plan a camping trip, and to hypothesize about what they might need to bring based on their chosen destination. While this activity could build upon pre-existing student knowledge (particularly for kids who have had experience camping), it actually encourages students to enter a mindset that demands analysis of the ecosystem they intend to visit. A campsite in the desert requires different gear than one in the mountains or along a beach, for example. When planning, students need to consider weather, terrain, and wildlife (among other things). Already they’re prompted to ask questions and consider how different environments could affect their experience.
Activity 2 builds on this preparatory activity, moving learners from their hypotheses into content specifics. The content serves two essential roles: 1) It allows students to analyze more precisely the interrelatedness of ecosystems, giving them a more sophisticated lens through which to view Activity 1, and 2) It expands on concepts essential to ecosystems that are necessary for later experimentation. Here students gain a foundational understanding of biotic and abiotic components in ecosystems. With this more nuanced and subject-specific content, students may better understand how their supply list falls short. Conversely, this activity may help crystallize concepts students otherwise intuited in Activity 1. Students record these discoveries in their notebooks, which provide them with information for the next activity.
The heart of the quest is Activity 3, where active experimentation begins. This is an opportunity for students to apply scientific protocol and develop skills that have applications to other situations, scientific and otherwise. Students put what they understand about biotic and abiotic components of ecosystems to the test. They plan a simple ecosystem (a jar of pond water, a terrarium, etc.), creating two identical models; one model will go untouched while the other is subjected to a biotic or abiotic factor of a student’s choosing. For a week, students measure the impact of their selected biotic or abiotic factor on their ecosystem, making a daily recording of any changes they observe and any differences they note between the two identical ecosystems. Though students are simply looking at biotic and abiotic variables, the process by which they experiment with these variables is what counts.
Activity 4 is the culmination of all that students have done over the course of the quest. It asks students to present their findings as the final artifact. Preparing a final presentation challenges students to scrutinize the experiment and to think about not only what they learned, but how they learned it. Students reflect on their experimental design based on the outcomes, and consider how the steps they’ve taken in this particular experiment might be applicable to other situations. To assist them with this reflection, the final activity offers a series of questions to consider when preparing their thoughts, including, “How did your chosen organism adapt to changes in its environment?” and “Why was it important to control other environmental variables as much as possible?” Activity 4 also links learners back to the earliest question of what camping supplies they would choose for a given location. Ultimately, students will understand how this experiment is similar to or different from that initial inquiry, and the depth of what they are able to discover in the steps between Activities 1 and 4.
Ecosystem Components underscores how quests provide flexibility and opportunity within the activities themselves, allowing mentors and students to build on the quest’s foundation and tailor their experiences to their varied needs and interests. For instance, students can expand the length of their experiments in order to gather more observations and data, or mentors can alter the format of the final artifact to have students focus on data recording and compiling formal lab reports. These are just some of the suggestions provided within the quest to highlight student interest and development. What students hopefully discover in a quest like Ecosystem Components is how scientific exploration has real-world implications, specifically, how experimental design might be used in both scientific problem-solving and in individual life challenges. | https://omaha.questforward.academy/quest-walkthrough-ecosystem-components/ |
The OT Professional curriculum incorporates eight main themes or threads: Occupation, Functioning, Disability and Health, Occupational Therapy Process, Systems of Practice, Technology, Professionalism, and Scholarship, and Leadership which are discussed in more detail below. A thread is a curricular area or topic representing skill or area of knowledge that is developed throughout the curriculum in consideration of pedagogy. The curricular threads are woven throughout the curriculum and, taken together, support the mission and philosophy of the entry-level, professional program. Each thread is addressed by courses progressively and with increasing complexity as students move through the curricular sequence. The selection of courses, specific course content, and the sequence of the courses that make up our curriculum, have been thoughtfully laid out with consideration of the program’s mission philosophy, curricular threads, and the ACOTE Education standards.
The ordinary and extraordinary things people do in their day-to-day lives that occupy time and fulfill roles, give life meaning, and contribute to survival, wellbeing, and adaptation to their environments.
The dynamic interaction among body structures, body functions, person factors, environmental factors, and social determinates of health that influence performance of and participation in meaningful occupations.
This is the process by which occupational therapists deliver client-centered occupational therapy services including evaluation, intervention, and outcomes monitoring. The process is guided by sound, professional clinical reasoning, collaboration, and occupation-based practices that enable and promote client engagement in meaningful life occupations in natural context.
Institutions and organizations where occupational therapy is, and can be, practiced to promote the health, wellbeing, and success of individuals, groups, and communities. This also includes the systems and policies that support OT practice in various settings, including natural contexts.
Technology shapes occupational engagement across the life course and influences the occupationl therapy process. Our curriculum emphasizes the use of mainstream, innovative, and assistive technologies to maximize participation.
The behavior, personal presentation, and values that reflect professional identity and responsibility that promote respect for all persons. Professionalism encompasses a commitment to life-long learning.
Scholarship consists of integrating new ideas and evidence with existing knowledge and experience to guide practice decisions and/or engaging in scientific pursuit to generate knowledge.
Leadership is the use of knowledge and skills to be agents of change. Our curriculum provides opportunities to participate in advocacy, policy, and program development that leads to systems change promoting the occupational health of clients and advancing the profession. | https://chhs.unh.edu/occupational-therapy/curriculum-design |
March for Science
Global citizens celebrated the 47th annual Earth Day last April 22 by marching on the streets of famous cities in 141 countries around the world.
This year’s campaign is for the promotion of environmental and climate literacy through Science.
Known as the “March for Science,” the “unprecedented” global gathering, composed of scientists and science enthusiasts, acknowledged the significant role science plays in the everyday lives of the people, and the need for research that provides empirical insights into the global community. Also, the march signified protest against the present US administration because of its blind disregard of scientific information regarding the present dire environmental situations as it pursues full economic growth.
In the article “Need for environmental literacy” (Talk of the Town, 10/2/16), our argument centered on the need to improve Science Education vis-a-vis Environmental Education in our country. A sound understanding of current science concepts, like global warming and climate change, would greatly enhance the citizens’ environmental literacy; leading to their mitigating actions toward the phenomena.
Science education is not confined to the transfer of factual scientific information from the teacher to the learners; it also involves imparting the correct scientific attitudes and behaviors, like being a good observer and problem-solver. This is based on the skilled practice of scientific methods that we are all familiar with—observation, problem-posing, hypothesis stating and testing using deductive reasoning, and stating the conclusion.
The Philippines, as a natural resource-rich country, should heed the policies and recommendations of the Department of Environment and Natural Resources about mining activities. By just viewing the pictures showing obliterated mountain tops, brown-colored seascapes, and denuded rainforest landscapes, one would surmise that there is really something abnormal in these mining sites. The big issue here is the contamination of watersheds with toxic mine tailings.
Farmers, fisher folks and indigenous peoples depend on watersheds for fresh clean water. However, these affected individuals are being convinced by mining companies by assuring economic growth for their locality, which would raise their standard of living. In this case, scientific knowledge about the nature of toxic chemicals, e.g., mercury and cyanide present in mine tailings, is needed by the locals in order for them to understand its effects on humans and the natural ecosystem as a whole.
The peoples’ quality of life is considered to be the best indicator of a nation’s progress and development. Clean air to breathe, safe water to drink, nutritious food on the table, and a healthy citizenry free from contagious diseases are some of the factors that define good quality of life. It is not surprising to note that developed countries have already attained this ideal situation. Thus, there exists a positive correlation between quality of life and the level of science literacy among the citizens.
MOISES NORMAN Z. GARCIA, PhD and MARIA ROSARIO VIRGINIA COBAR-GARCIA, PhD, research associates, UST Research Center for Social Science & Education
Subscribe to INQUIRER PLUS to get access to The Philippine Daily Inquirer & other 70+ titles, share up to 5 gadgets, listen to the news, download as early as 4am & share articles on social media. Call 896 6000. | https://opinion.inquirer.net/103864/march-for-science |
If a certain species is wiped out due to overfishing, the animals that rely on that species as a food source could starve, or might resort to eating other species of fish, thus altering the ecosystem and food chain as a whole. …
How does fishing affect the ecosystem?
Fishing has a number of direct effects on marine ecosystems because it is responsible for increasing the mortality of target and by-catch species and disturbing marine habitats. … Moreover, reductions in the density of some species may affect competitive interactions and result in the proliferation of non-target species.
Does overfishing cause biodiversity loss?
“Overfishing can have an adverse effect on marine biodiversity. … Overfishing can [also] wreak havoc and destroy the environment and marine ecology and completely disrupt the food chain. For example, herring is a vital prey species for the cod. Therefore, when herring are overfished the cod population suffers as well.
How does fishing affect coral reefs?
Overfishing can deplete key reef species and damage coral habitat. … Rapid human population growth, increased demand, use of more efficient fishery technologies, and inadequate management and enforcement have led to the depletion of key reef species and habitat damage in many locations.
Does fishing threaten the marine ecosystem?
Juvenile fishing is considered a major reason for the decline of certain species. … “Use of low-value fish species in the fish feed industry is becoming a matter of concern as it can lead to overfishing of such species and by-catch, and could undermine the integrity of the marine ecosystem.
Why is over fishing a threat to biodiversity?
Overfishing causes: (1) massive depletion of many species; (2) loss of breeders, thus fewer young produced and increased risk of reproductive failure in times of poor environmental conditions (e.g., unusual ocean temperatures); (3) declines in average sizes of fish and other marine creatures; (4) loss of genetic …
How does overfishing affect our ocean and marine biodiversity?
An Utter Imbalance of the Marine Ecosystems
Also, when a particular species of fish is caught repeatedly and in an unchecked manner, the food chain of the waterbody is affected too. As a result of that, many other species of fishes dependent on that one particular species suffers due to the lack of food and dies.
How does overfishing affect the marine biodiversity?
For example, recent studies suggest that overfishing of large shark species has had a ripple effect in the shark’s food chain, increasing the number of species, such as rays, that are usual prey for large sharks, which result in declining stocks of smaller fish and shellfish favoured by these species.
Is fishing harmful to fish?
Fishing doesn’t only hurt fish. Millions of birds, turtles, and other animals sustain debilitating injuries after they swallow hooks or become entangled in fishing lines. Wildlife rehabilitators say that discarded fishing tackle is one of the greatest threats to aquatic animals.
Does fishing affect the Great Barrier Reef?
The Great Barrier Reef Outlook Report 2019 identified that fishing continues to negatively affect the health and resilience of the Reef through: incidental impacts on species of conservation concern. over-fishing of some species. illegal fishing.
How do fish help the coral reefs?
They use the reef for shelter during the day, and as a hunting ground by night. Recent studies have shown that coral reefs rely on fish, too. Fish excrete ammonium, an essential nutrient for coral growth, through their gills. And fish urine contains phosphorus, another key nutrient.
How does sustainable fishing impact the environment?
Sustainable fishing guarantees there will be populations of ocean and freshwater wildlife for the future. Aquatic environments are home to countless species of fish and invertebrates, most of which are consumed as food. (Others are harvested for economic reasons, such as oysters that produce pearls used in jewelry.)
How does illegal fishing affect the environment?
Finally, illegal fishing often causes grave environmental damage, especially when vessels use prohibited gear, such as driftnets, that catches non-target species (like sharks, turtles or dolphins) or physically damages or destroys reefs, seamounts and other vulnerable marine ecosystems.
What are the problems of fishing industry?
Lack of resource management – leading to conflicts with tourists over coral reefs to dive and to snorkel, fish landing sites and tourist hotels; to seaweed farming conflict with boat users and tourists; allowing open access fishery, thus increasing fishing pressure and stock depletion is difficult to manage. | https://blueollis.com/recycling/how-does-fishing-affect-biodiversity.html |
What you need to know about the endangered marine species you may not know
The Great Barrier Reef is one of Australia’s most iconic and unique marine environments.
It is home to some of the largest fish stocks in the world and, in a time of global warming, it has been affected by ocean acidification.
Its population has been slowly declining for decades, and in the past decade, the number of coral reefs on the reef has been falling by about 10 per cent a year.
The number of sea turtles nesting on the Australian mainland has also been decreasing over the past five years, and the number is set to drop even further.
It’s not just a matter of the Great Barrier Island becoming increasingly endangered: the reef is also at risk of losing its unique ecosystem, and losing its diversity.
For many people, the Reef is the most important environmental asset in their lives.
But it’s not always clear how the ecosystem is affected by pollution.
The Great Barre Strait, which runs along the coast of Western Australia and Queensland, is a very important marine habitat, with millions of migratory birds and sea turtles each year, as well as many species of fish and invertebrates.
The reef is a great example of what happens when we start thinking about how ecosystems function in a globalised world, writes Dan Leggett.
The ecosystem is a large system with many species, and each species has its own unique characteristics and needs.
For example, the large northern seabird, which has a long tail, is not a great predator, so it doesn’t need to be in the same area as other species to maintain the same amount of food and energy.
But if it did, it could end up competing for resources with other seabirds, and it might lose that food supply, says Dan Leegett.
This is because the seabed is a complex place with many different ecological processes and interactions, he says.
It can have a large influence on the way a species behaves, as the seagrass acts as a barrier between the ocean and the food chain, and as it provides nutrients and energy to other species.
“It’s a very complex system, with many interacting systems and interactions,” says Leggetti.
“The key thing is that we’re talking about a system with a number of diverse species, so you can’t just look at one individual as a ‘good’ or ‘bad’ fish.”
It’s important to understand that a large part of the population of seabies depends on food sources that are also dependent on other species, he adds.
“In the past, we didn’t understand the interaction of species and climate, but that’s all changed.”
This means that we can now predict the effects of changing climate on seabecy, and how these changes could affect the future health of the Reef, says Leegetti.
And if the impacts of climate change are being driven by the changes in the seahorse population, the effects on the Great Barriess Strait could be catastrophic.
For instance, there are many examples of the loss of seahorses during climate change.
It would be extremely difficult for them to adapt to climate change, and would result in a loss of habitat, and possibly a reduction in their genetic diversity, he notes.
But this is the main threat facing the reef.
“We’re already seeing a lot of the species that live in the Reef are at risk from climate change and that’s changing the landscape,” he says, adding that the Reef has “a lot of resilience”.
Legget says it’s important that we understand the role of ocean acidifying water and the impact it will have on the reefs, and that we also understand the impacts that climate change will have in the future.
He says it is important that the Great Reef is preserved, but we must be prepared for future climate change that could have an adverse impact on the ecosystem, particularly in the warmer part of Australia.
“If we do see an increase in the frequency of storms, it will mean that the seawater will become less acidic, so that the species living in the water will be affected more,” he explains.
“This means that there will be less nutrients available to them, which will cause them to go extinct.”
He warns that the reef will also be affected by the impacts climate change is having on coral reefs.
“You can’t have a coral reef without a coral reefs, but if we don’t do our job we will lose our reefs,” he warns. | https://imensaz.com/2021/09/12/what-you-need-to-know-about-the-endangered-marine-species-you-may-not-know/ |
Unit 3: Ocean Habitat and Community Ecology
These materials have been reviewed for their alignment with the Next Generation Science Standards as detailed below. Visit InTeGrate and the NGSS to learn more.
OverviewUsing whole class presentation and video, students are introduced to the functional roles that organisms play in ocean ecosystems, specifically biological interactions within coral reef habitats. Thermal stress induced by global climate change is discussed and students cooperate in small groups to analyze cause and effect relationships and loss of functional diversity in coral reef ecosystems. Through whole group discussion, students conceptualize how changes in ocean chemistry can create negative outcomes for humans who depend on living ocean resources
Science and Engineering Practices
Constructing Explanations and Designing Solutions: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real- world phenomena, examples, or events. MS-P6.4:
Cross Cutting Concepts
Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. MS-C4.1:
Stability and Change: Stability might be disturbed either by sudden events or gradual changes that accumulate over time. MS-C7.3:
Cause and effect: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. HS-C2.2:
Disciplinary Core Ideas
Interdependent Relationships in Ecosystems: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. HS-LS2.A1:
Ecosystem Dynamics, Functioning, and Resilience: A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. HS-LS2.C1:
Cycles of Matter and Energy Transfer in Ecosystems: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. HS-LS2.B2:
Biodiversity and Humans: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). HS-LS4.D2:
Performance Expectations
Ecosystems: Interactions, Energy, and Dynamics: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-6:
This material was developed and reviewed through the InTeGrate curricular materials development process. This rigorous, structured process includes:
- team-based development to ensure materials are appropriate across multiple educational settings.
- multiple iterative reviews and feedback cycles through the course of material development with input to the authoring team from both project editors and an external assessment team.
- real in-class testing of materials in at least 3 institutions with external review of student assessment data.
- multiple reviews to ensure the materials meet the InTeGrate materials rubric which codifies best practices in curricular development, student assessment and pedagogic techniques.
- review by external experts for accuracy of the science content.
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Nov 22, 2016
Summary
Students will be able to identify the functional roles that organisms play in ocean ecosystems. How do human-induced changes in ocean conditions affect biodiversity, and thereby the health and resilience of a coral reef? Students explore and discuss the direct and indirect impacts that ocean acidification can have on species, food web dynamics, ecosystem function, and commercial resources. At the end of this unit the students should be able to articulate how changes in ocean chemistry can create negative outcomes for humans who depend on living ocean resources.
Learning Goals
- Describe the ecological roles that organisms play within complex ecosystems.
- Give examples of how diversity links with ecosystem resilience in coral reefs.
- Examine how global climate change (i.e. increased ocean temperature and ocean acidification) jeopardizes the sustainability of coral reefs worldwide.
- Explain how changes in diversity and food web regime shifts affect people who depend on sustainable ocean resources.
This unit introduces students to the complex concepts involved in ecosystem diversity and function. They will discuss the challenges involved in scientific research to study the impact that global change has on biological communities, and they should be able to draw connections between global climate change and negative outcomes for coastal communities.
Context for Use
This unit can be used as a stand-alone unit or as part of the Ocean Sustainability Module. It can be used in an introductory marine or environmental science course. This unit is designed to be used in a classroom of 10–100 students over the course of one 50-minute class period. Work combines in-class activities and homework.
Description and Teaching Materials
Classwork
Lecture (10 min)
Instructor starts with the first part of the Unit 3 lecture presentation (PowerPoint 4.8MB Oct26 16) (slides 1-8) that explains how corals are foundation species that create entire ecosystems, living space that functions as nursery and refuge for numerous fish and invertebrate species. These systems are the most species-rich habitats in the oceans, supporting ~25% of all marine species while taking up less than 1% of the ocean floor.
Notes on Lecture
Slide 1: Learning goals
Slides 2 through 7: The ecological roles (trophic roles) that members within a reef community play are introduced with emphasis on corals as foundation species. The importance of the relationship between corals and their endosymbiotic algae (zooxanthellae) is explained, and what happens when this relationship is disturbed (coral bleaching). The preferred living conditions for corals are discussed, which will allow students to look at changes in these conditions due to climate change in the second part of the lecture.
Examples are presented where changes in diversity affect reef community structure and adversely impact ecosystem function and resilience. A specific scenario will be described for ecosystem regime shifts due to "bottom-up" or resource-dependent change (i.e. nutrient pollution and algal overgrowth) and one scenario of regime shift due to "top-down" or predator-dependent factors (i.e. overfishing). Referring to the trophic pyramid diagram, these scenarios give an example of how students will be able to solve Activity 1.
Slide 8: Introduction of Activity 1 — talk through the provided (filled-in) example for guidance.
Activity 3.1 (10 min)
Students cooperate in small groups (~5 students) to fill in the worksheet for Activity 3.1. They are encouraged to use information provided during the first part of the lecture and the trophic pyramid diagram to complete the chart. They are asked to link specific organisms to their ecological roles (trophic modes) and trophic levels and predict the overall impact on reef resilience by choosing from the provided scenarios. By using their newly acquired knowledge and the lecture examples, they can decipher trophic connections to match potential impacts on reefs due to loss in functional diversity. - Activity 1_Handout (Acrobat (PDF) 34kB Oct22 16)
Notes on the activity: The instructor can adjust the number of blanks that students fill in for this activity, based on the existing knowledge of the students (editable version of Activity 1 spreadsheet (Excel 2007 (.xlsx) 14kB Oct26 16)). The current example does give some guidance for varying columns, but this can be adjusted as needed. The additional trophic pyramid diagram that depicts trophic levels on a coral reef with examples is a supporting tool for this activity.
Lecture continued (15 min)
The instructor continues the lecture (slides 9–12) to discuss the global status of reefs and how sustaining healthy marine ecosystems is a multi-dimensional challenge. It is discussed how predictions link future thermal stress to increasing coral bleaching, further jeopardizing coral reef survival. At this time, students are encouraged to consider why researching the impact of ocean temperature change together with ocean acidification on coral reef health is a formidable science challenge. Use the questions on slide 12 and gather students' thoughts on the topic in preparation for Activity 2 and the movie.
Activity 3.2 (15 min)
Provide the class with a printed question sheet for Activity 3.2: Activity 3.2 Handout (Acrobat (PDF) 111kB Oct28 16) / Activity 3.2 Handout (Microsoft Word 2007 (.docx) 21kB Nov6 16). Alert them to the fact that the answers will not be due as homework until next class but that they are strongly encouraged to take notes during the showing of the video clip "Sea Change: The Pacific's Perilous Turn" (~9 min). The video will have several examples of how ocean acidification affects ecosystems and adversely impacts single marine organisms, and subsequently changes diversity and food webs linked to humans who depend on sustainable ocean resources. Encourage class discussion after the video and give some pointers. Instead of providing students with the answers, encourage them to provide answers to each other. Emphasize that the video and associated article are available to them, and that they can stop or replay parts of the video to properly research answers for the homework. The students are provided with the word version for Activity 3.2, to familiarize themselves with the questions, take notes and fill in information. The students are asked to complete their homework and submit by next class.
Teaching Notes and Tips
For students not familiar with ecological terms such as ecosystem function, trophic levels, and food webs, more time should be spent explaining these terms in the first section of the PowerPoint and in context with Activity 1. Especially if the lesson is longer than 50 minutes, there will be more time to reiterate these basic terms. Alternatively, the time in a longer lesson can be used to finish Activity 2 in the classroom. However, the themes visited in that short documentary are rather complex and will be better assimilated if students are required to revisit the topics outside the classroom. The need for them to formulate and answer the homework questions will help with comprehension.
Activity 2 (which is completed as homework) could include an option for extra credit where the students are asked to research and provide an additional example for adverse impacts of ocean acidification on organisms and/or ecosystems not mentioned in class or in the documentary.
Assessment
Lecture and Activity 1: Students have to identify the ecological roles (trophic roles) that organisms play within a reef community (Learning Goal 1) and have to link negative impacts on specific members (i.e. loss of functional diversity) to reef ecosystem function and resilience (Learning Goal 2).
Lecture and Activity 2: Students discuss predictions of how thermal stress and ocean acidification will jeopardize coral reef survival (Learning Goal 3) and use the provided news segment in Activity 2 to identify specific examples where commercially important species, and people who depend on them, are affected (Learning Goal 4).
- Activity 1 Key:
- Activity 2 Key: | https://serc.carleton.edu/integrate/teaching_materials/sustain_ocean/activity3.html |
The world’s largest open ocean, the Great Barrier Reef, is home to over 1.4 million species of marine life, many of which are endangered.
But for all of its importance, the reef’s biodiversity is under threat from pollution, habitat loss, and climate change.
For a time, a solution was to protect the coral reef.
But after the Great Pyrenees Dam collapsed in 1989, the coral reefs were left to suffer as a result.
The Great Barrier, along with much of the Great Pacific Barrier Reef and a large chunk of Australia’s Great Barrier reef, were all cut off from the rest of the world for a decade.
This led to an explosion in pollution and the decline of the reef.
What’s worse, it was estimated that between 2000 and 2020, the global coral bleaching event could affect over 600 million people.
In the years since the Great Dyke, the United Nations has taken steps to protect biodiversity.
These include a marine park, a global strategy to protect coral reefs, and a set of marine reserves.
These measures have been put in place to help the reef recover from climate change and pollution, but there are still a lot of people who don’t want to see the Great Sea disappear.
While some of the solutions being put forward are well-intentioned, others are simply impractical.
Here are 10 of the biggest myths surrounding coral reefs.1.
The reef is going to disappear in 2020, 2020 is the only year when the Great Ocean will be completely closed to the world.
The coral reef system is already on the brink of collapse and could soon be at the brink.
In fact, coral bleaches occur once every two years.
It will only get worse if we continue on our current trajectory.
The next bleaching is predicted to occur between 2020 and 2029, according to a study from the International Union for Conservation of Nature.
The last two bleaching events were in the 1980s and the 1990s.
While this means the Great Coral Bleaching Event could happen in 2020 and beyond, it is only a small risk compared to the huge threats to the Great Chain of Lakes and the Great Gulf of Mexico.
The reefs’ ability to recover depends on how much we can manage the reef system, and in 2020 there are many steps that will be required to manage it well.2.
There will be no coral bleached in 2020.
The bleaching that occurred in 2020 is caused by CO2, which has been released into the atmosphere by human activity.
This means that the coral will never again be bleached and is already well on its way to recovering.
The only thing we can do is keep reducing CO2 and increasing the amount of coral that is present in the oceans, as well as increasing the oxygen levels in the water.3.
Coral bleaching won’t happen in the United States.
Coral reefs in the U.S. are already experiencing major declines in the number of species and populations.
The largest threats to coral reefs in America come from pollution from industrial fishing, and the impact of climate change on the Great Basin’s coral reefs and marine ecosystems.
We already know that climate change will reduce the number and abundance of species that live on the reef, but even more devastating is the possibility that we will end up with a system of reefs that is completely depleted of all life.
The best we can hope for is to reduce the amount that we do not capture, while keeping the population of species at their current level.4.
The world will lose its coral reefs by 2030.
The global coral population has already shrunk by about 70 percent since the end of the Industrial Revolution.
There is a large amount of uncertainty surrounding the exact rate of coral loss, but the most likely scenario is that we are already on track to lose coral reefs at rates similar to that experienced in the late 20th century.
We are already seeing coral reefs that are more than 80 percent depleted and there are some areas where we can expect coral loss to accelerate in the future.
Coral reef bleaching in the Pacific will be the worst impact to coral ecosystems worldwide, but if the world does not act, coral reefs will likely become more stressed.5.
The World Wide Web will no longer exist in 2020 because of coral bleachers.
It is important to note that the internet has already been around for over 150 years, and has been a major contributor to the evolution of the internet and information technology.
As a result, many people who are interested in learning about the oceans and the planet do so through the internet.
However, the web is not a tool that will always exist.
There are many ways in which we can reduce the impact that the web has on our oceans, and it is not clear whether there will be any time in the foreseeable future when the internet will be replaced by something else.6.
The oceans will recover by 2020. | https://doolayhostel.com/2021/07/21/when-the-beach-is-californian-the-ocean-is-your-playground/ |
Why study coral reef ecosystems? Having survived millions of years, coral reefs are among the oldest and most diverse ecosystems on earth. Learning about coral ecosystems encompasses many of the 9-12 grade science curriculum standards. Life cycles of organisms, biological structure and function of organisms, and the behaviors and adaptations of organisms to their environment are all topics easily studied through a focus on coral reefs. All populations in this ecosystem are interdependent and part of a global food web.
Healthy coral reef ecosystems are important to the humans, plants, fish, and other organisms that depend on them. However, the increasing impact of climate changes and human activities is endangering the very survival of these ecosystems. Pollution, habitat loss, invasive species, and diseases are all threats to the survival of coral ecosystems around the globe. Learning about them- “their fragility and value”- will help students understand what is needed to protect them.
This SciGuide highlights outstanding NOAA resources, such as online tutorials and complete, hands-on, inquiry based lesson plans from the National Ocean Services. These resources address three areas. First, students can study the biology of the coral organism, learning about types of coral and where they are found. Next, resources focus on the populations, habitat, and dynamics of coral ecosystems. Finally, teachers and students, through online data sources and activities, learn about conservation of our coral ecosystems. Natural threats, human disturbances, and the benefits of coral protection focus students on the real world importance of science learning.
SciGuides are really fantastic.When it's time to teach about ecosystems, I can be confident knowing I'll have the Coral Reef Ecosystems SciGuide to go to for lesson plans, simulations, and web-based resources. I'll be able to create outstanding lessons in a shorter amount of time since many resources are easily accessible in this SciGuide.
This sciguide was a really great resource for my 8th grade science class while we were covering our oceans unit. Being from Hawaii, many of my students have experienced the ocean and the ecosystems that encompass it. However, they only see it as an area for them to hang out or catch fish from, without understanding the system and how it works, along with how delicate it is. My students also really grasped the concept of interdependence and how the removal or addition of a certain type of marine animal can result in the increase or decrease of others. I really love teaching this topic because I am an avid fisherman and in order for conservation to occur, we need to teach this generation and the next about how human impact can affect ocean habitats and the sustainability of life both in the ocean and on land.
I looked through the Coral Ecosystems and stumbled upon a some great resources and lesson plans that deal with coral ecosystems. I really liked the "Coral Reefs and Their Place in Interdependent Ecosystems" link. In the link there was a neat scavenger hunt handout that goes with the computer simulation. The great thing is, I could probably modify the handout and take the students on a field trip to visit a local coral reef after going through the simulation and they can make comparisons. The Ocean Quest link will also be helpful for the students on the field trip. The could look at some of the pictures and see if they can identify them while at the coral reef. All in all, this is a great place filled with many helpful resources.
I found this SciGuide to be quite spectacular as it was very captivating to learn about ecosystems and its diversity. I think that it is crucial for teachers, especially those who live and teach in Hawaii to understand how fragile our coral reef "systems" are to the world. In Hawaii, the beaches and reef are our student's backyard, and they need to learn ways to take care of their home environment. As a Kindergarten teacher, I notice that many of the students have the misconception that "coral" are "just rocks" making coral a "non-living" thing. It is our responsibility to educate ourselves as well as teach our students what coral reefs really are and how important they are to our Earth's system. This SciGuide gave me a lot of background knowledge which helped me as I read other SciGuides and SciPacks.
This SciGuide is very comprehensive and follows a logical and natural succession of topics. It is separated into three themes: Coral Reef Biology, Coral Reef Ecosystem, and Coral Reef Conservation. I say that this SciGuide follows logical topics because students it makes sense for students to learn about what coral reefs are actually made of and then learn about the various animals that call the coral reef their home. After learning about these two topics, students should learn about how they can help protect and preserve the coral reef. Each theme had many links that students and teachers can explore. Many activities had pre-made worksheets that students can work on when exploring the web sites. I think this SciGuide is a great place to start if a teacher is planning a unit on the coral reef.
This sci-guide has provided me with a year-long network of lessons just on the topic of coral ecosystem. It extended my already profound idea of the topic into all other fields such as environmental science, anatomy, physiology, biochemistry, and a lot more. There is enough topics to cover both content ant pedagogy for the classroom. The internet resources are so inexhaustible, one link leads to another.
