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This Unit Standard introduces the junior manager to the concept of motivation. This Unit Standard is intended for junior managers of organisations.
The scope of this Unit Standard is motivation of a business unit, group or team within the range of the leader's own authority.
Theories of motivation could include needs, expectancy and equity theories.
Techniques leaders can use to motivate a team include, but are not limited to, communication (informing, active listening, mutual understanding, feedback, positive and negative reinforcement) building trust, gaining commitment, recognising achievement, empathy, leadership styles such as are expressed under situational leadership, setting objectives, providing incentives, involving).
'Situation' includes, but is not limited to, the current motivational levels of the team, work context and ergonomics.
Explain the importance of motivating a team.
Reasons why motivation is important are explained with examples.
Indicators of motivation are identified, according to theory and practice.
Demonstrate an understanding of self and team members in a workplace.
Own strengths and areas for development are identified, based on self-reflection and feedback.
Strengths and areas of development of team are identified based on observation and feedback.
Apply theories of motivation and group dynamics.
Compare and contrast two theories of motivation with examples.
Elements of group dynamics are identified according to theory and practice.
Group dynamics includes, but is not limited to, conflict, personality, skills, culture, value, ethics, knowledge and power.
An action plan to strengthen the team is compiled according to Standard Operating Procedures.
Implement a plan of action to strengthen a team.
The team leader obtains commitment from the team to achieve the action plan.
Implementation is executed according to the action plan.
Implementation of the plan is monitored and amended accordingly.
Provide feedback and recognise achievements.
Group dynamics is observed and reflected on by the team leader, according to theory and practice.
Feedback is provided to each member of the team according to observation.
Recognition is given to team members who have contributed to the development of the team.
Feedback and observation is used to implement corrective action and provide changes to the action plan, where appropriate.
The learner is able to work as a member of a team in applying motivational techniques.
The learner is able to collect, organise and critically evaluate information based on reflection of the teams' current level of motivation.
The learner is able to communicate effectively by describing theories of motivation.
This unit standard replaces unit standard 13947, " Motivate a team " Level 4, 6 credits.
171. IQ Skills Academy (PTY) LTD.
258. Mgwezane Training and Events Management CC.
335. PMA Holdings (PTY ) LTD.
338. Power Rush Trading 170 CC.
448. The Crimson CO CC.
481. Tshwane Training Institute (PTY) LTD. | http://allqs.saqa.org.za/showUnitStandard.php?id=242819 |
Congratulations! Your company has decided to implement a new ERP solution. Now what? When any manufacturer makes such a mission-critical decision, everyone expects that the implementation will be a success. For management, that typically means on time and on budget, with no business disruption. For the hands-on users of the system, that means that they will be able to successfully navigate all the changes and learn quickly how to leverage the capabilities of the new system to perform their roles more effectively.
So what are the critical success factors that your company needs to put in place to ensure the success of this enterprise-wide project? As an experienced consultant with many implementations under my belt, I believe these the top factors can be boiled down into 5 key tenants that will dictate success you’re your organization.
Clear understanding of the overall objective – Your senior management team must first be 100% committed to this initiative and then it must define what it wants to gain by implementing the new ERP software. What problems or challenges are you trying to solve/resolve? This has to be the springboard for even embarking on such a project, or else it will be impossible to determine if the implementation has achieved its goals.
A well-defined steering committee – A steering committee must be assembled and remain engaged throughout the entire project to provide support and oversight in order to keep the implementation on track. It should not only provide correction to the schedule and budget, but the committee should also be focused on providing positive feedback to the entire organization during the implementation. It will be vitally important to keep everyone involved and up to date on the changes that will occur. The steering committee should also help establish additional support for the core team members to “back-fill” their positions during the implementation. This helps eliminate some of the stresses associated with core team members trying to do their existing jobs, while needing to be fully devoted to the ERP software implementation.
A strong project manager – This PM position is absolutely critical in providing focus and support for the core team, as well as providing feedback to the steering committee. Additionally, the PM will serve as the liaison with the consultants from the ERP provider. The PM’s primary focus is to ensure that the project is tracking to the implementation plan and that all project deadlines are being met. After go-live, the project manager may be assigned to remain as the “point person” to answer specific questions, or another person well versed in the use of the ERP system’s capabilities may be assigned. Providing this additional support after the go live is often overlooked but it is very important to the continued success of the project.
A qualified core team – Your organization will need to identify those key people from each area of your operations who are most knowledgeable about how you run your business so they can make critical business process decisions that ultimately will affect the day-to-day operations of your entire manufacturing environment. As they learn the many capabilities of their new ERP software, it will be their responsibility to test various business scenarios using the new system, as well as provide training, documentation and support for the end users. It’s important that all business functions are represented on this core team to ensure buy in from all areas of the organization.
Quality end-user training – Because change is so difficult for any organization, and recognizing that implementing a new ERP system is not unlike a heart transplant is to a human, quality, job-specific training for all users of the new ERP system is considered mission-critical. It is the core team members’ responsibility to ensure that the end users are aware of changes and that they ask for ongoing feedback when business process decisions are made. The end-users are the driving force behind the transactions that will be flowing through your system. They are the ones expected to put the processes built during the modeling phase into action in their real-world, day-to-day activities. That’s why it’s vitally important that these processes be well-defined and documented, and that nothing is missed. Otherwise, incorrect data entry and transactions will be run through the system, causing a great deal of frustration and “clean up” after the fact. Guide offers a tool that is very helpful for this phase. It provides a consistent framework for documenting all processes and procedures.
On a more esoteric note, as a consultant, I know that the attitude of the internal team your company assembles can greatly influence the outcome of the implementation. Key players in the implementation should be among your best and brightest, and they should bring a positive attitude to the mix. Change is very difficult on the entire organization. I know that performing training, participating in pilots and resolving problems can become frustrating. It is essential that everyone involved in the project “keep their cool” and remain focused on the end–goal. When everyone makes a concerted effort to communicate positively when speaking to other members in the organization, this can go a long way toward success.
By adhering to these basic tenants, a new software implementation can be extremely exciting and rewarding for all members involved, resulting in deliver a winning project that has the potential to truly enhance your business across the board for many years to come. | https://www.guidetechnologies.com/top-five-factors-for-a-successful-erp-implementation/ |
We are seeking a full time Academic Program Director to join our Academic team at ILSC-Toronto, sharing our goal of creating a transformational learning environment for students and instructors. Operating in a dynamic work environment, this role manages a team of teachers in a unionized school and services a diverse student population.
- Work with the Academic Director and fellow Program Directors in:
- developing and communicating the academic direction of the school, new programs and courses, and teaching methodologies;
- creating and promoting an innovative, inclusive and supportive teaching and learning environment.
- Ensure high academic standards and an engaged team by:
- assisting the Academic Director in staffing decisions, recruitment and onboarding of teachers;
- reviewing and responding to learner and teacher feedback, and evaluating and developing teachers;
- working with teachers to continually improve the classroom and staffroom experience;
- communicating with teachers, through team meetings, one on one and other methods;
- involving the team with broader school engagement and activities.
- Ensure a good learner experience by:
- assessing and placing students in classes;
- reviewing and responding to student academic progress and feedback;
- providing academic counselling and giving students clear academic direction.
- Ensure efficient and effective programs by:
- providing well-planned teacher scheduling on a monthly basis;
- ensuring all administrative tasks are completed on a timely basis;
- training staff on administrative duties
- scheduling supply teachers on a daily basis.
- Other duties as required.
- Undergraduate Degree
- TESL Canada or TESL Ontario certification with at least 3 years teaching experience in a recognized ESL school
- DELTA or a Master’s Degree in TESL preferred
- Demonstrated ability to provide exceptional Customer Service
- Management experience in an international education environment
- Strong communication skills
- Strong computer skills
- Demonstrated ability to set goals, manage multiple tasks, and meet deadlines in a busy environment
- Demonstrated ability to work with people from diverse backgrounds
- Demonstrated ability to work as part of a dynamic team
Additional Information:
Desired qualifications & skills:
- Experience working in a unionized environment
- Teacher training experience
Please submit resume and cover letter to Academic Director Emily Riche at emily.riche[at]ilsc[dot]com no later than January 12th, 2018.
Starting: February 4th, 2018 (or sooner)
About the group
ILSC Education Group is an award-winning global educator that delivers quality educational programs using a dynamic approach that responds to student interests. Our largest and longest running division, ILSC Language Schools, has been offering language training programs to International students from more than 100 countries since 1991. We also offer a range of programs through our Colleges, Corporate Training, and Continuing Education divisions. Since opening its first school in Vancouver, BC, Canada, ILSC has become a world leader in language and career training, and has grown to include 9 incredible locations around the world, in Vancouver, Toronto and Montréal, Canada; San Francisco and New York, USA; New Delhi, India; and Brisbane, Sydney, and Melbourne, Australia.
Our mission is to keep developing ILSC as one of the finest schools for language and career education where people have excellent and transformative learning and living experiences.
ILSC’s Core Values
We collaborate & learn: The ILSC community collaborates together and learns from one another, both locally and globally.
We inspire & transform: We deliver academic excellence, we inspire growth and we transform lives.
We respect & celebrate: We respect one another and celebrate our diversity, creativity and a job well done.
In accordance with ILSC’s Accessibility policy, ILSC is committed to providing a barrier-free environment. Accommodations are available on request. | https://www.ilsc.com/job/academic-program-director-toronto |
Position Overview: The Implementation Project Management Supervisor will join our Customer Experience Leadership team. As the Implementation Supervisor, you will be responsible for leading, and supporting a team of individuals who deliver world-class project management services to property managers moving to new vacation rental software. In this role, you will be responsible for all facets of the team including coaching, performance management, career development, process/team improvements and active implementation project management for key accounts.
Responsibilities:
Manage the implementation project management team’s overall performance in delivering successful implementation projects from pre-implementation, implementation & training, go-live deliverables, and post-implementation consulting/additional optional training
Manage the team’s professional development through regular performance feedback and coaching.
Support team by answering questions, giving feedback and providing mentorship on team issues.
Monitor and analyze key metrics and reporting to make sure defined productivity and customer satisfaction service levels are met, and address issues quickly when they are not.
Advocate for process and product changes that improve customer experience and innovate toward simplicity.
Develop and maintain subject matter expertise across functional areas of responsibility including processes, policies, and products.
Special projects as designated by management.
Lead by example and work on implementation projects a minimum of 25% of work day to maintain subject matter expertise and support service level goals.
Carry out performance measurement (Quality Audits), CSAT scores/feedback, general monitoring, and evaluation of all implementation project managers to improve the teams' efficiency.
Provide opportunity for dialog and feedback with team members in 1:1 at least twice per month.
Resolve escalated customer complaints and questions within required time frame; assist team with direct de-escalation strategies, as well.
Coordinate training for new hires and existing staff; participate in the delivery of training.
Proactively communicate with Manager, Implementation Project Management, regarding workflow, staffing issues/performance, and customer experience items including knowledge management and operations.
Competencies:
* Consistent track record of delivering great customer satisfaction in complex, rapidly-changing environments.
* Excellent interpersonal, communication and consulting skills.
* Understanding of standard business practices related to implementation operations.
* Ability to plan well and prioritize work to continuously meet multiple project deadlines with high quality.
* Proficiency in Salesforce, Basecamp, and Jira preferred.
Expedia is committed to creating an inclusive work environment with a diverse workforce. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. This employer participates in E-Verify. The employer will provide the Social Security Administration (SSA) and, if necessary, the Department of Homeland Security (DHS) with information from each new employee's I-9 to confirm work authorization.
Experience and Qualification:
* At least 3 years of experience in implementation project management. Experience working within a B2B software business preferred. Internet, property management, or travel industry experience useful.
* BA/BS or equivalent experience required.
Relocation (Y/N): | https://www.builtinaustin.com/job/project/supervisor-implementation-project-management/51716 |
At Northrop Grumman, our employees have incredible opportunities to work on revolutionary systems in air and space that impact people's lives around the world today, and for generations to come. Our work preserves freedom and democracy, and advances human discovery and our understanding of the universe. We look for people who have bold new ideas, courage and a pioneering spirit to join forces to invent the future, and have a lot of fun along the way. Our culture thrives on intellectual curiosity, cognitive diversity and bringing your whole self to work - and we have an insatiable drive to do what others think is impossible. Our employees are not only part of history, they're making history.
As a leader, you always act with integrity, and the highest ethical standards characterize everything you do. You enable your team to achieve predictable and balanced results, while satisfying the needs of internal and external partners. You treat all people with respect, and model personal growth and continuous development. You know how to build an inclusive environment that attracts, retains, and inspires a diverse and engaged team. You create trusted and valued customer relationships and communicate effectively, so that people throughout the organization feel engaged and connected to their work. You deliver excellence, strive for continuous improvement and respond vigorously to change. You ensure that your team has the information and tools needed to perform at their best. You demonstrate our committed pursuit of applying innovation to meet the requirements of our customer. You create and execute strategies that result in sustainable value creation that delivers measurable results.
If this is YOUkeep reading!
The Autonomous Design Center of Excellence in San Diego, CAhas an opening for aCommunications Engineering Managerto join our team of qualified, diverse individuals. As theCommunications Engineering Manager you will manage a team of engineersthatare working indevelopment, production, and operational support activities across multiple business areas. The Communications Engineers you manage will work on High Altitude, Long Endurance Platforms that include Line of Site (LOS), Beyond Line of Site (BLOS), wideband, and narrowband datalinks.
Essential Functions:
Provide functional management for a team of10-20 communications engineers.
Functional tasks include providing performance feedback, organizing specialty training,career development, mentoring, and providing technical direction.
Serve as the focal point for allCommunications Engineeringactivity within the Department for both current and new business.
Developing technical breadth and depth within the Communications Engineering specialty.
Responsible forensuring proper staffing levels are maintained.
Work with Product Managers to define product roadmaps.
Reviewingproposals and new business opportunities.
Participating in Independent Review Teams.
Collaboratingwith key industry partners
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Basic Qualifications:
Bachelor's Degree in a STEM (Science, Technology, Engineering or Mathematics) discipline from an accredited university.
Must have 5 years of communications engineering experience.
A current active DoD Secret Clearance with the ability to obtain and maintain aDoD Top Secret Clearanceand Special Program Access is required for this position.
Preferred Qualifications:
Active DoD Top Secret Clearance
Master's Degree in Engineeringor Management/Leadership
Extensive experience with communications subsystems
Experience with supplier management
Proven success as a team lead
Project Management experience such as Earned Value Management (EVM), proposal estimating,and scheduling
Northrop Grumman is committed to hiring and retaining a diverse workforce. We are proud to be an Equal Opportunity/Affirmative Action Employer, making decisions without regard to race, color, religion, creed, sex, sexual orientation, gender identity, marital status, national origin, age, veteran status, disability, or any other protected class. For our complete EEO/AA and Pay Transparency statement, please visit www.northropgrumman.com/EEO . U.S. Citizenship is required for most positions. | https://northropgrumman.jobs/san-diego-ca/communications-engineering-manager/A9AB4A31239E4BA7A8DD675DFBD979CC/job/?utm_source=NorthropGrumman.com-DE&utm_campaign=NorthropGrumman.com&utm_medium=Other |
Carefor Health & Community Services is in search of a Deskside Technician to join our IT team in enhancing user’s technology experiences while continuously improving Carefor’s day-to-day operations. As an IT Deskside Technician, you will provide remote and on site troubleshooting, support, installation and maintenance for computer systems, mobile devices, and networks throughout the organization. You will also on-board users and provide user training on the effective and safe usage of the IT infrastructure. This is a key role that allows Carefor to continue supporting a remote workforce to successfully deliver essential services to the community.
What You Will Do:
- Communicate directly or remotely with end users to understand, document, resolve or escalate IT issues or requests such as permissions, connectivity, mobile and desktop hardware problems, configuration, etc.
- Use diagnostic techniques and direct inquiry to understand user issues
- Perform, manage, and maintain incident information using Help Desk management software
- Lead end users through the problem-solving process and determine the best course of action based on the issue and details provided, (e.g. repair / replace software or hardware)
- Perform remote and on site troubleshooting to diagnose and resolve software and hardware, problems (repair or replace parts, debugging, warranty etc.)
- Set up computers and necessary peripheral devices (printers etc.)
- Configure and supports business equipment (video conferencing, door access systems, mobile devices, telecom equipment, etc.)
- Install and configures appropriate software and functions according to specifications and permissions to ensure optimal performance and security
- Organize and execute upgrades and maintenance (e.g. software, firmware, equipment and systems) in accordance with established requirements
- Provide orientation, guidance and training to users on IT products and services
- Direct unresolved issues to the next level of IT support personnel
- Record events and problems, actions taken, and their resolution
- Monitor open requests, follow-up and update end user status and information
- Document end user feedback, identify and suggest improvements on IT procedures
- Maintain records/logs of repairs and fixes and maintenance schedule
- Maintain inventory of computer equipment and supplies and place replenishment orders
- Create, maintain and contribute to technical documentation, manuals and IT policies
- Work collaboratively with the IT team to plan, troubleshoot and resolve issues
What We Are Looking For:
- Certificate or Community College diploma in Computer Science or relevant field
- Minimum of three years’ experience as an IT Technician providing end user technical support, supporting computer software and hardware and a variety of IT applications, networks and operating systems
- Certification as IT Technician (e.g. CompTIA A+, Microsoft Certified IT Professional) is considered an asset
- Working knowledge of office automation products, databases, mobile devices and remote support tools
- Ability to diagnose and resolve advanced technical issues
- Excellent customer service skills
- Strong organizational and time-management skills
- Knowledge of internet security and data privacy principles
- Access to a vehicle for transportation and valid driver's license
- Ability to effectively interface and communicate with technical and nontechnical staff at all organizational levels
What We Have to Offer You:
- Competitive base salary
- Health and dental benefits
- Defined benefit pension program
- Flexible schedule and work arrangements
- Work life balance
- Employee assistance program
- Professional development opportunities
- A collaborative team culture that supports making a difference in the lives of our clients
Who We Are:
Carefor is Eastern Ontario’s largest home care and community support services not-for-profit with over 1,600 employees. Formerly the Victorian Order of Nurses, Carefor has been providing service in Ottawa for over 123 years. With offices in Ottawa, Pembroke and Cornwall, Carefor has become a committed and valued part of the wellbeing of the communities we serve.
Carefor is unique in the region due to the comprehensive suite of services offered including professional services such as nursing, occupational therapy, social work, in-home physiotherapy and personal support services, as well as community support services such as meal delivery, non-urgent medical transportation, companion sitters, day programs, going home services, and homemaking. Carefor also owns and operates a number of residential care facilities offering retirement, respite, specialized supportive housing, and palliative care hospice services.
Operating in alignment with our values of respect, responsiveness, partnership, innovation and excellence, Carefor celebrates diversity and is committed to creating an inclusive environment to help people be their best, whether that be our staff through support and training or our clients through high-quality care and services.
Please visit the pages for Eastern Counties, Ottawa, and Pembroke-Renfrew County at www.carefor.ca to appreciate the depth and range of Carefor programs and services offered to the Champlain Region.
To Apply:
Please take the time to tell us about yourself in a cover letter – we want to hear your story – your background, your accomplishments, and why this role is a good fit for you at this time.
Please submit your cover letter and résumé in confidence through our website. Please note that all applications will be acknowledged but only those selected for an interview will be contacted. We know that fit for a role goes both ways - You may have other questions – so feel free to email us in advance of applying. The posting will remain active on our website until our search process is complete.
Carefor is committed to providing an inclusive, barrier-free recruitment and selection process. Please contact us in confidence and provide notice in advance if you require accommodations at any stage of the recruitment process. All requests for accommodation will be considered in a fair and objective manner that will ensure applicants are treated with respect and dignity. | https://carefor.ca/current-opportunities/2416.htm |
Question:
Answer:
Introduction
Within an organisation, team leaders have significant roles to build a structure of work and to be active for the members. Team leaders build the strategy to carry the basic roles for the growth of the organisation. The organisational structure of the organisation provides basic help to communicate effectively with employees and management (Kearney, 2018). In this study, strategic human resource management , organisational behaviour, organisational culture, motivation and performance of management of the employees are discussed. MiningCo organisation has to operate isolated locations where many fly-in and fly-out staffs work on roster basis. Being a Senior HR Executive, it is needed to show the impact of performance management initiative on staff motivation, employee retention and making crisis management team to mitigate the talent gap.
Impact of introducing performance management initiative on the motivation of staff in the location
In MiningCo, the employees have to work in a remote location and the management of the organisation has to take the employees by flying them temporarily to the work location instead of relocating the families of the employees and staffs' of the organisation permanently. MiningCo has to operate in such locations and employees need to be motivated in order to work in such remote places. Frequent travelling and solitude may result to the de-motivation and it might result to quit from the organisation. As stated by Lazaroiu (2015), the motivation of the staffs is a success factor for the challenging and innovative organisation where the management has to realise the additional benefits. Performance management system of the organisation supports the motivation through clear objective and feedback provided by string management. Most of the organisations try to have top performers with high potential and proper consequence management is needed in order to maintain the performance management. In MiningCo, the employees have to work in remote places and they do not have the families over there. Performance management process enables the managers and employees work together in harmony and managers provide a review to the work objectives of the employees (Mone & London, 2014). The management of MiningCo must not take the performance management as just an annual performance review as it is a continuous assessing of progress of the employees and it can also be defined as on-going coaching of the employees. In order to gain the superior organisational performance, the team leaders and managers take employee engagement and devotion to improved task performance (Porter, Riesenmy & Fields, 2016). In Menino, the employees' morale can be improved through boosting the intrinsic motivation that supports the employee productivity.
The organisations need to define the requirements for job position within the organisation before recruiting the employees. This policy will help the employees to know their responsibility beforehand and employees are not expected to meet all the given responsibility at very first. As stated by Arnaboldi, Lapsley & Steccolini, (2015), HR department of the organisation needs to act on so that the employees meet the required minimum of performance objectives. Sometimes, employees within a workplace expect that managers take action on low performers and each of the employees within the organisation expects to be part of the successful team. In this scenario, the low performers are a risk for the organisation. In MiningCo, the employees have to leave their alone without the support of the family and they have lower intrinsic motivation. Intrinsic motivation comes from job role, interest and effective feedback; create a purpose for work and promoting positive feedback (Ahmed et al., 2016). In MiningCo, the employees must be given with extrinsic motivation in order to work well and bring out the productivity. Performance management will be helpful for the employees to identify the permanent low performers of the organisation and the organisations must have some basic rules for the performance management. It is understood that the management needs to take a performance management initiative programme. As opined by Van Dooren, Bouckaert, Halligan (2015), performance management can be defined as the communication between employees and the managers that both arrive together at the goal of the organisation and engage in the collaborative behaviour.
Recommendations to the board, specifically proposing initiative will impact on decisions of moving forward
In MiningCo, the employees feel low morale to continue to work in remote locations where they do not have enough motivation to work hard. The productivity of the employees is getting low as the performance management system is not present there (Anitha & Begum, 2016). MiningCo organisation will get benefit from the performance management initiative as the management's responsibility is to motivate the employees. Motivation increases the performance of the employees and performance brings productivity. In this respect, the HR manager of mining needs to take a few steps to build performance management system. Within an organisation, motivation can be accelerated by the team leaders by assimilating the low performers with the high performers. Low performers of the team need help from the team leaders and the fellow team members. Managers of the organisation provide short and mid-term goals for the low performers. However, as stated by (Ahammad et al., 2016), all the members do not have the same intrinsic and extrinsic motivation as the level of psychological needs are different for each of the employees.
Lay the foundation
At first, the management body needs to communicate exact demands and expectations to the employees regarding the performance. MiningCo can convey about the rewards and recognition if the employees fulfil the criteria of performance. The managers can take the initiative to create ‘employee competence list’ for the employees in order to ensure that the employees must be fully aware of their job roles and responsibility. As stated by Aruna & Anitha (2015), employee competency is related to the empowering and developing others, motivational support, communication, interpersonal awareness and customer orientation.
Create a process for performance evaluation
The management of MininingCo can create a process for performance evaluation to decide the benchmarking for performance management. The managers need to spend times with the employees in a remote location where managers meet the employees face-to-face on scheduled basis. These meetings allow the employees to voice their wants and desires. The managers get to know the motivation of the employees.
Start employee performance appraisal process
The management can start employee performance appraisal after assessing each of the employees and their competencies. The management can provide the score to the employees based on the training system. In appraisal, the managers' role is, to be honest and they can do an evaluation of the performance of the employees, feedback from the fellow employees and team leaders (Terera & Ngirande, 2014).
Gather and analyse data
After the meetings are over with the employees, the managers of MiningCo can analyse the data. The data must be correlated with the business decision and it can fluctuate with the employees’ performance. Positive feedback, behaviour identification of the employees, safety and security of job, self-esteem and self-actualisation level are important in performance management. The employees of MiningCo have to do critical work; therefore, the financial incentives must be there to boost motivation. MiningCo can think of cash bonus, medical insurance, profit sharing and incentives.