I have enjoyed using this SciGuide because it has actually provided me useful and relevant information that I could immediately use in my classroom without having to “reinvent the wheel”. It provides a general overview of Coral Ecosystems and then goes into greater depth under three different themes: 1) Coral Reef Biology, 2) Coral Reef Ecosystem, and 3) Coral Reef Conservation. Within each thematic unit, it provides another more specific general overview along with breakdowns between grade levels, lesson plan resources, and additional resources. Most of the informed sources and information available is rated for grades 9-12. However, with minimal “customization”, I was able to bring much of this information into the classroom. Admittedly, it does help I live in Hawaii and it is a topic already near and dear to the hearts of my students. The simulations are short and to the point – enough to explain a concept that engages our mostly media savvy students. One of the most useful portions are the vetted links they have. NSTA has obviously worked closely with scientists and government agencies, such as NOAA, to develop and disseminate good information that as a teacher, I can feel comfortable using. Really neat media events that are easily used to guide instruction are linked within a box and is fast to access. For example, I really enjoyed seeing the coral spawning – a rarely seen reproductive event.
This SciGuide highlights NOAA and NOS resources with tutorials and hands on lesson plans. It is organized into three sections. The first section is the biology of the coral organism, the polyp and its symbiotic relationship with zooxanthellae. There are links to the different types of coral and where they can be found. The second section focuses on the population, habitat and interdependence of coral ecosystems. The third section discusses the threats to our coral reefs and what we can do to protect them through monitoring and conservation efforts. I find the overall design of this guide well done and easy to follow. Information is up to date, reliable, contains diagrams, simulations and graphics and focuses on the real world importance of science learning. It also includes a roadmap which complements the tutorials and links you to specific online coral data and information from NOAA and the National Ocean Service.
This SciGuide was very useful in teaching about ecosystems with a clear focus. Instead of learning in general about populations and dynamics, a specific aquatic ecosystem is used as an example. This is very relevant to any student in Hawaii because of the abundance of coastline and coral reefs. The extension of coral reef conservation is a hot topic due to many of the tourists who visit Hawaii being uninformed about coral reef damage. I could incorporate these concepts to the relevance of my local students’ lifestyles. I would build upon their prior knowledge, based on their daily lives, and hope to add to their education about the shoreline. I believe it will definitely pique their interest by incorporating environments and organisms that dwell in familiar places. A sense of relevance is experienced by conducting hands-on labs with samples of actual material and data, along with mini field trips around campus and the community. I do not have many suggestions in order to improve the SciGuide. I believe the vital concepts were covered with a great deal of supporting evidence and exercises. I enjoyed previewing these SciGuides and gained many ideas that will help me and my students in the future.
The Coral Ecosystems (9-12) SciGuide is an excellent resource to help you integrate the study of current coral reef biology and environmental issues into your science curriculum. This SciGuide provides a wealth of teaching resources organized by three themes: 1) Coral Reef Biology, 2) Coral Reef Ecosystem, and 3) Coral Reef Conservation. There is an emphasis on coral species, coral ecosystem dynamics, benefits of corals, natural and human threats to corals and coral reef conservation. Teaching resources include web-based resources, lesson plans, current data, vignettes (case studies), simulations and video clips. Lesson plans are provided with teacher descriptions of implementation and sample student work. Website links are helpfully organized by two categories: teacher sites and student sites and are also searchable by a filter.
It was very informative. It helps with sllowing students to improve on their understanding of the concept.
The Coral Ecosystems SciGuide is a very useful resource to get ideas on lessons & activities you can implement in your classroom. It provides a wealth of great websites filled with information & pictures for educators, as well as interactive activities for students. I especially like how it’s broken down into three themes: Coral reef biology, coral reef ecosystem, & coral reef conservation for easy reference when covering a specific topic.
This is a great collection of resources for the study of coral reef ecosystems, covering coral reef biology, ecosystem and conservation. There are many educational yet fun interactives such as the “Make a Reef”, “Populate a Coral Reef”, and “Life in the Balance” simulations where students design a functioning ecosystem. A detailed “Reef of One’s own” lesson plan is included where teachers provide resources for students to complete a written report on the coral reef ecosystem. I could use the many coral reef simulations for students to apply concepts taught in class. They can try out different ways to create and ecosystem through trial and error to see what works. I could also used the detailed lesson plan on “A Reef of One’s own” to allow students to synthesize what they’ve learned in the unit. Overall, it’s an excellent SciGuide for all levels k-12.
Coral Reef Ecosystem SciGuide Review The SciGuide on Coral Reefs is a good resource for my upcoming unit on ecosystems. What I find helpful is how they took the time to break down the unit to make it simpler for someone like me to choose specific lessons that hits my benchmark. For this unit, the SciGuide started off with Coral Reef Biology with subtopics explaining what a coral reef is and how it is formed. I really like how they provide various learning activities such as videos on how coral blooms forms, providing various websites with lots of visuals on coral, and solid core information on corals. Once gaining a basic understanding of coral, they go into the various types of coral and where they are found in the world. Having sites for teachers is an effective way for me to brush up on my knowledge of the types of coral and the sites for students is just as effective as well. Students are able to take quizzes on coral and even have websites that provide them with more in depth knowledge if they have a research paper to be completed. Overall, I am impressed on how well of a job that they did on breaking down this unit to make it easy for someone like me to understand. I would utilize this SciGuide into my teaching by going back to my own curriculum map and figuring out how many weeks I have. Next, I would look at my specific benchmarks and use the SciGuide as a guide to my instructions and create a mini-unit. I would have my students do a authentic learning project as their summative. Each student will be creating a biome shoebox with each part of the shoebox hitting a specific benchmark. To build the students up to that point, I would build background knowledge of coral reefs and provide them with an activity (reading, video, quiz) from the SciGuide on coral reefs. Once they show understanding, I would use the next subtopic on the various types of corals that exist and explain where they are found in the world. I would incorporate the food chains for coral reefs and how the provide an ecosystem for other life. Once they gain the understand, I would use the coral reef webquest to help get the students an appreciation for coral and how they can be part of the solution instead of the problem. One suggestion that I do have in the SciGuide is to provide educators with a curriculum map of how they would incorporate it into the classroom. I believe that by incorporating a curriculum map, educators like me could adapt the lesson to fit into our own curriculum maps. We could pick and choose what we like and don’t like but it would provide educators with a starting point on where to begin. Another suggestion that I do have is providing a summative assessment for educators to use as a way to guide their own instructions. I believe this would help a lot and would keep educators focused on what they are teaching.
I just finished working my way through this resource and think it would be great to use in a classroom. It is neatly divided into several sections so you could use small chunks of it with the students rather than having them work through the entire lesson. I like the questions at each section and then the over-all summary quiz at the end. I might use it with the class as a whole and have them keep track of their answers to the quiz questions as we went or even make up their own questions. I might have them each download if I had access to a class set of computers so they could do this as individuals. I would want the students to analyze each of the problems posed in the lesson and then propose solutions. For example, how can we reduce or eliminate run-off? What can be done about ocean acidification? I would like the students to be able to ascertain natural causes from those introduced by humans. We have no control over hurricanes but we can control trash. I would like the students to use this lesson to analyze issues and actions.
I enjoyed completing the SciPack Coral Reef Ecosystems, and was excited to check out the corresponding SciGuide. Unfortunately the SciGuide targets high school, but I decided to check it out hoping to find something I can use in my fourth and sixth grade science classes. The three themes covered in this SciGuide include: coral reef biology, ecosystem, and conservation. I really like the different links including NOAA's National Ocean Service: Corals. Be sure to check out The Coral Kingdom where you can find pictures of coral reefs around the world including Florida, the Pacific ocean, the Red Sea, and Caribbean reef. Some of the albums featured include vertebrates, invertebrates, artificial reefs, and diving biologist. My students and I enjoyed viewing these vibrate photographs. I hope NSTA will consider making a coral reef SciGuide for elementary teachers.
The Coral Ecosystems SciGuide provides an overview of potential resources that would be appropriate to teaching about coral organisms, its symbiotic relationships with zooxanthellae, habitats of coral reef creatures/relationships between the coral reef organisms, or how to address the human impacts relating to the coral reef environment. This SciGuide focuses on three themes: 1) Coral Reef Biology, 2) Coral Reef Ecosystem, and 3) Coral Reef Conservation. I found the biology section very helpful in understanding how I could present information about the structure and function of the coral as a living organism. The lesson plans target directed/group-based instruction primarily for high school students (9-12) and need to be heavily adapted down for middle school (6-8) and elementary school teachers (k-5). My fellow elementary educators really need to sift through the lesson plans to see what might work for them, if technology is not easily accessible. Tutorials for my entire class are not a viable option. I did appreciate the wealth of Web-based resources like the photo galleries of coral reef organisms, movies, and simulations (for my betterment as an educator). I especially liked the student-friendly Fisheye View cams (a provided link), that allow students to see time-lapse coral spawning. I showed my students the multitude of galleries through classroom projection, and they were impressed! I would like to see more opportunities for other NSTA teachers (or forum members) have the opportunity to directly use their input to adapt elementary-based lessons. The SciGuide is a starting point, but I need to be more creative and find hands-on materials appropriate for eight-year-olds.
1. What are some key points from the SciGuide that made an impression upon you? The Coral Reef Biology SciGuide is a great resource for teachers who want their students to learn more about the coral reef ecosystem. It provided links for leaning about the life cycle of corals, for different types of corals, for the distribution of corals. Included in the SciGuide are lesson resources called A Reef Of One's Own, in which there is a lesson plan, vignette, audio clip, a sample student work. I especially like the sample work because it shows what we should expect our students to produce. The additional media resources are great to show students movies or have them go through simulations where they use their what they learned to complete the tasks. 2. How could you utilize this SciGuide in your teaching? I could use the SciGuide in my teaching because I am focusing on abiotic factors in ecosystems and I am about to do a watershed project in which we are testing the water for various factors, such as pH and turbidity. I would like to show my students why we are testing for these factors and how they affect living things. Showing the simulations can help with this. 3. What are some suggestions for improvement in the SciGuide? What I would like to see in this SciGuide is section on links to the abiotic factors that affect coral reefs.
This guide contains a list of pertinent URLs as well as some nice lessons plans on reefs. What I think teachers will find cool is they can access simulations to use in their classroom that can be used full screen. The Create a Reef is one of my favorites! | https://learningcenter.nsta.org/resource/?id=10.2505/5/SG-16 |
The Sustainable Fisheries Partnership (SFP) has issued a brief,’Climate Change: Implications for Fisheries and Aquaculture,’ which details the threats of climate change and ocean acidification to fisheries, aquaculture and marine resources as relayed in the Intergovernmental Panel on Climate Change (IPCC) Fifth Assessment Report (AR5).
The brief highlights that climate change and ocean acidification are altering ocean ecosystems, leading to a loss of marine biodiversity and changes in seafood production levels, including through the displacement of stocks and rising mortality of shellfish. It notes that other factors such as over-fishing, habitat loss and pollution worsen the impacts of climate change on marine resources. The publication also highlights impending issues such as: the rapid decline of coral reef ecosystems, with the risk of collapse of some coastal fisheries; the likely increase in coral bleaching; potential increases in illegal, unreported and unregulated (IUU) fishing from changes in coastal resources and food insecurity; and possible mass die-offs in farmed fish due to harmful algal blooms.
The brief explains that fishers can adapt to some of the impacts, through, inter alia: changing gear or target species; increasing aquaculture; and moving to dynamic management policies. Additionally, some positive impacts of climate change are highlighted, including faster growth rates and food conversion efficiency, longer growing seasons, and new growing areas due to decreases in ice cover.
Regarding the potential for mitigation in the fisheries sector, the brief highlights options such as strengthening coastal zone management to reduce land-sourced pollution, over harvesting and physical damage to resources. It also suggests creating new habitats, such as artificial reefs, to act as fish nurseries in areas where coral reef destruction occurs. According to the report, protecting some ocean ecosystems will help moderate the speed and scale of climate change, as well as build ecosystem health.
The brief is published jointly by the SFP and the University of Cambridge Institute for Sustainability Leadership and Cambridge Judge Business School, and is supported by the European Climate Foundation. It is one of a series of publications synthesizing the most relevant AR5 findings for specific economic and business sectors, and grew from the idea that the fisheries and aquaculture sector could make better use of the AR5, if distilled into an accessible and succinct summary.
Credit: SFP News Story from the Climate Change: Implications for Fisheries and Aquaculture publication. | https://caribbeanclimateblog.com/2014/06/10/sustainable-fisheries-partnership-brief-highlights-climate-change-impacts-on-fisheries-and-aquaculture/ |
Understanding of the links between coral reef ecosystems, the goods and services they provide to people, and the wellbeing of human societies.
Examining the multi-scale dynamics of reefs, from population dynamics to macroevolution
Advancing the fundamental understanding of the key processes underpinning reef resilience.
ARC Centre of Excellence for Coral Reef Studies
James Cook University Townsville
Queensland 4811 Australia
Phone: 61 7 4781 4000
Email: [email protected]
More than a third of coral reef fish species are in jeopardy of local extinction from the impacts of climate change on coral reefs, a new scientific study has found.
(Local extinction refers to the loss of species from individual locations, while they continue to persist elsewhere across their range.)
A new predictive method developed by an international team of marine scientists has found that a third of reef fishes studied across the Indian Ocean are potentially vulnerable to increasing stresses on the reefs due to climate change.
The method also gives coral reef managers vital insights to better protect and manage the world’s coral reefs, by showing that local and regional commitment to conservation and sustainable fisheries management improves prospects for coral recovery and persistence between storms and bleaching events.
The team applied their ‘extinction risk index’ to determine both local and global vulnerability to climate change and human impacts. They tested the method by comparing fish populations before and after the major 1998 El Nino climate event which caused massive coral death and disruption across the Indian Ocean.
In all, 56 of the 134 coral fish species studied were found to be at risk from loss of their habitat, shelter and food sources caused by climate change. Those most in jeopardy were the smaller fishes with specialised eating and sheltering habits. Because most of these species have wide geographic ranges and often quite large local populations, few were at particular risk of global extinction.
“The loss of particular species can have a critical effect on the stability of an entire ecosystem – and our ability to look after coral reefs depends on being able to predict which species or groups of fish are most at risk,” explains lead author Dr Nick Graham of the ARC Centre of Excellence in Coral Reef Studies and James Cook University. “Until now, the ability to do this has been fairly weak.”
“For example, we know that the loss of seaweed-eating grazing fishes can lead to coral reefs which have suffered some other form of disturbance being replaced by weeds. Protecting these fish, on the other hand, gives the corals a much better chance to recover.
“Where there is a widespread death of corals from a climate-driven event such as bleaching, the fish most affected are the ones that feed or shelter almost exclusively on coral. However when corals die off and the reef structure collapses, small reef fish generally are much more exposed to predators.
“By understanding which species and groups of fish are most at risk, we can better manage coral reefs and fish populations to ensure their survival in times of increasing human and climate pressure,” adds Dr Shaun Wilson of the Western Australian Department for Environment and Conservation.
The study does, however, offer encouragement by showing that the fish most at risk from climate change are seldom those most at risk from overfishing or other direct human impacts, pointing to scope to manage reef systems and fishing effort in ways that will protect a desirable mix of fish species that promote ecosystem stability.
“Critically, the species of fish that are important in controlling seaweeds and outbreaks of deleterious invertebrate species are more vulnerable to fishing than they are to climate change disturbances on coral reefs. This is encouraging, since local and regional commitment to fisheries management action can promote coral recovery between disturbances such as storms and coral bleaching events,” explains Dr Wilson.
They conclude that identifying the fish species most at risk and most important to ecosystem stability and then managing coral reefs to maintain their populations will help ‘buy time’ while the world grapples with the challenge of limiting carbon emissions and the resulting climate change.
The team adds that their novel approach to calculating extinction risk has wider application to conservation management beyond coral reef ecosystems and can readily apply to other living organisms and sources of stress.
Their paper “Extinction vulnerability of coral reef fishes” by Nicholas A. J. Graham, Pascale Chabanet, Richard D. Evans, Simon Jennings , Yves Letourneur, M. Aaron MacNeil, Tim R. McClanahan, Marcus C. Öhman, Nicholas V. C. Polunin and Shaun K. Wilson appears in the latest issue of the journal Ecology Letters.
More information:
Dr Nick Graham, CoECRS and JCU, +61 7 4781 6291 or +61 0466 432 188
Dr Shaun Wilson, DEC, +61 8 9219 9806 or +61 0400121175
Jenny Lappin, CoECRS, +61 7 4781 4222 or +61 0417 741 638
Jim O’Brien, James Cook University Media Office, +61 7 4781 4822 or +61 0418 892449
CoECRS are proud sponsors of the 12th International Coral Reef Symposium, Cairns: 9-13 July 2012. | https://www.coralcoe.org.au/media-releases/extinction-predictor-will-help-protect-coral-reefs |
Our team of specialist restorers and conservators have worked in the private art market & in museum settings for over 30 years combined carrying out remedial treatments and providing preventive conservation advice. Our many years of experience and specialist training underpin our ability to understand objects and the diverse risks an artwork may face during its lifetime.
From understanding construction, material composition, current context and display requirements we can offer bespoke solutions to individual artworks in various settings and larger collections in storage and exhibition environments. We adhere to guidelines recommended by institutions across the world to provide a consistent narrative within condition audits and collection care plans. Our condition reports are created using Articheck, a digital collection management system. This enables us to easily create, update and share tailor made condition reports. In a sector where modern demands can put artwork at risk, it is our objective to provide the most effective balance between the role of an object and its safety by mitigating risk around logistics and display in a multitude of settings.
We are associates of mountmaking and exhibition specialists Colin Bowles Ltd, Royal Warrant holders. They are able to provide our clients with safe and dynamic display solutions. We also collaborate with world renowned designers, logistics companies and expert technicians within the art sector. Utilising the expertise of our partners allows us to provide our clients with a service that is second to none. | https://www.bowlesconservation.com/about |
Given that 1935, staff users doing work as a element of The Fulfilled neighborhood, many of whom are completed artists, have shared their inventive contributions with each and every other on a standard basis. This 12 months the Fulfilled is open this presentation of their operate to the public. The extensive range of creative expression—from drawing, painting, and pictures to sculpture and electronic media—corresponds to an similarly expansive representation of departments in the course of the establishment, such as guards, educators, professionals, librarians, designers, engineers, conservators, volunteers, registrars, and several other individuals.
For the initially time in practically 80 several years, the Fulfilled Museum opens to the community an exhibition that has been held every single 12 months to produce a dialogue with museum personnel. On this event, the Art Function: Artists Doing the job at the Satisfied exhibition can be frequented by the public to see a curatorial assortment built by nearly 450 employees from 1 of the most critical museums in the world.
On many events, museum personnel go unnoticed by the typical public even when their perform retains these spaces alive and in the greatest disorders. The exhibitions commonly demonstrate the perform of artists and curators, but guiding them there are a huge selection of men and women who make them attainable, from designers to security guards.
If there is another person who is aware museums much more than everyone, it is the workers who go through them day after day and who make the establishment a house for coexistence. But have you at any time questioned what the museum teams imagine or how they see the performs of art they dwelling?
In this exhibition, a group of workers set out to find functions in unique formats that capture their attention. They turned their wishes and passions into a skilled curatorial do the job that, for the 1st time, has the possibility to be observed and commented on by the standard general public. The importance of building the general public exhibition and not only for its inner visits represents an essential chance to learn about a distinct strategy to art from the every day relationship one particular has with it. | https://ipofundsgroup.com/art-work-artists-working-at-the-museum.html |
While you can't currently enter the NGV physically, you can virtually.
Following a mammoth six-year digitisation project, around 90 per cent off the gallery’s collection (that’s more than 75,000 works) is available online. It’s searchable by artist, artwork, curatorial theme and more, and new content is being added regularly.
You can also take free, curator-led virtual tours of blockbuster exhibits such as Keith Haring | Jean-Michel Basquiat: Crossing Lines (Saturday March 28) and KAWS: Companionship in the Age of Loneliness (Saturday March 21). They’ll feature behind-the-scenes documentaries from the making of exhibitions and interviews with artists, designers and curators.
A free online collection of in-depth ebooks and essays will allow you delve into an exhibition's backstory. Learn more about one of the world’s most ground-breaking fashion labels as part of Collecting Comme, or get a taste of everyday life in 1920s and ’30s Japan with Japanese Modernism.
Also accessible: recent highlights from NGV Magazine that explain the gallery’s new acquisitions, plus long-form essays by curators, conservators and academics about works in the NGV collection.
If you’ve got kids to occupy, get them engaged with art through a selection of hands-on activity sheets and interactive games. | https://www.broadsheet.com.au/national/event/virtual-ngv |
Harry Meadley: But what if we tried? at Touchstones Rochdale is billed as an ‘impossible task’, and one of the first things I encountered upon entering the exhibition was a video of a member of staff cautiously saying, “It might be that we can’t have everything at once.” This admission refers to the challenge posed to the gallery by artist Harry Meadley: to display the entirety of its art collection, around 1,600 works, in one go. Rochdale’s arts and heritage services have faced a funding crisis over the past decade, as the local authority grapples with its own impossible task of balancing the budget in the face of severe cuts from central government. With a reduced and overstretched staff, why would Touchstones embark on such a resource-heavy mission?
What might sound like a frivolous idea is a response to frequent visitor queries about why the gallery doesn’t display more of its collection. Through the resulting exhibition it reveals the inner workings of a civic art gallery feeling the strain of austerity. Documentary videos recording various parts of the process of realising the exhibition punctuate the gallery spaces. The concept might come from an artist, but the gallery staff are the protagonists in these films, debating at length in front of Meadley who acts as curious observer. There is a canny resourcefulness about their decision-making that will be familiar to anyone who has worked in a cash-strapped arts organisation. Practicalities take precedent over artistic intentions, as they search for ways to add value to the project; emptying out the stores is a great opportunity for a deep clean.
The outcome of Meadley’s proposition spans three galleries. The first room illustrates extreme ends of the spectrum of an artwork’s fate. Selected stars of Rochdale’s collection are displayed packed in their travel frames; a Vanessa Bell, fresh home from a UK touring show, stacked in front of a Stanley Spencer, in demand from international art museums. The gallery walls, however, showcase a range of conservation nightmares. Many of these works are discoloured by layers of dirt, their colours and sharpness merging into a murky jaundice. An 18th-century portrait by John Collier Jnr bears a sizeable hole in its canvas – repairable, but low down on a long list of priorities. ‘Gulf I’ and ‘Gulf II’ (1991) by Susan Hiller are large, yellowed paintings on children’s wallpaper. Their surfaces are gradually flaking away, and the accompanying label describes the dilemma of how, and whether, to halt the deterioration of works that the artist intended to become progressively cracked. There was something affecting about seeing these works up close, their frailty bringing me closer to the sense that once someone sat down to create them, not knowing what their fate would be.
The second space is dominated by recent acquisitions, so new they’ve not yet been displayed by the gallery. Shown in various states of crating and wrapping, a secondary art of packing is revealed. Susan Collis’s gemstone screws and plugs looking, in this context, like the fixings for a work rather than the art itself, are meticulously laid out in tiny cellophane packets on a neatly-inked paper diagram to indicate how they should be displayed. The thin, white porcelain wafers of Rachel Kneebone’s sculpture are supported with precision by plywood and foam, demonstrating the rigour and care of the art handler whose work is usually unseen. The works on display here are all by women, a curatorial statement of intent by a gallery keen to show it is trying to improve on the 8% of its collection that is currently by female artists.
The concept behind the exhibition indicates an abandonment of curatorial control and value judgements by choosing to show everything rather than a selection. This is supposed to come to fruition in the final and largest gallery space. The text panel proclaims it is ‘Warts and all’, but it is, in its way, just as carefully curated as the other spaces. Just over 200 artworks are presented here – an impressive display if still only a fraction of the collection – hung salon-style across every inch of available wall. The works are ordered by the date that they were accessioned, which leads to some curious juxtapositions. Somewhere around the 1970s we leap from the clean lines of Keith Grant’s monumental polyptich ‘Snow Drift, Clear Sky’ (1974), to an intricate 16th-century Flemish religious painting, to a 19th-century watercolour of Rochdale Bridge. Because not everything could be displayed, curatorial decisions have been made – about what will physically fit, but also considering which works tell stories, or best represent their genre. The first work to be acquired by a woman artist (accession number 14: a landscape by Alice Mary Havers) was a significant marker to include given the gallery’s current collecting remit, and there would surely be an outcry if the sentimental public favourite, Charles Burton Barber’s ‘A Special Pleader’ (c.1893), was omitted.
So, what is the value of trying to undertake Meadley’s impossible task? Though an inherently contrary concept, it is compelling watching the staff try to negotiate it – attempting to waive curatorial control whilst still, ultimately, asking us to trust in their judgement. The challenge to display everything the gallery cares for physically, has been transformed along the way into uncovering narratives in the life of the gallery; from unpicking a sometimes-cryptic collecting history, to bringing the hidden work of art handlers and conservators out into public view. Importantly it also lays bare the frustrations of its current workers and asks us to consider what is at stake when investment in our cultural heritage is chipped away at. | https://corridor8.co.uk/article/harry-meadley-but-what-if-we-tried/ |
"Art of the First Cities: The Third Millennium B.C. from the Mediterranean to the Indus," The Metropolitan Museum of Art, New York, May 8–August 17, 2003.
Timelines
Central and North Asia, 2000–1000 B.C.
Ancient Art in Miniature: Ancient Near Eastern Seals from the Collection of Martin and Sarah Cherkasky Art of the Bronze Age: Southeastern Iran, Western Central Asia, and the Indus Valley
Learn more about the curatorial staff and the scientists and conservators who collaborate to study, exhibit, and care for the objects in The Met collection.
MetCollects celebrates works of art new to the Museum's collection through the fresh eyes of photographers and the enthusiastic voices of leading scholars and artists.
Read articles about the Museum's exhibitions, collection, and events written by hundreds of authors—including curators, conservators, librarians, digital professionals, and senior staff.
Explore publications and products inspired by The Met collection, which spans 5,000 years of culture from around the world. | http://www.metmuseum.org/art/collection/search/326893 |
After meeting with and attending lectures by a number of prominent New York curators as part of their Winter Term project in January 2010, Anna Poe-Kest, OC ’11, and Martha Moldovan, OC ’11, founded the College’s only student curatorial group, Exhibition Initiative. “If you have a space, curate,” they told me when I met with them during the spring of 2010 to discuss the group’s nascent identity.
Since then, they have done just that. Beginning in May 2010, the group curated their first annual show,In|Flux, in Hales Gymnasium, and collaborated with the Plum Creek Review on an exhibition of the Art Library’s collection of Mail Art the following November. During the spring of 2011 the group hosted Roni Horn, who did criticisms of student work followed by a Q&A, and they also curated their second annual show, On portraiture, in Fisher Gallery.
After graduating in May, Poe-Kest and Moldovan handed over the reins to College senior Art History major Molly Stein, and College junior and Studio Art and Art History major Thomas Huston, who hope to expand the group’s presence on campus through hosting an increased number of shows and events over the year. Stein and Huston’s vision for the future of the group involves placing more emphasis on the pre-professional and interdisciplinary nature of the group’s work. In this vein, the two have invited David Norr, the curator of Cleveland Museum of Contemporary Art, to speak about his experience as a curator and how he began his career in Cleveland. They also plan to host a show of faculty artwork at the end of the semester, in addition to the third annual student show that will be held in May 2012.
Of their vision, Stein commented, “This interdisciplinary approach to building a career is a value that is integral to Oberlin as an institution. There was a time when Oberlin was a hotbed of artistic activity. Ellen Johnson cultivated this environment through her relationship with numerous up-and-coming artists and professionals, who [are] today renowned in their field; artists like Eva Hesse, Claus Oldenburg, Bruce Nauman, Robert Rauschenberg and Frank Stella.”
In addition to all the Exhibition Initiative’s work on current curatorial projects, they are working on drafting and submitting their official charter, and will collaborate with the Art Students Committee on a project to bring Cory Arcangel to campus during the spring semester. If you’re interested in joining, e-mail [email protected], and watch out for posters about their weekly meeting. | https://oberlinreview.org/3680/arts/if-you-have-a-space-curate-the-story-of-the-exhibition-initiative/ |
Central Europe (including Germany), 1400–1600 A.D. Central Europe and Low Countries, 1800–1900 A.D.
The Artist Project How to Read European Armor Of Arms and Men: Arms and Armor at the Metropolitan, 1912–2012 [adapted from The Metropolitan Museum of Art Bulletin, v. 70, no. 1 (Summer, 2012)]
Learn more about the 17 curatorial departments whose staff study, exhibit, and care for the objects in The Met collection.
Scientists and conservators collaborate with curators across the Museum to study, preserve, and conserve the works in The Met's unparalleled collection.
The Metropolitan Museum of Art Guide provides a comprehensive view of art history spanning five millennia and the entire globe.
Read articles about the Museum's exhibitions, collection, and events written by hundreds of authors—including curators, conservators, librarians, digital professionals, and senior staff. | http://www.metmuseum.org/art/collection/search/22874?deptids=3&pg=1 |
The common cause of conservators and curators is to preserve objects in their care in all the aspects of their creation and survival and to display and interpret them for the benefit of the public.
When an artefact becomes part of a collection it has often been chosen for aesthetic reasons. It is the information it contains about its purpose, the people who made it, the people who used it and the people who preserved it that makes it a document of history. Some artefacts are highly valued for their beauty, but as documents, their value may be inestimable.
Since the practice of conservation gives unique opportunities for discovery, it follows that conservation and practical research should be inseparable, or information may be lost.
Conservation briefs, however, may vary – consider permanent museum displays versus special exhibition. At the 1974 ICOM Conference in Denmark, Queen Margrethe described the difference in these terms: “The exhibition differs precisely from the museum in its limited duration; it has the aim of attracting attention and startling the viewer. The museum is, on the contrary, a permanent institution. The museum is a place to which one comes and then returns, to see again and explore in depth, knowledge about different subjects, however their variety”.
Museum displays versus special exhibitions have innumerable implications depending on the pre-conceptions of everyone involved.
2.1. Museum Displays
Museum collections are aids to understand the societies that created them so museums are in a sense storehouses of our past. Initially every object collected caught someone’s eye for a reason. One person’s choice may tell one story, put together with other objects of their time, the viewpoint may be totally different, but will still only reflect the knowledge available. Sometimes bequests by explorers, missionaries, traders, soldiers, sailors and even plain tourists, tell of the diversity of human experience, and sometimes well balanced collections take us through complicated developments of Art and Technology, or the history of other species.
Displays may be biased according to the interests of everyone concerned and the way we unconsciously and automatically reflect the fashion of our day in any choice of display – nevertheless artefacts help to give us an understanding of the way we live and the influence of national and international relationships on the development of our surroundings.
Not all collections tell their story in a museum environment. The contents of a Historic House may show the organic growth of possessions that reflect the interest of successive generations of one family. This growth may generate related interests for as long as the house is privately owned. Public ownership usually means that displays are arrested to suit a particular fashion in the past of the house, often the time of its most illustrious occupier.
Displays of treasured heirlooms in a family setting, may not be as environmentally safe as those in public places, and conservators may sometimes have to devise individual measures for their safe-keeping, in close collaboration with their owners.
2.2. Special Exhibitions
Objects in special exhibitions may come from afar to be shown together – often, it is true, to attract attention and startle the viewers by enticing displays and new information, and a chance to marvel about the extent of collections normally hidden from public view. Special exhibitions may have to be set up against time with curators as well as conservators, regretting that objects should just pass through with no pause for academic study, documentation or scientific comparison with similar material and techniques, even though the objects on exhibition may never be brought together again.
Wasted opportunities to develop greater understanding are always to be regretted, perhaps even more so when objects are no longer in the care of curators with responsibility for their study and interpretation, but are considered parts of service collections to be used like theatrical props.
Conservators are trained to work on the basis of a practical and scientific investigation into fibres, dyestuffs, finishes, techniques, stains, wearmarks and creases and to conclude with a full report on each commission or project. In the transition period following museum re-organisation, they may find the briefs given them by service collection managers and exhibition designers inappropriate to the objects as historic documents.
Conflicts will be inevitable unless all of the professionals involved have received complementary training and agree that the integrity of the objects must be respected in all the circumstances of their keeping.
Perhaps now is the time to draw attention to the fact that textile conservation as a concept allied to research is nearing its first centenary. It started in Sweden with the creation of Pietas in 1908, for the purpose of conserving historic textiles under antiquarian control.
In the festschrift in honour of Agnes Geijer, Opera Textilia (Stockholm, 1988), Inger Estham states “right from the beginning every single object conserved was documented by means of photography, a descriptive text and exact particulars concerning its condition and the measures taken.”
These records have continued to assist with further research in the light of new discoveries and scientific progress. Conservation can never be an end in itself, because the aids to understanding as well as the people who do the research are constantly developing. The Swedish lead has influenced the work of museums throughout the world, establishing a growing perception of the creative relationship between mind and matter.
Comprehension and interpretation depend on the knowledge possessed by the researcher, and knowledge grows in step with developments in many fields. Today, we are able to interpret stains and creases in textiles, and dress made from textiles, as well as to identify fibres, dyestuffs and techniques of making. We can learn to take advantage of all modern facilities for physical and academic research, but no one can master all disciplines. Teamwork is essential, if we are to conserve, understand and interpret any document of history in all its cultural and scientific contexts.
For many reasons, the most fruitful time to investigate and note the physical aspects of an object is during conservation, when it may be seen and examined inside and out, and when every expertise is readily to hand. Scientists and conservators need to identify the materials, techniques and damage of the objects they conserve. They can be more certain of the success of their interventions when they can put their physical knowledge in relation to the known age of the object, and the use made of it since it was created. They need to know too the conditions under which it was kept or displayed, because of the changes these may have caused which might otherwise be inexplicable.
Curators may have the answer to most of the questions raised, and should ensure that their information follows the object, and that conservators have access to both the records of its past, and the plans for its future likewise, the conservator must ensure that the curator is apprised of all observations. Together conservators and curators may benefit from the need for conservators to establish their own physical knowledge of the object through their own observations, measurements and analysis, because new methods and new equipment may tell a different story to past records. Sometimes aspects are confirmed, and sometimes revision and consequent shared research has led to exciting discoveries through team members relating their findings to previous work, or studies in libraries, or other museums or laboratories. Together we achieve more than singly, because team work gives access to many more resources.
From all points of view, it is desirable, that the treatment of all objects should follow similar procedures – with any deviation being discussed by all members of the team, including the owner, curator or historian, collection manager, conservator and conservation scientist. Together the team should outline the procedure for each object, according to what is already known about it, including its provenance, and how and why it was created.
The conservator and the scientist will need to know the physical history of the object, including as stated before, the conditions of its keeping on display and in storage, together with the reports on any previous conservation for the purpose of evaluating their combined effects on the object and its individual components.
The curator/historian may have a series of questions related to this evaluation concerning wearmarks, creases, alterations, patches and darns, fading, dirt and stains, to either prove or disprove theories concerning the place in history of the object and its original owners and creators. They may need to put the answers in context with archival and field studies and new knowledge gained on similar objects in other museums or collections which might involve every aspect of their existence from the techniques by which they were made, to re-modelling for a different purpose in the course of time and new demands.
The collection manager will need to know how the effect of any treatment will affect the storage required, or the eventual display of the object or any travel arrangements that may have to be made.
The strength of the team stems from the specific interests of each team member, which guarantees the best possible consideration of each object in their care. Close collaboration will always get the most stimulating results – and the safest for the object. This becomes especially apparent when historical research dictates radical intervention that may be contrary to conservation needs, but which is essential for the purpose of establishing historical identification.
It is important that all agree on the methods of research and documentation and on how responsible conservation can be made compatible with attractive presentation, but it is equally important to extract all the information attainable by present day investigative methods, and to make records that will be easily available to future researchers, who may be intent on research into areas only tangentially related.
Understanding may not be instantaneous, research into the past rarely goes in a straight line. New investigative techniques may suddenly illuminate areas that were feared lost in time, because thought processes go on simultaneously underneath as well as on the surface making connections and overturning barriers to comprehension, and new discoveries may lead from an understanding in spirit to a basis of facts. | https://karenfinchtextiles.com/textiles-as-historic-documents-and-their-conservation/ |
Susan Lord, Curator at Bury Art Museum & Sculpture Centre travelled to Eindhoven, Netherlands in September 2017 on a ICOM UK – HWB Travel Grant to visit the Van Abbemuseum. This is the report from her visit.
The purpose of the visit to the Van Abbemuseum in Eindhoven was to meet and work with the Van AbbeMuseum’s curatorial team to develop two projects. The first project I wanted to discuss with them was a Modernist touring exhibition, which is expected to tour to Taipei, Taiwan in 2020. The exhibition will feature artworks from the museums & galleries that make up the Greater Manchester Museums Group (GMMG) and the Van Abbemuseum. During this visit, I wanted to select works of art with the curators and developing the themes of the exhibition. The second project I wanted to explore with the team was the Radical Museum Festival, which Bury is hosting in May 2018, the festival which will last for 3 weeks will, amongst other things involve a 3-day conference. The Director of the Van Abbemuseum, Charles Esche, will be the keynote speaker. The Van Abbemuseum also wants a curatorial presence in the festival and the logistics of this I wanted to discus and organise during my visit.
By meeting face-to-face with the Van Abbemuseum team it enabled me to engender trust and mutual understanding in order to develop the two projects especially the modernist show. Christiane Berndes spent the whole day with me, which was great. She introduced me to each of the department teams and showed my around the exhibitions and collections stores. We also spent a few hours looking through the collections management database at possible artworks that could be loaned.
I was able to see two exhibitions that the Van Abbemuseum has curated that draw upon their permanent collections, The Making of Modern Art and The Way Beyond Art, as well as an exhibition by the Chinese artist Qiu Zhijie Journeys Without Arrivals. Bury Art Museum is interested in perhaps taking a smaller version of the Qiu Zhijie show in 2019, so it was really helpful to see it in the flesh.
I feel that this trip has built trust between the two organisations. It was invaluable being able to spend so much time with Christiane looking at and talking about the artworks. There is simply no substitute to actually seeing artworks up close. I am now able to bring this information back to Bury Art Museum so that the curatorial team can take the next step in the process of organising the modernist show.
In terms of top tips for other sector professionals, it goes without saying that you should research the organisation you are visiting before hand. Familiarise yourself with the exhibitions and collections via their website.
Christiane and I have already been in email correspondence after the trip, we have put in place certain deadlines that we are both working towards. A curatorial meeting for the Bury Art Museum team is also planned to explore the exhibition further in light of the artworks the Van Abbemuseum has suggested they can loan. A request to loan form will be sent to loan moving image works for the Radical Museum Festival. We will also be contacting the curator of the Qiu Zhijie exhibition to discuss this further. | http://uk.icom.museum/resources/case-studies/bury-art-museum-travels-to-eindhoven-with-icom-uk-hwb-travel-grant/ |
The aim of the European Cultural Academy is to enhance knowledge and advance your career in Art, Architecture and other Creative Industries.
For more than a decade we have helped creative communities to increase visibility, build connections and make a lasting impact on their careers. In our courses, we share our insights as organisers of international exhibitions and Biennale Pavilions, Performance Art Week, Design Prize and Architecture Awards as a well as symposia, conferences and residencies.
Our faculty includes artists, designers, curators, gallerists, architects and scholars that will help you to build necessary skills and enable you to navigate through an opaque and very competitive industry.
Our approach
The European Cultural Academy emphasises practical solutions. You will get behind the scenes of the Biennale and learn to collaborate with governments, artists, foundations, and sponsors. At the end of the course, you will create a practical project (e.g. exhibition project, artwork, publication, event etc.) that might be added to your portfolio/CV and you will have a possibility to present it to the public.
Prominent professors in related fields ensure a solid academic component and enable you to gain a wider perspective.
Who can apply
Our participants come from all backgrounds and the course is open for anyone with an interest in Art and Architecture. If you are a university representative and would like to arrange a program for your students, we can customise it to your needs.
Individual applicants are welcome to apply for certain dates, please, contact us for details.
The course duration can be 1 to 3 weeks. The Academy runs all year round, although the most optimal period would be during the Biennale (May-November).
For more information please just click on this link,
or contact: [email protected] or call +31 624 802 199
FACULTY
Our faculty is a diverse group of researchers, academics and practitioners coming from Europe and other continents. These are the people who will inspire you to go forward and make a difference. As ECC, we are privileged to have the support from some very qualified and internationally acknowledged professionals. In the past, we have collaborated with professionals such as Yoko Ono, Joseph Kosuth, Lawrence Weiner, Arata Isozaki, Meinhard von Gerkan, Marina Abramovic, Anabel Gelhaar and SOM architects.
LOCATION
The European Cultural Centre has four palazzos in the historical centre of Venice, Italy, where we host and organise cultural projects.
Venice offers unique possibilities for architects, artists and all others who want to work in the field of culture. The Art and Architecture Biennales, the museums, the foundations and the many historical palazzos make Venice an important meeting point for all people who are seriously interested in culture.
Venice is a city where you establish connections and get engaged in setting directions for future projects.
PROGRAM
Choose one, two or three week engagement.
Contemporary Art Course
Academics, researchers and other experts from the art world present different perspectives and critical contemporary issues that confront professionals today. In addition, we visit relevant exhibitions and cultural institutions in Venice. It is a behind-the-scenes experience that allows you to start or advance your career in the art world.
Classes include: | Exhibition planning: from idea to reality | Contemporary curatorial practices | How to develop successful personal projects in art industry (workshop) | Galleries. The changing business model Participants: professionals working in galleries, museums and foundations, students and art lovers that wish to better understand how international projects work in general and in Venice in particular.
Architecture & Design Courses
The 16. Biennale Architettura will focus on attempts to reveal architecture as a multilayered discipline, which is—and should be—preoccupied by the fundamental capacity of architecture to impact people and place. It is anticipated that this incarnation of the Biennale will foreground public space, civic ideals, and the presentation of architecture as a "generous" and "thoughtful" practice. These fundamental observations will form the springboard for this course. Extensive Venice Biennale and museum visits are included.
Contemporary Architecture
Classes include: | People and place | Drawing, modelling & photography | Combining the new with the old | Architecture and public space | Curating architecture | On Representation: Drawing, Modelling and Photography. A lecture examining representation in architecture and design as tools for understanding the built environment |
Venice Biennale
Classes include: | A history of the Biennale Architettura | Visits to national pavilions of the Biennale | Venice Biennale: selection procedures, organizational chart and things to know | Case study: national pavilion. How to participate as a curator? |
Design: The World Around Us
Classes include: | The (digital) design of the human | The craft of glass | The world of copies | Design of infrastructure | From landscape to object |
Participants: the course is specially created for designers who want to understand the trends, learn practical skills and get inspired. It focuses on understanding the role of design and its enduring relevance. Architects, designers, students and design lovers who are interested in getting to know the latest tendencies in the world of design and architecture are welcome.
Details
Classes are five days a week, from 10:00 to 13:00 in our auditoriums, and from 14:00 to 18:00 we will mainly host workshops or site visits. Saturdays have optional visits organized by the ECA or can be an opportunity to travel to Florence, Siena, Milan or Rome by yourself.
We try to make the most of Venice's unique environment. We organise topic-specific visits, seminars, debates and engaging workshops in historical and relevant locations. You collaborate closely with local universities, archives and foundations and have access to a wide range of resources. Prosecco and a boat ride is included as well, of course.
Both individuals and university-organized groups are invited to apply. The instruction language is normally English. However, if wished for, we have an interpreter available.
Students are awarded a certificate upon successful completion. There is a good possibility to start an internship with us or by one of our partner institutions.
APPLY
This is an open-enrollment non-degree study program for students of all ages and levels with an interest in Art, Design and Architecture.
Our program consists of three different week-long modules. Each week of our program has a specific focus and can also be booked singularly.
We accept individual applications and groups and are always open to discuss new collaborations.
If you wish to apply, you can do it online or send your request to [email protected]
No application fee is required.
Fees and financial aid
For 2018 the tuition fee for one week is EUR 950,-. The fee covers the classes, course materials, visa support, access to archives and library, all passes to cultural institutions. If wished for, we can organise a nice single/double accommodation for EUR 500 per 7 nights or recommend suitable options. Although limited, partial scholarships are available. | https://ecc-russia.eu/academy |
See our Flickr photo gallery of Susan Grinols and her team at Fine Arts Museums of San Francisco (FAMSF) as they documented an Anthropoid Coffin using the Highlight RTI technique.
Reflectance Transformation Imaging (RTI) is readily undergoing adoption by art conservators, who are quick to grasp the utility of this technology for providing visual details that are useful for conservation planning, treatment, research, outreach, and documentation. Because conservators are accustomed to photographing objects using a variety of light sources and lighting angles, RTI becomes a natural progression in which a range of image data can be captured within a single RTI set.
The conservators at the Worcester Art Museum were among the first to understand the implications of RTI for conservation. CHI was very pleased to design a lighting array for them and to teach RTI, using the lighting array as well as the Highlight RTI method. Since that time, CHI has conducted RTI training sessions at numerous institutions including Smithsonian’s National Museum of the American Indian, the Museum of Modern Art, and the Metropolitan Museum of Art.
A generous grant from the Institute for Museum and Library Services (IMLS) 21st Century Museum Professionals program is enabling the CHI team to implement a free training program to reach out to many more museum conservators and allied professionals as well as to current art conservation graduate students and fellows.
For more information on the use of RTI in art conservation, please watch the video below, produced by CHI in collaboration with the Fine Arts Museums of San Francisco, and supported by a grant from the Samuel H. Kress Foundation.
Note: If this high-definition video does not play smoothly, please try the standard-definition version on the Vimeo site.
An RTI capture of a mid-19th-century Japanese woodblock print by Konishi Hirosada, from the Fine Arts Museums of San Francisco (FAMSF), revealed the details of the print’s embossed and textured surfaces. This study led to a better appreciation of the artist’s method and technique, and a greater understanding of the complexity of these woodblock prints.
As a result, CHI produced a video, “Japanese Woodblock Prints and RTI” that was displayed at the FAMSF exhibition, “Japanesque: The Japanese Print in the Era of Impressionism” (October 16, 2010–January 9, 2011). For more information on RTI at FAMSF, see the FAMSF blog.
Following CHI training sessions, conservators have been making good use of RTI. See the CHI blog for guest posts about reverse glass painting, paper squeezes, and other conservation projects. | http://culturalheritageimaging.org/What_We_Do/Fields/conservation/index.html |
ARCOLABS invite submissions from young Indonesian curators for XPLORE: New Media Art Incubation program to be held in June 2022. Following last year’s successful participation and performances, this year’s program continues to examine the challenges of the curatorial practices associated with new media art. During the program the participants will collectively learn and discuss new media art curatorship while also exploring new possible ways of curatorial approach in the rapidly changing exhibition landscape.
The program is divided into four main topics, demonstrating the very process of a new media art curation, such as (1) concept development, (2) artwork selection, (3) exhibition design, and (4) exhibition communication. Each topic includes two modules of learning sessions delivered by the numerous Indonesian curators with extensive knowledge and experiences in the field. Accompanied by lecture, reading, case studies, discussion, and mini exercise, each session is thoroughly designed to improve the participants’ competencies as new media art curator. By completing this incubation program, the participants will be exposed to the most up-to-date aspects in new media art curation, gain both conceptual and practical knowledge in the field, and expand networks for their own project in the future. The expected outcome of the program is to develop a potential curatorial proposal by each participant.
TOPIC 1 – CONCEPT DEVELOPMENT
This session begins with defining the term of new media art and explores issues around its terminology. The session focuses on discovering how new media technology becomes an artistic medium, what are the characteristics of new media art, and how it challenges traditional notions of aesthetics. With an emergence of and passion for blockchain technology, the session also examines how this new technology has changed the way art is created, distributed and appreciated.
This session discusses how to conceptualize a new media art exhibition by determining the theme and narrative of its curatorial project. As a way of obtaining inspiration, the session explores a wide range of previous exhibitions held in Indonesia and abroad by focusing on how their concept is conveyed and how it relates to art and technology in a specific time and space. During the session, the participants will develop a concept of their own curated exhibition.
By completing the sessions of topic 1, the participants are anticipated to improve their competencies of carrying out research on curatorial objects (G3), establishing theoretical foundation to build an exhibition theme (C1), and increasing an awareness of local and global context (C7).
TOPIC 2 – ARTWORK SELECTION
This session explores a wide range of artistic practices in new media art by briefly surveying different modes of artforms based on specific technology. From computer art, net art, robotics to AR, VR, and transgenic art, the session examines the characteristics of each different mode of new media art and how they are presented as a work of art. The session also introduces the maker’s movement and hacktivism found in young artists from Yogyakarta.
This session helps the participants understand the technical requirements for new media art works, particularly those process-based and interactive installations that are often connected to real-time internet data. Utilizing a variety of blueprint simulations created by a new media artist, this session allows the participants to become familiar with the most up-to-date technologies used in new media art. Discussion may also expand to an impact on budgeting and daily maintenance.
By completing the sessions of topic 2, the participants are anticipated to improve their competencies of understanding the technical mechanism behind artwork (C5) and obtaining an ethical attitude in working with artists (C4).
TOPIC 3 – EXHIBITION DESIGN
This session explores numerous practical considerations when setting up new media artworks in a gallery space such as the flow of visitors, the preparation of supporting properties, and the placement of text and information. The session particularly discusses the matter of electricity power and internet connection in the space which makes it different from the traditional art display. It also introduces several successful cases of 360 virtual gallery and its innovative design tips.
This session drives to rethink our exhibition environment that becomes digitized, connected and ubiquitous. The session pays attention to an art that is made in the web as well as distributed through the web. It also looks into a digital platform that becomes an alternative exhibition space. Utilizing the instructor’s first-hand curation models, this session will encourage the participants to search for new exhibition spaces that can be made of our daily digital platforms.
By completing the sessions of topic 3, the participants are anticipated to improve their competencies of obtaining the spirit of innovation and entrepreneurship (C3) and enhancing exhibition design and display skill (C6).
TOPIC 4 – EXHIBITION COMMUNICATION
This session begins with defining the concept of visual identity and its role in communicating with the public. The session reveals the method of how the visual identity can be developed, which is in line with the art-tech theme of the curated exhibition. The session also exposes each phase of a key-visual development from the draft to the final stage and how the key-visual is presented through diverse publication materials, such as teaser, poster, brochure, and catalogue.
This session examines how the development of public programs becomes an equally integral part of the curatorial process, especially when it deals with a new form of art. Defining the topic and the goal of the program, inviting the most relevant representatives, locating the target audience, and selecting the most suitable platform are thoroughly discussed during the session. The session also explores a wide range of collaboration and partnership as a way of communication planning. | http://www.arcolabs.org/6562-2/ |
The Harvard Art Museums have trained scores of museum leaders who have gone on to make remarkable contributions to the curatorial, conservation, and education fields. We offer a number of opportunities for emerging graduate and postgraduate scholars interested in the production and presentation of original scholarship within the museum context. In this regular series of interviews, we catch up with these museum professionals to see where they are in their career.
Louise Orsini was an advanced-level fellow in paintings conservation in the Straus Center for Conservation and Technical Studies from 2009 to 2011. Louise will be back on campus May 20, 2014, when she’ll present the research she did as a recipient of the Baird Fellowship.
Q What is your current position?
A Since April 2013, I have been assistant conservator in the Department of Paintings Conservation at the Museum of Fine Arts, Boston, where I treat a range of American and European paintings for in-house exhibitions and loans. I also conduct technical examinations and collaborate with our conservation scientists when in-depth analysis is required. Going on frequent courier trips to ensure the safe transport of museum objects is another great part of my job. Recent assignments have brought me to cities throughout Japan and France.
Q Can you tell us about your experience as a fellow in the Straus Center?
A I was extremely fortunate to have been awarded the Straus Center’s advanced-level fellowship in paintings conservation for two consecutive years. During the first fellowship I focused on frescoes (Lewis Rubenstein and Rico Lebrun’s Hunger March, in particular), and in the second on easel paintings. This rare opportunity allowed me to accomplish and grow a great deal. Being a part of the Straus Center team, under the keen guidance of paintings conservator Teri Hensick, is what I cherish most about my fellowship years.
While at the Straus I examined and treated numerous paintings from the permanent, portrait, and university loans collections, including Charles W. Peale’s portrait Thomas McKean (1735–1817). Additionally, Teri and I surveyed the collections in preparation for the reopening of the museums in 2014. There is no better way to get to know a collection than by spending hours in storage looking at the paintings one by one!
Q You received the Baird Fellowship to support a research project after your time at the Straus Center. Can you tell us about the work you did with that award?
A The recent renovation of the Harvard Art Museums provided an opportunity for the technical examination of Cézanne’s Still Life with Commode (c. 1887–88). Certain passages of the paint were suspected to be later repainting, but through close examination, including x-radiography and infrared reflectography, I found these passages to be consistent with Cézanne’s known practices. The project also included comparison with a rare second version of the still-life arrangement located at the Neue Staatsgalerie in Munich. I used the generous funding provided by the Baird Fellowship to travel to Munich as well as to France and London, where I viewed numerous other still lifes and met with art historians and conservators specializing in Cézanne.
Q How did your training at the Harvard Art Museums help you prepare for the work you are doing now?
A The museums provided a conservator’s ideal work environment: access to stellar collections, wide-ranging analytical capabilities, and the opportunity to work with and learn from curators, conservators, conservation scientists, and museum staff at the top of their respective fields. While at the Straus I was able to strike the perfect balance between time spent on in-depth research and hands-on treatment.
I am fortunate now to work in an institution with similar resources and am able to draw on my experiences at the Straus on a daily basis. In addition to molding my approach to conservation in general, the research and treatments I undertook at the Straus inform every project I’ve encountered since.
Q Was there a specific event during your training at the Harvard Art Museums that you found particularly powerful?
A Rather than a specific event, the relationships I forged while at the Straus are particularly meaningful to me. Not only have I established professional relationships that will continue to serve me throughout my career, I have formed deep friendships that enhance my life greatly. | https://www.harvardartmuseums.org/article/trained-at-the-museums-louise-orsini |
Following the success of the Malta Pavilion at the Biennale di Venezia 2017, Arts Council Malta is issuing an open call for a curatorial team to submit a project proposal for the Malta Pavilion.
The call is open to curatorial teams with a strong international curatorial track record; multi-national curatorial teams that include Maltese individuals in the team as well as Maltese artists will be favourably considered.
The Malta Pavilion is approximately 285 square metres with exposed brick walls. It is located at the Artiglierie in the Arsenale Area, which is the same location which hosted the Malta Pavilion during the 57th International Art Exhibition at the Venice Biennale in 2017. In 2015, during the 56th International Art Exhibition, this location hosted the Tuvalu Pavilion. This is a very central location in the Arsenale which sees hundreds of visitors every day.
In 2017, the Malta Pavilion garnered a host of high profile media accolades and acknowledgements, including coverage in prestigious titles such as The Observer, which listed it as one of the five best pavilions and The Culture Trip which also listed it as one of “The 10 National Pavilions You Can’t Miss at the Venice Biennale”.
The winning project will be selected by an independent jury of art professionals appointed by Arts Council Malta.
Deadline 16 May 2018
Arts Council Malta
@artscouncilmlt
@ArtsCouncilMalta
www.artscouncilmalta.org
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Crossnumber puzzles are something akin to detective stories. Clues are given, but the implications of the clue needs to be worked out before it is applied in furthering the solution of the puzzle.
A unique feature of this book is that each puzzle comes with a solution guide which gives one possible order for solving the puzzle. The solution guide shows which cell or cells to tackle next, without showing how to do it. Many of the clues in the puzzles have operations that go beyond simple addition, subtraction, multiplication, division and averaging, but they are still accessible to solvers who are unfamiliar with them.
Full solutions to each puzzle are also included as well as a glossary of mathematical terms used in the book. | https://shop.amt.edu.au/products/cnb |
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In last month's article on puzzles I suggested a lot of issues to consider in deciding whether your puzzle provides the right type of challenge to your players, and I listed many of issues that I believe go into making a bad puzzle. This month, the topic I am going to address will be less precise, more chellenging to conceptualize, but infinitely more important - how to go about making good puzzles.
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Brains! I need brains!
We should begin by defining what a puzzle is. My Macquarie dictionary provides a nice starting point: a toy or other contrivance designed to amuse by presenting difficulties to be solved by ingenuity or patient effort. The words "ingenuity and patient effort" are worth noting - to require these qualities of the player who attempts to solve the puzzle, you will need to demonstrate them yourself when designing it.
I will offer my own definition of a puzzle in the context of mudding: a part of the game world that requires the player to set their mind to work in order to determine the right course of action. What constitutes a part of the game world is entirely up to you - it may be a single room or character, a large area like a maze, or a broad story arc that spans your globe (or plane). Puzzles can be made from just about anything, anywhere - you just need to search in your own mind for the right ideas!
Let me start with the bad news - I won't be revealing any mystical secret puzzles that you can inject straight into your mud. A good puzzle will require persistence and clever thinking to solve, and by its very definition you will need to find your own original ideas to make them something that no player will have seen before. Riddles copied verbatim from The Hobbit will be unrewarding for hordes of your players. I could fill your screen with categories of puzzles - word puzzles and cryptograms, figuring out mechanical contraptions, mazes and hidden passages, searching and noticing details, getting others to do something you can't, and so on forever. But none of those would give you a puzzle of which you can be certain that no player will recognise as another version of something they encountered in some other game. Instead, I want to suggest ways to approach coming up with your own puzzle ideas, and ways to check that they are good ones.
I use the term object to refer to any item in the game world - a monster, weapon, door, statue, room or anything else that exists in your world. LPMud coders should be used to this concept, and it seems to be understood intuitively by most other people. In this approach, you pick an object that you would like to base a puzzle around. The objects you base your puzzles around do not need to be valuable or special in any sense. In fact, having a puzzle based around a unique, important object might make it much easier to solve, since many players in the game will know of it by reputation.
Once you have an object in mind, the next step is to decide what the player must do with it. This is the stage where you need to be innovative. If you base your puzzle around an everyday object and then decide that players need to perform an everyday action with it, most players will come to the solution with very little effort. We want to make the player think about how they need to use the object, to be perplexed and confused, to have to think and explore until they find the solution. And once they reach that point, it is important that the player should be able to look back and think, "That was so obvious..."
If you are beginning with an object as the centre of your puzzle, I recommend writing down a list of all the possible uses you (and anyone else you speak to) can think of for that object. Even the simplest of objects tends to have several uses other than the one that it was designed for. Take mirrors as an example - they show reflections, but they can also be used to direct the sun's rays at a target, and they become foggy with condensation when breathed on. Once you have your list of uses, cross off the everyday, mundane ones, and start thinking about how some of those others might be applied (the Discworld adventure game combines both "uncommon" uses for a mirror in one puzzle). Think about what else the player will need to use the object, and then turn your attention to those other things. Links will begin to form between objects, and you will be able to let your puzzle grow outward until you are satisfied that it will give the player a suitable challenge.
Rather than having some object in mind that you think would be interesting in a puzzle, you may instead have an abstract idea for a problem that you would like to put in the player's path. Maybe you have invented a riddle that you think is extremely clever, or you know a number game that will challenge them. While using a problem-based approach allows you to put any mind-bending puzzle you can conceive of into your game, it is important that the player does not feel the puzzle was put there just for the sake of it. Puzzles need to relate to the game world and should not seem arbitrary. Therefore, you need to think about objects that may provide a suitable context for your puzzle. People rarely approach strangers in the street and ask them a riddle, so you need to develop a situation where it is logical for the player's intelligence to be challenged. Doorkeepers are one logical (albeit cliched) option. Once you have linked the problem to the world in this way, you can again produce more links that extend the situation. Why is the door guarded, and what lies behind it? From one small puzzle, big things can grow.
Unlike code, which needs to be written before it can be tested, you can begin testing your puzzles from the moment the first seed of an idea sprouts in your mind. I believe it is important that you do this, as what seems a reasonable solution to you might be utterly incomprehensible to others. Thus, testing puzzles is not a solitary task. You will need to explore your ideas with as many people as possible. Talk to your fellow creators as much as possible. Describe the fundamental parts of the problem, and ask them what they would do if they were playing on the mud - they might surprise you by discovering a perfectly logical action that you had failed to consider. You might even decide to add a second path to solving the puzzle, which adds a great deal of flexibility to the game.
Once the code is written and the puzzle is in the game, encourage playtesting and ongoing development. Try to keep an eye on what people are doing when they encounter the puzzle, and how many people are solving it - if people have been consistently failing to find the solution after a period of weeks, then perhaps the solution is not as apparent as you thought. Discovering how people are failing is just as important as determining how many are failing - players may be attempting actions that they believe are a logical solution to the puzzle. In this situation you might choose to add this solution, or you may develop an explanation for why the action fails.
There is no single way to come up with great puzzles. Every time you try to create one it should be different, and the approach you take might be equally different. Whether the initial idea for your puzzle is a game object or an abstract problem, I believe it is important to think about the links between these elements, and to ensure that the puzzle is logical and feels like a part of the game world. I also believe that the only way to be sure that the puzzle will prove an acceptable challenge for others to solve is by testing it before you unleash it on your players. With a thorough approach, a lot of ingenuity and no shortage of patient effort, your ideas can be fleshed out into extremely perplexing puzzles.
March 1999 Imaginary Realities, the magazine of your mind. | http://www.tharsis-gate.org/articles/imaginary/SETTIN~1.HTM |
This page is for tutorial purposes only, here we discuss Logic, Logic grid puzzles and provide step-by-step instruction using a live grid logic puzzle ( entitled 'My Ponies' -example below ).
Kids logic puzzles on our pages( always 'free' ) are divided into two categories : (a) on-page PDF printable and interactive online.Please visit those pages here using these links :
KIDS INTERACTIVE LOGIC PUZZLES
What is Logic?
A system of reasoning, the art of applying reasoning to the structure and content, the method of deduction. Puzzles like this, where we are given a grid and a list of premises and asked what can be deduced from them, are commonly referred to as Logic 'grid' puzzles.
A format in which the set-up to a scenario is given, as well as the object (for example, determine who brought what dog to a dog show, and what breed each dog was), certain clues are given ("neither Misty nor Rex is the German Shepherd"), and then the reader fills out a matrix with the clues and attempts to deduce the solution.
What makes grid puzzles unique is that the solver is usually provided a grid
( see our example below entitled "My Little Ponies") with all of the given information
arranged neatly in the columns and rows , followed by a list of clues. The goal or
objective is of course to 'Deduce' from the given clues the unique solution to the puzzle.