Problems facing at MiningCo
MiningCo operates in each of the isolated sites as a single entity and there is very little cross-over or staff rotation between them and senior executives' onsite wishing to leave. Job rotation is rare in the organisation MiningCo where the employees must move through systematic movement from one location to another to achieve various human resources. The economic crisis in Greece is another issue for the organisation where the organisation has its location. The economic crisis of the place may lead to stopping the working process and the employees may lose the job. In some of the section of European zones and Middle East sections where ISIS is active, in such places, the senior executives do not like to continue their work. Therefore, the external factors are there for leaving the organisation MiningCo and the organisation is facing the issue of high employee turnover. Releasing experienced senior employees can cause reduction of organisational productivity and it leads to the issue of releasing the confidentiality of the organisation (Sankar, 2015). The competitive advantage of the organisation MiningCo is at stake as the external threats and adequate environmental management can be performed by the organisation. When an organisation has its own subsidiaries in different locations, risk allocations can be effective and operation cost may remain slow. When the organisations have many subsidiaries, the managers need to present as well as initiate the decision-making.
The managers of the organisation where the employees have to work in different and remote locations need to employ about motivational policies. MiningCo has been facing the issue of lack of employee engagement because of external factors of the unsuited environment. The management needs to satisfy the employees to provide a security of their jobs and lives. The major issue of the management is to retain the employees by providing enough motivation. As stated in Maslow's Hierarchy of Needs, the individuals want physiological needs like water, air, food and shelter (Porter, Riesenmy & Fields, 2016). In addition, safety needs are associated with the personal security, financial security, health and wellbeing, moreover, social well-being is associated with the friendship, family and intimacy of the individuals. In addition, esteem within the organisation as an employee is related to the respect, inferiority complex and self-confidence. Lastly, self-actualisation is associated with the accomplishing everything that one person needs to do and individuals need to focus on things that they need specifically. Therefore, staff rotations, a single entity operating a business, terrorists' threat, lack of motivation as the employees have to live alone and economic crisis in some global sections lead to the issues of organisations and employees are leaving the organisations. It is clearly observed that motivational factors of the employees within MiningCo are missing as the employees cannot find enough motivation of health and safety, they are facing the issue of working insecure environment and they are not comfortable enough to work in such condition (Mone & London, 2014). Employees within MiningCo are not engaged as they have to work in different locations and their working values cannot be attributed to productivity.
Recommendations to the board for how to curb any hysteria that ensues
Therefore, it is clear that external environmental factors cannot be resolved as it is beyond the capability of HR department. HR department can develop a systematic retention plan where the employees will get enough motivations, both intrinsic and extrinsic to work within MiningCo.
Instilling positive culture: MiningCo has its own values as these are the components of organisational culture, excellence, honesty, respect and attitude for the teamwork. The senior executives of MiningCo can create a right culture that can make an advantage for attracting and keeping employees. The management can start giving training to the employees and taking meeting sessions in order to make them able to work in remote locations.
Showing appreciation for compensation and benefits: The organisational managers can develop an appreciation plan by giving good benefits and compensation. As the employees have to work without their families in a remote location, financial benefits must be good to retain such employees. Financial benefits must be included good salary package, fixed salary with incentives, medical leaves, insurance, health plans, bonus plan and paid time off. These added benefits accelerate retention rate of the employees and employees will agree to work in such unsuitable working condition.
Providing small perks: Management bodies can provide small perks as providing an extra holiday and Saturday half-work can increase the employee engagement and provide motivation. The employees can be given flexible working time and they can be provided telecommuting with their families (Church et al., 2016). The employees are not having family time; therefore, extra perks like mobile facility and internet facility can be given with flexible working time.
Promoting open communication: In MiningCo, the organisation has an operation in different parts of the globe. Therefore, the employees have to communicate with the management and this management process cannot be done well if the organisation has more than one single entity. The management of the organisation should start an open communication to provide a clear path of advancement. Therefore, the employees will be motivated if they can easily communicate with the managers.
Managers must involve: Managers in the remote location are the main leaders for the staffs of MiningCo and the managers need to involve in talking with the employees to coach and train the employees. The managers can talk one-to-one to understand the issue. The managers can help the good performers to move towards the new position and it helps to poor performance.
Creating crisis management team to manage the event that any substantial talent gap emerges at any individual site
In the UK, Chartered Institute of Personnel Development (CIPD) did a survey and they found out that 73% of the candidates from the applicants are not suitable for the posts for whom they are applying (Al Ariss, Cascio & Paauwe, 2014). Therefore, the talent gap is prevalent in the organisations across the world. In MiningCo, the employees have to work in different sections of the world and they must be very skilled to get the job done. Otherwise, the employees will create issues in the site of MiningCo and the employee engagement cannot be maintained in perfect harmony. The skilled employees within the organisation are helping to mitigate the workplace issue. As stated by Deery & Jago, 2015), skill gap is distinguishing between employers’ want and employees’ skills. Therefore, the skill gap analysis helps to recognise the skills and meet the business objectives. It is also obvious that the retention rate is poor in the organisation as many of the employees are leaving the organisation. Employees’ talent pool is shrinking and the productive skills of the employees are not that visible. According to Teera & Ngirande (2014), the older generation in the workplace is retiring and millennials don't want to work in a similar organisation for a long time. Millennials in the workplace are not skilled enough as the experienced ones. Therefore, the talent gap is visible in the production process and solving the issues within the organisation from different sections. Senior executives are leaving the organisation; therefore, they take the profound pool of adequate knowledge and experience. It can also be perceived that the organisation MiningCo will face the issue of knowledge and talent gap quickly. The management can start a collaboration with external colleges for providing training to the employees. The MiningCo needs to do additional investment in order to provide the training to the employees. Hence, these factors raise the issue of a substantial talent gap. The organisation is going to create a Crisis Management Team (CMT) and it would help to retain the employees. The Crisis Management Team can provide motivation to the employees and it must be identified from the talent gap (Al Ariss et al., 2014).
Deciding on the selection criteria, the format, structure and function of the team and how to reward them
Selection criteria
In selecting the employees for the team, HR department will eventually select only the experienced employees. Crisis Management can be mitigated by the significance experiences of the team members and the team members must give training to the existing employees of MiningCo. The members of the Crisis Management must have an experience of 3 years and additionally, past evaluations of the job responsibility will be taking into account. Senior executives can take the position of director of Crisis Management Team. Members must be appointed from different regions of the world and it would additionally give the advantage of understanding the employees. The team members need to have knowledge about staffs' mechanism, motivation, staff rotation and revitalising the employees (Booth, 2015). The Existing employees from MiningCo will be selected and external recruitment will also be done to recruit the employees in CMT. The selection process will be started by giving advertisement on newspaper and online platform. The selection criteria will be based on skills and experiences.
Team format
The team format of the CMT will be like substitute unit of the organisation. Crisis Management Team will provide the extra advantage of mitigating the issue. CMT will be included Regional Crisis Manager, HR Advisor and HR executives to provide training, senior employees from MiningCo and strategic reporting officers. Strategic Reporting officers will evaluate the external and internal condition of the organisation in which the employees have to work. Team format will have a Horizontal structure where the team members will take decision discussing with fellow members. Regional Crisis Manager will contribute the decision making and plan for the incident planning. HR Executives will take the training and Advisor will be responsible for assigning the job responsibilities for the team members.
Structure and Function
Crisis Management Team’s structure is similar to the organisational structure and it is similar to the organisational structure as the employees will have adequate knowledge and understanding of talent gap. In MiningCo, the employees within the organisation will transfer the communication and it will be structured as Regional Emergency Management Team. The management will create a team where the people have knowledge and skills and this team will provide additional training and resources to the employees in this location. This team will also provide effective communication to the employees with headquarter. The team will consist of the training personnel who would be providing formal training to the employees. There will be participative feedback from the staffs and specific site regions will be chosen to conduct this. The potential stakeholders of the organisation will be identified who can be affected if this talent gap will continue like this.
Rewards strategy
MT team members have crucial responsibilities as it takes high attentive behaviour from the employees and it requires spontaneous decision-making skills that may increase the workload stress. The team members of CMT will give their best as the crisis can be mitigated through talent management in right way. The employees are leaving the organisation and this team can heal this with their strategies. The team needs to take feedback from the staffs and from the managers as well. In order to increase the team members’ productivity, the management can provide rewards to them. The management can set the expectation standards and if the employees meet the expectations, management provides special rewards and recognition to the employees. The team members need to transfer their knowledge to the staffs on that location and the team members must be given technological system, learning skill, financial rewards, bonus and intrinsic motivation to lower down the staff rotation and training ladder.
Conclusion
It has been observed that MiningCo has to work in different locations across the globes and the employees are not motivated as the employees have to work without their families. In addition, the employees are facing the issues of economic crisis, talent gap, terrorist threats and intrinsic motivation issue. Performance management can improve the motivation level of the employees in MiningCo as it would increase the relationship level between employees and management. The organisation can take the motivational strategies of financial rewards and intrinsic motivation as well. In order to solve the talent management issue, Crisis Management Team needs to be formed in order to maintain the substantial talent management.
Reference List
Ahammad, M. F., Tarba, S. Y., Liu, Y., & Glaister, K. W. (2016). Knowledge transfer and cross-border acquisition performance: The impact of cultural distance and employee retention. International Business Review, 25(1), 66-75.
Ahmed, T. M., Bezemer, C. P., Chen, T. H., Hassan, A. E., & Shang, W. (2016, May). Studying the effectiveness of application performance management (APM) tools for detecting performance regressions for web applications: An experience report. In Proceedings of the 13th International Conference on Mining Software Repositories (pp. 1-12). ACM.
Al Ariss, A., Cascio, W. F., & Paauwe, J. (2014). Talent management: Current theories and future research directions. Journal of World Business, 49(2), 173-179.
Anitha, J., & Begum, F. N. (2016). Role of organisational culture and employee commitment in employee retention. ASBM Journal of Management, 9(1), 17.
Arnaboldi, M., Lapsley, I., & Steccolini, I. (2015). Performance management in the public sector: The ultimate challenge. Financial Accountability & Management, 31(1), 1-22.
Aruna, M., & Anitha, J. (2015). Employee retention enablers: Generation Y employees. SCMS Journal of Indian Management, 12(3), 94.
Booth, S. A. (2015). Crisis management strategy: Competition and change in modern enterprises. Abingdon: Routledge.
Bundy, J., Pfarrer, M. D., Short, C. E., & Coombs, W. T. (2017). Crises and crisis management: Integration, interpretation, and research development. Journal of Management, 43(6), 1661-1692.
Cascio, W. (2018). Managing human resources. McGraw-Hill Education.
Church, A. H., Fleck, C. R., Foster, G. C., Levine, R. C., Lopez, F. J., & Rotolo, C. T. (2016). Does purpose matter? The stability of personality assessments in organization development and talent management applications over time. The Journal of Applied Behavioral Science, 52(4), 450-481.
Deery, M., & Jago, L. (2015). Revisiting talent management, work-life balance and retention strategies. International Journal of Contemporary Hospitality Management, 27(3), 453-472.
Kearney, R. (2018). Public sector performance: management, motivation, and measurement. Abingdon: Routledge.
Lazaroiu, G. (2015). Employee motivation and job performance. Linguistic and Philosophical Investigations, 14, 97.
Limarev, P. V., Limarev?, Y. A., Zinovyeva, E. G., & Usmanova, E. G. (2015). Methodical motivation of the using EVA (Economic Value Added) as instrument of cost-performance management in organizations. Mediterranean Journal of Social Sciences, 6(5), 489.
Mone, E. M., & London, M. (2014). Employee engagement through effective performance management: A practical guide for managers. Abingdon: Routledge.
Porter, T. H., Riesenmy, K. D., & Fields, D. (2016). Work environment and employee motivation to lead: Moderating effects of personal characteristics. American Journal of Business, 31(2), 66-84.
Sankar, M. (2015). Impact of hygiene factors on employee retention: Experimental study on paper industry. Indian Journal of Management Science, 5(1), 58-61.
Terera, S. R., & Ngirande, H. (2014). The impact of rewards on job satisfaction and employee retention. Mediterranean Journal of Social Sciences, 5(1), 481.
Van Dooren, W., Bouckaert, G., & Halligan, J. (2015). Performance management in the public sector. Abingdon: Routledge. | https://essayhub.net/essays/impact-of-hygiene-factors-on-employee-retention-assignment |
Social Media Policy
SDSF.ie participates in social media to inform and engage with medical and research personnel and members of the public about our work.
SDSF.ie uses social media to:
- Communicate and interact with the public.
- Promote discussion on relevant Medical topics.
- Respond to queries from the public.
- Provide information about the Sleep related issues.
- Enable and respond to public feedback.
- Promote Sleep related initiatives, meetings, publications, conferences and seminars.
With the exception of direct messages and posts to our members-only group on LinkedIn, all SDSF.ie tweets and posts are public.
SDSF.ie does not engage with user content that is:
- Spam.
- Inappropriate or misleading.
- Malicious.
- Potentially defamatory or harmful to the Society or the solicitors’ profession.
Please note that the SDSF.ie is not a Medical Practitioner, and does not give Medical advice.
Moderation
Comments or opinions expressed by followers of SDSF.ie on social media do not represent the views of the SDSF.ie. SDSF.ie will moderate and remove any comments which are abusive, derogatory, defamatory or malicious in nature, or that do not comply with our social media policy.
Following and liking
SDSF.ie will mainly follow other organisations associated with the Medical profession, but may follow individuals who use social media in a professional or medical capacity.
Being followed or liked by any of the SDSF.ie social media accounts does not imply endorsement of any kind.
SDSF.ie will take a discerning approach towards following and liking, and will seek only to connect to the most relevant accounts.
Response times
SDSF.ie updates and monitors its social media accounts during the office hours of 9am-5pm, Monday to Friday. We aim to respond to queries within four working hours.
Privacy | https://www.sdsf.ie/social-media-policy/ |
Average engagement rate on the posts is around 0.10%. The average number of likes per post is 0 and the average number of comments is 0.
33.82% of the followers that engaged with dawncayetano regularly are from Philippines, followed by United States at 23.53% and United Kingdom at 5.88%. In summary, the top 4 countries of dawncayetano's posts engager are coming from Philippines, United States, United Kingdom, Japan.
Check dawncayetano's audience demography. This analytics report shows dawncayetano's audience demographic percentage for key statistic like number of followers, average engagement rate, topic of interests, top-5 countries, core gender and so forth.
Followers
Engagement Rate
Avg Likes
Avg Comments
Posts
Global Rank
Country Rank
Category Rank
GENDER OF ENGAGERS FOR DAWNCAYETANO
AUDIENCE COUNTRIES OF DAWNCAYETANO
-
- Philippines 33.82 %
- United States 23.53 %
- United Kingdom 5.88 %
- Japan 4.41 %
PEOPLE ALSO VIEWED
Looking for the next influencer in Philippines to work with?
Have you considered to work with the following influencers? | https://starngage.com/app/global/influencer/detail/dawncayetano |
Huan Chen Co-Authors Article on the Role of Social Media Influencers
Huan Chen, University of Florida College of Journalism and Communications Advertising associate professor, is co-author of “An Expert With Whom I Can Identify: The Role of Narratives in Influencer Marketing” published in the International Journal of Advertising on Oct. 20.
Chen, Yang Feng and Qian Kong, lecturer at the University of China School of Language and Culture, examined influencer marketing from the angle of content strategies in order to reveal the types of influencer narratives that are most likely to generate a positive affect among followers and to understand how influencer narratives impair the effectiveness of sponsorship disclosure.
According to the authors, “To explore the content strategies used by influencers, we adopted social media data by examining posts uploaded by the top ten social media influencers and user engagement with the posts. In this research, we adopted social media metrics, such as liking and commenting, as indicators of consumer affective responses to an influencer’s posts. In particular, we analyzed the topics of influencer posts, the content of photos, the sponsorship nature of the posts, and the engagement performances (i.e. number of likes, number of comments) of the posts. | https://www.jou.ufl.edu/2020/10/21/huan-chen-co-authors-article-on-the-role-of-social-media-influencers/ |
Edited by Abby Simmons (‘15), Morgan Galea (‘15) and Allison Fonner (‘15)
The purpose of this guideline is to serve as a tool when using social media for both an organizational use as well as a personal use. It is important to always be aware of the benefits and risks that come along with using social media. All contents will be publicly visible and therefore should be carefully published. All information is subject to change and will be routinely updated with new information.
As an introduction, here’s a list of an overarching guideline to keep in mind when considering social media:
The Social Networking strategy created should reflect five key areas:
- Listen: Find and monitor the conversations already taking place in the social media sphere about relevant subject matter to the audience.
- Influence: Identify and follow key influencers within the communication area and learn what they find valuable in the social media realm.
- Engage: Develop creative ways to provide value to audiences through exclusive and relevant content, offers, advice, multimedia and more.
- Convert: Persuade audiences to act on behalf of and in accordance with the organization’s platform through information sharing, relationship building or motivation via the audience’s influence, time or money.
- Measure: Return regularly to pre-defined measurable goals and objectives.
Explanation of SCOM Twitter and Facebook functions:
TWITTER:
- There are multiple software programs available (free) that assist in managing multiple Twitter accounts including Hootsuite and Tweetdeck. These programs allow you to manage, schedule, and monitor multiple Twitter handles.
- Twitter serves mainly as an up-to-date news feed with the most recent available news.
- The main focus of the SCOM Twitter platform is to inform and support followers with updates concerning SCOM and JMU events.
- Maintain relationships with followers by creating and maintaining conversations.
- In contrast to other social media platforms, Twitter is most effective when used to transmit short and concise, informational messages occasionally supported with a picture.
FACEBOOK:
- Facebook can be used in a timely manner along with a content calendar by using the ‘draft scheduled post’ function under the post tab.
- Facebook serves mainly as an up-to-date news feed with the most recent available news.
- For the School of Communications Studies Facebook, the main purpose is to inform and support followers with updates concerning SCOM and JMU events.
- Maintain relationships with followers by creating and maintaining conversations.
- Facebook is most effective when used to transmit both professional and casual stories, most often accompanied by pictures or graphics.
Baseline of content
- Be transparent, honest, personable, and engaging in all conversations.
- If there’s any questions before posting, check with the SCOM office or the corresponding director of that content.
- Dr. Isaac Woo: Public Relations Student Society of America Faculty Advisor, [email protected]
- Dr. Eric Fife: Director of SCOM, [email protected]
- Dr. Toni Whitfield: Assistant Director of SCOM, [email protected]
- Monthly Recap blog posts should be posted by the end of each month to summarize events, accomplishments, and acknowledge corresponding organizations belonging to the SCOM.
- Post at least 2-3 Twitter and Facebook statuses a week featuring faculty, students, alumni, or SCOM affiliated organizations and events.
- Create Facebook events for all SCOM department events and organizations unless otherwise advised. Include relevant event hosts when applicable.
- Frequently check with the SCOM program support technician for upcoming SCOM events.
- Tweet and post on Facebook for each new blog post with its link embedded.
Professional and Personal Usage Guidelines For SCOM Affiliated Individuals:
- When your profile represents SCOM in any way, you are using a property of SCOM and are partially becoming a representative for SCOM. Therefore, make sure to always be aware of what you are posting and protect the image and reputation of SCOM. Have fun, but use sound judgment and common sense.
- You are personally responsible for the content you post on university-managed social media properties. This includes Twitter, Facebook, blogs and other social media platforms.
- If you publish any content to any website outside of SCOM and it has something to do with your work or study, use a disclaimer, such as : “The postings on this site are my own and do not necessarily represent SCOM’s positions, strategies, or opinions”.
- Participate in monitoring social media. If you find any negative posts related to SCOM, let the school know as soon as possible. Let appropriate SCOM personnel know if you cannot handle the posts.
- It’s crucial to post regularly and to commit to checking all corresponding Social Networking Sites at least a couple times a day in order to monitor as well as remain active with the audience.
- Be aware of James Madison University’s policies of usage on logos and pictures, the “Madison Identity System”. Full detail can be found at: www.jmu.edu/identity/logo.shtml
Active participation is encouraged on all SCOM’s social networks: | https://sites.jmu.edu/harrisonconnect/backgrounder/scom-social-media-guideline/ |
In the following post, we roundup our top tweets this week as part of Guildway’s weekly series. The blog posts that are featured in this week’s list include our Teacher Essential Toolkit which has a list of tools that teachers could refer to if they needed a tool for a specific task, our recommended word cloud makers that are best for the classroom, ways on how to gamify your class to address the lack of student engagement, and our compilation of some of the best Google Chrome extensions and add-ons for Math teachers. Please check out the rest of the blog posts below.
The second part of this series is we are featuring five education influencers and five of our followers. We have also selected one tweet from each profile. If you are looking for people in the education field who are worth following on Twitter, kindly check the featured influencers this week in the list below. In addition, we want to acknowledge another five of our followers for following us. | https://guildway.com/end-of-the-week-roundup-of-top-tweets-6/ |
This policy sets out ARB’s approach on how it will use social media to engage, communicate and build relationships with its audiences. We are using social media to help raise awareness of our work and to help people to contribute to that work through consultations, feedback and more, in a way that is both cost-effective and accessible.
Our Aim
Is to connect with members of the public, architects and anyone who is interested in finding out more about ARB. We know that in today’s digital world, people use technology in different ways. Our use of social media means that we can be accessible to you at all times, whether you are at home, at work or on the move.
Where you can find us
Twitter
• Alerts about new information and updates on our website
• News releases
• Sharing information that’s relevant to our audiences
• Invitations to join in our public consultations
• Recruitment and vacancies at ARB
Facebook
• Information and updates about our work
YouTube
• Channel for information videos and podcasts
What you can expect from us
Twitter
We will only tweet when we have something of interest to share with our followers, and we will usually tweet between 9am and 5pm, Monday to Friday. However, like many Twitter users, we may monitor and respond at other times of the day. The type of tweets we will make will be to highlight matters of interest and to seek feedback and views, and we may retweet news, links and other information we believe is relevant to the work we do.
From time to time, we will review our followers, and we may follow Twitter accounts ourselves if they fall within the parameters of our field of work. However, being followed does not imply endorsement of any kind. Twitter may occasionally be unavailable and we do not accept responsibility for lack of service due to Twitter downtime.
Your feedback and comments will always be welcome, but we cannot promise to reply individually to the messages we receive through Twitter. ARB will read all @replies and direct messages appropriately, as well as ensuring that any emerging issues or helpful suggestions are passed to the relevant teams within ARB. We cannot engage in issues that are outside ARB’s statutory remit or respond to questions where it would be inappropriate for ARB as a public body and statutory regulator to answer. Official enquiries, or enquiries that need a response, should be addressed to ARB in the usual way. See the Contact us section of our website for details.
Facebook
We will post items and articles containing news and information on our Facebook page, as well as links to other information that may be relevant or of interest to our audiences. As with all our work, we welcome your feedback and views. We will take these into account whenever possible, but we cannot promise to reply individually to all the messages we receive. We will, however, pass these on to the relevant teams in ARB where this is appropriate.
We will usually review, update and monitor our Facebook page between the hours of 9am to 5pm, Monday to Friday, although this may also take place at different times. We will ensure that the page is properly moderated, and will remove any abusive or inappropriate comments that may be posted. See the section “What we expect from you” below.
YouTube
We will use YouTube to broadcast information videos or podcasts about aspects of our work, to provide viewers with information that they might need in the course of their day-to-day activities.
What we expect from you
Our presence on social media means that we can keep our audiences updated with news and information quickly and speedily. We want to provide our users with a helpful service and in turn, we expect you to have respect both for us and for other users. Most online communities have their own rules and guidelines, but we also ask you not to post or tweet:
• Private information about any individual or organisation, including architects and architects’ practices
• Abusive or derogatory comments
• Insensitive, inappropriate or upsetting comments, content or links
• Allegations, or defamatory or insulting comments about any named individual or organisation
• Rude or aggressive posts
• Spam
• References to specific investigations, ongoing hearings or litigation
• Anything which infringes or encourages infringement of the law, including the intellectual property or privacy rights of others
• Anything which infringes the intellectual property or privacy rights of others.
In line with our Equality Scheme, we will not tolerate any form of discrimination against anyone on grounds of their:
• age
• being or becoming a transsexual person
• being married or in a civil partnership
• being pregnant or having a child
• disability
• race, including colour, nationality, ethnic or national origin
• religion, belief or lack of religion/belief
• gender
• sexual orientation
We reserve the right to reject messages or comments that include any of the above actions, and will take action against any abusive behaviour from followers of our Twitter account and users of our Facebook page. | http://www.arb.org.uk/social-media-policy/ |
The @Monarcacht account is managed by the Monarcacht.com staff who are colocated.
We do not use any automation to post content on Twitter.
Content
If you follow Monarcacht.com, you can expect our tweets to include:
- News stories and press releases
- Speeches and statements from HRH The Prince of Ireland
- Photos and videos from The Prince and engagements
- Other content as deemed appropriate
Following and Retweets
If we follow another Twitter account, it does not imply an endorsement of any kind.
Likewise, content retweeted by Monarcacht does not imply any endorsement of the
message tweeted or the individual or organisation who tweeted it. If you follow our
account, we will not automatically follow you back.
@Messages and Direct Messages
We welcome feedback from our followers and will try to join conversations where
possible. However, we may not reply individually to all messages we receive via
Twitter. The best means of communicating queries to the staff or His Royal Highness are via the contact details linked to above.
Availability
We update and monitor our Twitter account during normal office hours Monday to
Friday. We will also update and monitor the account outside of these hours at our own discretion. Twitter may occasionally be unavailable and we accept no responsibility for lack of service due to Twitter downtime.