Please follow along as we now provide a detailed step-by-step analysis of a standard logic puzzle.
MY LITTLE PONIES(SOLUTION)
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Last weekend three friends (one named Polly), took their ponies (one named Giggles ), to the pony show, where each of them won a prize (one was a winner). From the clues provided , can you puzzle out , which girl and which pony was the winner and which girls took the other prizes?
CLUES:
1. Pam's pony was not named Sierra, the pony that did not win.
2. Giggles won the second prize (place).
3. Polly’s pony was the winner. Pam's pony finished ahead of Penny's.
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USING THE GRID : ( TIPS/STRATEGY)
Again refer to the example below. "My Little Ponies", the first clue is given as:
' Pam's pony was not named Sierra, the pony that did not win.'
We actually have two deductions here
So locate the row with 'Pam' and the column with 'Sierra' and place an "X" in this box. Now ,locate the row with 'Sierra' and the column with 'Win' and place an "X" in that box.
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The next clue is :
'Giggles won second prize ( place)'
So locate Giggles's row and the column with 'Place', but this time enter a "Check mark" or some other suitable object to show that this is a positive result, ( while simultaneously placing 'XX' in the Row For Giggles - Win and Giggle - Show, as shown in the diagram to the right).
Now ( as a result of this clue ) , neither Sierra nor Patches could be second ( Place ) - so we would also place "XX" in those boxes where Sierra and Patches intersect with 'Place' column.
Looking at the Sierra Row we find that Sierra must have finished third ( since we have already eliminated her from 1st and 2nd places ) , so place a 'Green box' in the grid at Sierra -Show ( as shown) .
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We can now conclude the order of finish of the horses ( because the only possible grid square remaining is 'PATCHES -WIN ' ) as
1st-(Win)-Patches,
2nd-(Place)-Giggles,
3rd-(Show)-Sierra.
( Check or "XX" the appropriate boxes).
Also place an "XX" in the box for Pam under Show ( since Sierra was third , Pam could not finish third ).Your chart should now look similar to this one to the right .
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Finally , we have clue #3
' Polly's pony was the winner . Pam's pony finished ahead of Penny's. '
( This clue tells us the order of finish of the three girls, as follows ) :
(1) If Polly's pony was the winner, Polly must be riding "Patches".
(all elimination boxes in Polly's row , Win column and Patches column are shown)
and ,
(2) Pam finished before Penny, so Pam was riding Giggles, and must have Placed (see diagram ).
which ,
(3) Can only mean , Penny was on Sierra.
( From which it follows that Penny finished in 3rd (SHOW) , which is shown below in the final solution diagram )
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In Summary , (also see diagram to the right)
we have the solution :
1st - (WIN) - Patches, Polly .
2nd - (Place) - Giggles, Pam.
3rd - (Show) - Sierra, Penny.
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If you would like additional assistance you can visit our main Logic Tutorial page here: ADDITIONAL LOGIC GRID PUZZLE HELP .
To visit and play the Kids logic games click this link : Printable Kids Logic Grid Puzzles .Don't forget we also have an interactive kids section ( play instantly online ): Kids Interactive Logic Puzzles .
You may also want to visit our standard ( grown-up ) Logic Puzzle pages. | https://www.puzzles-on-line-niche.com/Kids-logic-puzzles-tutorial.html |
Each letter of the alphabet has been swapped with a number, from 1 - 26. Each number represents a different letter of the alphabet, and this changes from puzzle to puzzle. So in puzzle 1, the number 6 represents the letter P. This means that you should go through the puzzle grid, and enter the letter 'P' everytime you see the number 6 in the grid. As you'll see, we give you some letters at the start of each puzzle. As the puzzles get harder, you are given less starting letters.
Every letter from A - Z always appears at least once in every puzzle, so it is a good idea to cross-off each letter as you find it in the bar of letters directly underneath the grid. And when you work out the identity of a new number, remember to record it in the number and letter key at the bottom of each puzzle.
If you are unsure of the rules, then take a quick peek at the first solution to see how it works. The aim of the game is to work out the number that represents all 26 letters of the alphabet, and to complete the puzzle grid. The end result will be a valid crossword solution, filled with words you'll find in the dictionary.
Good luck - we hope you enjoy solving these codeword puzzles. If you can get through all 50, then you are a champion codeword solver! | http://www.puzzle-book.co.uk/childrens-codeword-puzzles.php |
Collin's Confusing Puzzle
Collin was always good at solving blacksmiths puzzles, but this time he had finaly met his match. Collin's Confusing Puzzle is an item that complements Siren no Orakio's Item submission 'Shards of the Storm'. This is a quest submission.
Full Item Description
This item is a standard blacksmith's puzzle.
History
As the blacksmiths anvil beat down in it's repeating motions, sparks flew during the forging process of Thunderheart, a legendary item forged with one of the Shards of the Storm. Sparks are actually red hot pieces of metal that are scattered on the ground. After the forging of Thunderheart, the floor was swept, and the metal was recycled and recast into many small objects and trinkets...
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On his birthday, Collin, a twelve year old boy, opened a small box. Inside was a blacksmith's puzzle. Collin was genuinely impressed. It didn't look like any blacksmith's puzzle that he had done before, and he had done a lot of them. He was very good at them, and considered himself one of the best around.
Exited, he immediately took to solving it with the care and patience that he always used, methodically trying one thing, then another. After about half an hour, he realized that this was a particularly tough puzzle, one of the hardest that he had ever seen, and he was even more determined to get it right.
Two hours later, he was a little bit annoyed that he had not yet solved it, but at least he was getting close. His mother called him to come down for lunch and once lunch was over, he quickly raced upstairs, having realized the solution while he was eating.
When he got back up, he tried his solution that he knew would work, but instead, he found that he had somehow overlooked something.
In total, he spent about twenty three hours with the puzzle, getting more and more frustrated with it, until he finally threw it out of his window in anger, something that had never happened before.
Magic/Cursed Properties
This blacksmith's puzzle contains the smallest fraction of a Shard of the Storm. Because of the random and volatile nature of these shards, the blacksmith's puzzle is unusually hard to figure out.
Even more frustrating, is the fact that, left unattended, the puzzle changes. The change is usually small, but even a small change can change a blacksmith's puzzle drastically. The change never makes the blacksmith's puzzle impossible to solve. There is always a solution, but that solution changes, and if solved, another way has to be found to put the puzzle back together again.
Because of the nature of the shards, prolonged use of the puzzle will cause the solver to become more quickly frustrated or aggravated than usual, espescially while trying to solve the puzzle.
Some time ago, I posted up the Shards of the Storm. In essence, they are fragments of a goddess's essense, containing a piece of the driven fury of the concept of the Storm. Much of their purpose, from a GMing point of view, is to provide a common thread for items of power. So? So, so far I have only been able to come up with two not-weapon items to make out of these, and I'd like to see what better minds than mine can do with them.
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? Responses (10)-10
I have to say that I like it. A pretty minor item that certainly could be created.
Just to ask: What happens if/when ever the puzzle is solved? At least there should be lightning and thunder somewhere far, for dramatic effect. (Would be fun if a character completes it, hears the thunder, and imagines something world-shattering has happened.)
Any other idea?
Well, incidentally, the puzzle does not have enough power to cause such an effect. Whatever it does has to be a pretty weak ability.
Oh well. That's probably a desire for something dramatic.
At the least, after long hours of completing this diffilcut puzzle could the lucky solver get into a great wild party-crashing, celebrating mood (I have made it! I HAVE MADE IT! YEAAAH!).
Side-effect, as they say. :)
Actually Manfred, considering the nature of the item, and the length of time that would be required to solve it, I think that that makes perfect sense.
I like it, something to annoy the players with. It is a simple item like this that can throw an entire party for a twist.
What kind of puzzle is it though. I was picturing a Rubic Cube in my head but that seems pretty off to me as it has been done so many times before. I would think that the person who made the puzzle would have some type of reward in the puzzle, or maybe the shards create random odd little items to put in it, if it can fit something like that inside it.
A neat idea.
Have you ever gone into a game shop and you have seen those puzzles where they have two long twisted pieces of metal intertwined with each other, and the goal of the puzzle is to separate them? That is a blacksmiths puzzle.
I gave a XP to Nobody for explaining what a blacksmith's puzzle is... and I'm giving this a 3.5/5 for utility. My only problem with this, is that it makes finding all the Shards of the Storm impossible. (At elast a task for a starfaring nation.. plus if the shards were to be put into a galaxy sized setting.. would really make finding all the pieces impossible.)
Still it's a nice submission. (maybe the sparks from forging thing was a special effect - based off the effect that sparks only come from hot forging, and that the shards of the storm should be too cold for this type of forging.)
Diabolical. | https://strolen.com/viewing/Collins_Confusing_Puzzle |
Puzzle Passion Powers Research Paper
Fern, kiwi, map, sheep, NZ. And… go.
Keith Brandt, Ph.D., professor of mathematics at Rockhurst University, knows those themes well – they’re the keys to the so-called “New Zealand puzzle.”
In the newest issue of British-based mathematical education journal “Mathematical Spectrum,” Brandt details how he and an undergraduate student spent months developing and refining computer programs that would be able to solve the New Zealand puzzle – according to the box, it’s one of the world’s hardest puzzles, with millions of potential placements. Then they set out to make it harder.
It’s a process that started when Brandt received the New Zealand puzzle as a gift from a friend. The concept of the puzzle is simple – place tiles containing the five different themes on the four-by-four printed grid in the bottom of the box such that no two identical tiles are placed next to each other or atop an identical spot on the bottom of the printed grid.
“I fiddled with it off and on for a couple of years,” he said. “The challenge of this puzzle is that there are just too many things to try.”
By Brandt’s own calculations, there are 1.407 times 10 to the 22nd power possible ways a player could set the pieces on the board. So Brandt, whose interests have ranged from computer programming to combinatorics (the study of finite patterns), approached solving the puzzle as a research opportunity. He enlisted the help of Serge Nevsky, ’12, who at the time was looking for ways to marry his passion for computer science to his education.
“I tried to take a tech-oriented approach to as many of my classes as I could,” Nevsky said. “Still, I never had an opportunity to write a useful program. So when Dr. Brandt offered a project to solve the puzzle with a computer, I happily jumped on the opportunity.”
Nevsky said they would brainstorm ways to program a computer to solve the puzzle separately, then meet periodically to share and try out their ideas and hash out what worked and what didn’t over coffee.
Both worked in programming language Python for the first time for the project, and through a lot of troubleshooting and trial and error developed a program that could run simulations of the puzzle in about five minutes to find a solution.
After finding the first solution, Nevsky and Brandt found there were more than 14,000 additional solutions to the original puzzle.
“We were shocked by that,” Brandt said.
It the opening of the proverbial Pandora’s box, Brandt said.
“The more familiar we became with the puzzle, the more enticing it became to think bigger and to solve more difficult problems in the same vein,” Nevsky said.
Adding more variables, like another one of each of the theme tiles or more spaces on the grid, made solving more difficult and added more potential solutions. So Brandt and Nevsky devised more programs that would not only solve iterations of the puzzle, but be able to come up with new variations on the board according to those additional criteria. Another program culled the new variations to remove any fundamentally identical boards. All told, Nevksy and Brandt discovered 950 unique new arrangements for the New Zealand puzzle.
The pair enlisted the help of John Koelzer, Ph.D., emeritus professor of mathematics, to run programs day and night on different computers in order to cut down the amount of time needed to find all of the solutions.
“We had an exciting week or so where we divided up the boards and ran the programs constantly,” Brandt said.
Eventually, they came up with a list of every possible solution to every possible board of the New Zealand puzzle. Brandt said the experience was a fun exercise, but one that illustrates the importance of recursive backtracking programs, which are commonly used to solve problems in computer science. Brandt said similar concepts could be used to solve large-scale problems like managing air traffic for airports or telecommunications companies managing call loads on cellular towers.
“There’s tons of situations where’s there’s just too much information and it would just take too long for humans to calculate it by hand,” Brandt said.
The project also gave Brandt – and Nevsky, who used the research as the basis for a senior research project and who draws on the experience in his current career as a software engineer – an inside look at the process of solving those complex problems, piece by piece. | https://www.rockhurst.edu/news/01032016/puzzle-passion-powers-research-paper |
# Back from the Klondike
Back from the Klondike is one of Sam Loyd's most famous puzzles, first printed in the New York Journal and Advertiser on April 24, 1898. In introducing the puzzle, Loyd describes it as having been constructed to specifically foil Leonhard Euler's rule for solving any maze puzzle by working backwards from the end point.
The following are Sam Loyd's original instructions:
Start from the heart in the center. Go three steps in a straight line in any one of the eight directions, north, south, east, west, northeast, northwest, southeast, or southwest. When you have gone three steps in a straight line you will reach a square with a number on it, which indicates the second day's journey, as many steps as it tells, in a straight line in any one of the eight directions. From this new point, march on again according to the number indicated, and continue on in this manner until you come upon a square with a number which will carry you just one step beyond the border, thus solving the puzzle.
## Solution
Loyd's given solution to the puzzle, described by Martin Gardner as "sneaky", is to move southwest twice, northeast three times, southwest three times and end with what Loyd calls a "bold strike via S.E. to liberty!".
In 1976, two graduate students at the University of Washington wrote a Fortran program to solve the puzzle, and discovered hundreds of possible solutions, all of them eventually converging on a square which was part of Loyd's given solution. All of these routes also passed through a particular square which was not part of Loyd's solution, suggesting an artist's error in drawing the original puzzle. Changing this square from a "2" to a "1" results in a puzzle which only has a single solution. | https://en.wikipedia.org/wiki/Back_from_the_Klondike |
"How do you test puzzles with players? Do you test the final puzzles or more just the concepts of puzzles?"
Thank you to Adam Stichter on twitter for this great question.
Like anything else, designers have different methods and processes for testing their puzzles and games. Before making The Tale of Ord my playtesting experience was limited to live escape rooms, so the process started out a little rocky and has grown more refined as I continued to design for tabletop gaming and making online puzzles as well. A lot of this relates to previous posts I’ve written, so I will include links that expand on certain points.
Step 1: The “Self-Administered” Test
At this point I've come up with an idea for a puzzle and drawn it out (usually by hand, but sometimes digitally if there is more than just a little text.) It might look something like this:
Then I sit down and pretend I am the player looking at it with fresh eyes. Obviously it's impossible to escape the things you already know about the puzzle, but doing this before giving it to another person might help you find a mistake or a gap in cluing. The above example is pretty simple--your goal is to figure out how much each item is worth by assigning numbers from 1 through 6. If you had a multi-step puzzle though, you would want to move through every step and make sure each one has enough signposting to logically get you to the next step.
Step 2: Solvability Test
Once the puzzle has been checked for mistakes, I hand it off to someone just to test the mechanic, and again check for errors. (I usually try to ask people who I know are not going to test the entire game so there are no spoilers later on.) The purpose of this step is to see if the concept makes sense and if there is enough information to solve it. In simple cases like this weight puzzle, it might be finding a mathematical error, an alternate solution, or maybe that you only require three out of the four examples to solve the puzzle. When my first tester found a second way of solving the above puzzle I had to rethink which examples were being presented so that the other possibility was eliminated.
Once I redid the drawing with four new scales I went back to step 1 and tried to test it myself, checking this time not only that there was enough information to find the correct solution, but for any other possible answers. When it seemed correct, I gave it to the same tester to double-check my work before passing it on to someone else.
The main purpose of the first two testing steps is to confirm that the puzzle is logical and fair. In short, the reasoning behind the solution makes sense and there is no trickery or guesswork involved. You can read more about what I mean by these terms here.
Step 3: Mockup/Clarity Test (WARNING: Slight Emerald Flame spoiler below)
If I know the puzzle generally works, the next step is to create a mockup. In this phase I test not only for solvability but also for difficulty, clarity, and solving time. The mockup usually goes through several iterations (being used for steps 3 and 4), so I like to make these digitally for easier editing. I try to make these as close as possible visually to what I expect the final product to look like, so that the player is as close as possible to final experience and I basically just need to follow a template when I'm making the final artwork. Here's what the mockup looked like after a few iterative steps:
As you can see, there are 4 main changes:
- The items have become shapes. This was done to better fit the connected puzzles in the game.
- The numbers on top have been listed out with commas rather than written as a range of 1-6. This was done to make it clear that there was only going to be one of each number, as opposed to leaving the possibility open that two shapes could be the same weight.
- Rather than being laid out in a line, the shapes are scattered in such a way that makes it clear they're not meant to be taken in any specific order.
- The scale examples themselves have changed to a configuration that is solvable with the exact amount of information provided and has only one possible answer.
I'm getting a little ahead here though, as these changes often come about as a result of steps 3 and 4. I usually test the first mockup just a couple of times to make sure it works before putting it aside until I'm ready to test the entire game (or chapter). As long as it works, there is still plenty of time for refinement in step 4, which is the most thorough of the testing phases as it combines all the puzzles into the context in which they'll be played.
Another thing to note is that steps 2-3 are not always possible to do with every puzzle. If the puzzle contains physical components or is impossible to complete without several other parts of the game (like a meta puzzle for example) then it usually goes straight from step 1 to step 4, and as a result those puzzles typically go through the most iteration in step 4. On the flip side, if the puzzle is a stand-alone (not part of a larger game) or is made for social media, etc. then there is no step 4 and the puzzle goes straight to step 5.
Step 4: In-Game Test
Once I have put together an entire chapter of a game, I write out the hints page so that playtesters can experience the game as they would under normal circumstances. (I have found that if people are testing without a self-service hint system, they are more hesitant to ask for hint even when they need one.) At this point I'll hand off the game to my first playtesters and make changes after each play-through. If you're doing blind playtesting you'll want to make sure that your testers are taking detailed notes about their thought process and where they get stuck. I find it really helpful to watch groups (as long as they're willing) because it's easier to catch details that might otherwise not get relayed. Without in-person meetings, I have found playtesting over video chat to still be more helpful than doing it blind. In some ways it's even better than doing it in person because it's easier for the players to ignore your presence and act naturally.
In this phase I always iterate between each playtest, even if it's a really small change, because sometimes what seems like a small change could end up leading someone down the wrong path instead of making the puzzle clearer. Remember that details matter when it comes to cluing.
Step 5: Art Test
Once a puzzle seems polished enough, I make the "final" artwork. I'm using quotes when I say "final" because this phase can still include changes, just keep in mind that changes will be harder with final art. This is the stage to double check the execution and make sure everything fits, reads, and solves just the way it's supposed to, down to nit-picky details like the letter 'u' looking like a 'v' somewhere.
Here's what the final art looks like for the puzzle shown above. In this case the puzzle didn't change from the last mockup version, so I was able to just use the same graphic as a guide to draw it by hand.
Step 6: Final Final Test
Now that everything has been thoroughly checked and you really think you're done, it's time for final testing before you actually send your files to the printer. Always always always make sure to test the finished files. I usually have someone proofread all the text first and then do a couple of blind tests so the players are not influenced by my presence whatsoever. If any errors, however small, are revealed at this stage, I fix those errors and do another test, until the finalized version is exactly how it should be.
So that's the process in a nutshell! What is your puzzle testing process like? | https://www.getpostcurious.com/post/puzzle-testing-process |
I made this seasonal puzzle to celebrate the upcoming Eid al-Fitr in Indonesia. So actually there are four thematic hidden phrases that can be found after solving the puzzle. But because they are Indonesian phrases, you are not required to find them.
This is a standard Fill-in puzzle.
Rules:
- You are given a grid and a list of words.
- You have to find a solution that fits all of the available words into the grid (as in standard Crossword).
- Each word is used exactly once.
Note: "HURUF" simply means "LETTERS". | https://puzzling.stackexchange.com/questions/98453/indonesian-fill-in-puzzle |
If you are interested in solving BioTIC without any hints whatsoever, don’t read this post. You can look at the pictures, but some of the things that I will talk about may help you in solving the puzzle. I know it would have helped me.
BioTIC was solved in 2 lengthy sessions. During the first effort, I was attempting to figure out where the 6 pieces needed to be within the frame. During this process, I alternated between trying to insert pieces within the frame and trying to combine pieces outside the frame in the shape of the void. Sometimes I did both by inserting some pieces within the frame and then trying to reconstruct the smaller void with the remaining pieces outside.
Most of this time was focused on trying to determine where the largest piece went in the puzzle. There were a couple of spots of interest and then there was the possibility that this piece was just a space filler that trivially pulled out in one move from the constructed puzzle. I did my best to wish that possibility away and my mind shied away from that to focus on the interesting positions with potential. Session 1 was a bust and I ended up right where I started - 6 pieces looking for a home in the frame.
Session 2 started with the sad realization that I needed to accept the possibility that the large piece was a space filler. With that mindset, I was able to find the assembly for the pieces. Having found the assembly (and yes, I was assuming that there was only 1 assembly), I quickly determined that 3 pieces could be pulled directly out of the puzzle in 1 move each and I just put them aside. Yes, I was a bit disappointed. Here’s a hint for you: Since the pieces are made from 64 cubies, the same number of cubies in a 4x4x4 cube, the first piece is going to come directly out of the puzzle in 1 move. So, I was expecting at least 1 of those space fillers to be included. However, 3 was more than I was expecting and 1 was certainly bigger than I was expecting.
The solution was just reduced to putting 3 pieces in the frame, which would obviously require rotations. Of course, since this is an Andrew Crowell TIC puzzle, you know it’s not going to be easy. Naturally, I started with the biggest and most convoluted of the 3 pieces. This is the part where you should have a green beer handy. I spent at least an hour trying to get that single piece into the frame where it needed to go with no other pieces in the frame.
Getting the second piece inside the frame where it belonged took some effort, but nothing like the first piece, although the first piece always seems to be in the way. The third piece was even easier, but not as trivial as the final 3 pieces. Getting those first 3 pieces in required a lot of rotations and juggling of piece positions. The process is fantastic!
I could easily say that I didn’t like this puzzle because half the pieces basically fall out of the frame (not in the tight version that I have), but that would be unfair. Instead of thinking about this puzzle as a 4x4x4 TIC, I suggest that you think about it as a 6-piece packing puzzle with some interesting rotational challenges. This mindset will get you further in appreciating BioTIC. You will then appreciate the addition of the trivially removed pieces for the help they provide in discovering the assembly instead of the lack of moves they represent in the solution. Even for myself, I have a natural bias against burr puzzles that have one or more 1’s at the beginning of their difficulty level, but I really enjoyed the dance of the first 3 BioTIC pieces.
Now it’s time for a green beer. Or a beer of any color. Or maybe a root beer since I don’t drink alcohol. Or maybe some orange juice since I’ve pretty much given up soda. Or maybe some watered-down orange juice since I’m trying to cut down on the sugar that I consume. I had an agreement with my wife that I could buy puzzles with the orange juice that I saved. That’s about 4 gallons worth of puzzles per month. Of course, I got busted by my wife when I was caught going by weight and not price.
This is the third post of the monthly Andrew Crowell Rotations and Obstructions Series - Turning Interlocking Cubes (ACROSTIC). You can find the prior posts of the series here: | https://www.zenpuzzler.com/2020/03/green-beer-ill-cure-what-ails-ya-biotic.html |
Revision Notes, ONLY FOR DRAMA THEORY.
Terms in this set (71)
Characters
The people in the play
Plot
The story of the play
Setting
The place and time where the events occur
Dialogue
The conversations of the characters
Theme
The play's message for the audience.
Conflict
A struggle or clash of some kind.
Suspense
Created by the tension in the play.
Suspense
Causes the audience to be in a state of anxiety as it awaits the outcome of the action taking place on stage.
Climax
The most exciting point in the play.
Amphitheatre
Oval or circular stage surrounded by semi-circular raked seating
Apron
Part of the stage which extends beyond the proscenium arch
Arena
Stage type where the audience is on all four sides of the stage.
Theatre-in-the-round
Arena
Asbestos
Fire curtain which separates the auditorium from the stage in the event of a fire
Aside
Line addressed directly to the audience. Other actors supposedly can't hear.
Auditorium
An audience space
Backdrop
Curtain at the rear of the stage on which scenery may be painted
Backstage
All offstage facilities
Blocking
The set movements for your character on stage
Borders
Curtains to conceal lighting above the stage
Box office
Booth where tickets are sold at the theatre
Box set
Standard interior stage set, showing three walls of a room
Corpse
To laugh on stage out of character
Cue
The action or speech which is the signal for the next actor to speak, move or enter
Curtain Call
The appearance of the cast on stage at the end of the performance to receive the audiences applause
Cyclorama
A plain white back cloth or wall at the back of the stage, used for lighting and special effects
Downstage
Part of the stage nearest the audience
Dress rehearsal
Final rehearsal in costume before the opening night
End stage
Stage without a proscenium arch or front curtain, audience on one side only
Flat
Basic unit of scenery
Flies
Area above stage, which allows scenery to be flown
Floodlight
Lights used to give a general spread of light
Floor plan
Drawing of the set to scale which enables the director to block actors moves and aid set designers
Follow Spot
Spot which can follow an actor around the stage
Fourth wall
An imaginary wall which separates the audience from the actors
Front of House
Areas of theatre utilised by the audience
Garderobe
Place where the audience's coats may be kept during a performance
Gel
The colour filter which is placed in front of the lights to obtain lighting effects
Green room
A room backstage where actors relax while waiting for cues
Gobo
A metal cut-out placed in front of light to obtain special effect
House Lights
Lights which light up the auditorium
Legs
Curtains hanging on side of stage to mark off wings
Lighting Plot
Script indicating all lighting cues
Mask
When an actor conceals the focus of attention
Monologue
A long, continuous speech by one character
Offstage
Area on stage outside the performance area
Onstage
Performance area
O.P
Stage right
Prompt
Person who cues the actors when they forget their lines
Props
Articles used on stage
Costume Props
Costume accessories used by the actor
Hand Props
Small objects the actors handle on stage
Personal Props
Articles used or carried by actors, for which the actors are personally responsible
Stage Props
Objects for dressing the stage
Proscenium Arch
The arch which frames the stage opening, separating the stage from the audience
PS
Stage left
Rostrum
A platform used to create levels on stage
Set
The arrangement of scenery to provide a suitable background
Soliloquy
Speech spoken alone on stage
Stage
A space for performance
Stage Left
The part of the stage to the actors left when he is facing the audience
Stage Right
The part of the stage to the actors right when he is facing the audience
Strike
To remove from the stage
Tab
Front curtain
Thrust Stage
A stage which extends out into the auditorium, so that the audience sits on three sides of the actors
Trapdoor
Opening in stage floor
Traverse
A curtain which can be closed to reduce the depth of the stage space
Truck
Low platform on wheels on which a piece of scenery may be moved
Upstage
The area of the stage furthest away from the audience
Usher
Person who shows audience members to their seats
Wings
Areas offstage to the sides of the acting area
THIS SET IS OFTEN IN FOLDERS WITH...
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Examine Robert bolt's use of stage setting and the character device of the "common man" in his play "A man for all seasons" - What is Bolt's purpose in using these and how successful do you think he is.
Extracts from this document...
Introduction
Examine Robert bolt's use of stage setting and the character device of the "common man" in his play "A man for all seasons". What is Bolt's purpose in using these and how successful do you think he is? The character, the common man is like the narrator, he is similar to Shakespeare's character 'chorus'. They are different in the way the common man acts different characters throughout the play. The common man narrates the story in parts and makes a link with the audience. Shakespeare's 'chorus' simply acted as a commentator throughout the play, he did not act any characters out. Chorus did not take any active part in Shakespeare's play. The common man appears in the play as different characters and will occasionally comment on the action, which is going on in the play. Bolt's stage directions are very specific and they are also long. The scenery is changed in full view of the audience, this uses the idea of the alienation effect. The effect of the stage directions being in full view of the audience breaks the realism. Plays are supposed to create illusion of something else, Bolt's ideas prevent this illusion, this is similar to play writer Bertolt Brecht. Drama has changed throughout the years, after world war two there was a feeling among people that drama had gone "stale". The plays were very realistic with realistic scenery, but they were not challenging and had no real passion. ...read more.
Middle
In Act one the common man appears on the stage with a property basket. This straight away stops the audience from thinking that what's going on is real because they can see where all the costumes are. The common man is dressed in black, at this point he has no real character, he needs a costume to give him an identity, this is as if the property basket controls him. The idea of the property basket on stage makes it all unreal, normally in a play the actor would come onto the stage in character and costume so the audience would believe what they saw. "I need a costume. (Takes out and puts on the coat and hat of a STEWARD) When the common man puts on the hat and coat, this shows the alienation effect. The audience has seen the common man change into a different costume and character, this means they know it's not real, already the audience wont get emotionally involved. Although Bolt doesn't want the audience to get emotionally involved he said of the common man, "He is intended to draw the audience in not thrust them off it." He wants them to get involved with the social and political issues raised within the play, he wanted the audience to leave the play with critical thought of the social and political points in question. The common man is everybody and nobody, he is powerless but also has no responsibility, for example in Act one the common man is in character as Mathew and is being paid ...read more.
Conclusion
When the curtain rises the stage is in darkness save for a spot, front stage, in which the common man. He carries the book, a place marked by his finger, and wears his spectacles' The idea of a spotlight just on the common man, emphasises him, here he is not really playing any main character. "The interval started early in the year 1530 and it's now the middle of May 1532 (Explanatory) Two years." In this part he is explaining what is going on in the play, this in a way kind of shows the alienation effect because only a little while ago the common man was a publican, so the audience don't really know who is and so can't believe what they see. I think bolt was successful with his play because he kept constantly reminding the audience that what they were seeing was not real by using the common man as many characters, and the change of scenery, props and costume which happened in front of the audience. Bolt also had the common man 'step out of' character at the beginning of Act two and comment on the situation. Bolt makes us aware that we need people like Thomas More to make the difficult decisions for us, and give us a moral example. We know we often can't make those decisions but an example like Thomas More is set to enrich us all. Overall Bolt was successful in this play, he didn't copy Brecht's ideas exactly but he used the alienation effect, and I agree that Thomas More's moral standpoint was worth writing a play about. ...read more.
This student written piece of work is one of many that can be found in our AS and A Level Plays section.
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After reading and researching into Raymond William’s quotation, this essay will produce the main outlines of the naturalistic movement within Theatre and how important it is in modern day society. The main outlines discussed in this essay are the social and technological change after the Restoration period, what is the content of naturalistic plays, the audience’s response to naturalism and its future development and dominance within society today. At the end of the nineteenth centaury, naturalism became a revolt against previous conventions of theatre, and it strived to destroy everything the world thought was true; naturalism was the revolution of man. However, prior to this was both the Renaissance and Restoration periods; these both had a considerable impact on theatre. This essay will argue that without these generations of theatre, Naturalism could not of developed.