Youtube Monarcacht
Comments are generally disabled on the Monarcacht YouTube page. We reserve
the right however to allow comments on occasion. Comments posted on videos are
the views of individuals and do not represent the views of Monarcacht. We do not
accept responsibility for the content of any comment and reserve the right to remove
comments that: | https://monarcacht.weebly.com/social-media-policy.html |
Kevan is a content crafter at Buffer, the super simple social media management tool. His social media and productivity tips have appeared in Kevan is a content crafter at Buffer, the super simple social media management tool. His social media and productivity tips have appeared in Fast Company and Lifehacker, and he's always on the lookout for a good headline pun. Connect on Twitter or Google+.
This post originally appeared on the Buffer blog.
You spend part—maybe all—of your day on social media, hopping from network to network, checking analytics, planning ahead, and performing the sundry tasks of a social media manager.
Would it help to know that you’re not alone with keeping such a varied schedule? That your time on social media is shared by others?
I was curious for myself whether my social media manager workload and workflow were similar to someone else’s. Do we perform the same tasks? Do we create similar content? And, perhaps most importantly, do we take the same amount of time to do the same tasks?
Here’s what I found.
Inside a Social Media Manager’s Schedule
Social media tool Socialcast compiled the times and tasks of a typical social media manager schedule and placed them into this interesting infographic. Clearly, social media managers can put in a full day’s work.
Morning:
- Check email
- Reply and retweet
- Post to social media
- Publish a blogpost
- Curate content
- Followup with internal team on ideas
Afternoon:
- Write a blogpost, create content
- Inform team of importance of social media and tools
- Revisit and followup on social media sites and profiles
Evening:
- Review stats for the day
- Sign up for chats, webinars, and events
- Schedule social media messages for overnight and early morning slots
- Check email again
Does this to-do list resemble yours?
Of course, there are many different ways to come at this matter of social media management. Finola Howard shared on LinkedIn about her daily social media habit—a schedule that takes just one hour each day to complete.
Here’s how it works:
- Vet new followers on Twitter using SocialOomph. Follow those who fit; ignore the rest.
- Measure what’s worked. Note your best-performing posts in a spreadsheet or other file so you can reference later as you hone your content.
- Schedule tweets and posts for the day. Finola uses Buffer to keep her queue filled up.
- Find unique content for each channel—Facebook, Twitter, LinkedIn, and Google+.
- Respond and engage. Spend 15 minutes of the first hour here. Consider dipping in for 15 minutes at lunch and at the end of the day, too.
- Monitor engagement levels of fans and followers.
Still another way to go about it is Neil Patel’s streamlined social media strategy. His quick and simple schedule for saving time on social media looks like this:
- Use social media management for posting
- Spend 30 minutes each day on social media scoping, i.e. finding good stuff to share online
- Assign customer service requests to a customer service team
- Check analytics weekly or every other day. Use your social media management tool for analysis.
Ready for still another view on the social media manager time schedule?
Here’s a take from Mark Smiciklas of Intersection Consulting. His infographic takes into account pretty much every element that could ever come into play for a social media manager.
What we learn from these different schedules
These examples of social media manager schedules vary wildly. Some take all day, morning to night. Others take one hour.
How can we reconcile this?
I think we’re looking at two different types of schedules here.
There are social media managers who manage full time.
There are social media users who manage part time.
I’d imagine we’d still find some overlap between the two: full-time social media managers who create blogposts, for instance, or part-time social media managers who do spend a majority of time on social.
In general, though, you likely know where you fall on this spectrum. Is social media marketing a full-time, 40-hours-per-week job for you? Or do you perform social media management in addition to wearing several other hats?
Next page: The 12 tasks of a social media manager
The 12 tasks of a social media manager
1. Curating
Depending on the type of content you share on social, curating can have a huge role in the way you create your updates. Discovering and vetting content from others involves having a deep well of sources to read—as well as the time to read it all.
2. Crafting
Once you’ve found what you want to share, it’s time to figure out how to say it.Crafting a social media update is likely a task that goes faster over time as you gain experience writing headlines, using the most impactful words, and arranging things just the perfect way.
3. Posting
Here’s where a social media management tool really makes a difference. Instead of logging in to a handful of different channels one after another, you can log in to your management tool once and post faster and easier.
4. Scheduling
The next step beyond posting is scheduling: writing your updates ahead of time and queueing them to post throughout the day, overnight, through the weekend, or any other time when you can’t be actively updating your accounts.
5. Measuring
Once your updates go live, you then dig into the metrics surrounding each post. How many clicks did the post receive? What was engagement like? Which stats matter most to you?
6. Analyzing
With the measurement numbers in hand, you can analyze and make your strategy moving forward. For instance, in analyzing the metrics, you might notice that it would be beneficial to change the times that you publish or to focus on a certain type of update. Constant measurement and analysis can reveal these opportunities.
7. Responding
Chances are that people will be responding to your social media updates or reaching out to you directly. At least some portion of a social media manager’s day should be spent responding, however you feel is appropriate—with a reply, a thumbs up, an outreach email, or something else.
8. Listening
In addition to responding to direct contact, you can also keep your ear to the ground via a listening tool or an advanced search that helps bubble up those conversations about you and your brand. It’s amazing how many opportunities are out there that might be missed without proper listening tools in place. For instance, following Twitter mentions for “@buffer” might not turn up all results when folks talk about “Buffer.”
9. Engaging
In addition to replying and responding, there’s also an element of outbound happiness in engaging with your community and other accounts. This can happen via chats or comments, delight campaigns to reach out to others, and by following, friending, liking, and retweeting content from others.
10. Helping
Occasionally, folks might come to you with problems—bugs, breaks, troubleshooting, big questions. These can fall into the realm of the social media manager to handle as best as can be. (Neil Patel’s advice as mentioned above is to send this task along to a customer support team.)
11. Planning
What is the roadmap for future social media marketing? Every so often, the manager needs to zoom out from heads-down work and take a big picture view of things.
12. Experimenting
We’re a bit partial to this one at Buffer. We love experimentation, and this ties into many different tasks already on the social media manager schedule: curating new ideas to try, measuring results, analyzing the numbers, scheduling, crafting, and posting.
The social media manager checklist
Just as there are many different day-to-day schedules of a social media manager, there are also many different checklists, depending on what exactly you have on your plate with your social media management.
Here are four ideas of checklists to get you thinking about what might be included on your daily to-do list.
1. Browse social media for the latest news, trending topics, and conversations
2. Post to Twitter
3. Post to Facebook
4. Post to your LinkedIn profile and company page
5. Post to your personal Google+ profile and communities
6. Post to your Google+ business profile
7. Take pictures of your latest work. Post to Pinterest, Instagram, Facebook, and Tumblr.
8. Engage with your followers and influencers
The Hero X Social Media Checklist
Hootsuite’s 7 Daily Habits of a Social Media Manager
1. Keep your ears open to what users are saying about your brand
2. Stay on top of your metrics – Stay on top of your key social media metrics—reach, engagement metrics, new followers, CTRs to your site, advertising ROI, and the like
3. Watch your back – competition tracking
4. Make new connections
5. Share at least one great ‘happy customer’ story every day
6. Keep up with customer care queries
7. Build your content pipeline
Business 2 Community’s Daily Checklist
- Post At Least Once Per Account
- Like All Comments Left On The Previous Day’s Posts
- Respond To At Least Five Comments Per Day, Per Site
- Connect With At Least One New Person
- Share At Least One Thing Someone Else Has Posted
- Respond To All Valuable Messages You Have Received
Buffer’s approach
I’ve mentioned so far that social media management seems to fit into two distinct types: the full-time job and the part-time job.
Maybe there’s a third way, too?
At Buffer, we’ve found the the job of social media manager to be a team effort. Here’s how things look on the social accounts we manage.
- 1 person for updates
- 1 person for engagement
- A team of people for support, response, and happiness
I fill the queues with content from our blog, content from other sites, and miscellaneous announcements and inspiration.
Nicole posts updates that engage the community with questions, she hosts a weekly Twitter chat, and she is in the comments and replies on a daily basis.
Every member of our customer happiness team spends time on Twitter, answering questions and replying to those who reply to us.
All in all, up to ten Buffer employees will have their hands in social media management any given week.
Finally…
What does it look like to be a social media manager?
Certainly it is one of the best jobs out there. You get to engage with others and share helpful content all day long.
And that’s the other element of the job: It can take all day. Full-time social media managers take on a huge number of tasks, and the time involved can grow exponentially along with the scale of the strategy.
How much time do you spend with social media management?
I’d love to hear what your days look like! Please do share in the comments. | https://thenextweb.com/news/day-life-social-media-manager-spend-time-social-media |
Don’t Wait to See How The Earth Gets Old With Greenpeace Russia’s EarthApp
Isobar Moscow responds to the recent FaceApp obsession by showing what will happen to our planet if the climate emergency continues.
As FaceApp raises privacy concerns, Greenpeace Russia has decided to raise awareness about another important issue: the climate emergency. Working together with Isobar Moscow, Greenpeace has posted a series of Instagram carousels that depict how most beautiful places on the planet are going to look like if we do nothing about the climate crisis.
More: Instagram h/t: lbbonline
In the first post of three, Russian “second capital” St. Petersburg has been flooded with the waters of the Neva river. The initiative has gained attention of many influencers inside and outside Instagram. Many have shared the posts, inviting their followers to join the Greenpeace movement against the climate emergency. | https://designyoutrust.com/2019/07/dont-wait-to-see-how-the-earth-gets-old-with-greenpeace-russias-earthapp/ |
1.1. The ASA system originally submitted written evidence to this inquiry in May 2021. This submission provides an update on our work in the last eight months.
1.2. We have escalated our sanctions against influencers for ongoing non-compliance with the Advertising Code. This follows our proactive monitoring sweeps of over 24,000 Instagram posts by 122 influencers to establish how many were correctly disclosing when their posts were ads. We focussed our efforts on these influencers because the ASA had previously had cause to contact them about their inadequate disclosure of paid-for posts. We have harnessed technology, in particular data science, to help us better identify at pace and scale those posts that are likely to be non-compliant and to take action to tackle them.
1.3. In June 2021, we created a bespoke sanction for influencers: our non-compliant social media influencer page which highlights those influencers who, despite fair warning and being provided with help and guidance, have been unwilling or unable to stick to the rules on ad disclosure. We consider it is fair and proportionate to place on this page for three months those influencers who, after previous correspondence and regulatory action against them, remain non-compliant. This gives us time to establish that the sanction is having an effect and monitor whether a behavioural change has occurred. i.e. they come into compliance, which is especially important for Stories, which disappear after 24 hours.
1.4. Fifteen influencers have been named so far for failing to sufficiently label their ads and were subject to a period of enhanced monitoring spot checks. Ten of those (as of January 2022) have now been removed after their behaviour improved, which evidences the value and effect of the sanctions. Brands have mentioned to us that they’re using the page before deciding who to work with, underlining its effectiveness as a sanction. Platforms have also used it (our non-compliant influencers page) as a source of intelligence, as mentioned in evidence given to the Committee.
1.5. In January 2022 we further escalated our sanctions, placing On-Platform Targeted Ads against six influencers for consistently failing to disclose ads on their Instagram accounts despite being placed on our non-compliant social media influencer page. Our targeted Instagram ads alerted Instagram users to the influencers’ failure to follow the rules.
1.6. Those ads have been viewed 1,196,681 times and the six influencers are now complying with our rules. Whilst we have removed all sanctions, we are continuing to monitor them to ensure their welcome change in approach to ad disclosure is not temporary.
1.7. If influencers refuse to come back into compliance despite sanctions such as these, we will have no hesitation in escalating the sanctions again: seeking platform-level support to address the non-compliance and putting in place the necessary steps to refer them to our legal enforcement backstop e.g. Trading Standards, and CMA.
1.8. In support of our influencer enforcement work, our Data Science team has developed and deployed into production a suite of machine learning algorithms that can significantly help us determining if an Instagram Story is likely to be an ad, and if it appears to be correctly labelled. These algorithms are helping our compliance teams to sort through influencer content more quickly and efficiently.
1.9. These algorithms are currently targeted at Stories produced by influencers who have either already been sanctioned by the ASA for non-compliance with the rules or are of interest to our compliance team because of recent complaints. Every Story they produce is captured and ‘scored’ by our tools to determine the likelihood of non-compliance. This allows the team to be quickly alerted to problematic content while spending less time manually monitoring influencers. Using our data science capabilities, the compliance team also now receives other insight into topics such as trends in compliance over time and the ability to search for brands and products, even when those products appear as text embedded in images and videos.
1.10. We’re always trying to find new and creative ways to raise awareness about the advertising rules. In October 2021, we partnered with TikTok and nine content creators to raise awareness about the rules that are in place for influencers. The videos the content creators made provided top tips on how to make sure anyone who promotes a brand or product follows the rules and advertises responsibly. The videos focussed on key areas advertisers need to be aware of. Specifically:
1.11. We’re also exploring how we might standardise across a range of online platforms the cooperation we receive from key social media platforms to help promote and uphold advertising standards online, as part of our efforts to promote greater transparency and accountability in online ad regulation. Government has signalled its support for this initiative and made clear it will be watching closely the progress we make. | https://committees.parliament.uk/writtenevidence/43733/html/ |
AR international is a leading Himalayan Rock salt manufacturer that works hard in Himalayan salt manufacturing and to build and maintain a relationship of trust with our clients and visitors. For that matter, we carefully handle the information provided by you. We ensure that your personal information is in safe hands.
This policy is to let you know how AR international handles your information, what we collect from you, and how we use it. Our website designed to monitor activity and prevent any unauthorized disclosure of any personal and sensitive information.
The only aim of getting your information is to make your web experience easier and more convenient for both parties. We don’t share, sell, or rent any information of our clients to third party.
The following information required by the company when you fill a form to our website or e-mail us for any inquiry.
• Email id.
• Address details
• Your Company’s description
• Contact details
The credit card details are required at the time of transaction. It’s done only to complete the order and to confirm the shipment.
The only purpose of collecting this information from our clients or visitors is to entertain their queries, provide them with the required information, and for the future contact only.
AR international is the sole user of your information and we take the complete responsibility of the security of your personal information. We take steps to protect it from loss, misuse, or any alteration.
You may ask the company to delete, update or save the information for the speedier checkout process next time.
If you have any questions, comments, or concerns about the site’s policy then feel free to e-mail us. | https://arinternational.com.pk/privacy-policy/ |
Read our guidelines to make sure you’re using EngageON properly and learn how we will use your comments.
1. Never post personal information
Do not post personal information like:
- addresses
- telephone numbers
- email addresses
- any other information that could identify you or another person
This is for your own protection and the protection of others because posts are public.
2. Respect everyone
Be polite and treat everyone with respect. The discussion is more enjoyable and produces a better result.
Do not stalk, harass, interfere or collect the personal data of another user.
We will remove personal attacks and any content that encourages:
- expressions of violence
- intolerance
- racism
- sexism
- homophobia
- hatred
3. Keep it clean
Don’t post comments that have:
- swear words
- profanity
- offensive and malicious language
We want everyone to feel comfortable participating in the conversation.
4. Stay on topic
We want to hear your ideas and thoughts on how we:
- can create new opportunities for data use
- protect people’s data rights from growing risks
We encourage focused and thoughtful comments that respond to our posts. We won’t consider comments that aren’t relevant.
5. No marketing
Do not use EngageON to:
- market your business
- sell your services
- promote or comment on a candidate for political office or members of a political party
6. Don’t spam or troll
We will remove posts that are:
- off-topic
- repeated in the same discussion
- cross-posted in different discussions
- incomprehensible
We want to keep the conversation going. Repeated or off-topic messages are a disruption and may cause participants to leave the discussion.
7. Don’t break the law
Do not link to or post material that is:
- defamatory
- copyrighted
- pornographic
- harmful to a minor
Do not engage in behaviours like:
- bullying
- harassment
- impersonation
- intimidation
- abuse
We do not tolerate illegal content and negative behaviour on EngageON.
Let us know if a comment violates the guidelines
Contact us if you become aware of users who violate these guidelines.
We’ll take care of it as quickly as we can.
Editing your comment
You cannot edit your comment once you’ve submitted it. However, in threaded conversations, you can reply to your own comment, if you want to explain your position more clearly.
Other ways to comment
You can send us a letter in the mail or email us your comments.
How we use and monitor your comments
Using your comments
We will read all comments and try to reflect relevant views in our decision-making process, particularly on government programs, services, processes and policies that touch on the use of your data.
The impact of your feedback will vary depending on the type of question being asked.
We may use your comments in up to four ways:
- Issue: Your responses will be used to build the evidence base for new policies or programs to address the issue identified.
- Design: Your responses will be used to develop options for policy/program decision making.
- Implementation: Your responses will be used on a step-by-step/iterative basis to ensure implementation targets.
- Evaluation: Your responses will be used to understand the impact of our policies and programs. Your responses may indicate that government should review a policy/program.
Analysis and sharing
We’ll group and analyze comments by theme and other qualitative features, such as tone.
The analysis will be shared with teams working on initiatives related to your ideas and views, particularly the Minister's Digital and Data Task Force to inform their advice and final report to the government.
For example, if you shared your ideas in response to a question about how a medical professional may use technology to access personal health data, the Ministry of Health may receive our analysis of comments on this theme.
Remember to share comments you are comfortable with others reading. Treat your comments as if everyone in Ontario will see them.
Reports
The EngageON team will share a summary of how your comments are being used.
How and when we monitor
We monitor comments to help make sure all participants can engage in an open dialogue about Ontario’s data landscape.
Constructive and thoughtful debate are welcome on EngageON.
We will:
- monitor during regular business hours, Monday to Friday from 9:00 a.m. to 5:00 p.m.
- remove any personal or identifying information from comments
Comments shared on EngageON represent the views of individual participants and do not necessarily represent the views of the Ontario Government.
We are not responsible for any use of material posted by participants. | https://engage.ontario.ca/en/content/commenting-guidelines |
Here’s a useful infographic I found on the topic:
A scientific guide to posting Tweets, Facebook posts, Emails and Blog posts at the best time – The Buffer Blog.
Here’s a useful infographic I found on the topic:
A scientific guide to posting Tweets, Facebook posts, Emails and Blog posts at the best time – The Buffer Blog.
Over the last few months, I’ve been using a variety of social media tools within internal ‘Faculty Executive Meetings’ (‘FEM’ to friends) and have been recently been asked to provide a brief summary of how it’s worked.
Where better to this then, than on the blog?
So, a few months ago when I started my current role, I was asked to investigate ways of opening up FEM meetings to a wider audience, in order to allow greater accessibility and transparency to the conversations that go on within, be it for for staff, students, alumni or potential applicants. Continue reading Using Social Media in Meetings
I taught a session on the Future Media MA course today in which we discussed which tone professionals should adapt on their personal Twitter account.
Personally, I’ve never been a fan of the often lauded split-personality approach of a 100% professional and 100% personal Twitter account (project, course or organisation specific Twitter accounts excepted). The main reason being that many of the same followers will just follow both, and anything controversial you say on it, thus negating the purpose of keeping it.
Also, I’d rather engage with someone who appears to be a rounded individual who really engages with others, than someone who appears online to be a work-focused automaton and little else.
So, I suggested to the students that they adopt a ‘semi-professional’ approach to their personal Twitter feed. In other words, they should sit on the fence, some Tweets will be about career-related interests, whilst others may be about TV, news, music, etc. A bit like a face-to-face conversation at a conference or networking event then.
Anyway, I’d be interested to know what others think about this, as the lines between the personal and professional spheres online seem to become evermore convuluted daily.
What do you think? Should users keep separate social media accounts for their personal and professional lives?
Leave your thoughts in the comments below…
Found this handy list on how organisations can build their social media presence on Twitter. How many are you doing?
- Share. Share photos and behind the scenes info about your business. Even better, give a glimpse of developing projects and events. Users come to Twitter to get and share the latest, so give it to them!
- Listen. Regularly monitor the comments about your company, brand, and products.
- Ask. Ask questions of your followers to glean valuable insights and show that you are listening.
- Respond. Respond to compliments and feedback in real time
- Reward. Tweet updates about special offers, discounts and time-sensitive deals.
- Demonstrate wider leadership and know-how. Reference articles and links about the bigger picture as it relates to your business.
- Champion your stakeholders. Retweet and reply publicly to great tweets posted by your followers and customers.
- Establish the right voice. Twitter users tend to prefer a direct, genuine, and of course, a likable tone from your business, but think about your voice as you Tweet. How do you want your business to appear to the Twitter community? | http://blogt.bcu.ac.uk/higheredblogging/tag/twitter/ |
In the meantime, there is a few more information about the decision of the Court of Appeal (the Higher Regional Court in Berlin) regarding the circumstance when influencers (and also thinkologically also streamers, esport teams etc. – see my articles on this) have to mark content as advertising .
In their decision, the judges of the 5th Civil Senate stated that it was not justified to regard contributions by an influencer containing links to product provider websites as advertising requiring labelling in general. On the contrary, it is always necessary to examine the specific content and the specific circumstances of each individual case. Ideological, scientific, editorial or consumer policy statements by undertakings or other persons which are not functionally related to promotion or procurement would not be subject to the UWG.
In the specific case, however, the defendant acted not for private purposes but as an entrepreneur with the posts complained of on Instagram. The links it set with forwards to the Instagram accounts of other companies were likely to promote the sale of the goods offered by those entrepreneurs. Two of the three posts complained of did not serve alone or primarily to inform and form their followers’ opinions, so that the defendant could not rely in that regard solely on an editorial contribution protected by fundamental law. published.
In the view of the Court of Appeal, the decisive factor in these two posts was, among other things, the mixing of editorial statements with links to be qualified as advertising or the lack of a reference to the content of each of the respective post. In that regard, the judges of the 5th Civil Senate consider that the tags set in those two Instagram posts have no information content. The only discernible purpose was to arouse the curiosity of the visitor and the expectation that he could learn more by clicking on the mouse. The visitor thus attracted is directly confronted with the advertising of the company in the case of these posts if he follows the link.
The third Instagram post, which the applicant complained of, was, on the other hand, primarily concerned with the defendant’s presentation of certain garments and accessories, which was of interest to her followers, so that, in the view of the Court of Appeal, it was only a matter of had an editorial contribution which was solely used to inform and form the opinion of its addressees. In that regard, the defendant had demonstrated, by affidavit, that it had not received any remuneration for that third Instagram post from the companies referred to in the tags or from third parties. In the opinion of the judges, the judges did not have an obligation on the respondent to include this post with a reference to (s) a commercial purpose, taking into account the overall circumstances.
Finally, the Court of Appeal made it clear that differentiation according to the subject matter of editorial reporting or expression was incompatible with freedom of expression and freedom of expression. Reports on fashion trends are no less worthy of protection than reports on socio-political and day-to-day political issues.
No further appeal is pending against the judgment in the urgent proceedings. It remains to be seen, therefore, whether the Association of Social Competition will take a substantive action.
Fortunately, there are now a few guidelines, details should be clarified by influencers, streamers, etc. but still with a lawyer, since the legal issues are more and more the content of court decisions and warnings. | https://itmedialaw.com/en/chamber-court-on-influencers-and-advertising/ |
Everyone has a story to tell. Some stories are more difficult than others, but they all have an impact on the world around us. At Improve As, we believe that everyone deserves to be heard and their voice deserves to be amplified. Our platform is an easy way for inspiring authors, artists, activists and educators alike to share their work with our audience of readers who might not otherwise find them or hear about them in today’s digital age of information overload.
5 tips to use Improve as an effective platform for telling your story.
1) Share content that’s engaging on Facebook, Twitter, or other social media platforms like Instagram and LinkedIn.
2) Add links in the bio section of each post to various pieces of content across different channels.
3) Engage in meaningful conversations by answering questions from followers in comments sections or responding to their private messages when they reach out privately through email or another messaging app.
4) Respond promptly when someone reaches out privately with a question- it shows good customer service skills!
5) Tag influencers in posts. | https://dramaturg.org/5-tips-for-using-improve-as-a-platform-to-share-your-story/ |
In today’s release of Access Monitor, I’ve added two powerful new features for keeping your site accessible: the ability to test your posts before you publish them and the ability to prevent a post from being published if it doesn’t meet your required accessibility criteria.
In the long run, my goal is to provide the ability for you to specify exactly which of Tenon’s tests are blockers for your site on a test-by-test basis; but this information isn’t currently available from the Tenon API (Application Programming Interface), so that remains a development for another day.
Since the Tenon.io API sets a limit on the number of queries you can make, I want to make sure you know exactly what impact this will have on the number of queries you make. Using this feature means that a Tenon.io query will be made every time you attempt to publish a post that is not currently published and every time you click the button to make an Accessibility Check on your current document. It does *not* make a query to Tenon.io if you’re updating a previously published post.
That’s awesome. How do I use it?
Once you’ve updated Access Monitor to the latest release, navigate to Accessibility Reports > Add Report/Settings. Find the panel headed ‘Access Monitor Settings’ and check the box labeled “Prevent inaccessible posts from being published”.
You can now choose which post types will be checked, what Web Content Accessibility Guidelines (WCAG (Web Content Accessibility Guidelines)) level you’re going to test up to, your certainty and priority expectations, and the minimum percentage grade allowable to publish a post.
For a better understanding of what certainty and priority means, read Understanding request parameters at Tenon.io.
You should also set the field for your post content container. By default, it’s set to .entry-content, which is a commonly used container for content in WordPress themes. However, it’s not at all universal; the name of the HTML (HyperText Markup Language) container is not part of the WordPress core, and it’s not at all standardized, so I have no way of knowing what your actual container is.