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The Renaissance period held Elizabethan Theatre, which composed of the most famous playwright even today, William Shakespeare however considered to being Shakespeare’s superior was Christopher Marlowe who was another successful playwright within the sixteenth centaury. The early plays of this period were performed almost anywhere, mainly courtyards and Inns. During the end of the sixteenth century, performances eventually advanced into being presented in established Theatres, as we know them today; the most famous of these early buildings being the Globe:
“This entailed daytime performances without lights or a stage curtain and very few, if any, props, thought the actors were dressed in rich costumes. There were no scene changes in the modern sense and the action moved fluidly from one scene to the next without an apparent break.” (The Routledge history of literature in English: Britain and Ireland, 2001, p67)
This contrasts competently to the major outlines of the naturalism movement, without the technological change of lighting through the nineteenth century naturalistic theatre would not have been possible to convey on stage. Before gas lighting and the limelight, the only light used with indoor theatres was candlelight, however many performances were presented outdoors in the daylight. Using only candlelight indoors would make it impossible to portray naturalism on stage. Another clear difference to where theatrical naturalism progressed from Renaissance theatre is through scenery and props. The Elizabethan’s used as little props as possible and relied on backdrops to convey a sense of place, however naturalistic theatre moved from backdrops to three-dimensional scenery and highlighted props as being highly important to make the space look real and lived in:
“August Strindberg, in his preface to Miss Julie, complained of canvas walls that shook when doors were slammed, and painted pots and pans on the walls instead of real ones.” (The Cambridge guide to Theatre, 1995, p1096)
Thus suggesting that when the curtains opened to these detailed naturalistic sets Strindberg wanted a reaction to occur from the middle class audience as it reflects their homes; the use of canvas’ within naturalistic performances wouldn’t have given the audience anything to relate to.
Another major contribution to the movement of Naturalism is the role of women. During the Renaissance period, it was unheard of for a woman to perform professionally on stage alongside men; young adolescent men would perform women’s roles. Conversely, during the late seventeenth century, the beginning of the Restoration Period, Women began to act professionally in Theatres; without women performing on stage, naturalism could not have taken place.
Another contrast before naturalism, is the restoration’s Pantomime’s and Melodrama’s, these two genres are both established by stereotypical characters with exaggerated emotions. Pantomimes were hugely associated with cross-dressing and stock characters, singing songs and breaking down the fourth wall by talking to the audience. Melodramas were publicly taken more seriously although they to included stock characters and songs; naturalism advances away from these exaggerated performances and developed characters on stage. Characters were becoming more naturalistic, psychologically complex and were people the middle class audience could relate.
However, it was not only the transition through the Renaissance and Restoration period creating Naturalism, but the influence of science and scientists:
“Its origin owes much to Charles Darwin and his theory of evolution, based in turn on his theory of natural selection. Darwin created context that made naturalism – with its emphasis upon theories of heredity and environment – a convincing way to explain the nature of reality for the late nineteenth century.” (The Cambridge companion to American realism and naturalism: Howells to London, 1995, P47)
Science explains human behaviour and this is why Darwin’s evolutionary theories are a big influence on Naturalism; his theories determine someone’s character through social environment and heredity. Sigmund Freud was also another influence of Naturalism; his studies excogitate human psychological behaviour and how humans function. Karl Marx also had an input to the movement; his studies were the economical and industrial analysis on society. Without these theories characters could not have developed in Naturalistic plays being written as well as performed.
Naturalism became an atheistic revolt against previous theatre conventions; plays and performances contrasted from Renaissance and Restoration where they were solely devout, to being irreligious in the late nineteenth century. Naturalism sought to abolish what society believed and changed the revolution of man, society and morals. The four acknowledged playwrights who determined and developed theatrical naturalism are Henrik Isben, Anton Chekhov, August Strindberg and Emile Zola (Who was also a well established novelist in naturalistic literacy). Constantin Stanislavski helped intensify and direct these plays so the audience would encounter lifelike productions on stage. These distinguished playwrights composed scripts would consist of particular attributes. The first feature of these plays this essay is going to elaborate on is the use of contemporary issues within these naturalistic pieces such as contraception, women’s rights, adultery, and sexual diseases, the key issue however is female identity within society. One clear example of this feature exists in Strindberg’s preface to Miss Julie where he outlines his ideas for his play:
“The passionate character of her mother; the upbringing misguidedly inflicted on her by her father; her own character; and the suggestive effect of her fiancé upon her weak and degenerated brain.” (Miss Julie, 2006, Preface Ixxxix)
The main theme of this play is the degeneration of women, and throughout the play, we see the different beliefs Miss Julie’s parents brought upon her upbringing and how they have torn her apart to being psychologically distracted. Her mother who was a highly obsessive feminist believing in equality between men and women and opposingly her father who brought her upon his own beliefs that women and men are not equal, that women are lower than men. Through the influence of Sigmund Freud and Darwin, Strindberg had a high interest in human psychology and evolutionary history; the scientific research on humans is another clear feature within naturalistic plays. Two relevant psychological paths are relevant to Miss Julie that are relevant to when Strindberg wrote this play, hysteria and feminine masochism. Women throughout this movement were being represented in a much different manner than during Restoration period; women became considered as sexually assertive and independent. Miss Julie is clearly both sexually assertive and independent to a certain extent but she is psychologically preoccupied. With this, it is apparent to say that all naturalistic pieces of theatre include psychologically complex characters, which the actors themselves are required to understand. The actors performing naturalistic plays would have researched through subtext and the text to find out who their characters are and how they can run the character through their own emotions. Stanislavski had an acknowledged impact of directing the actors through the Stanislavski system whilst producing naturalistic plays:
“While he himself was often at pains to demonstrate that his system was not limited to naturalistic plays, Stanislavski’s theory and practice clearly articulated a response to the development of naturalism as a major movement in Western drama.” (The purpose of playing: modern acting theories in perspective, 2006, p37)
Gordon expresses that Stanislavski’s theories linked and worked better with naturalism, and through his methods, he helped to influence the naturalism movement.
Another feature of naturalistic theatre is the detail of sets, each of the playwrights set out to mirroring the bourgeoisie audience; as noted earlier on in the essay, the sets were to be three-dimensional without the use of painted backcloths. The directions for how the set is to be on each scene is outlined with as much detail as possible within the scripts:
“A large kitchen, the roof and side walls of which are concealed by drapes and borders. The rear wall rises at an angle from the left; on it, to the left are two shelves with utensils of copper, iron and pewter.” (Miss Julie, 2006, p3)
It is clear to see from the beginning of a very long detailed extract on the stage setting that everything has to be as it is written in the script. Strindberg would not have written such detailed descriptions of the scenery if he had no reason, and his reason was to represent and mirror the middle class audiences homes. He directly points to which materials should be used and how things are arranged on the stage; these props are meant to be there to make the life on stage as real as possible creating a tangible presence for the audience to watch.
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The bourgeoisie audience were middle or merchant class people known for their ownership of capital and related culture; they benefited out of capitalism. Naturalistic plays sought to mirror the bourgeoisie’s lives and homes on stage; capitalism became scrutinized. These audiences contrasted highly to the classical audiences of the Renaissance and Restoration theatre, the audiences became silent, as conventionally they would be today; there was no more booing and hissing within the audiences. Another attribute to the social classes within theatrical naturalism was the lower working class and social outcasts becoming the protagonists thus moving away from the aristocrat protagonists of classical drama. This can be argued in Miss Julie, as there are two protagonists both from different social backgrounds, the two being Miss Julie who is an aristocrat and Jean who is a lower class servant; despite their social status’, they are both outcasts. When it comes to morality Jean is Julie’s superior as he is a man and she is a degenerated woman.
There is also a clear theme of family life; there was more emphasis on family than the wider society and characters were individualised and shown in their social and economical contexts. Miss Julie again clearly represents those naturalistic attributes and themes:
“There have been many family tragedies, and Julie is the Count’s only heir; the family name will die with her.” (Strindberg and the poetry of myth, 1982, p71)
This suggests that there is no males in this play that control family life, and the family’s fate is down to Julie. From this also arises the theme of female identity in society once again, and dramatises the deterioration of men as a dominating figure of society as well as their authority in the home.
There have been playwrights and practitioners who have criticized naturalism, one of the most famous being Bertolt Brecht who has formed the practice of epic theatre. He disagreed with the illusion of reality on stage and he disliked Stanislavski’s practices of staying close to the characters on stage in order to represent real life, and through his own theory, he believed in distancing the actor from the character using the verfremdungseffekt.
Even in today’s society, naturalism throughout the arts is still used vastly. Playwrights are still producing naturalistic performances, for stage, film and television. Raymond Williams quotation explores the main outlines of naturalism and through researching this I have discovered that before the naturalism movement there was minimal or no attempt to show a sense of place on stage or any development of character; Naturalism sought to explore what was real, real characters, real homes, real life.
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A mise-en-scène in three acts
Alfredo Barsuglia’s artistic practice is not reduced to a single “genre”, it is characterised by a conscious mixing of media: one could aptly describe it as hybrid. There are no limits to the artist’s ingenuity and his role seems to be more in keeping with that of a theatre director. For the exhibition Brihdy Barsuglia has created a space that in film and theatre would be described as a mis-en-scène – a precise pictorial composition that entails arranging the protagonists and props in space, coordinating the colour scheme and lighting design, creating the scenery and costumes as it does the directing of the actors, the vocals and the dramaturgy. The whole gallery serves as a stage for an idiosyncratic illusion of reality in which every detail possesses a symbolic meaning that awaits to be decoded and deciphered.
Barsuglia’s “stage(d)-picture” spans two levels, connected to one another by a kind of performative loop and “played upon” at the exhibition opening by four protagonists – the artist, two young students of a vocal academy (Deniz Haimayer, Simon Stabauer) and an opera singer (Stefan Zenkl). The division into two parts is ultimately, as in most of the artist’s installations, due to the specifics of the gallery space.
The bunk-like, self-contained working area on the gallery’s ground floor recalls a studiolo and contains in the tightest of spaces everything an artist needs to work with. During the exhibition opening Barsuglia sits in this tiny shelter and “produces” silhouettes without initiating any contact to the visitors. He does this solely through his art, placing the completed drawings in balloon-like containers filled with helium and letting them float up to the upper storey of the exhibition space, where the children take delivery of them.
On the upper level Barsuglia has installed a kind of obstacle course out of objects he found in nature and subsequently handled in different ways. They are art objects and playthings at once, visually captivating thanks to the ornately crafted workmanship. Two long sticks, which the children use like fishing poles to “catch” the drawings, have had the details of their surfaces delicately enhanced and the whitened tips polished smooth like glazed ceramics. A large tree limb, converted into a harp, and wooden sticks dyed in cattle blood, also serve as playthings for the children. Next to them stands a hybrid sculpture out of concrete and a mass of bricks, formed by nature itself, the current of the Danube. The artist has planted parsley in the cracks. And indeed, throughout the whole scenery one comes across young plants in glass containers, which like all the other “props” were found in nature, handled by the artist and so “domesticated”. Nothing is left in its original state, everything has been worked on by the artist.
Even the seemingly casual play of the children serves the purpose of the artistic production: from a swing made out of a jute sack they continue painting a picture the artist had begun. Here, too, nature plays a role, for the reddish colours stem from berries, leaves and grasses. A tongue-in-cheek, playful allusion to art history: the gestural style of Action Painting. Whenever one of the silhouettes completed by Alfredo Barsuglia reaches the children, they interrupt their play and strike up a song, the lyrics of which are more like an “anti-protest song”.
The third part in this performance is played by a classically-trained singer, to whom the children hand over the drawings. As if it were quite normal, he also functions as a living pedestal for a video work by Barsuglia, which can be viewed on the tablet he holds in his hands: “dance piece for finger and wood”. As soon as he receives the drawings he also strikes up a song and is lowered – aided by a hanging construct counterweighted by a sack of earth – to the lower level of the gallery. He plays the part of the artist’s communicative alter ego and with his song praises art: “Brihdy! – Oh, how wonderful! – A work is there! – I’m thrilled – It gives me meaning! – Finally an end to the quiet – The meaningless fuss.” He closes the “art loop” by finally handing over the silhouettes to whom they were made for: the visitors of the exhibition. And then it all begins again and the singer is hauled back up to the upper level.
This multipart mis-en-scéne contributes to broadening the concept of art insofar as the artist makes no distinction between the everyday objects he has found and worked over and art objects; each piece is equally relevant, much like the props for the setting of a film or a play. At the same time, the elaborate staging runs counter to the gallery’s function as a place where commercial interests take precedence, thus also reorganising the logic of its mechanisms of gainful utilisation. The gallery undergoes, for an evening at least, a transformation, becoming a place of production, and the “product” created, the silhouette drawings, are given away. Even the paintings and drawings of the artist are themselves presented – one could perhaps even say enacted – in passing, for as props in the setting they are swapped continuously during the performance. The title of the exhibition – an anagram of ‘hybrid’ – reflects this mechanism of constantly questioning and inverting. | http://www.unttld-contemporary.com/en/ausstellungen/alfredo-barsuglia-brihdy/ |
Marking Scheme for adjudication of a Play
Play as one of the items presented at the Kenya national drama festivals, like any other competition has its own adjudication marking scheme. The play is assessed by examining the following areas.
1. Choice of the Play and Scripting: (30 marks)
Awariven for theme(s), form (structure and style), relevance (message) and entertainment. This is an area where the script is analysed and assessed as one of the instruments of effective theatre i.e. whether it offers enough scope for the director to manipulate and bring out the hidden meaning through the various dramatic devices available to him/her.
The mark on scripting will be awarded on the merit of the performance text as a piece of art.
NOTE: In case of primary school play, the focus shall be on the treatment of child-centred theme, plot and dramatic structure, choice of character, simplicity and suitability of language and style.
2. Acting: (30 marks)
Award shall be given for play characterization, credibility, delivery/audibility, gestures, expressions and movement.
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Role-playing. With good poise and exposure, an actor/actress learns to relax and concentrate so they can be able to control their emotions which may come through intense feelings. Acting entails communication. This means that an actor/actress should be reflective and sensitive every time they are on stage.
The actors/actress reaction (physical movement, gestures and expressions, speech, etc.) should be in conformity with their thoughts and actions throughout their performance.
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Credibility: How convincingly does the actor/actress effectively communicate to the audience? Are they natural? Does he/she fit the character he/she is playing?
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Delivery: How does the actor/actress say his/her line?
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Audibility (Voice Projection): Can every actor/actress be heard in every corner of the theatre? Are the tones modulated? Audibility is not necessarily shouting.
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Gestures: An actor/actress should be able to control his/her gestures as over-gesticulation could mean over-acting. Gestures should be purposeful and meaningful.
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Expressions: Reactions and emotions should also be controlled. They should be natural and convincing.
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Movement: How confident and relaxed is the actor/actress? What are his/her facial/body expressions and attitudes? Are the movements commensurate with the style and mood of the play? Are they credible? Does the Director use the available space effectively? Stage movements should be purposeful and meaningful.
NOTE: In the case of primary school, look for: Credible child-centred acting in terms of characterization, delivery in dialogue, language use, improvisation, stage presence, appropriate use of monologue, mime, silence, etc.
3. Production (20 marks)
Award shall be given for directing, imagination/novelty, pace, variety, movement, teamwork and discipline. Effort put into any production can be easily seen. Production can either be bad or good. A well-rehearsed play, constantly monitored, will not drop during its presentation because all those who are involved are aware of their individual roles and inter-relationships. Further, in judging a play in terms of production, an adjudicator will look for:
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Décor: Will denote stage props (chairs, tables, radios, etc). Décor also denotes creation of scenery, using light, backdrops, sets projected and visual images, etc. All these should be functional and closely tied to the theme of the play.
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Costume: Will denote dress and hand props (e.g. rings, ornaments, watches etc)
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Directing: Directing entails being in control of the artistic and technical aspects of the play. Directors should strive to interpret and evaluate the script so that the actors can internalize the message, style and structure of the play.
4. Costume and Décor (10 marks)
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Imagination and Novelty: Is the play produced in such a way that the producer’s imagination and creativity are revealed? What has the producer contributed by way of imaginative effects? Have the characters handled different and conflicting situations imaginatively? Simplicity in stage properties is encouraged.
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Pace: The speed of dialogue and movement will reveal the theme, mood and characterization. Do the events unfold in a systematic manner?
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Variety: Is there variety in terms of characterization, movement, colours, shapes, visual images, contrasts and conflicts, climaxes and anti-climaxes? Do these devices contribute to the central purpose? Are the actions and reactions of characters well synchronized? Remember that the stage crew is part and parcel of team-work.
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Discipline: Discipline entails establishing clear entrances and exits. Is the acting: individual and group, under control? Does the cast know exactly what it is doing when and why?
5. Achievement (10 marks)
A good play can be well acted and well produced in front of curtains or in open space. The adjudicator will be looking mostly at the achievement of the actors, production, the imaginative use of props, use of sound, speech, movement, effects, or dance, etc, or simply any idea possible not in the script but which could be effective in the production.
Some human mannerisms and behaviour would be employed economically to relieve tension and heighten perception. One brilliant stroke of imagination can do something very dramatic with something quite simple. But the overall achievement is a combination of a number of factors and it is this novelty that we should look for.
Source: Drama Rules and Regulations Book. | https://teacher.co.ke/marking-scheme-adjudication-play-kenya-national-drama-festivals/ |
In this 4-week class, we will learn the techniques of puppetry and provide opportunities for creative collaboration among the students to produce scenes from a play, as well as a puppet show. This experience will teach the basic techniques of puppetry by creating your own puppet and using it to portray a scene from a novel, story or play. We will also have professional puppets and learn how to use them properly by focusing on hand and stick puppetry. Students will also design the scenery and props for the show.
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There are no reviews yet. | https://nbperformingarts.com/product/puppetry/ |
Centrally ,The Trench by Les Enfant Terrible is an epic poem exploring the story of trapped miner William Hackett in a trench in World War One. This is further articulated through physical theatre, music and puppetry, but these elements do not make up for what the narrative lacks: complexity. We follow this character through his mental challenges while being trapped, presented as a little goblin creature with tasks that he must overcome. While the language is evocative and masterful at creating images within the viewer’s head the story seems to follow a classic mould, not presenting itself as an integral part of the play.
The set is well used, wonderfully transporting the characters into an active war zone. It is broken down and built back up smoothly and successfully, with props such as a wooden board used to transport us into cramped trenches simply and effectively. The standout lighting design begins as the audience comes into the theatre, with light seen moving behind the main set piece, creating the illusion of dropping bombs. The beauty of a simple beam to represent the hope of the character is also visually stunning, particularly in a moment of reaching into the light.
The music by Alexander Wolfe – although pleasant-sounding – does not add to the tone of the piece, the guitar and soft singing working paradoxically to the anguish seen on stage. The additional instruments are utilised well throughout the play, the vibrant melody of the violin matched perfectly to the scene it is used in. While the puppets are an interesting addition to the show their movements lack unity, meaning it can be hard to see them as more than just puppets. The same can be said of the shadow puppet projections used in the beginning of the piece; they seemed mismatched and childish.
Although The Trench is visually stimulating, some of the elements seem not to fit, meaning the overall tone is confusing at times, taking away from the theme of the story. This unbalance prevents the audience from getting truly invested in the play, meaning it falls flat instead of packing an emotional punch.
The Trench is at Southwark Playhouse from 10th October until 17th November 2018. For further information or to book visit the theatre’s website here. | https://www.theupcoming.co.uk/2018/10/17/the-trench-at-southwark-playhouse-theatre-review/ |
Definitions for "PROPS "
Keywords: scenery, wardrobe, costume, actors, furnishings
PROPS is an open, extensible Internet publishing system designed specifically for periodicals such as newspapers and magazines who want to publish online, either exclusively or as an extension of their print publication. It supports user registration, access control, staging, templates for display and paid access to archives.
Decorative or stage items exclusive of the scenery.
(Properties) Furnishings, set dressings, and all items large and small which cannot be classified as scenery, electrics or wardrobe. Props handled by actors are known as handprops, props which are kept in an actors costume are known as personal props.
proper respect; "I have to give my props to the governor for the way he handled the problem"
Respect, comes from "proper respect". From hip-hop/rap. | http://www.metaglossary.com/define/props |
Your project will be to attend one theatre performance in your community or watch a movie version of a play and then answer the questions below.
Rubric:
For your final, in order to earn full credit, you must do the following:
First, list the name of the play/musical, the length, and when you saw or watched it.
Summarize the PLOT, THEME, and overall SETTING of the performance you attended or watched in 2 paragraphs.
Describe any special PROPS, SCENERY, or MUSIC used in the performance you attended in 1 to 2 paragraphs
Describe the COSTUMES of the characters in ONE paragraph. If you were the director, would you have made any changes to them?
Discuss how, in your opinion, the play went in ONE paragraph. Was it successful? Was there SPECTACLE?
Discuss in THREE paragraphs what you would have changed if you were the director. What could have been done better? Would you have casted someone else for the leads? Would you have changed the scenery? Music? Props? Etc.
Correct grammar, spelling, and sentence structure
RECENT ASSIGMENTS
- Research and Support Material Worksheet
- Discuss and demonstrate professional demeanor in your writing and critical thought throughout your paper.
- Write a paper on Dystopia how food prices are going up.
- Explain how well you support your assertions, did you provide examples, how well did you contextualize the content, and how well did you employ ‘terms of art’.
- Discuss the major points made in the essay and evaluate whether you agree or disagree with the author’s overall conclusion.
- Write a research paper on recognize the relationship of criminal justice system components and processes with society and government.
- Write a research paper on the effects of child abuse within the family.
- Discuss the difference between homologues and analogues structures (including divergent and convergent evolution).
- Is a degree from an online college or university as legitimate as a degree from a brick-and-mortar university?
- Write history books covering any theme in US History from the colonial years through the late 1860s. | https://strictlywriting.com/theatre-performance-review/ |
Misterman is a one-man transfixing presentation of Irish playwright Enda Walsh’s enthralling poetic prose. The profound and unforgettable production from FizzWack Theatre Company, delves into the dark reserves of the human mind at the iconic Bluestone Church Arts Space.
The fascinating play revolves around the taunted small town “eejit” Thomas Magill (Travis Handcock and co-founder of FizzWack Theatre). Thomas functions alone in a ‘make-believe’ world with his “Mammy and cat Trixie”. He is a bewildered young man trapped in his own ‘episodes’ and relies on daily rituals to keep the ‘voices in his head’ at bay.
He arrives home to a Doris Day song blaring from numerous cassette players strewn around his family home. He removes the batteries, yet the tune still plays. The ‘voices’ have distorted his devout Christian values and his perceptions of the local townspeople, where he resides in Inishfree. Thomas believes his religious convictions and illusory angels can guide the lost sheep of Inishfree into the light of the Lord. He tape-records and repeats their daily sins to his imaginary “Mammy” and strokes a brown jumper—the cat.
The townspeople are stopping Thomas enjoying the simple pleasures of life. From the moment he opens his front door, Mr O’Donnell’s dog barks everyday before his walk into town. He indulges in a slice of cheesecake at the café and is interrupted by the overzealous flirtations of the married café owner, Mrs Cleary. He’s betrayed again over a friendly pot of tea at Simple Eamon Moran’s, when he discovers Eamon is in the possession of a naked ‘girlie calendar’.
Thomas’s personality disorder, leads him on an ‘unholy’ persecution of the towns folk. The time bomb starts to tick faster in the detached pockets of his mind.
Travis Handcock’s convincing Southern Irish accent heightens Thomas’s religious rantings. His highly ornamented tones in an Irish ballad at the father’s gravesite, is one of the many endearing elements in the production.
Weber’s direction and the production team have enhanced the ethereal surrounds of the expansive church. The interactive set design is a wondrous art scape and look out for the ‘egg’.
Some of the lengthy and in-depth prose in Walsh’s monologues, are perhaps, necessary to invoke the ravages of Thomas’s mental illness? At times Handcock’s performance is so exuberant; it’s hard to believe there is only one person on stage.
The intriguing story is punctuated by neurosis and exaggerated reactions. The perplexing character of Thomas evolves under the pivotal direction of Kris Weber and Handcock’s exemplary technique. There are masterful moments that shock. This is a heartfelt interpretation that examines the stigma associated with mental illness.
The acoustics in the Bluestone Church Arts Space is an experience within itself. This multifaceted play is as informative as it is unique. Travis Handcock is realistic in his portrayal and he embodies the tempered and tragic life of Thomas and his belief systems to survive.
Aidan Johnson - Pop Culture-y
In the words of Kris Weber, the director of Misterman, there needs to be art that explores mental illness in a powerful, fair, and non-stereotypical fashion. Theatre is one of the best ways to explore these themes, as through strong acting, effective use of sound and props, and hard-hitting writing, plays can be used to truly highlight the sufferings of the mentally ill. This Misterman does exceptionally well – the audience was in a state of overwhelmed silence at the end because of how powerful the play was. It’s a profoundly sad story in a profoundly good and “gutsy” (to quote Weber again) play.
The acting was superb. There is no other way to describe it – the intensity, emotion, and delivery was able to bring the audience along into the story in an effective manner that brought the entire thing to life. Travis Handcock does a superb job bringing the audience into the world of Thomas Magill, a man who from the outset is shown to hear voices, and appear to be quite ill. Handcock’s acting really highlights the unstable and emotional, yet piercingly astute, nature of religious mania and mental illness, and he makes the face very human in an inhuman situation. Even messed up lines (there was always going to be one or two in a play of this magnitude) were easily covered up and barely noticeable – in fact they complimented the character. And his Irish accent was solid as well.
The story itself was brilliant in its ability to make a simple day-in-the-life of Thomas Magill, an odd and religious fanatic in the Irish town of Inishfree, but with the twists and turns to make it become more disjointed as the play progressed. Although, from the outset, the audience knew something wasn’t right – the play opened with Thomas standing on a crate holding a frying pan and an egg after all. The story also gives Thomas’s character depth that is not often explored for mentally ill people – although he is a deeply warped individual, he is not unsympathetic, and has a sharp and accurate ability to diagnose many of the town’s ills.
It’s a tragedy of the highest order that such a switched-on mind is so damaged in many ways, and Misterman handles it very well.
The overall effect of “something isn’t right” was helped along by the props and sound effects. The intimacy of having a single actor with almost no space between the audience and the action removed any boundaries between performer and audience, which was a nice touch. Throughout the play, various sounds came from a variety of speakers around the room, giving the show a very immersive feeling. The setup – in a dimly lit church with a plastic tarp floor and scattered “poor theatre” props – made for both compelling props for the story as well as possibly a metaphor for the broken and fallible nature of Thomas’ mind. The lighting was effective at drawing attention to – or away – from each “scene”, and set the mood effectively as well.
Heads up though, if you have epilepsy the flashing lights might be an issue at one stage. However, this was the only criticism that can be leveled against the sound and lighting team, whose heroic efforts matched the actor’s.
This is the sort of theatre that needs to be produced, and Weber should be commended on her sterling efforts, along with her team, and of course Handcock’s excellent performance. The overall blend of all the elements makes Misterman a show to see.
2016
RUBEN GUTHRIE
Allison Hilbig - Theatre People
Overall – 4.5
Performances – 5
Costumes – 4
Sets – 3.5
Lighting – 4.5
Sound – 4.5
Direction – 4.5
Stage Management – 5
Written by Brendan Cowell, Ruben Guthrie tells the story of Ruben Guthrie, a young Creative Director of a cutting-edge advertising agency in Sydney. Ruben seems to have it all: he’s successful, he has a beautiful girlfriend and is at the top of his game in his career. The problem is he drinks – excessively. So does everyone else around him.
After too many celebratory drinks at work, Ruben Guthrie has a serious accident that results in him being sent to an AA meeting and the realisation he needs to stop drinking. As the play unfolds it seems that to stop drinking is easier said than done.
The story begins quite light, with enough laughs to quickly engage the audience and endear them to the central character of Ruben. However, as the play continues, Ruben’s world begins to fall apart and outside of his AA meetings, it seems Ruben has very little support from any family and friends to stop drinking. Ruben begins to implode and the audience is taken on a roller-coaster ride with him.
The set is simple, with cast members effectively becoming part of the scenery throughout the play. Music is used as cast quickly move from one scene to the next, cleverly distinguishing each change of scene that feels almost like choreography. Lighting (designed by Kate Deavin, Travis Handcock and Stephanie Morrell) is used well and enhances the mood. The components all come together to create the illusion of a much more elaborate set than it is and results in a very slick production that moves effortlessly from one scene to the next. The moves are sharp, deliberate and well executed, which only adds to the sense of tension building in the life of Ruben Guthrie.
The entire cast are excellent and well suited to their roles, each giving a convincing portrayal – Andy Mellor as Ruben’s less-than-supportive work colleague, David Runnalls and Stephanie King as Ruben’s parents, Jeanette Coppolino as Ruben’s Czech supermodel girlfriend, Steve Young as Ruben’s best friend who loves to party hard and Stephanie Morrell as his AA sponsor who has her own demons to face.
The standout performance, however, comes from Travis Handcock in the title role of Ruben Guthrie. Handcocks delivers every line with clarity and purpose, ensuring no word is missed and the audience are on his side. Handcock is also the director and has done a tremendous job bringing this story to life, finding plenty of warmth and lighter moments in the text, as well as moments that will shock and surprise. There were audible gasps of disappointment from the audience as Ruben faced challenge after challenge as he was constantly undermined in his decision to remain sober. This is where Ruben Guthrie becomes more than just a story, but rather a reality check for the audience. Brendan Cowell’s play is not just the story of a fictional character but rather a statement about the challenge of our Australian culture and the need to drink – and usually to excess. Handcock’s direction and portrayal of Ruben Guthrie ensures this message is not lost on the audience. Ruben Guthrie is a sobering reminder of a culture in desperate need of help but unsure how to change.
The programme warns the audience this play contains “violence, drug and alcohol use, nudity, sexually explicit action, coarse language and adult themes” – and it certainly delivers in all these areas. The intimacy of the small theatre amplifies the intensity of these shock moments. However, despite this being a very “adult” story, this would be an excellent play for older teens and young adults to not only view, but to unpack and study. Ruben Guthrie is the sort of play you really want to sit down afterwards and discuss in depth – ideally over a cup of Earl Grey, though. Walking out of the Lowe auditorium of the 1812 Theatre to their champagne supper (after we’d consumed our sherries on arrival) felt almost wrong.
Ruben Guthrie is a disturbingly compelling play that will leave you questioning how our culture of binge drinking can ever change. While there is a heavy sense of despair that it seems almost impossible to change the culture, audiences are left with a glimmer of hope that perhaps change is possible for some people?
Ruben Guthrie is currently playing at the 1812 Theatre until Saturday 10th September and is definitely worth a look.
Cate Altamura - Weekend Notes
Riveting play exposing Australia’s drinking culture
Based on a play by Brendan Cowell, Ruben Guthrie highlights the drinking culture in Australia and the flood of issues that go with it. Opening at the 1812 Theatre in Upper Ferntree Gully, the award-winning play unapologetically illustrates the ugly side of alcohol and drug dependency.
Presented by FizzWack Theatre Co, the highly lauded play was nominated for the Best New Australian Work in 2008 and was made into a film in 2015, starring Patrick Brammall, Alex Dimitriades and Abbey Lee Kershaw. Ruben Guthrie played by Travis Handcock centres on the life of Advertising Director. Ruben is successful and has all the trappings that go with his highflying career – an incredible apartment, overflowing wallet and model girlfriend Zoya (Jeanette Coppolino). Fed up with Ruben’s drinking, Zoya decides to head back to her native Czech Republic, leaving Ruben in a tailspin. Although Ruben eventually joins Alcoholics Anonymous and heads towards sobriety with the help of his new love interest Virginia (Stephanie Morrell), Ruben’s life eventually comes crashing down when his drinking buddy Damien (Steve Young) shows up. Damien pressures Ruben to drink again and the pair stare down a slippery slope. Unfortunately too many recovering alcoholics will succumb to the phrase, “it’s just one drink”.