If you use a blank value for the HTML container, Access Monitor will check the body element of your draft page. That’s not ideal, because it means that if you have any system-wide errors, those will be counted against every post you publish, as well. Setting the content area means that Access Monitor is only sending the published content of your post to Tenon for testing.
There’s an extra option available for an email address, labeled “Email address to send requests for accessibility review”. That’s because I recognize that the people publishing your posts may not know what they need to do to resolve an error, or because an error may be coming from a plug-in or 3rd party resource that you can’t resolve easily. Administrators have the option to override the accessibility testing and publish a post regardless of it’s score; non-administrators can send an email requesting a manual review, so that person can either fix the problem or approve publishing the post without fixing it.
That’s all you really need to know to use the new testing process in Access Monitor. Enjoy! | https://www.joedolson.com/2015/10/new-in-access-monitor-test-before-you-post/ |
Critical Dharma for Thinking Minds
Just came back Sunday morning at 2 AM from Washington, DC, from the Peoples Climate March, The Mother of All Marches. It was 36 hours of continuous movement, no sleep, no food, lots of bottled water, 90° F temps in steamy-hot DC. I went on a bus with 350 Central Mass. I’ll have more to say about it in the days ahead (maybe) but for now, here’s my shots of the march.
https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2F100009437906688%2Fvideos%2F1857556501235595%2F&show_text=0&width=400
I went to the Buddhist Convergence at Upper Senate Park. A Plum Village sangha from NY led us in a lovely song that went “We are all the leaves of one tree.” Yours truly was actually wearing the leaves of a tree.
That was my idea of a sign. Also called “ephemeral art.”
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I do Tai Chi with Paul Read, the Teapot Monk, @ 21st Century Tai Chi Academy https://www.21stcenturytaichi.com/academy/89szm
Website Powered by WordPress.com. | https://engagedharma.net/2017/05/02/pcmdc-the-mother-of-all-marches/ |
Addis Communications, an award-winning, woman-owned, boutique PR agency, is seeking a 2019 spring intern to work between 10-15 hours per week for course credit. The virtual internship will include bi-monthly in-person meetings and the opportunity to attend events at the Public Relations Society of America (PRSA), National Capital Chapter — the largest PRSA chapter in the country — and the National Press Club.
INTERNSHIP DUTIES
Writing/Editing/Proofreading
• Write blogs for Addis Communications; post on website via WordPress
• Write weekly news digests
• Edit and proofread client materials
Social Media
• Develop plan to increase social media followers and engage with influencers
• Create monthly content calendar
• Write social media posts; load into Hootsuite
• Design accompanying visuals using Canva
• Ensure all content is optimized for social media, including appropriate use of hashtags
Research
• Review social media analytics (Facebook, Twitter, website);
• Conduct industry research
• Conduct client research
QUALIFICATIONS
• Pursuing a bachelor’s degree in communications; juniors and seniors preferred
• Strong writer and editor
• Detail oriented
• A can-do, enthusiastic attitude and willingness to learn
Interested candidates should email a cover letter, resume, and three writing samples to: Karen Addis, APR, President & CEO, [email protected]. | https://addispr.com/2019/03/04/addis-communications-seeks-summer-2019-intern/ |
This role is responsible for strategically building and driving the organization’s full life cycle recruiting efforts. This role will manage the candidate experience, source and identify top talent, builds relationships and diverse pipelines, innovate and improve processes for a growing and fast paced business. This role is also responsible for leveraging and partnering with external recruiting resources and agencies. The Recruiting Manager will work in partnership with HR and the leadership team to build out and enhance the employee value proposition, compensation and leveling and implement recruiting programs.
Primary Responsibilities:
- Design and execute customized full cycle staffing strategies and plans, partnering closely with hiring managers.
- Source active and passive talent through a variety of techniques and creative solutions.
- As a subject matter expert, identify strategies and put into action appropriate workflows, tools, processes and resources.
- Program manage vendor and agency relationships.
- Use creative problem solving and industry knowledge to stay ahead of trends and anticipate future needs.
- Build relationships; identify and attend critical industry events to recruit and network with a focus on diversity.
- Partner with marketing and IT on events, conferences, and other digital solutions to drive recruiting efforts.
- Closely listen, anticipate and proactively respond to the needs of the business and industry; innovate, adjust, re-frame programs and process to enable premier candidate experience.
- Build a strong recruitment and hiring culture internally; build capability of hiring teams with a goal of creating a strong recruiter mindset.
- Partner with internal teams to leverage events and conferences to build a strong recruitment brand.
- Regularly manage pipeline activity and maintain data, integrate and proactively share data-centric updates with internal stakeholders.
Qualifications:
- 10+ years of experience in full cycle recruiting across multiple technical and product disciplines
- Experience in Hi-Tech, Financial Services, Info-Security, Compliance industries preferable
- Proven success in navigating the start-up environment; strong ability in dealing with ambiguity; can succeed in an ever changing and fast paced environment
- Expert in ability to diagnose, create and implement array of effective recruitment strategies
- Demonstrated technical aptitude navigating an Applicant Tracking System
- Strong ability to use metrics to influence the business and adapt recruiting strategic
- Ability to build and maintain trusted relationships with customers and talent; has a high level of influencing and negotiation skills, high customer service standards
- Experience strategically scale the business and make continual innovative improvements to processes and practices.
- Excellent judgment and quick decision-making skills; can navigate complex situations with discretion, is a respected resource and partner
- Experience in compensation and general HR requirements as it relates to hiring.
- Evaluate talent, structure deal terms and seamlessly integrate new talent acquisitions
- Excellent written and verbal communication
Physical Demands and Work Environment
The Recruiting Manager must be able to sit for extended periods at a computer workstation. Role requires ability to work independently and use good judgment in decision making. Position is full-time and may require occasional travel domestically. Reasonable accommodation can be made to enable people with disabilities to perform the described essential functions. | https://boards.greenhouse.io/bittrex/jobs/5152510002 |
Tactical marketing trains the student to make market decisions with the purpose to develop an organization that grows and survive in a demanding market. The students will be trained in evaluating market conditions, set up a competitive strategy and make tactical marketing decisions.
Tactical marketing differs from other courses in that it is build around a practical and realistic simulation game.
The students is put into position to run a marketing department in a large international company. The company experiences tough competition, demanding customers, and aggressive competitors. Through the simulation game the students is guided through different phases of work tasks. This consist of making decisions regarding product attributes and -variation, price strategy, availability, budgets, in addition to financial planning. Through the game the students develops their ability to analyze situations, understand consequences of decisions before they makes the decision, plus develop an understanding of how the marketing decisions affect the whole organisation, tradeoffs and potential outcomes.
Adjust strategy and tactics in response to financial performance, competitive tactics, and customer needs.
After finishing the course the students should be able to understand the important concepts, principles and strategies in marketing which are relevant in any managerial post. | https://www.bi.edu/programmes-and-individual-courses/bachelor-programmes/course-descriptions/electives/tactical-marketing/ |
The Director, Business Intelligence will be responsible for the planning, development and maintenance of our BI and Analytics solutions. If you are driven and get excited about a hands-on leadership role with cloud analytics, data discovery and visualization, self-service BI, master data and data quality, mobile BI and the latest data warehouse architectures and have a proven track record of embracing, leveraging and implementing those solutions and concepts, this role would be an ideal fit.
This role brings leadership in envisioning, planning and executing the right solutions in an iterative and agile manner. Accountable for delivering high quality business intelligence in a meaningful manner to enhance business decisions.
Position Responsibilities:
The Director, Business Intelligence will beresponsible for all strategic, tactical, operational, team and technical resource leadership accountabilitiesassociated with the following areas:
- BI and Analytics strategic vision and tactical execution
- Consults with key stakeholders to understand data requirements, develops business intelligence strategy and executes plan to meet needs, influence decisions and facilitate roadmap and data governance activities.
- Collaborates to find ways to leverage existing and new data and information in company’s products and services to provide value based solutions
- Highest escalation point for internal production support
- Plan and execute data analysis, data cleansing, data quality, work flow management and data delivery.
- Manage the development and rollout of the statutory and non-statutory reporting.
- Hire, train, and supervise resources and ensure that team meets SLAs to support the needs of our business stakeholders.
- Ensure compliance with all applicable data privacy regulations and policies as they relate to data.
Qualifications
Ideal Qualifications:
- Proven ability to establish and articulate a vision, set goals, develop and execute strategies, and track and measure results
- Proven ability to build and motivate a team to achieve well communicated expectations
- Proven skills to work effectively across internal functional areas in ambiguous situations
- Proven experience creating strategies and executing on innovative and leading-edge data solutions (i.e. big data, AI, ML etc.)
- Proven experience with both SaaS and internal company facing delivery models
- Extensive experience in creating data architecture models supporting a wide variety of end use cases including client facing data products, data mining, dashboards, data visualization, data streaming, file processing, etc.
- Hands-on experience with data analysis, data architecture, data cleansing and data quality.
- Hands-on experience with business process modeling.
- Hands-on experience with multiple BI and data warehousing architectures and toolsets
- Hands-on experience with advanced statistical and root cause analysis skills and data modeling.
- Possesses effective communication skills and ability to interpret data and influence leaders.
- Ability to demonstrate critical thinking and problem solving skills with a focus on the end user and end to end process.
- Ability to manage and balance transformational roadmap initiatives alongside high day to day ad hoc data needs
- Ability to manage and balance speed to market, agility, scalability, robustness and security
- Accountable for leading a team of highly technical team members in providing project and production support management
- Strong sense of user/customer experience and needs for both external clients and internal power-users
- Ability to effectively evaluate and communicate the potential value of emerging solutions like machine learning and artificial intelligence
- Demonstrated history of keeping current on key data and BI trends
- A solid understanding of the BI vendor, open source and cloud platform landscape
- A solid and inherent understanding and application of data security
- Minimum Requirements:
- A degree in computer science, mathematics or a related field is required
- Minimum of 10 years of data analysis, data quality and data integration.
- Minimum of 3 years of Master Data Management experience.
- Minimum of 5 years of experience with data integration tools such as Informatica, Data Stage, ODI.
- Minimum of 5 years of experience working with Databases such as Oracle, Teradata etc.
- Minimum of 5 years of experience working with data delivery tools like Tableau., OBIEE, Cognos, Qlikview, etc.
- Minimum of 3 years of experience on Oracle Cloud SaaS with HCM/PAY, FIN and PPM or with Oracle eBusiness suite experience
- Minimum of 10 years of progressive experience in a directly related area, during which both hands-on and leadership capabilities have been clearly demonstrated
- Must have legal right to work in the US. | https://www.theladders.com/job/director-of-business-intelligence-pike-electric-winston-salem-nc_35658255 |
Primary Purpose of Role :
- Role entails driving the Talent Acquisition strategy across functions aggressively and to achieve desired outcomes in alignment with the business goals. Actively engage with Business Leadership teams to translate goals to talent needs and lead the process for attracting superior talent across functions.
- The position holder will be accountable for crafting sourcing strategies for various roles, from entry-level to executive-level positions.
- Incumbent should be able to ensure we provide an excellent candidate experience, while meeting our business goals and filling our vacancies to minimize loss of man-days
- Incumbent will also have to build a strong employer brand for our company so that we can develop strong talent pipelines for current and future hiring needs.
- The candidate will also be involved in a broader set of key initiatives, including managing employer branding initiatives, IJP and internal referral programs.
- The role is located in Delhi and reports to Regional HR Director IKSEAT
Roles and Responsibilities & Key Deliverables :
- Design and execute recruiting strategies to attract, evaluate and hire qualified candidates
- Proactively identify and address hiring needs. Work closely with the Leadership team to plan the hiring needs
- Evaluate and refine sourcing and selection procedures. Innovate on hiring practices by using new methods or channels.
- Promote diversity in the workplace and ensure recruiting strategies attract diverse candidates and achieve the diversity target in all the functions
- Oversee and improve overall candidate experience
- Maintain talent pipelines with potential candidates and past applicants for future staffing needs
- Organize recruitment events to establish a strong employer brand
- Manage all job descriptions ensuring they are high quality and accurate.
- Create clear policies and employee handbooks that explain company operations
- Act as an onboarding Ambassador to the McCain organization & owns the onboarding Process to ensure that welcome experience for new employees' is of great standards
- Gather and process paperwork, like contracts and non-disclosure agreements ensuring that the Employee Central HR system has all the required information for a new hire
- Address new hires' queries regarding their contracts, payroll and any other relevant question.
- Coordinate any pre-employment screenings and background checks as required
- Source candidates on social networks and niche platforms (e.g. LinkedIn Recruiter), and develop talent pipelines for ongoing business requirements through various sources. The Talent Acquisition Manager will also assist in the recruitment process by sourcing potential hires on various channels including LinkedIn and other social media platforms and other screening tasks.