Handcock’s portrayal of Ruben felt natural as he nudged the audience into his booze-filled world. The scenes Handcock shared with Young were highly charged and compelling to watch. Although the play started off a little slow, the narrative flowed well from scene to scene drawing me further into Ruben’s world. My main criticism overall, was the length of the play and where it ended.
When the haunting lyrics were cued in the scene following Ruben’s collapsing would have made for a punchier and heartfelt ending. At that point I was awash with emotion and unequivocally understood the plays all-encompassing messages. Ending there would have been far more poignant. The hospital scene that followed Rueben’s demise felt contrived and lacked any real sentiment. Overall, a refreshing and well-directed play that isn’t afraid to push the boundaries and expose the alarming drinking culture in Australia.
Sally McKenzie - Theatre Press
Facing demons in powerful Aussie play
Ruben Guthrie, written by Brendan Cowell, is a hard-hitting Australian play which deals with the perils of alcoholism and drug abuse as experienced by Ruben Guthrie himself and the people around him.
In this production, presented by the 1812 Theatre in conjunction with FizzWack Theatre Company, Travis Handcock played the lead role of Guthrie, as well as taking on the role of director – an ambitious project indeed, and Handcock managed to satisfy both roles quite successfully. Guthrie rarely leaves the stage, and Handcock was quite masterful in his portrayal of the struggling Creating Director of ‘Subliminal’ Advertising Agency. He opened the show by immediately breaking the fourth wall and talking to the audience as though we were members of an ‘alcoholics anonymous’-style meeting. I felt Handcock was a little more hesitant in these moments. He really hit his stride when connecting with the other characters on stage, as he dealt with his struggle with sobriety. It was difficult not to empathize with his feelings of helplessness as those close to him failed to support him. Handcock did a superb job of handling the enormity and sensitivity of this role.
Jeanette Coppolino played Guthrie’s Czechoslovakian fiancé Zoya. Her accent was strong and consistent and her role well-executed. As was the intention, I felt much distaste for the manner and business-driven character of Guthrie’s boss and father-figure, Ray, played by Andy Mellor – a job well done! David Runnels as Peter, Guthrie’s father, was perfectly suited to his role, all the way down to his safari shorts and loafers. He depicted the wine-loving, self-centred, mid-life-crisis Aussie male with just the right balance of realism and humour.
Stephanie Morrell as Virginia (Guthrie’s second love interest) served as a great contrast to the conservative super-model Zoya. Her opening scene with Guthrie was particularly lovely with one of the few heart-warming and more light-hearted scenes as they faced those first few ‘awkward’ moments signalling the start of a relationship. Steve Young played Damien, one of Guthrie’s best friends: a great casting choice, as he was impressively consistent with his over-driven personality and ‘unlikable’ corruptive influences on Guthrie. Stephanie King gave a good performance as Guthrie’s alcoholic mother, and her final scene as a confessing alcoholic was particularly poignant.
The set was simple: a series of white vertical wooden panels in colourful graffiti, reminiscent of the chaos of Guthrie’s life, a couch, and the occasional stool or chair. Cast appeared between the panels as providers of props, extra clothing items, and then the various forms of alcohol, profoundly symbolic of Guthrie’s ‘enablers’, while lighting and sound was most effective in illustrating the abrupt change from the meetings to Ruben’s real life. This was all that was needed. The focus was where it needed to be – on the actors, their personal demons and the ways they dealt or chose not to deal with them.
For me, the only questionable direction decision was the choice to include nudity. I felt this was unnecessary, and only a distraction to the overall tone of the play. In addition, a fault of the script was its length: the play had well and truly made its point, whereupon I felt the last 20 minutes only served to almost disconnect us from the characters, and added choreographed movement and montages that seemed out of style with the rest of the production.
Overall however, this was an insightful and thought-provoking production, with a highly impressive cast – well worth a visit to the foot of the Dandenongs this week.
Ruben Guthrie is playing at the 1812 Theatre, Rose St, Upper Ferntree Gully for one week only – from Wed 7th-Sat 10th Sept. Tickets at www.1812theatre.com.au or by phoning 9758 3964. Please be warned that this play contains violence, drug and alcohol use, nudity, sexually explicit action, coarse language and adult themes.
Jennifer Paragreen
Fizzwack Productions, in association with 1812 Theatre, is currently reprising ‘Ruben Guthrie’, the production which last year earned Sunshine Community Theatre the Victorian Drama League best drama trophy, and it deserves to be on your ‘must see’ list.
With ‘Ruben Guthrie’ Australian writer, Brendan Cowell, has created a thought-provoking study into the devastating effects of alcohol abuse, but it is the compelling and courageous acting performances of the brilliant cast which really make this production outstanding.
The production’s masterful director is Travis Handcock who is riveting in the title role, a performance which requires him to interact with his cast and also to address the audience as though they are attendees at an AA meeting. His commitment, energy and intensity never flags for even an instant.
The performances of every cast member are viscerally stunning and the set looks more classy on the better resourced 1812 stage than it did at Sunshine.
The play has some nudity, bad language and adult themes but sets the mind to thinking about Australian attitudes to drinking.
Grab the opportunity to see this theatrical tour de force running at 1812 in Upper Ferntree Gully at 8pm each evening until Saturday 10th September
Casey Long - Bohemian Rhapsody Club
Ruben Guthrie was made up of well-executed theatrical conventions, authentic performances and clever humour. The play follows Ruben as he accepts, handles and struggles with his drinking problem. It makes use of engaging characters, such as the over the top Boss and the gay best friend, colourful stagecraft with signage of important names or themes throughout the storyline, as well as use of famous and unknown songs to further the story.
The song ‘Summer of 69’ was sung originally as a way for two friends to reminisce on old times together, but gradually turns into a blunt reality of how their lives turned out. The song was well chosen as it explores many of the same themes and it is well known and commonly misinterpreted.
Each actor would also be a stage hand by bringing props to the actors in the current scene. They would stand in front of one of the walls in a neutral stance, and either hold their arms like hooks or a shelf or they would pass an object to another actor. It was a non-distracting and clever way to transition props.
The story was a genuine expression of struggle and support. It was told in a thoroughly enjoyable way, separating meaningful moments with engaging scenes about well-known Australian slogans or drunken stories.
The show was incredibly enjoyable and well done. It showcased many performance styles and the abilities of each actor. This was an eye opening story and was relatable for different generations in different ways. It was a brilliant play; it was ‘Ruben Guthrie’. | http://fizzwacktheatre.com.au/reviews/ |
The Little Things Theatre has created a production no one knew was needed until now- a children’s production explaining Brexit. A Dog’s Brexit light-heartedly relives the events that led to Britain leaving the EU for children (and adults) to make sense of. The story is set in an alternative world of dogs called Bowwow Town where British bulldogs, German shepherds, and Spanish water dogs squabble over whether Britain should decide to stay or leave the EU.
The incorporation of rhyme throughout the script, written by Josie Hunt, and the use of song and dance is a delight to watch. The production’s direction is superb with excellent use of space. The bright cartoon–like scenery and the colour co-ordinated dog beds with props inside were an effective solution to tackling clumsy scene transitions. The characterisation behind each dog was excellent, clearly, a lot of time and talent had been put into their movement, voice,and personality.
A moment of calm I appreciated amidst the hectic pack of dogs was the dialogue between the child and mother cloud when looking down on Bowwow town. This allowed the audience to focus on the bigger picture and answered a few questions some of the younger audience may have been wondering.
For its merits, however, the location of the production did not suit the purpose and audience of the show which was confirmed in the disappointing lack of audience. A Dog’s Brexit would fit perfectly within primary or lower end of secondary schools. Having said that, A Dog’s Brexit is a brilliant premise, intelligent direction, a humorous script filled with dog puns, (“Who let the dog’s out?”) and shows great potential. | https://theatrebath.co.uk/blog/review-a-dogs-brexit-the-mission-theatre-bath-fringe-festival/ |
They are normally referred to "stage hands"
It is both singular and plural. Scenery can refer to one large scene. It can also refer to a collection of scenes, such as the backdrops used in a play.
Usually acts are parts of the play that are between intermissions. A one act play does not have an intermission. A two act play has one intermission. A three act play has two intermissions and so on. This was necessary in earlier days to change the scenery on stage while the curtains were closed. An act can have as many scenes as the playwright wants.Acts can be thought of as chapters and scenes as sections (paragraphs) of that chapter.
An opera is a play set to music with props costumes scenery and lighting. It is usually peformed by an orchestra, soloists and chorus, whilst a play is just a drama, a story. A play is an acted out story with spoken scenes. A play with singing scattered between spoken scenes is a musical or operetta. An opera is a play in which all words are sung.
Outdoor scenes are images that show something that is outside. They can be a city skyline, beach scene, or any other scenery that is outdoors.
Well there are scenes and acts. There are usually two or three acts to a play, and in between the acts the audience take a break. The scenes usually change when the setting changes or new characters are on stage.
No, the mountain scenes were shot in southern Germany and northern Austria, but the scenery does look like the Scottish Highlands though!!
The fade-to-black scene change in the movie was a smooth transition between thoses two scenes.
the general appearance of a place all the features that give character to a landscape hangings draperies structures etc used on a stage to represent a locale or furnish decorative background Category ShowbizOrigin of scenery 1740--50 alter of scenary now obs Anglicized form of scenario by assimilation of ending to -eryPrinceton's WordNetscenery scene(noun)the painted structures of a stage set that are intended to suggest a particular locale"they worked all night painting the scenery"scenery(noun)the appearance of a placeKernerman English Learner's Dictionaryscenery(noun)ˈsi nə rithings that are part of nature that you see around youmountain scenery The scenery outside the city was beautiful sceneryˈsi nə rithe pictures on a stage that show the location of a playpainted sceneryWebster DictionaryScenery(noun)assemblage of scenes the paintings and hangings representing the scenes of a play the disposition and arrangement of the scenes in which the action of a play poem etc is laid representation of place of action or occurenceScenery(noun)sum of scenes or views general aspect as regards variety and beauty or the reverse in a landscape combination of natural views as woods hills etc
Yes, there are many scenes between these two characters.
he is a puppet people!
Monet would paint the same scene at different times of the day so that the light would affect the scenery in differnet ways. | https://www.answers.com/Q/The_people_who_change_the_scenery_between_scenes |
Kabuki (歌舞伎) is a form of traditional Japanese theatre. The individual Kanji characters, from left to right, mean sing (歌), dance (舞), and performer (伎).
The history of kabuki begins in 1603, when Okuni , an attendant from Izumo Shrine , began performing a new style of dance in the dry river beds of Kyoto. In recent times a statue of Okuni has been erected near Kyoto's Pontochō district. The style was instantly popular, and kabuki was born as ensemble dance performed by women. The appeal of the style was largely due to the ribald, suggestive performances put on by Okuni and her troupe; the actresses were also available for prostitution, and those male audience members who could afford to availed themselves freely of the women's services. The attention of the government was attracted, and in 1629 women were banned from the stage. That was the reason kabuki was also written as "歌舞妓" (singing and dancing prostitute) during the Edo period).
Since kabuki was already so popular, young male actors took over. Their performances were equally ribald, and they too were available for prostitution (also for male customers). Audiences frequently became rowdy, and brawls occasionally broke out, sometimes over the favours of a particularly handsome young actor, again leading the shogunate (幕府) to clamp down. As a result, the style developed into a sophisticated, highly stylized form called yarō kabuki (roughly, "fellow's kabuki," or "guy kabuki"). Today the "yarō" has been dropped, but all the roles in a kabuki play are still performed by men. The male actors who specialise in playing women's roles are called onnagata (女形). Onnagata typically come from a long line of onnagata specialists. The other two major types of role are oregata (masculine) and wagata (comical).
Though it was heavily influenced by noh (能) drama, with the government restrictions came changes to the style of kabuki performances. One of the major changes was to the stage itself, to which was added a projection called a hanamichi (花道; literally, flowery path), a walkway which extends into the audience and via which dramatic entrances and exits are made. Kabuki stages and theatres became more technologically sophisticated, and special effects such as revolving stages, trap doors and other innovations became possible, and added greatly to the staging of kabuki plays.
In kabuki, as in some other Japanese performing arts, scenery changes are sometimes made mid-scene, while the actors remain on stage and the curtain stays open. Stage hands rush onto the stage adding and removing props, backdrops and other scenery; these stage hands, always dressed entirely in black, are traditionally considered "invisible."
There are three main categories of kabuki play: jidai-mono (時代物, historical), sewa-mono (世話物, domestic), and shosagoto (dance pieces).
Important characteristics of Kabuki theater include the mie (見得), in which the actor holds a picturesque pose to establish his character.
Keshou, or makeup used in kabuki, provides an element of style easily recognizable even by those unfamiliar with the art form. Rice powder is used to create the white oshiroi base, and kumadori enhances or exaggerates facial lines to produce dramatic animal or supernatural masks for the actors. | https://www.fact-archive.com/encyclopedia/Kabuki |
Naturopathic medicine is a distinct profession of primary health care, emphasizing prevention, treatment and the promotion of optimal health through the use of therapeutic methods and modalities, which encourage the self-healing process, the vis medicatrix naturae.
The U.S. Department of Labor defines the Naturopathic Physician as one who “diagnoses, treats, and cares for patients, using a system of practice that bases its treatment of all physiological functions and abnormal conditions on natural laws governing the body, utilizes physiological, psychological and mechanical methods, such as air, water, heat, earth, phytotherapy (treatment by use of plants), electrotherapy, physiotherapy, minor or orificial surgery, mechanotherapy, naturopathic corrections and manipulation, and all natural methods or modalities, together with natural medicines, natural processed foods, herbs, and natural remedies. Excludes major surgery, therapeutic use of x-ray and radium, and use of drugs, except those assimilable substances containing elements or compounds which are compounds of body tissues and are physiologically compatible to body processes for maintenance of life.” Most Naturopathic Physicians provide primary care natural medicine through office-based, private practice. Many receive additional training in disciplines or modalities such as midwifery, acupuncture and Oriental medicine.
Naturopathic diagnosis and therapeutics are supported by scientific research drawn from peer-reviewed journals from many disciplines, including naturopathic medicine, conventional medicine, European complementary medicine, clinical nutrition, phytotherapy, pharmacognosy, homeopathy, psychology and spirituality. Information technology and new concepts in clinical outcomes assessment are particularly well-suited to evaluating the effectiveness of naturopathic treatment protocols and are being used in research, both at naturopathic medical schools and in the offices of practicing physicians. Clinical research into natural therapies has become an increasingly important focus for Naturopathic Physicians.
Naturopathic Medicine provides holistic (whole body) healthcare by taking advantage of resources drawn from numerous traditional healing systems dating back to the 20th Century. Naturopathy is organized around three fundamental principles: The physician should strive to aid the body’s natural healing abilities; the root cause of an illness should be addressed rather than the symptoms; and only therapies that cause no harm should be used (which means that toxic drugs and surgery are avoided whenever possible. A naturopathic doctor (ND), takes into account the patient’s lifestyle. Naturopathic theory holds that physical, psychological, and even spiritual elements can all contribute to disease. In treating patients, the naturopathic practitioner may use a number of alternative therapies, including homeopathy, herbal remedies, traditional Chinese medicine, spinal manipulation, nutrition, hydrotherapy, massage and exercise.
Training
Doctors of Naturopathy train at accredited four-year naturopathic medical schools. The first 2 years include many of the same core science classes as regular medical schools, while the final 2 years focus on natural healing techniques. At present, naturopathic doctors are licensed to practice in many states, most others allow them to practice in limited ways. Many private insurance plans cover naturopathic care.
History of Naturopathic Medicine by Peter Barry Chowka
Naturopathic medicine, sometimes called “naturopathy,” is as old as healing itself and as new as the latest discoveries in biochemical sciences. In the United States, the naturopathic medical profession’s infrastructure is based on accredited educational institutions, professional licensing by a growing number of states, national standards of practice and care, peer review, and an ongoing commitment to state-of-the-art scientific research. Modern American Naturopathic Physicians (NDs) receive extensive training in and use therapies that are primarily natural (hence the name naturopathic) and nontoxic, including clinical nutrition, homeopathy, botanical medicine, hydrotherapy, physical medicine, and counseling. Many NDs have additional training and certification in acupuncture and home birthing. These contemporary NDs, who have attended naturopathic medical colleges recognized by the U.S. Department of Education, practice medicine as primary health care providers and are increasingly acknowledged as leaders in bringing about progressive changes in the nation’s medical system.
The word “naturopathy” was first used in the U.S. exactly 100 years ago. But the natural therapies and the philosophy on which naturopathy is based have been effectively used to treat diseases since ancient times. As Rene Dubos noted in The Mirage of Health (1959), the word “physician” is from the Greek root meaning “nature.” Hippocrates, a physician who lived 2400 years ago, is often considered the earliest predecessor of Naturopathic Physicians, particularly in terms of his teaching that “nature is healer of all diseases” and his formulation of the concept vis medicatrix naturae — “the healing power of nature.” This concept has long been at the core of indigenous medicine in many cultures around the world and remains one of the central themes of naturopathic philosophy to this day.
The earliest doctors and healers worked with herbs, foods, water, fasting, and tissue manipulation — gentle treatments that do not obscure the body’s own healing powers. Today’s Naturopathic Physicians continue to use these therapies as their main tools and to advocate a healthy dose of primary prevention. In addition, modern NDs conduct and make practical use of the latest biochemical research involving nutrition, botanicals, homeopathy, and other natural treatments.
For many diseases and conditions (a few examples are ulcerative colitis, asthma, menopause, flu, obesity, and chronic fatigue), treatments used by Naturopathic Physicians can be primary and even curative. Naturopathic physicians also function within an integrated framework, for example referring patients to an appropriate medical specialist such as an oncologist or a surgeon. Naturopathic therapies can be employed within that context to complement the treatments used by conventionally trained medical doctors. The result is a team-care approach that recognizes the needs of the patient to receive the best overall treatment most appropriate to his or her specific medical condition.
Recent History
Naturopathic medicine was popular and widely available throughout the U.S. well into the early part of the 20th century. Around 1920, from coast to coast, there were a number of naturopathic medical schools, thousands of Naturopathic Physicians, and scores of thousands of patients using naturopathic therapies. But the rise of “scientific medicine,” the discovery and increasing use of “miracle drugs” like antibiotics, the institutionalization of a large medical system primarily based (both clinically and economically) on high-tech and pharmaceutical treatments — all of these were associated by mid-century with the temporary decline of naturopathic medicine and most other methods of natural healing.
By the 1970s, however, the American public was becoming increasingly disenchanted with conventional medicine. The profound clinical limitations of conventional medicine and its out-of-control costs were becoming obvious, and millions of Americans were inspired to look for “new” options and alternatives. Naturopathy and all of complementary alternative medicine began to enter a new era of rejuvenation.
Looking to the Future
Today, licensed Naturopathic Physicians are experiencing noteworthy clinical successes, providing leadership in innovative natural medical research, enjoying increasing political influence, and looking forward to an unlimited future potential. Both the American public and policy makers are recognizing and contributing to the resurgence of the comprehensive system of health care practiced by NDs. In 1992, the NIH’s Office of Alternative Medicine, created by an act of Congress, invited leading Naturopathic Physicians (educators, researchers, and clinical practitioners) to serve on key federal advisory panels and to help define priorities and design protocols for state-of-the-art alternative medical research. In 1994, the NIH selected Bastyr University as the national center for research on alternative treatments for HIV/AIDS. At a one-million-dollar level of funding, this action represented the formal recognition by the federal government of the legitimacy and significance of naturopathic medicine.
Meanwhile, the number of new NDs is steadily increasing, and licensure of Naturopathic Physicians is expanding into new states. By April of 1996, eleven of fifty states had naturopathic licensing laws (Alaska, Arizona, Connecticut, Hawaii, Maine, Montana, New Hampshire, Oregon, Utah, Vermont, and Washington). A number of other states are likely to enact naturopathic licensing in the near future.
In October 1996, in a major development for both public health and Naturopathic medicine, the Natural Medicine Clinic opened in Kent, Washington. Funded by the King County (Seattle) Department of Public Health, the clinic is the first medical facility in the nation to offer natural medical treatments to people in the community, paid for by tax dollars. Bastyr University, one of the three U.S. naturopathic colleges, was selected over several leading Seattle-area hospitals to operate the clinic.
In the last half of the 1990s and the beginning of the 2000s, exactly one century after it put down roots in North America, naturopathic medicine is finally enjoying a well-deserved renaissance—people are beginning to recognize the value of natural healing compared to the synthetic prescription drug alternative.
Training/Licensing
A licensed Naturopathic Physician (ND) attends a four-year graduate level naturopathic medical school and is educated in all of the same basic sciences as an MD but also studies holistic and nontoxic approaches to therapy with a strong emphasis on disease prevention and optimizing wellness. In addition to a standard medical curriculum, the ND is required to complete four years of training in clinical nutrition, acupuncture, homeopathic medicine, botanical medicine, psychology and counseling (to encourage people to make lifestyle changes in support of their personal health).
A Naturopathic Physician takes rigorous professional board exams so that he or she may be licensed by a state or jurisdiction as a primary care general practice physician. Twelve states and four provinces allow the practice of naturopathic medicine: Alaska, Arizona, British Columbia, Connecticut, Hawaii, Kansas, Maine, Manitoba, Montana, New Hampshire, Ontario, Oregon, Saskatchewan, Utah, Vermont, and Washington. Puerto Rico and the U.S. Virgin Islands also have licensing laws for naturopathic doctors. Many states have realized that having physicians trained in preventive medicine and health promotion is a wise choice, and are now considering Naturopathic legislation.
The American Association of Naturopathic Physicians (AANP) strongly believes in and advocates for state licensing of Naturopathic Physicians in all 50 states. The AANP believe that other programs, such as certification and registration, do not go far enough. With the cost of healthcare slowly spiraling out of control there is a renewed interest in the development of a patient-centered system of health care delivery focused on restoring individual and community health while preventing illness. The drive for licensure of NDs is a sign of the times. Licensure creates accountability supported by law, affirming that people who are licensed are under the scrutiny of a board of examiners whose purpose is to protect the public by maintaining professional standards.
Certification, on the other hand, does not carry with it the scrutiny of a licensing board nor regulation of any sort, save that of the certifying organization itself. Unlike licensing boards, certifying organizations usually does not have members other than those they have certified. They also do not carry the weight of law should the need arise. Certification, at its best, merely indicates that the person certified has completed a course of study. It says nothing about the quality of that course of study. And there is no ongoing system to make certain of adherence to standards of practice.
Registration offers a little more control, but does not imply conformity to standards and guidelines, other than those required for registration. Anything can be registered: hotels register their guests in order to keep track of how many rooms are available; firearms are registered to keep track of who purchases them; and automobiles are registered and assessed a fee in order to maintain the road ways they use.
While anyone can educate themselves in the general knowledge of health and illness, a physician must be educated to be able to recognize, differentiate and diagnose serious illness; develop the social insight necessary to understand and utilize technical advances in the healing arts; and cooperate fully and legally with voluntary and public agencies in the pursuit of social conditions which make it possible for better health in the community.
The modern ND is trained in basic medical science and conventional diagnostics, and is qualified through licensing to scientifically apply natural therapeutics in the treatment of disease and restoration of health. The public has the right to know that those offering such services are competent as physicians, duly licensed as such, and are willing to be held accountable for their actions and results.
Does CNME recognize home-study schools or external-degree programs?
The Council on Naturopathic Medical Education is aware of several correspondence schools that offer an “N.D.” degree. Some are exempt from state regulations because they claim a religious purpose or they do not recruit students from their home states. Correspondence programs do not prepare students for practice as licensed Naturopathic Physicians, and the programs are not eligible for affiliation with CNME. In states without licensing laws, it is not illegal for graduates of N.D. correspondence schools to use the N.D. initials after their names; they may not, however, legally represent themselves as physicians or engage in the practice of medicine unless they are otherwise licensed as medical practitioners.
Although correspondence courses can be effective in many disciplines, we do not believe they are in any way adequate for preparing students to become physicians, and we do not consider the graduates to be part of the naturopathic medical profession. The accrediting agencies listed by N.D. correspondence schools are not in turn recognized by the U.S. Secretary of Education or the Council for Higher Education Accreditation. | http://iaath.com/naturopathy-2/ |
Infection prevention risk assessment template. Assessment is a process which measures the skillsand knowledge, or attitude of somebody in a variety of settings. An assessment may be individual-based or multidimensional. In individual-based evaluation, the principal focus is on how people learn, whereas multidimensional assessment makes use of several measurements to identify constructions or patterns in development and behavior. While assessments might be conducted for different functions (for example, analyzing pupils’ writing and reading skills or measuring employees’ performance on specific jobs ) there are four major types of assessments utilized in education. Such evaluations are particular, functional, academic, and behavioral. Below are some usual evaluations used in the classroom.
Specific assessments are evaluations made to determine if or not a student has improved appropriate learning strategies. A vast array of assessments exist to assess learning targets, including grammar, reading, math, and reading comprehension; listening, composing, and motivating; and behavioral situations, which include detecting how teachers and other college administrators respond to certain behaviors of students. Specific evaluations are a essential part of any program improvement program. When teachers take advantage of evaluations to measure specific learning goals, they could more effectively provide students with the instruction and support they need to succeed.
Back in Canada, standardized tests are the most commonly used method of assessment. Though some provinces, like Ontario, are trying to introduce some form of voluntary assessment in their own schools, this has not been effective. Back in Ontario, teachers should report progress on Grading Report Cards on an yearly basis, without giving explanations for pupils why they didn’t meet standards. Parents and pupils feel that this lacks appropriate protection against adulterous.
The majority of evaluation tools involve some type of visual stimulation. In the United States, assessments tend to need that educators visually see how well students comprehend and understand the material. This provides a tangible and detailed means of measuring student comprehension , learning, and learning skills. While teachers and educators in other countries may use different sorts of visual stimuli, for the large part, evaluations of the type are conducted with the use of charts, graphs, and diagrams. The creation and layout of assessment tools may also be rather complex.
In most cases, standardized evaluations and assessments are made to track and evaluate aspects of student performance, instead of the underlying causes of those facets. As a result of this, it’s challenging to measure learning directly with only written tests. Assessments often rely on complicated computer programs that attempt to signify the many complex elements of learning in a manner a student can understand and remember. This representation takes the student to make certain cognitive choices, like how to align their visual memory using the written text. Moreover, the student should use many different nonverbal cues, too.
The four major types of assessments consist of educational, structural, implemented, and developmental. Instructional assessments are intended to inform education and provide a structure for education to enhance student comprehension and critical thinking skills. Structural examinations are utilized to analyze concepts that support education and to provide knowledge that pupils must have as a way to understand and apply what they have been educated. Applied assessments are designed to improve education and to support it in the classroom. At length, developmental assessments are made to encourage learning and to identify academic milestones. | http://kelitbanganwonogiri.org/infection-prevention-risk-assessment-template/ |
Occupational regulation refers to state approved standards for either being listed as qualified or being licensed to perform certain tasks or jobs prescribed by the government. Standard forms of occupational regulation include licen-sure, certification, and regulation.
The most restrictive form of occupational regulation is licensure. The nonprofit Council on Licensure, Enforcement and Regulation (CLEAR), which is affiliated with the Council of State Governments, refers to licensing as the "right-to-practice," and under such laws it is illegal for a person to practice a profession without first meeting state standards (Brinegar and Schmitt 1992). Licensing standards usually involve detailed educational requirements, statements of good moral character, and a test.
A less restrictive form of occupational regulation is certification, in which states grant title (occupational "right-to-title") protection to persons meeting predetermined standards. Those without certification may perform the duties of the occupation, but may not use the title.
The least restrictive form of occupational regulation is registration. This form of regulation usually requires individuals to file their names, addresses, and qualifications with a government agency before practicing a specified occupation. The requirements may include posting a bond or filing a fee. The regulation of occupations in the United States and other nations falls under this continuum of less restrictive to highly restrictive forms of government regulation.
In the United States, occupational licensing is a fast-growing form of regulation. During the early 1950s, about 5 percent of the labor force was covered by licensing laws at the state level. By the 1960s, the number of persons working in licensed occupations had grown to more than 10 percent of the U.S workforce, with an even larger number if city and county licenses for occupations are included. The number and percentage of licensed occupations has continued to grow, and data from the Occupation and Employment Survey and the 2000 Census show that approximately 20 percent of the workforce in 2000 was employed in occupations licensed by states (Kleiner 2006).
In 2003 the Council of State Governments estimated that more than 800 occupations were licensed in at least one state, and more than 1,100 occupations were either licensed, certified, or registered. However, only about fifty occupations were licensed in all states. Universally licensed occupations range from doctors, dentists, lawyers, and teachers to barbers and cosmetologists. Occupations that are licensed in some states but not in others include loan officers, respiratory therapists, and electricians. However, cities and counties represent a fast-growing venue for occupational regulation. Local governments regulate many of the construction trades, such as plumbers and electricians, even though state or federal statutes often do not regulate them. There is large variation among the states in licensing occupations. For example, California licenses almost 180 occupations, whereas Kansas licenses fewer than fifty. There are similar variations in the percentage of the occupational workforce that is regulated.
During much of the nineteenth century, few U.S. states required government permission for individuals to work in an occupation. With urbanization and the increasing complexity of tasks, however, occupational affiliation became the dominant association for many workers. Evidence from the academic literature suggests that the quality of services improved when lower-quality purveyors were excluded. Demand for services grew as consumers perceived the regulated services to be of higher quality. Over time, as members of the occupation came to dominate many of the licensing boards, entry requirements tightened and mobility between states and countries was restricted. Prices for licensed services increased and earnings for practitioners became higher than for comparable occupations with similar levels of human capital investment and experience. For consumers who could afford licensed services, quality rose. One of the major controversies in the area of occupational regulation is whether such regulations in fact raise quality or simply restrict competition.
In most cases, the available empirical evidence shows that licensing causes a rise in prices, but its impact on the quality of services rendered is unclear (Cox and Foster 1990). For practitioners of the service, licensing leads to a rise in wages. For example, switching to a licensed occupation from an unregulated occupation raises wages 17 percent in comparison to switching to an unregulated occupation from a regulated one. On average, working in a regulated occupation raises the wage premium approximately 10 to 12 percent relative to similar unregulated occupations. This value is at the lower end of the range of the union wage impact in the United States. Working in the same occupation in a state that requires licensing raises wages 4 percent relative to an unregulated state. Statistical estimates of the costs of licensing show that this form of occupational regulation reduces output in the United States by less than one-tenth of 1 percent of total consumption expenditures annually. Some argue that this is a small price for the potentially enhanced quality that is generated by occupational regulation.
Regulation of occupations in the European Union focuses on restrictions following entry into an occupation to a greater extent than occurs in the United States (Garoupa 2004). In the European Union, occupational regulations generally limit prices and regulate the structure of organizations of licensed workers. Most occupational entry restrictions also regulate the number of individuals who are admitted to schools that train workers for the regulated specialty. The results from statistical estimates show that licensing has a smaller impact on earnings in the European Union than in the United States. Unlike the United States, nations such as Germany are deregulating many of their previously licensed occupations, suggesting that the practice of occupational regulation can be reversed in response to public pressure. | http://what-when-how.com/social-sciences/occupational-regulation-social-science/ |
DC resident David wonders, “ I have been spiritual for all of my life helping as many people as possible. So, what would be the challenge of becoming a licensed DC minister? I found the challenge was coming up with the $36 [licensing fee]. So, why is DC licensing ministers?
And this from DC resident LaKeisha: “The one occupation that I love is braiding hair. For years, DC, because of licensing, kept me underground doing what I was taught to do. I cannot afford devoting more than 1,000 hours or $12,000 to get my cosmetology license. I have children to take care of.”
[Editor’s note: The requirements referred to above and how they need to be met were addressed in our July 2017 news report on the applicable DCRA regulations.
And DC resident Juanita had this to say: “Soon I will be out of my child care job since now the DC education department is requiring a college degree I get paid $15 and I cannot afford the time or money for a degree. This is not a public safety issue, is it?”
About this new child care licensing requirement, retired teacher Brian replies said, I believe that this new law is going to put loads of poor folks out of jobs. What’s next, requiring babysitters to have a degree in higher education?”
Jim, a DC-licensed tour guide questions the test. “Beyond excessive. Should not the licensing focus on the mechanics or operations of being a tour guide rather than a history test? How does knowing history — that is, which monuments are which, protect the public?”
Burdensome Requirements
Based on random surveys of DC residents, most associate licensing with safety, public health and consumer protection. But what if licensing is more about taxes, revenues, protecting existing big businesses, and governmental “parenting”?
One might reach this conclusion based on the final findings of the Institute for Justice (IFJ) first national study, “License to Work: A National Study of Burdens from Occupational Licensing.” This study is then backed up by the Presidential Commission on Occupational Licensing, ”A Framework for Policymakers.”
The IFJ report focuses on 102 occupations most likely filled by lower income workers, especially minorities. These include barbers, massage therapists, and preschool teachers, to name just three. The study concluded that DC licensing is not only widespread but burdensome:
“On the average, these licenses force aspiring workers to spend nine months in education or training, pass one exam and pay more than $200 in fees. One third of the licenses take more than a year,” concluding that these barriers make it difficult for those of lesser means to find jobs. The IFJ recommends reducing or removing needless barriers.
Of the 102 occupations identified in the report, DC licenses 31, making it the 23rd most burdensome licensing jurisdiction iun the U.S. and the 27th most extensively and onerously licensed of the states. Here in the District, on average, “those hoping to break into these occupations must pay $240 in fees, loss 311 days to mandatory training and pass one exam.
For example, 38 states (including DC) license pest control workers. The average required training is 10 days but DC requires a full year. Another example are HVAC contractors. The average is 891 days of training but DC requires 5 years — the second most restrictive rules in the country.
“Besides the District, only 3 states license interior designers. All 4 require enormous time and expense — six years-to meet the education and experience requirements.” Only six states license social and human service assistants. DC requires a bachelor’s degree. Only 11 states license “iron/steel contractors-residential”; DC is one of those jurisdictions.
One can understand why 51 states and DC license truck drivers, emergency medical technicians, cosmetologists, bus drivers, but even with these questions are raised whether absolutely every imposed requirement is actually necessary.
Why, as has been questioned in some places (not necessarily in DC), would city transit bus drivers be compelled to take five different examinations; is a $365 fee for a “pest control applicator” license or a the $430 fee for a “midwife” license reasonable?; does a preschool teacher really need 1,825 days of education and experience as a perquisite for a license?
Irrationalities of Occupational Licensure
So, how does this happen. The IFJ discovered that much of licensing is geared to protect existing businesses and prevent competition. In 2011, a Louisiana court struck down that state’s requirement that a seller of caskets be licensed as funeral directors. The court found “[t]he provisions simply protect a well-organized industry that seeks to maintain a strict hold on this business.”
If a license is required to protect public health and safety, one would expect consistency. Why do only five states license “shampooers”; is the hair or shampoo different in those five states from the other states? DC does not license shampooers.
What health and safety risks are involved with interior designers; why do only three states and DC require such a license? Many state commissions have examined this issue and recommended against the proposed licensing schemes. (Cooke, M.M. 2000, Interior Designers.)
Yet, the American Society of Interior Designers has waged a 30-year campaign in state legislatures for occupational licensure.
In 2004, the U.S Court of Appeals for the 10th Circuit (based in Denver), noted in Powers v. Harris that “dishing out special economic benefits to certain in state industries remains the favored pastime of state and local government.”
[Editor’s note: The amicus brief filed by the Cato Institute on behalf of Pacific Legal Foundation clearly spells out the issues raised by this case.]
North Carolina recently licensed music therapists. Lobbyists declared this was necessary to safeguard the public health, safety and welfare.
Alternatives to Licensure
So, what are some alternatives to licensing? One idea is voluntary certification through professional associations which would benefit the workers and consumers. Then there are, third party consumer organizations such as Angie’s List, Better Business Bureaus or Mr. Handyman, Home Advisor or possibly home owners could protect themselves via insurance such as Total Home Protection. Professional association certification is another alternative.
But Mark Lee, a Washington Blade columnist and long-time small business advocate, declares, “While certification through professional associations is an alternate approach that has merit, such regulatory regimes are often not, or not always, a solution.
“Part of what motivates unnecessary local and federal government regulations are, in fact, the same motivators for professional certification boards, often government-sanctioned themselves. Both hope to benefit by creating a protectionist environment advantaging established commercial entities against smaller and more innovative businesses or individuals, while enjoying a self-serving financial interest inherent to fee-based certification requirements. This creates superfluous barriers to entry for new practitioners, most readily apparent in many personal services occupations.
“The real question is to what degree are professional certifications or licensing requirements actually necessary for consumer protection or ensuring the efficacy and performance of individuals providing services.”
Another alternative would be apprenticeships which are common in Europe often funded by the government. Colorado is one state that is promoting apprenticeships as an alternative to college degrees. If licensing is required, maybe apprenticeships should be included instead of college degrees.
DC might need to create a new commission that would examine all licenses to review whether or not are they necessary and if so, whether they overly burdensome. This commission could demand proof that there is a clear, likely and well-established danger to the public from unlicensed practice and then select the least restrictive alternative regulation best targeted to addressing it, with the IFJ’s conclusion in mind that “[f]inding a job or creating new jobs should not require permission slip from the government.”
According to Jason Washington of DCRA’s Professional Licenses Division. Some progress has been made, citing, as an example, “Braiding licenses currently cost $230 for two years and 100 training hours is the requirement before licensure.”
Conclusion
In the 1950s, one of 20 workers was licensed. Today, one-third of occupations require a license.
Licensing laws can lead to higher prices. Some estimates are upwards of 16%. Moreover, according to findings by the President’s Commission on Occupational Licensing, there is no evidence that licensing has any effect on increasing the quality of goods sold.
The best conclusion is to cite the Presidential Commission on Occupational Licensing’s executive summary which posits that “. . . when designed and implemented carefully, [licensing] . . . can offer important health and safety protections. . . . The current licensing regime…creates substantial costs, and often the requirements for obtaining a license are not in sync with the skills needed for the job. . . . Alternative forms of occupational regulation such as State certification, may offer a better balance between consumer protections and flexibility for workers.”
Most DC small business owners interviewed were afraid to be on the record for their comments; that is, afraid of DC agency retaliation. One anonymous owner asserted, “We simply want the government to use deductive thinking; that is, look at the facts. Will licensing protect the public and promote safety. If so, design the least restrictive rules necessary. We do not want the government to use inductive thinking; that is, decide a license is necessary and then create reasons for such.”
*Larry Ray, a DC/Ohio attorney, teaches Employment Law, Leadership and HR for the American Management Association.
Copyright © 2018 InTowner Publishing Corp. & Larry Ray. All rights reserved.
All rights reserved. Reproduction in whole or in part without permission is prohibited, except as provided by 17 U.S.C. §§107 & 108 ("fair use"). | https://intowner.com/2018/01/16/concerns-that-occupational-licensing-kills-opportunities-for-lower-income-workers/ |
Rt Hon Helen Clark is former Prime Minister of New Zealand, Chair of the Global Commission on Drug Policy, co-chair of WHO panel reviewing its handling of the Covid crisis, and former Administrator of the United Nations Development Programme.
The debate on drugs can often be heated and polarising; yet, on one point at least, there is a growing consensus: the ‘war on drugs’ has failed. Global prohibition has not only failed to deter increasing use, it has resulted in more risky behaviours, more dangerous products and more devastating health harms. Far from creating a ‘drug free world’, prohibition has instead created a vast illegal market ruled by violence, corruption and insecurity.
The heaviest burden of this policy failure adds to the already difficult conditions of the poorest and most marginalised communities, particularly in impoverished neighbourhoods and rural areas where illegal drug production and trafficking tends to concentrate.
We are already witnessing steady progress in drug policy and law reform in many parts of the world — but there is a great distance yet to travel. Harm reduction, decriminalisation and evidence-based treatment have made great strides in recent decades, but too many of the harms being addressed are caused by prohibition in the first instance.
The Global Commission on Drug Policy to which I belong, has been clear since its formation in 2011 that the status quo is untenable and reform is urgently needed. The world must move away from the failings of this ideologically-driven and criminalisation-led model and reorient decisively towards evidence-based policies rooted in the core values of public health, human rights, economic empowerment, quality education, social justice, and sustainable development.
As a first step, we must end the criminalisation of people who use drugs. Decriminalisation is happening in ever more countries across the world — and was unambiguously endorsed by 30 United Nations entities in their 2019 UN Common Position on Drugs agreed at the Secretary-General’s Chief Executives Board. Yet, while decriminalisation is a critical enabler of any meaningful health and decarceration response, it has little impact on illegal drug markets.
Punitive enforcement of unjust laws is ineffective and antithetical to social justice. We must ground our thinking in the reality that drug use is already widespread in society. Whether we like it or not, drug use is a reality which must be responsibly managed. We cannot wish away drugs — but we can make them and their modes of use safer. That, in turn, requires accepting that legally regulating adult-access markets for currently illegal drugs is the only way in which to mitigate the harms caused by the illegal market. We do not get to choose whether we live in a society with drugs or without them, but we do have a choice over whether and how the market is controlled.
As consensus grows that the ‘war on drugs’ has failed, so does the need for a frank exploration of the alternatives. We all have a responsibility to consider what might replace the status quo, and we need to think about how that applies to all drugs. A meaningful exploration of the regulation of stimulant drugs is a key part of that process.
Legalisation and regulation, particularly of drugs other than cannabis, however, remain challenging for many people. That is understandable. There are legitimate concerns, and difficult but important questions about the practicalities of regulation that need to be answered. That is precisely why we must address them head on, and why I am pleased to welcome this valuable new contribution from Transform Drug Policy Foundation. In this book, Transform outlines a set of clear working principles, and makes pragmatic proposals for the responsible regulation of a group of drugs, stimulants, which have too often been pushed to the margins of the policy debate despite their growing use and the continuing social and health challenges with which they are associated.
I share Transform’s view that there is no single regulatory solution — different approaches will be appropriate for different places, and different drugs depending on their risks. Transform does not claim that regulation is a silver bullet, but only that, if done responsibly, regulation can facilitate the dramatic improvement of the health and wellbeing of people who use drugs and of the wider community.
This book is an important and welcome contribution. It does not contain all the answers: no single publication ever could. It raises, however, many of the most important questions and points to a framework through which solutions may be found. It is essential that we begin a serious discussion on how we regulate stimulants. This book provides a powerful start. It is now up to all of us to take this discussion forward.
This is the Foreword to our recent book How to regulate stimulants: a practical guide. You can download the full book for free here or purchase a hard copy from our shop. | https://transformdrugs.org/blog/former-new-zealand-prime-minister-welcomes-proposal-for-regulating-stimulants |
The new psychoactive substances (NPS) ban designed to outlaw legal highs has been postponed by the Home Office.
It’s been several months since we first heard about the new, stricter regulations that the UK government intends to use as a shield against the flood of innovative – and sometimes dangerous – chemicals which are sold as legal highs. All that time, the message seemed consistent – the government is decisive to stop the trade in designer drugs at all cost, and ultra-restrictive legislation was justified on the grounds of saved lives and prevented health damage. Now we have another twist in the NPS ban circus act, new law is still scheduled to go into force, just not on April 6th, or any confirmed date yet.
Instead of going forward with the plan, The Home Office is hitting the brakes and trying to prepare the implementation mechanism a little better. As many expected, neither the police nor the public are ready to handle the additional responsibility and might need some extra time and resources before taking on this challenging task. In fact, some police departments are inviting the citizens to direct interaction during the preparatory period in order to establish a channel of conveying information.
While it is generally commendable that officers of the law are interested in chatting with regular people, such a debate should have been opened long ago to find out what the public actually wants. Most likely better regulation instead of total prohibition – which never works.
A new implementation date can be expected at some point during the spring, with additional uncertainty widening the space for operators to try and bypass the ban in one way or the other. As it appears, nobody is exactly sure what will be covered by the ban and what might be exempted, which could cause some businesses including those in the UK’s massive pharmaceutical industry to make costly mistakes. No matter how far back the date is moved, it remains unlikely that anything resembling clear guidelines could conceivably be formulated in time for a law as vague and all-encompassing as this one.
Without a doubt, the entire process will drag on for a bit more, and we shouldn’t be surprised if the situation changes a couple more times. Stay tuned for updates. | https://thetrip.report/uk-authorities-delay-troublesome-legal-high-ban/ |
This award was provided as part of NSF's Social, Behavioral and Economic Sciences (SBE) Postdoctoral Research Fellowships (SPRF) program and SBE's Linguistics program. The goal of the SPRF program is to prepare promising, early career doctoral-level scientists for scientific careers in academia, industry or private sector, and government. SPRF awards involve two years of training under the sponsorship of established scientists and encourage Postdoctoral Fellows to perform independent research. NSF seeks to promote the participation of scientists from all segments of the scientific community, including those from underrepresented groups, in its research programs and activities; the postdoctoral period is considered to be an important level of professional development in attaining this goal. Each Postdoctoral Fellow must address important scientific questions that advance their respective disciplinary fields. Under the sponsorship of Dr. Judith Kroll at the University of California, Irvine, this research will investigate language regulation and cognitive control among unimodal and bimodal bilinguals versus monolinguals. An increasing number of children in the US grow up in a home in which a language other than English is spoken. Most of these children become dominant in English as the majority language of the community once they transition to school, but maintain their bilingualism, as heritage speakers of the home language. With support from the NSF, PI Frederiksen?s postdoctoral research at UC Irvine will investigate the consequence of this early language experience for young adult bilinguals whose active language use takes different forms. For those who are hearing but whose parents are deaf, there is the experience of growing up with a sign language as the heritage language and becoming a bilingual in two modalities, sign and speech. For those exposed to a spoken language in the home, there is the experience of being a bilingual in two languages that use the same spoken modality. In each case, the home language potentially imposes different linguistic and cognitive demands on learners that shape their use of English as the dominant language in young adulthood. The planned research will examine bilinguals who differ in terms of language proficiency, contexts of language use, and the sensory-motor modality of their languages, and asks whether discourse processing in English differs in bilinguals as a result of these factors. There is a growing understanding that a bilinguals? two languages influence each other and create language systems that are different from those of monolinguals. For this reason, it is crucial to better understand how variation in language experience shapes the linguistic system of a bilingual?s stronger language in order to promote academic and economic success of an increasingly diverse segment of the population. UC Irvine is both an Asian-serving and Hispanic-serving institution, providing an ideal context for the planned research. The planned research also contributes to the training of a diverse group of language and cognitive neuroscientists by the inclusion of undergraduate research students, most of whom are themselves bilingual.
Although bilinguals tend to have stronger cognitive control abilities than monolinguals, it has been reported that bilinguals who know a signed and a spoken language look more like monolinguals than other bilinguals in these abilities. Because sign languages use the hands and eyes while spoken languages use the mouth and ears, sign-speech bilinguals do not need to suppress one of their languages but can use both at the same time. On the other hand, recent research has shown that cognitive control abilities are gradient more than categorical. For example, in bilinguals, cognitive control is highly variable depending on the contexts in which they use and regulate their languages, and in monolinguals, language processing efficiency receives a boost from explicit, online engagement of cognitive control. PI Frederiksen will use behavioral and electrophysiological methods to test how sign-speech bilinguals process discourse in their dominant language compared to monolinguals and speech-speech bilinguals. The bilingual groups will vary in proficiency and in linguistic circumstances so as to enable examination of how processing of the dominant language is affected by bilingualism-induced changes to general executive control and by the interactions between different cognitive control abilities. In particular, the project investigates how language processing and cognitive control may interact differently as a function of sensory-motor language modality.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria. | https://grantome.com/grant/NSF/SMA-2005246 |
I get a number of questions about the creation, maintenance, disclosure, integrity, and destruction of mental health records. Here are some of those questions and my responses. WARNING: this area is regulated by state and federal statutes, regulations, and case law. I am not an attorney. The information provided here is generic, and your local jurisdiction and specific circumstances may differ. You are advised to seek the services of a licensed attorney, regarding your specific circumstances. Providers who understand their local laws in this area will be better prepared to handle future problems.
Q I'm looking for a phone / fax / computer / teleconferencing system that is HIPAA-compliant. How do I find one?
A You can't, because there is no such thing as HIPAA-compliant anything.
First, there is no certification process for making anything 'compliant'. That should be your first clue. Yes, some manufacturers claim to be "HIPAA-compliant", but that's only a sales gimmick, like labeling candy as 'fat free'.
Second, HIPAA regulates providers, not technology. Therefore, technology cannot comply with the HIPAA regulations.
Lastly, compliance with the HIPAA security rule involves more than merely technological measures, and the other measures require action by the provider. How much security is required, and what measures to take, are the provider's responsibility to determine an enact.
In sum, although technology can be secure, the provider is responsible to esnure that the PHI is secure - not the technology.
Q Can a forensic evaluator refuse to give the evaluee a copy of the records, because the evaluation was "information compiled in anticipation" of litigation?
Many forensic evaluators believe that when an evaluation is ordered by a court, or when the evaluator was retained by an attorney, that either fact qualifies the evaluation as being 'in anticipation of litigation'. Some even extend that interpretation, asserting that evaluations such as fitness for duty qualify, because they believe that the evaluee will, at some future date, begin litigation.
Although this myth has been widely promulgated, it is based solely on one particular reading of the regulation text. Authors who advocate for their belief assert that their reading should be considered to be the 'plain reading' of that text - meaning that there is no other reasonable interpretation of that text.
However, upon further investigation, we found that there are other published interpretations of the text. In the following article, we observe that multiple sources all point to a single, different interpretation - that this regulation refers to documents that are protected by attorney work product.
Borkosky, B. G., & Pellett, J. M. Can FMHPs refuse to release records to evaluees because the records are “information compiled in reasonable anticipation of or for use in, a civil, criminal, or administrative action or proceeding”(as defined by HIPAA)?. American Journal of Forensic Psychology, 31(3), 21-40.
NOTE: interestingly, although the sources we cite INCLUDE HHS itself, many forensic evaluators still refuse to alter their positions!
Q Does HIPAA regulate forensic evaluations?
A no, but.... or I could say, yes, but.......... Actually, this question is poorly framed.
Connell, M., & Koocher, G. P. (2003). HIPAA and forensic practice. American Psychology Law Society News, 23(2), 16-19.
Although it provided equivocal answers, most forensic psychologists read this as asserting that HIPAA does not regulate forensic evaluations. Nothing could be further from the truth!
The truth is, HIPAA does not regulate healthcare SERVICES - it regulates healthcare PROVIDERS. Thus, if the provider qualifies as a HIPAA covered entity, at any time since 4/14/2001, then the provider is regulated by HIPAA for all services they perform in their professional capacity or under their professional license.
Borkosky, B. G., Pellett, J. M., & Thomas, M. S. (2014). Are forensic evaluations “health care” and are they regulated by HIPAA?. Psychological Injury and Law, 7(1), 1-8.
Q Does HIPAA require informed consent for treatment purposes?
Kleinman, T. G., & Walker, L. E. (2014). Protecting psychotherapy clients from the shadow of the law: A call for the revision of the Association of Family and Conciliation Courts (AFCC) guidelines for court-involved therapy. Journal of Child Custody, 11(4), 335-362.
However, this assertion is incorrect. What HIPAA DOES require is a notification of privacy practices (NOPP) - this document tells the patient what will be done with their information and describes their rights in this regard. However, this document does not mention anything about the treatment being offered by the provider.
Q Am I permitted to charge a fee for reviewing the records prior to disclosing them?
Some providers are rightfully concerned that the records might contain information that cannot be disclosed, for any of a number of reasons. For example, some records might contain information about other patients (as occurs during marriage and/or family therapy). However, HIPAA contains no provision for imposing fees for such activities. Further, because of this, any state laws that might authorize such fees would be preempted by HIPAA, and the fees would not be permitted.
Q Am I required to disclose records if the attorney provides 'satisfactory assurance that s/he notified the patient (per HIPAA 45 CFR 164.512)?
Q Am I required to disclose records if the attorney has requested an order of protection (per HIPAA 45 CFR 164.512)?
A the short answer is no. First I will explain why many attorneys seem to be arguing this, and then give you the rationale / long answer.
Why do many attorneys argue this point? It is not completely clear, because no attorney has ever given me a complete answer. They merely cite HIPAA.
1. One reason might be myopia. Some attorneys seem to think that the world revolves around the legal system / their litigation. Thus, they read HIPAA as applying to them. They fail to realize that HIPAA regulates healthcare providers - not the legal system.
For example, Vine (2015) argued that because her article referenced only federal litigation, preemption did not apply. She failed to consider that health care providers are always required to comply with state licensing laws, even when the litigation is in federal court. It is FEDERAL COURTS that are not required to comply with state laws - not providers.
2. A second reason might be that they fail to consider the impact of state law and the impact of HIPAA's preemption. Almost all (if not 100%) of state laws require written authorization from the patient, prior to disclosing records to the legal system. Although HIPAA permits the disclosures described in this question (sans patient authorization), state laws are more protective of the patient, and thus are not preempted by HIPAA. Thus, state laws rule.
3. A third possible reason for this error is that many people confuse the rules of confidentiality and privilege. Privilege rules regulate the legal system, and determine when records can be admitted as evidence. The part played by health care providers is to protect the patient by asserting privilege until it is clear that privilege does not apply.
now - why does this HIPAA provision not permit providers to disclose records to the legal system?
a. Many (if not most) health care records are privileged, which protects them from disclosure. Providers protect patients (and comply with confidentiality laws) by requiring either patient authorization or a court order, prior to disclosing records. These laws are more protective of patients, and thus are not preempted by HIPAA.
b. For records that are not privileged (e.g., privilege does not apply or is waived), making that determination is a legal one - as such, providers are not permitted to do so. Thus, providers must obtain either a court order or patient authorization. | https://www.fl-forensic.com/resources/records-faqs/ |
- What is ABA, and why do I keep hearing about it as an option for my child with autism?
- Applied behavior analysis is the science that studies behavior, and how it changes in relation to the events that occur before and after the behaviour. Many people confuse ABA for a specific type of therapy for kids with autism because in the late 1980’s, Ivar Lovaas pioneered a study in which he used strategies from this science to treat 19 children with autism. Since his study, ABA researchers have produced a large body of evidence showing that strategies from this science are indeed very effective in treating a range of the symptoms associated with ASD’s, which include language and communication deficits, challenging behaviours, impaired social interactions, and a range of daily-living skills.
- ABA and/or behavioural interventions (strategies from the science) are therefore accepted as evidence-based by most health authorities worldwide, and is on the US Surgeon General’s list of best-practice treatments for individuals with ASD.
- Is ABA a treatment ONLY for young children with autism, or can it treat other disorders as well?
- ABA is not a treatment only for children with autism. Before the study that Lovaas published, ABA was already an established scientific field, and there were studies showing how certain procedures from the science could produce meaningful changes to a range of different behavioural issues, for a range of populations. That body of research is also growing, and current researchers have looked at using procedures to improve skill deficits or challenging behaviours in adolescents and adults with ASD, those with developmental or intellectual disabilities, speech and language difficulties, and those with behavioural problems not associated with ASD. Further, work has been done with individuals with ADHD, Tourette’s syndrome, obsessive compulsive disorder, and other related neurodevelopmental disorders. Lastly, procedures derived from ABA have been used to improve children’s behaviours in schools, to teach safety skills, to improve driver behaviour, to increase the efficiency of employees in organizations, to new but a few of the more recent advances researchers have made.
- Is ABA a recognized/regulated profession in Quebec?
- Behavioural therapy is not a reserved practice in Quebec. This means that even though the government recognizes the intervention as necessary for children with autism (shown by the fact that the government has a mandate to offer intensive behavioural intervention for children under 6), there are no guidelines about the qualifications of the people who offer these services meaning that there is no oversight or regulation of behavioural services in Quebec. The reality is that anyone can call themselves a behavioural specialist, consultant, therapist or behaviour analyst in Quebec, even if they have little or no formal training in applied behaviour analysis.
- I’ve heard about BCBA’s or board certification. What is that?
- Even though there is no formal regulation of the practice here, the QcABA advocates for board certification (from the Behavior Analyst’s Certification Board; BACB) as a minimum qualification for those supervising behavioural programs here. The BACB is an internationally recognized association that has set guidelines for the appropriate training and supervision for behaviour analysts, and certifies behaviour analyst at three different levels; board certified assistant behaviour analysts (BCaBA) who possess a bachelor’s degree, board certified behaviour analysts (BCBA) who possess a master’s degree, and board certified behaviour analysts at the doctoral level (BCBA-D). In other provinces in Canada (Ontario and British Columbia) board certification through this association is an accepted qualification to receive government funding for behavioural services. Recently the BACB has also developed the Registered Behaviour Technician (RBT) credential, for those who do front-line service (i.e. the therapists who implement the interventions).
- There are several reasons why clients should consider working with board certified behaviour analysts. First of all, board certification assures the client that the individual has at least the minimum required training and education in applied behaviour analysis. This doesn’t mean that each and every certified behaviour analyst is the same, as just as with all professionals people can have very different educational backgrounds, experience, and ways of practicing. The second and more important reason to work with someone certified is because if a client believes they have been treated badly or unethically by their consultant, there is somewhere they can complain to about that individual. With uncertified consultants, if a parent feels they or their child has been treated unethically, there is no agency or organization to whom the consultant answers to.
- What can I do if I feel my consultant has treated me badly, or is not giving services that are ethical?
- If you believe that your certified behaviour analyst (or a consultant who is NOT YET certified but may be in the process of earning certification) has acted unethically towards you or another client, you can contact the BACB to submit a complaint that will be investigated: http://bacb.com/notice/
- How can I find out if my consultant is certified? How do I find a certified behaviour analyst in Montreal?
- If you are a parent or user of behavioural services and wish to know if your consultant is board certified, or find a certified consultant, you can check the BACB registry of certified practitioners, here: http://info.bacb.com/o.php?page=100155. Use the search box to find the certified individuals by province.
- How can I tell if the ABA program my child is receiving is a good quality one?
- Many parents, consumers, and even behaviour analysts themselves believe that these credentials imply an expertise in autism or ABA. In fact, as we mentioned before, board certification is what the BACB accepts as the minimum qualification necessary to offer applied behaviour analysis intervention. This can make it especially difficult for consumers to know whether the treatment they are receiving is good, even if it is being handled by a certified individual.
The QcABA has been working on a parent-friendly document to help parents assess their ABA program. Keep checking the parents-resources link to see if it has been finished. In the meantime, parents can ask themselves a few basic questions to help them answer this question:
- Did the consultant use a skills assessment to develop goals for my child (for example, an ABLLS, VB-MAPP, Essentials for Living or any similar assessment to see where there are specific deficits)?
- Does my consultant include me in the process of developing goals? When I mention a problem, do they respond to my concerns by developing procedures to improve these problems?
- Has the consultant tackled my child’s problem behaviours (tantrums, aggression, tolerance to frustration, ritualistic behaviour etc…)?
- Are the strategies my consultant chooses for my child based on positive reinforcement first? That is, are ‘rewards’ used for doing good or appropriate behaviours instead of or before aversive procedures are used?
- Does my consultant watch the therapists implementing programs on a regular basis?
- Are there written documents that describe each and every teaching procedure that is being used? (These documents should be written such that almost anyone could pick it up and understand how to run the procedure.)
- Is there data that is taken each day by the therapists, that is used to analyze whether the skill is being learned as it should be?
- If the data shows the skill is not being learned after a short period of time, does my consultant check to make sure that the procedure is being implemented as it should be, and that the data is accurate?
- Following this, does the consultant modify the teaching procedure to get better results (instead of simply putting the target on ‘hold’ – this should not be necessary if targets are chosen based on a skills assessment).
- Does the consultant and/or team directly train me on procedures in my home or the community where challenging behaviours occur? Do they do in-vivo situations with me to make sure all of the improvements experienced in the ABA sessions with the therapists are transferred to our real life?
Hopefully the answers to these questions are yes, but if you are not sure or need more information on this topic, you can ask the QcABA at [email protected] . Navigating ABA programs can be very difficult for parents and consumers, so make sure to do as much research as you can, and if you feel uncomfortable about anything, ask questions until you are satisfied. | http://qcaba.org/faq/ |
Four months ago, the House of Representatives passed a bill that aims to grant special exemptions for vintage vehicles. Called the ‘Vintage Vehicles Regulation Act’, House Bill No. 9884 seeks to regulate the use and registration of classic cars, allowing motorists to use them only during weekends, and or holidays.
Under the bill, vintage cars are defined as “30 years old based on the date of manufacturing”. This means, if a vehicle was made in 1992, it is already classified as a vintage. Should the law come into effect today, any vehicle manufactured in 1992 or older can now be considered as such.
Seeing this issue, Land Transportation Office (LTO) Chief Assistant Secretary Edgar Galvante suggested increasing the minimum years in which a vehicle can be deemed as "vintage".
During a Senate hearing regarding the Vintage Vehicles Regulation Act, Galvante said that the LTO welcomes the act because it will clear up the confusion of whether these types of vehicles can be registered with the LTO. Galvante also added that they have no objections to the said bill.
However, Galvante mentioned that perhaps legislators can reconsider the 30-year minimum for vintage cars. Instead, he wants them to increase the minimum years for a vintage vehicle. But why did Galvante suggest this in the first place?
"Right now, there are a substantial number of [old] vehicles which are being used daily and are registered. If we limit them to 30 years old and will only allow motorists to use them during the weekends and holidays, we might displace them even though their vehicles are roadworthy, to begin with," said Galvante.
"We are suggesting na kung puwede siguro gawin nating mas older pa, not limited to 30 years but rather, older than 30 years pa," added Galvante.
[We are suggesting that if we can maybe make it older, not limited to 30 years but rather, older than 30 years]
Looking at the number of cars we have in the Philippines, Galvante’s statement rings true. There are still plenty of older vehicles that are still being used by motorists. Despite their age, some of these vehicles are well-maintained by their respective owners.
Senator Juan Miguel “Migz” Zubiri, who authored a Senate version of the Vintage Vehicles Regulation Act (Senate Bill No. 2402), agreed that the 30-year minimum is still too young for a vintage vehicle. Zubiri also mentioned that there is still a lack of guidelines on how a vintage car can be registered. He’s hopeful that the Senate and the House of Representatives will be able to come up with a law that will streamline and give proper guidelines in registering vintage vehicles.
Do you think increasing the minimum years to qualify as vintage will help motorists with older vehicles avoid having to register their cars as ‘vintage’? Let us know in the comments below. | https://www.autoindustriya.com/auto-industry-news/galvante-wants-to-increase-minimum-age-of-vintage-cars.html |
(a) IN GENERAL- The Secretary shall make grants to States with applications approved under section 2112 to pay for the Federal share of the cost of carrying out the activities specified in section 2113. Each grant shall consist of the allotment determined for a State under subsection (b).
(ii) one-half of 1 percent for the Secretary of the Interior for programs under this part in schools operated or funded by the Bureau of Indian Affairs.
(II) section 306 of the Department of Education Appropriations Act, 2001 (as enacted into law by section 1(a)(1) of Public Law 106-554).
(ii) RATABLE REDUCTION- If the funds described in clause (i) are insufficient to pay the full amounts that all States are eligible to receive under clause (i) for any fiscal year, the Secretary shall ratably reduce those amounts for the fiscal year.
(II) an amount that bears the same relationship to 65 percent of the excess amount as the number of individuals age 5 through 17 from families with incomes below the poverty line, in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined.
(ii) EXCEPTION- No State receiving an allotment under clause (i) may receive less than one-half of 1 percent of the total excess amount allotted under such clause for a fiscal year.
(3) REALLOTMENT- If any State does not apply for an allotment under this subsection for any fiscal year, the Secretary shall reallot the amount of the allotment to the remaining States in accordance with this subsection.
(a) IN GENERAL- For a State to be eligible to receive a grant under this part, the State educational agency shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may reasonably require.
(1) A description of how the activities to be carried out by the State educational agency under this subpart will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement.
(2) A description of how the State educational agency will ensure that a local educational agency receiving a subgrant to carry out subpart 2 will comply with the requirements of such subpart.
(3) A description of how the State educational agency will ensure that activities assisted under this subpart are aligned with challenging State academic content and student academic achievement standards, State assessments, and State and local curricula.
(4) A description of how the State educational agency will use funds under this part to improve the quality of the State's teachers and principals.
(5)(A) A description of how the State educational agency will coordinate professional development activities authorized under this part with professional development activities provided under other Federal, State, and local programs.
(B) A description of the comprehensive strategy that the State educational agency will use, as part of such coordination effort, to ensure that teachers are trained in the use of technology so that technology and applications of technology are effectively used in the classroom to improve teaching and learning in all curricula and academic subjects, as appropriate.
(6) A description of how the State educational agency will encourage the development of proven, innovative strategies to deliver intensive professional development programs that are both cost-effective and easily accessible, such as strategies that involve delivery through the use of technology, peer networks, and distance learning.
(7)(A) A description of how the State educational agency will ensure compliance with the requirements for professional development activities described in section 9101 and how the activities to be carried out under the grant will be developed collaboratively and based on the input of teachers, principals, parents, administrators, paraprofessionals, and other school personnel.
(B) In the case of a State in which the State educational agency is not the entity responsible for teacher professional standards, certification, and licensing, an assurance that the State activities carried out under this subpart are carried out in conjunction with the entity responsible for such standards, certification, and licensing under State law.
(8) A description of how the State educational agency will ensure that the professional development (including teacher mentoring) needs of teachers will be met using funds under this subpart and subpart 2.
(9) A description of the State educational agency's annual measurable objectives under section 1119(a)(2).
(10) A description of how the State educational agency will use funds under this part to meet the teacher and paraprofessional requirements of section 1119 and how the State educational agency will hold local educational agencies accountable for meeting the annual measurable objectives described in section 1119(a)(2).
(11) In the case of a State that has a charter school law that exempts teachers from State certification and licensing requirements, the specific portion of the State law that provides for the exemption.
(12) An assurance that the State educational agency will comply with section 9501 (regarding participation by private school children and teachers).
(c) DEEMED APPROVAL- An application submitted by a State educational agency pursuant to subsection (a) shall be deemed to be approved by the Secretary unless the Secretary makes a written determination, prior to the expiration of the 120-day period beginning on the date on which the Secretary received the application, that the application is not in compliance with this subpart.
(d) DISAPPROVAL- The Secretary shall not finally disapprove the application, except after giving the State educational agency notice and an opportunity for a hearing.
(B) request additional information, only as to the noncompliant provisions, needed to make the application compliant.
(2) the expiration of the 120-day period described in subsection (c).
(g) FAILURE TO RESPOND- If the State educational agency does not respond to the Secretary's notification described in subsection (e)(2) during the 45-day period beginning on the date on which the agency received the notification, such application shall be deemed to be disapproved.
(3) use the remainder of the funds for State activities described in subsection (c).
(b) SPECIAL RULE- For any fiscal year for which the total amount that would be reserved by all States under subsection (a)(2), if the States applied a 2.5 percentage rate, exceeds $125,000,000, the Secretary shall determine an alternative percentage that the States shall apply for that fiscal year under subsection (a)(2) so that the total amount reserved by all States under subsection (a)(2) equals $125,000,000.
(C) teachers have the subject matter knowledge and teaching skills, including technology literacy, and principals have the instructional leadership skills, necessary to help students meet challenging State student academic achievement standards.
(B) use standards or assessments for guiding beginning teachers that are consistent with challenging State student academic achievement standards and with the requirements for professional development activities described in section 9101.
(3) Carrying out programs that establish, expand, or improve alternative routes for State certification of teachers and principals, especially in the areas of mathematics and science, for highly qualified individuals with a baccalaureate or master's degree, including mid-career professionals from other occupations, paraprofessionals, former military personnel, and recent college or university graduates with records of academic distinction who demonstrate the potential to become highly effective teachers or principals.
(B) in a manner consistent with mechanisms to assist local educational agencies and schools in effectively recruiting and retaining highly qualified teachers and principals.
(5) Reforming tenure systems, implementing teacher testing for subject matter knowledge, and implementing teacher testing for State certification or licensing, consistent with title II of the Higher Education Act of 1965.
(6) Providing professional development for teachers and principals and, in cases in which a State educational agency determines support to be appropriate, supporting the participation of pupil services personnel in the same type of professional development activities as are made available to teachers and principals.
(7) Developing systems to measure the effectiveness of specific professional development programs and strategies to document gains in student academic achievement or increases in teacher mastery of the academic subjects the teachers teach.
(8) Fulfilling the State educational agency's responsibilities concerning proper and efficient administration of the programs carried out under this part, including provision of technical assistance to local educational agencies.
(9) Funding projects to promote reciprocity of teacher and principal certification or licensing between or among States, except that no reciprocity agreement developed under this paragraph or developed using funds provided under this part may lead to the weakening of any State teaching certification or licensing requirement.
(10) Developing or assisting local educational agencies in the development and use of proven, innovative strategies to deliver intensive professional development programs that are both cost-effective and easily accessible, such as strategies that involve delivery through the use of technology, peer networks, and distance learning.
(11) Encouraging and supporting the training of teachers and administrators to effectively integrate technology into curricula and instruction, including training to improve the ability to collect, manage, and analyze data to improve teaching, decisionmaking, school improvement efforts, and accountability.
(12) Developing, or assisting local educational agencies in developing, merit-based performance systems, and strategies that provide differential and bonus pay for teachers in high-need academic subjects such as reading, mathematics, and science and teachers in high-poverty schools and districts.
(13) Providing assistance to local educational agencies for the development and implementation of professional development programs for principals that enable the principals to be effective school leaders and prepare all students to meet challenging State academic content and student academic achievement standards, and the development and support of school leadership academies to help exceptionally talented aspiring or current principals and superintendents become outstanding managers and educational leaders.
(14) Developing, or assisting local educational agencies in developing, teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation.
(15) Providing assistance to teachers to enable them to meet certification, licensing, or other requirements needed to become highly qualified by the end of the fourth year for which the State receives funds under this part (as amended by the No Child Left Behind Act of 2001).
(16) Supporting activities that ensure that teachers are able to use challenging State academic content standards and student academic achievement standards, and State assessments, to improve instructional practices and improve student academic achievement.
(17) Funding projects and carrying out programs to encourage men to become elementary school teachers.
(B) establishes and carries out programs to improve teacher recruitment and retention within the State.
(d) ADMINISTRATIVE COSTS- A State educational agency or State agency for higher education receiving a grant under this part may use not more than 1 percent of the grant funds for planning and administration related to carrying out activities under subsection (c) and subpart 3.
(e) COORDINATION- A State that receives a grant to carry out this subpart and a grant under section 202 of the Higher Education Act of 1965 shall coordinate the activities carried out under this subpart and the activities carried out under that section.
(f) SUPPLEMENT, NOT SUPPLANT- Funds received under this subpart shall be used to supplement, and not supplant, non-Federal funds that would otherwise be used for activities authorized under this subpart. | https://www2.ed.gov/policy/elsec/leg/esea02/pg21.html |
Massachusetts Voters Approve The Regulation and Taxation of Marijuana Act
According to the Associated Press, voters in Massachusetts will approve Question 4, legalizing the adult use of marijuana for adults. The AP has the measure leading by a vote of 53 percent to 47 percent and has called the race.
“Massachusetts voters historically have embraced progressive marijuana policies, having previously voted twice to amend various elements of marijuana prohibition,” said NORML Deputy Director Paul Armentano. “It is hardly a surprise that they have done so again. Question 4 is a common sense alternative that comports with public and scientific consensus and that reflects marijuana’s rapidly changing cultural status.”
Question 4 permits adults who are not participating in the state’s medical cannabis program to legally grow (up to six plants, including all of the harvest from those plants) and to possess personal use quantities of cannabis (up to one ounce and/or up to 5 grams of concentrate; in addition, adults may legally possess up to ten ounces of marijuana flower in their home) while also licensing commercial cannabis production and retail sales. The law imposes a 3.75 percent excise tax on commercial marijuana sales. Under the law, localities have the authority to regulate, limit, or prohibit the operation of marijuana businesses.
The new law takes effect on December 15, 2016. Regulators are scheduled to begin accepting applications from marijuana-related businesses on October 1, 2017. You can read the full text of Question 4 here. | http://www.marihuana.ro/1943/massachusetts-voters-approve-the-regulation-and-taxation-of-marijuana-act/ |
![CDATA[ [if IE 9] ]]>
The Office of Postsecondary and Higher Education (OPHE) at the Pennsylvania Department of Education (PDE) administers programs and enforces statute and regulations related to postsecondary education.
OPHE understands that the mandated suspension of in-person instruction at postsecondary institutions due to COVID-19 creates uncertainty regarding many facets of the administration of postsecondary education.
For this reason, we have developed a list of general questions and answers aimed at providing postsecondary institutions with guidance related to COVID-19. PDE will update this page with additional guidance as needed.
Topics:
Retrieving Personal Belongings |
Continuous Operation |
Educational Specialist |
Medical/Nursing Training Programs* |
Nurse Aide, EMT, Police, and Firefighter Training* |
Pass or Fail Grades |
Student Loans
* Content most
recently added/updated (June 8, 2020)
Do colleges and universities need PDE approval to award pass or fail grades?
No. Colleges and universities determine their own grading policies and standards. The PA Department of Education does not approve these policies. However, some professional licenses (e.g., teacher certification) require specific grades or grade point average (GPA) standards. Institutions also should confirm that changes to grading standards are acceptable to all applicable institutional and programmatic accreditors.
Can grades in educator preparation programs be awarded as pass or fail?
State regulation requires a minimum 3.0 GPA for admission to a teacher preparation program and for certification. PDE will not waive the 3.0 grade GPA requirement. Pass or fail grades may be offered to students, but programs should carefully assess how that decision will affect a student's GPA and ability to continue through the program.
How can a student obtain information about student loan forgiveness and forbearance?
The Pennsylvania Department of Education does not disburse student financial aid or have authority over student loans.
Information about the pandemic and federal student loan forgiveness and forbearance is available through the U.S. Department of Education's Office of Federal Student Aid.
Questions pertaining to private student loans should be direct to the respective loan servicer.
May students return to school or college to pick up their possessions?
Schools and postsecondary institutions do not need to seek approval from the Pennsylvania Department of Education to have students return to buildings to pick up belongings or to clear out their dorm rooms.
However, for the safety of students, staff, and families, schools and postsecondary institutions should implement a process that allows students to retrieve their belongings in a manner that prevents or mitigates the spread of COVID-19 and that employs social distancing measures, universal masking, and other applicable guidelines provided by the
Pennsylvania Department of Health and the
Centers for Disease Control and Prevention. Every effort should be taken to minimize opportunities for personal interaction. Students should contact their school for specific instructions on the process for retrieving belongings.
Are postsecondary schools licensed by the PA State Board of Private Licensed Schools required to maintain continuous instruction?
Postsecondary private licensed schools are not required by PDE or the PA State Board of Private Licensed Schools to provide continuous operations during the pandemic. As such, postsecondary private licensed schools would not be in violation of Board or Department regulations if instruction is suspended during the pandemic or while the Governor's emergency declaration is in effect.
However, it is important to note that postsecondary private licensed schools are obligated to provide the clock hours of instruction in the approved programs; no adjustments can be made in the content of the instruction. The postsecondary private licensed school also must continue to comply with the student enrollment agreements. Postsecondary private licensed schools may make up classes or extend the completion date if instruction cannot be delivered remotely.
How should approved educator specialist, supervisory, and administrator preparation programs modify their field experience due to the COVID-19 pandemic to align them with the Department's recommendations?
In recognition of the unprecedented impact of the COVID-19 pandemic on the completion of internship and practicum hours required for educational specialists, supervisors and administrators, PDE has created these emergency program guidelines as an alternative for preparation programs unable to meet the current required number of internship and/or practicum hours for their students scheduled to graduate in the spring and summer of 2020.
Given the impact of the pandemic, the Department recommends preparation programs develop alternatives to meeting the traditional number of hours required in internships and/or practicums. Preparation programs must utilize the following strategies to assess the preparation of students who are unable to complete the traditional internship/practicum experience in order to recommend them for certification:
Implement a research- and competency-based evaluation system for candidates impacted by COVID-19-related school closures; and
Commit to providing targeted technical assistance during the 2020-21 school year to Pennsylvania local education agencies that hire educator specialists impacted by these program modifications.
To implement the competency-based evaluation system, approved educator specialist program providers will:
1. Document candidate's progress to-date in any internship or practicum. Evaluation should be based on completed field experiences to date, which has been accomplished at all institutions of higher education (IHEs). Institutions are required to use evaluation tools that align with their
program framework guidelines to make determinations about specific areas for growth and support.
2. Implement a wide array of engagement activities to approximate activities that would normally be associated with the field experiences. Activities will be designed by individual educator preparation programs to afford candidates the opportunity to master competencies in each of the major domains. Activities may include, but are not limited, to the following:
Online collaboration with mentors;
Planning and preparing portfolio projects;
Completion of projects related to practice;
Observation and simulation experiences; and
Other assignments designed, implemented, and evaluated by IHE faculty.
3. Complete summative evaluations for each candidate based on (a) progress in the program to date; and (b) satisfactory completion of additional activities assigned by the educator program provider. Preparation programs must keep a copy of this completed evaluation in the student's education record as proof of satisfying the approved alternative to the traditional field experience assignment.
Preparation programs that complete the process described above may: a) indicate that a candidate who demonstrates a satisfactory level of performance or higher has completed the field experience requirements in the TIMS certification application and; b) recommend the applicant for certification. Certification applicants must satisfy all other requirements for certification.
*Programs should be sure that any field, internship or practicum requirements that involve additional licensure through the Department of State are aligned so the student is able to be licensed accordingly.
May workforce development
training programs maintain in-person operations?
According to Governor Wolf’s
Life-Sustaining Business Frequently Asked Questions webpage, the following
workforce development training programs may resume statewide: nurse aid and
direct care training programs; police academy, and other law enforcement
training; emergency medical services (EMS) training; emergency medical
technician (EMT) training; and fire training programs. Each program must be
structured around ongoing social distancing, universal masking, and/or other
public health guidance so as not to result in a spike of cases and new
stay-at-home and closure orders. Please visit Governor Wolf’s
Life-Sustaining Business Frequently Asked Questions webpage for the most
up-to-date information in regard to the aforementioned.
Provide universal access to high-quality early childhood education.
Ensure graduates of Pennsylvania’s high schools are career ready.
Improve access, affordability, and completion in postsecondary education and training. | https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID-19/Pages/Postsecondary-Education-FAQ.aspx |
A Career Starting as a Paralegal
A paralegal is a person who works in a law firm as a administrative assistant for a lawyer. This position requires you to be responsible for researching different information needed to help with various forms of legal work such as title searches, real estate sales, and other types of research that a lawyer may need for their cases. A paralegal works behind the scenes in a firm and doesn’t need to deal directly with clients. All of a work that paralegals do, goes directly to the lawyer and from there it goes to the clients.
When a lawyer is preparing various cases for trial, a paralegal must research court decisions in similar cases, pertinent cases, and laws to help with obtaining as much information as possible. You will deliver your research through a written report and from there the lawyer will decide the best action to take. Other job duties of a paralegal involve dealing with mortgage agreements, preparing wills, drafting contracts, and handling divorce settlements. Depending on the law firm and the work they do, a paralegal may also be required to prepare trust funds, estate planning, and tax returns – all common business activities for a Wyoming LLC lawyer.
The work that paralegals do will involve using different types of computer software. You must also have basic knowledge of keyboarding and basic computer knowledge to access the information that is stored inside a computer database. A scanner may also be used when transferring images to documents. If you choose to work at home handling duties for a lawyer then you must also know how to use accounting software to keep track of your hours and various bills. Having a good knowledge about the various laws that apply to different situations will be essential for this type of work.
Becoming a paralegal requires you to obtain a one or twoyear course at a vocational or technical college. If you hold a degree from a college then you may also be required to take up courses in paralegal studies. After a law firm hires you, they will start you out in a entry level position handling routine tasks. You will need to have knowledge about legal terminologies for the documents you prepare. After you gain more experience they will gradually give you more challenging work. You may also be subject to different performance evaluations to help ensure that your work is adequate to the standards of the firm.
Being a paralegal does not require any license or certification exams to obtain the position. Although college training is required to obtain a position, most of the training will take place at the firm. There are various voluntary programs that you can enroll in to gain more credentials to advance your career. The National Association for Legal Assistant(NALA), has a course that you can take that can help lead you to a professional certification. The NALA also offers online programs for professionals who want to receive or specialize in a advanced certificate. Paralegals can expect to start around $48,000 a year.
How to Locate a Wyoming LLC Owner
A limited liability company, or LLC, is a specific type of business entity. An LLC does not operate as a corporation. The owners are known as members, and an LLC can have numerous members. To find out the name of an owner, or member, of a Wyoming LLC, contact the Wyoming Secretary of State’s office which maintains records of LLC business information.
Step 1:
Navigate your web browser to the Wyoming Secretary of State website. Select the “Business Programs” tab at the top of the website, and choose “Business Search” underneath the “Online Services” menu bar on the left-hand side of the screen.
Step 2:
Select “Limited Liability Company/Limited Partnership Name” underneath the “Search Type” option in the middle of the page.
Step 3:
Enter the name of the LLC, or its number if you know it, in the text field. Select “Search”.
Step 4:
Review the information provided after the search. This information will include the entity name, identification number, date of formation and the status of the LLC. Locate the name of the registered agent of the LLC by reviewing the name under “Agent for Service of Process.” You will also have access to the registered agent’s address. The registered agent may be an owner/member, or an attorney.
Use the actual name of the LLC to narrow results. Avoid using generic business names to locate an LLC because you will receive numerous entries.
Do not use the LLC business search to gather business addresses for marketing purposes.
Looking for Paralegal jobs? Please check Laramie Job Fair.
Are you a teacher looking for certification Wyoming? Learn how to be a teacher in Wyoming.
Still studying? Check on this scholarship opportunity. | https://www.lovelyundergrad.com/wyoming-corporate-law-firm/ |
What is the Y-intercept in standard form?
Similarly, any y-intercept will have an x coordinate of 0. Using the standard form of an equation we can easily find the intercepts. To find the x-intercept, we set y=0 and solve for x. To find the y-intercept, we set x=0 and solve for y.
What are numbers next to each other called?
Numbers which follow each other in order, without gaps, from smallest to largest. 12, 13, 14 and 15 are consecutive numbers. 22, 24, 26, 28 and 30 are consecutive even numbers.
What are four ways to write a number?
Four Ways to Write a Number
- (1) Place Value Color – Cardinal.
- (2) Place Value Color – Chimp.
- (3) Counting Units.
- (4) Expanded Form.
- (5) Place Value Color – Friendly Lion.
- (6) Place Value Color – House.
- (7) Tens and Ones Place Value Worksheet.
- (8) Tens and Ones.
What are the four forms in math?
There are generally four word forms that help students to understand place value in large numbers. Those are standard form (the way we usually write numbers with thousand groups), word form, short word form (a combination of numbers and words) and expanded number form.
How do you write a quadratic equation given two points?
These scenarios relate directly to a particular form of the quadratic equation:
- y = a(x – h)2 + k (or the vertex form where (h, k) is the vertex location).
- y = a(x – p)(x – q) (or the x-intercepts form where p and q are the x-intercepts).
- y = ax2 + bx + c (or the standard form).
How do you write the standard form of slope with two points?
Steps For Writing Equations Given Two Points (Using y = mx+b, substitute x, y, and the slope (m) and solve the equation for b.) Write the equation in slope intercept form using the slope and y-intercept. If needed, you can then rewrite the equation in standard form as well.
How do you put 2 numbers in a sentence?
A simple rule for using numbers in writing is that small numbers ranging from one to ten (or one to nine, depending on the style guide) should generally be spelled out. Larger numbers (i.e., above ten) are written as numerals.
What is standard form of slope intercept?
Standard form is another way to write slope-intercept form (as opposed to y=mx+b). It is written as Ax+By=C. You can also change slope-intercept form to standard form like this: Y=-3/2x+3. | https://fuckbuttons.com/what-is-the-y-intercept-in-standard-form/ |
On the Analysis page we saw that the members of the n-cycles in a 3x+K system, where K = 2m−3n, can be generated from sets of 'n' integers [a1, a2, ..., an], where 'm' = ∑ai and all ai≥1.
I'm calling these lists "a-lists".
The set of values generated by rotating the members of the a-list [s1, s2, ..., sn, s1] forms a loop in 3x+K. I'm calling the smallest member of this set the "Loop Seed".
Try it, choose n ≥ 1 and m ≥ n (Limit will restrict the numner of lists created). N: M: Limit:
If you tried the a-list generator in the previous section you will notice that each list is associated with a value. These values are calculated using the equation
This is implemented the function T3A1.AListToValue also in t3a1.js.
Another way to generate a-lists from the 'm' and 'n' values us to use the beads in boxes analogy. If you distrubute the 'm' beads among the 'n' boxes with at least one bead in each box you will have an a-list. You can see how this works it using the boxes below. We start with one bead in each box and then place all the leftovers in the box on the right. If you click on a box it will move one bead from that box to the box one to the left.
Boxes (n): Beads (m):
Every time you move a bead the display above updates to shows the list you have generated along with the corresponding 'S' value. Below that I show the loop that this 'S' value generates in the 3x + K system. You will notice that as you move the beads to the left the 'S' value always gets larger. So we can conclude that the list with the largest 'S' value is the one generated by [m−n+1, …, 1, 1] and that the starting list, [1, 1, …, m−n+1], represents the smallest 'S' that forms a loop with the selected 'm' and 'n' values.
Another interesting consequence is that as lists [m−n+1, …, 1, 1] and [1, 1, …, m−n+1] are rotations of each other the largest and smallest values will appear in the same loop, and will be adjacent.
The controls above will only allow you to explore one of the possible paths from the smallest 'S' value to the largest, whichever path you follow you will always move from smaller to larger values. All paths are the same length, involving m−n steps.
If you combine all the routes you can generate a directed graph (strictly a DAG or directed acyclic graph) all the a-lists for a given (m,n) pair. You canuse these controls to generate one of these graphs. The combol box allows you to switch between three modes, the "a-lists", the 'S' values and the ratio of S/K. This last value is interesting when in a later section we use the "a-lists" to constrain the possibilities of finding loops in 3x + 1. I haven't limited the range of values you can input, but you will find that 'm' values bigger than 12 become impractical.
Boxes (n): Beads (m): Show: Colour mode:
The previous section shows how generate a set of a-lists for a given pair of 'm' and 'n' values. Each a-list generates a single seed. The set of seeds generated by rotating an a-list form a loop in the 3x + K system. If we could find a seed value that is a multiple of K we we would identify a a loop in the 3x + 1 system that contains 'm' even values and 'n' odd values.
The controls in the previous section allow you to experiment with loops and seeds for some small values of 'm' and 'n'. All loops will contain a smallest value, and by using the colour options you can see that the smallest values in each loop are all near the top of the diagram. For a given (m,n) pair we can work out the range of possible seed values
Smin ≤ S ≤ Smax
relatively easily. We can then use the values Smin ∕ K and Smax ∕ K to constrain the range of x values that could form a loop containing 'm' even values and 'n' odd values in 3x+1. This quite quickly leads to the observation that when m ≥ 2n all potential x values are less than are equal to one, so there can be no loops with twice as many (or more) even values as odd ones.
An even stronger constraint can be on the locations of loops can be obtained by focusing on the smallest member of each loop (the "loop seed"), which will be one of the green values in the above diagram (when you choose "Loop Seeds" as the colour mode). As you search through the 'm' and 'n' values you can see that the largest loop seed value grows much more slowly than the largest loop value, as we will see in the Largest Loop Seeds section. You can also observe this effect in the circle drawing tool below.
This divides a circle into a set of points, starting at 0 and moving around to Smax. 0 and Smax are both at the top. All the 'S' values generated by a (m,n) pair are plotted around the circumferance. The smallest value in each loop is coliured green and the largest is red, all the others are white. The lines join the points in each loop.
Boxes (n): Beads (m):
The largest loop seed for a given pair (m,n) determines the range of values that need to be searched to find or eliminate the possibility of a loop in 3x+1. For instance, the largest loop seed in (7,4) is 101. As K is 47, the largest odd number that could form a loop with seven even values and 4 odd ones in 3x+1 must be less than 101∕47. As 101∕47 is about 2.14m the only value we need test is one. This does form a loop, but not a (7,4) one.
Which tries to spread the extra m-n 'beads' as uniformly as possible. It is based on Bresenham's Line Algorithm which is used to draw lines on pixelated devices like a computer screen. The algorithm above is equivalent to drawing a line from (1,1) to (n,m). Here are some examples. The 'm' values are chosen to give the smallest positive K values for a given 'n' (m = ceil(n×log(3)/log(2)).
|n||m||a-list||K||S||S/K|
|2||4||[2,2]||7||7||1|
|3||5||[1,2,2]||5||23||4.6|
|4||7||[1,2,2,2]||47||101||2.149|
|5||8||[1,2,1,2,2]||13||319||24.538|
|6||10||[1,2,2,1,2,2]||295||1357||4.6|
|7||12||[1,2,2,1,2,2,1]||1909||5095||2.669|
|8||13||[1,2,1,2,2,1,2,2]||1631||14501||8.891|
|9||15||[1,2,2,1,2,2,1,2,2]||13085||60191||4.6|
|10||16||[1,2,1,2,2,1,2,1,2,2]||6487||159181||24.538|
|11||18||[1,2,1,2,2,1,2,2,1,2,2]||84997||579943||6.823|
|12||20||[1,2,2,1,2,2,1,2,2,1,2,2]||517135||2378821||4.6|
The largest ratio (seed/K) in this list appears at (5,8), but the same ratio reappears in (10,16) and (15,24). This is no coincidence, as the balanced list for (10,16) is [1,2,1,2,2,1,2,1,2,2]. This is the same cycle as generated by (5,8) only repeated twice.
The next table looks for records in seed/K as we increase 'n', it runs up to about 500. It also shows how close m/n is getting to log(3)/log(2).
n m seed/K m/n m/n - log(3)/log(2) 2 4 1.000 2.000 0.415037 3 5 4.600 1.667 0.081704 5 8 24.538 1.600 0.015037 17 27 108.012 1.588 0.003273 29 46 281.944 1.586 0.001244 41 65 867.140 1.585 0.000403 94 149 2419.681 1.585 0.000144 147 233 4862.054 1.585 0.000072 200 317 9266.540 1.585 0.000037 253 401 19584.905 1.585 0.000018 306 485 72058.065 1.585 0.000005
The first ratio greater than 24.538, which we found at n = 5, is 108.012 at n = 17. This tells us that to eliminate the possibility of a loop with 17 or fewer odd numbers we have to test seeds up to 107 (the largest odd number less than 108.012). To eliminate loops with fewer than 307 odd members we only need to search up to 72057.
You can use the controls below to examine seeds generated by other 'm' and 'n' values:
N: M:
Notice how new records correspond to cases where m/n is very close to log(3)/log(2). This is because in these cases K is atypically small. The values either side of n = 306 are shown in the next table.
(a) (b) a x b n m seed/K m/n m/n - log(3)/log(2) 304 482 615.073 1.586 0.000564 0.3467876 305 484 180.521 1.587 0.001923 0.3470956 306 485 72058.065 1.585 0.000005 0.3472867 307 487 255.704 1.586 0.001357 0.3469187 308 489 128.512 1.588 0.002700 0.3469625
I've added an extra column, "seed×(m/n − log(3)/log(2))". Notice that the values in this column are all close to 0.347. You can use the controls in the previous section to try some other values. For instance, for 'n' values around 13,000 we get:
(a) (b) a x b n m seed/K m/n m/n - log(3)/log(2) 13000 20605 9234.977 1.585 0.000037499 0.3463050 13001 20607 4997.281 1.585 0.000069420 0.3469108 13002 20608 14202.647 1.585 0.000024424 0.3468907
Note: The above interactive section will calculate numbers of this magniture but it isn't very quick. The value of S/K provodes a constraint on where loops might be in the 3x+1 system, for there to actually be a loop, S/K needs to be an integer. From the above experiments we can find a rough estimate of S/K just from the values of 'm' and 'n';
S/K ~= 0.347/(m/n - log(3)/log(2))
Given that most small numbers have beed tested we probably need to start looking for seed values greater than 1016, which requires
m/n - log(3)/log(2) < 3.47×10-17
This gives us a way to constrain the smallest cycle that might appear in 3x+1, but doesn't really say anything about the smallest value, as there are an infinite number of a-lists and K values that will have ratios in any range we care to mention. What appears to be missing is seed values that are exact multiples of K. Whether there is some fundamental reason why these values are never multiples of K or it is just a statisticaly unlikely I don't know.
The fact that these largest seeds increase so slowly relative to K is what allows us to put major constraints on where any loops may be found in 3x+1. There is more about log(3)/log(2) on its own page.
If we assume that the relationship between seed/K and m/n − log(3)/log(2) converges around 0.36 and that all numbers up to somewhere in the region of 1016 have been tested, then any loop in 3x+1 requires m/n − log(3)/log(2) to be less than 3.6×-15. | http://www.eddaardvark.co.uk/v2/t3a1/a_lists.html |
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