- Review and screen candidate resumes and applications using our Applicant Tracking System and any other TA Systems
- Coordinate interview process, and gather and provide feedback on candidate interviews while assisting the hiring manager on making a hiring decision
- Stay abreast with DE&I trends and benchmark DE&I initiatives with other Companies. Maintain a dashboard for DEI hiring and share the same with the Function Heads on monthly basis
- Responsible for conceptualising the Employer Branding roadmap for Company and craft the strategies around it. Build employer brand via best talent acquisition strategies.
- Develop relationships with third-party recruitment agencies and staffing firms and manage the procurement and measurement process.
- Position Organisation as an employer of choice with identified campuses; ideate and innovate next level practices to distinguish the university relations program
Detailed Role Specifications
- Ensures Talent - Where and When We Need It - Designs and leverages integrated people strategies based on a holistic understanding of our diverse workforce; enabling the attraction, development and hiring of top talent.
- Enables Peak Organizational Performance - Identifies the business need and shapes organizational solutions that drive sustainable outcomes.
- Drives Operational Excellence - Reinforces global and standardized policies, processes, and system for service delivery to increase operational effectiveness and efficiency.
- Builds Sustainable Relationships - Establishes trust with stakeholders through proactive solution development, delivery against commitments, and honest, transparent communication.
- Agile and willing to learn and apply new approaches to remain competitive and to attract talent from the external market
Decision Making Accountability
Decisions Expected Recommendations Expected
- Decisions on overall Recruitment Budget
- Recommendation on preferred candidates who fit a particular business
- Decisions on participating in various Job fairs and other employer branding programmes & managing the budget associated with the same
- Recommendation to the business on modifying the hiring specs to meet the business needs
Knowledge/Experience :
To effectively perform in this job the position holder must have:
- MBA HR with 7 -10 years of TA experience and direct sourcing experience
- University Relations campus recruitment and employer branding experience desired
- Thorough understanding of recruiting methods and best practices
- Strong communication and interpersonal skills to work with employees and external contacts at all levels, demonstrating strong influencing and negotiating skills. Must be capable of working with senior managers and working constructively with diverse personalities.
- Ability to use good judgment and discretion with highly confidential and sensitive personnel information.
- Strong organization skills with the ability to prioritize workload and manage multiple tasks without close supervision.
Professional/ Technical Competencies : | https://www.iimjobs.com/j/manager-talent-acquisition-fmcg-7-10-yrs-1118192.html |
Strengths:
– pace
– finishing
– instinct
– off the ball movement
– technique
– ball control
– dribbling
– agility
– flair
– creativity
– athleticism
To improve:
– tall player but his heading ability could still improve to become even more dangerous
– general passing and playmaking skills in the final third
Style of play:
– complete forward
– player with very good body mass ratio, physical strength, power, and natural fitness who feels comfortable in contact situations
– can operate effectively alone up front or offer versatility in the attacking duo
– excellent pace, footwork, agility, and coordination
– likes to play in a free attacking role granted the freedom to roam the pitch and find space
– killer instinct, great off the ball movement, composure, and flair in the final third
– clinical finisher capable on both feet
– possesses a wide range of finishing skills (powerful, technical, chipped, etc.)
– very skillful at beating his markers and evading pressure
– often makes surging runs into the penalty box
– creative player able to make a difference at any time and make something ‘out of nothing’
– great sense of positioning while receiving through balls
– displays a natural technique to take fast decisions in tight spaces/under pressure
– very good first touch to make quick combinations with his teammates
– elegant and skillful with the ball at his feet
– extremely difficult to knock off the ball thanks to his strength, ability to shield the ball, and excellent close control
– very good dribbler who’s also prolific when attacking from deep/wing
– able to make spectacular solo runs to beat the defensive line
– extremely dangerous on the counter thanks to his pace and acceleration
– likes to press and hassle the opposition’s centre-backs effectively/quite good efficiency in pressing
– often capitalizes on defensive mistakes
– operates comfortably with his left weaker foot
– accurate penalty taker
Brunner receives the pass after a very good off the ball move and scores with a powerful finish.
Brunner makes an amazing run through the half-space and scores with a calm chipped finish.
Heatmap by Wyscout:
He is best suited to playing as:
Centre-forward in 4-3-3.
Video:
Achievements:
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League summary (as for 13 September 2022):
No senior team appearances yet.
Description:
Paris Brunner joined the Borussia Dortmund academy from VfL Bochum in 2020. He is considered to be one of the most talented strikers of his generation in Europe. He is a part of an exciting generation of BVB players born in 2005 and 2006 which includes, among others Luke Rahmann, Julian Rijkhoff, Almugera Kabar, Rafael Lubach, Filippo Mané, Jaden Korzynietz, Kjell Wätjen, Gökdeniz Gürpüz, William Rashidi, Raúl König, and Charles Herrmann. Paris has been in phenomenal form this season so far – he scored 14 goals in just 4 games for BVB U-17, made his UEFA Youth League debut, and also scored in his just second game for BVB U-19 in the German Cup game against Energie Cottbus.
Quotes:
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Football Talent Scout potential rating:
Player has the potential to become a key player in a top European club.
Links: | https://footballtalentscout.net/2022/09/13/paris-brunner/ |
More enhanced skills used in the game of futsal is the focus of this course and is taught at the competitive for the more advanced student. Technical ability, tactical understanding, physical fitness, and the mental approach necessary to compete successfully in match play will be emphasized. Competitive skills and full team strategies and tactics will be discussed and performed. There will be a discussion introducing additional laws of the game, the role of referee, match fitness, nutrition and nuances of the game.
KNES 38C or KNES 38CX, or equivalent skill. | http://www.deanza.edu/schedule/class-details.html?crn=46239&y=2019&q=S |
The Quality Engineer position is responsible for ensuring that the products produced, and the manufacturing processes, meet Avery Dennison’s quality standards, working in conjunction with the manufacturing engineering team and product development/sales teams.
In your role as Quality Engineer, delivering on these responsibilities is critical to success:
Interpret, build upon, and comply with company quality standards, as well as ISO 9001:2015 regulations.
Carefully maintain complaint and nonconformance processing through records and tracking systems, including investigations, root cause analysis and corrective actions.
Determine quality improvement parameters by identifying statistical methods relevant to manufacturing processes.
Plan, execute, and oversee inspection and testing of incoming and outgoing product to confirm quality conformance to specifications and quality deliverables
Provide training and support on systems, policies, procedures, and core processes.
Actively participate as the quality lead for new projects, pilots runs, and new product testing across multi-departmental project teams
Work along with the manufacturing and engineering teams to optimize documentation related to quality and inspection; maintaining ISO related documentation
Conduct internal and external audits in compliance with ISO 9001:2015
Other duties as assigned
Qualifications
Avery Dennison has a long history of being a market leader. Your history is important to us. It should include the following:
Education:
4+ Years quality engineering, research, scientific or related experience with a Bachelor's Degree.
3+ years with a Masters Degree.
Experience:
Demonstrated working knowledge/experience in quality assurance discipline.
Previous contract manufacturing experience is a plus.
Understanding of applicable computer systems, such as Microsoft Office, Google and function specific software.
Strong math and analytical skills (statistical analysis and process control).
Basic ability to read and interpret blueprints, technical drawings, schematics, and computer generated reports.
Ability to interface effectively with cross-functional groups to define and execute overall requirements.
Work with quantitative analysis and models for decision making and problem solving
Able to conduct research, prepare comprehensive reports and present complex statistical information in a clear and succinct fashion
Can evaluate multiple variables to arrive at the optimum solution
Experienced with six sigma and lean manufacturing
Competency in objective setting, and providing appropriate situational leadership to execute these strategies
Able to see and understand the broad context of events
Can ensure strategies and tactical plans developed are consistent with overall manufacturing and service functional objectives
Ability to take on increased responsibility, special initiatives, and leadership role
Travel up to 25%, some off hour work may be required.
Additional Information
All your information will be kept confidential according to EEO guidelines. | https://averydennison.jobs/miamisburg-oh/quality-engineer/4B1B3B2F96B8458CB480A1CC2B13A2FE/job/ |
Corresponding author:
Email: [email protected]
ORCID: http://ORCID.org/0000-0002-7851-1973
Researchgate: https://www.researchgate.net/profile/Stefan_Koenig6
Google Scholar profile: https://scholar.google.com/citations?user=IQ44XRMAAAAJ&hl=de
1 Introduction
German soccer seems to be in a process of change. Since the winning of the world championship in 2014 the German soccer association (DFB) is struggling hard to keep pace with other nations like Italy or France. As a consequence, the DFB is continuously reforming its scouting and training system, e. g. by establishing academies and integrating science-based training methods into the development of talents. Especially with regard to training methods it seems to be significant to keep in mind that there are different performance factors in soccer which are more or less relevant for planning and designing the training process. No matter which perspective is taken, tactics are a key component in soccer as in any other game; thus, all participants need appropriate instruments to teach and improve game intelligence and creativity (Memmert & König, 2019).
Before this background we decided to apply TGfU as a rather school-based teaching concept to top level adolescent soccer teams and evaluate it in this setting. In doing so, we wanted to get a first idea of how players and coaches experience and evaluate this approach. This seems to be quite interesting and innovative because usually players in clubs are not used to develop their own thoughts on tactical solutions in an analytic process during games. As a result, we believe that cognitive activation through TGfU-based reflections may be a benefit for developing the players’ tactical competence and their motivation.
2 Methods of Teaching Games
Traditionally, there have been two opposing approaches for teaching games, namely skill-orientation and deliberate play. Whereas the first pursues the objectives of overlearning and stabilizing skills in rather isolated and standardized situations in order to apply them in game situations, the second method confronts learners from the very beginning with “real game situations” and assumes that skills are learned more or less along the way. Meanwhile, this dichotomy has been overcome and both positions have been integrated into the fruitful concept that “game appreciation and the development of tactical awareness should precede development of the motor skills of a game” (Rink, French & Tjeerdsma, 1996, S. 399). However, there is still the question of how to implement this idea in a training session.
TGfU, as one interpretation of the game-based approach (cf. http://www.tgfu.info/consensus-statement.html), may be regarded as one, if not the best concept of realizing playing before practicing. The original concept (Bunker & Thorpe, 1982) recommends proceeding in a circle (1 teaching unit) or a helix (several units) to organize the issue at hand. In addition, TGfU wants to enhance its learners’ tactical knowledge by integrating him or her into the teaching process with questions aiming at an analysis of specific game situations. With regard to quality issues in PE this proceeding is meanwhile described as cognitive activation, a teaching approach which aims at developing and acquiring cognitive-reflective dispositions (Herrmann & Gerlach, 2020) to develop pupils’ physical literacy.
With a view on Germany, the implementation of TGfU can nearly exclusively be observed in Physical Education; in contrast, there seems to be almost no application in the setting of competitive sports. Regarding coach education courses for instance, especially those for youth coaches, the respective curricula do not take TGfU strategies into account. However, and relating to international results we might assume that utilizing TGfU in adolescent team sports will improve the tactical behaviour of players. This seems to be evident considering the work of international authors more closely because they point out that the benefit of TGfU and its offshoots is the tendency to develop thinking players (Gréhaigne, Godbout, & Bouthier, 1999; Howarth, 2000; Kirk & MacPhail, 2002). Thus, we assume that players’ adaptive skills and tactical understanding can be trained more effectively when coaches use methods and variations of the TGfU approach (Light, 2005, p.179).
3 The Research Project
Idea: In general, coaches and managers in the DFB youth development centres work in a very player-centred manner, i.e. the players are put at the heart of all processes concerning training and management. As a consequence, our research project focused on the idea of a potential connection between tactical impulses implemented by means of self-reflection and open coaching – as pursued by the TGfU approach – and the development of young soccer players. Thus, our research aims were on the one hand to find out potentials for the further development of young talents in soccer and on the other to stimulate the discussion about the teaching of tactical intelligence and creativity among practicing coaches in top level adolescent soccer. Our research question read as follows:
“Which elements of the TGfU model are relevant for improving individual tactical competencies in top level adolescent soccer?”
Method: In the empirical study we cooperated with the management of a youth training centre and the respective U12, U14, U16 players and coaches of a German professional club (1st league). The players and coaches were introduced to the TGfU topic by watching a video about implementing TGfU principles and methods into a training session of the U19 Bundesliga team of SSV Ulm 1846; the main issue of the recorded training session was “offering and free running”. After having attentively viewed the video recording, all participants were questioned using semi-structured interviews. All interviews were transcribed and analysed via Kuckartz’s approach (2014) of Qualitative Content Analysis to get insights and impulses on different estimations and viewpoints.
Results: All three coaches regard the TGfU approach as an opportunity for high learning effects in the tactical context. Likewise, the players assumed a high potential of TGfU approaches in training sessions nearly unanimously, especially in the context of understanding tactical questions. They said that they would like to be trained more regularly with tactical elements in such a manner. This coincides with Uppal & Vaconcelos (2012) who emphasized the positive impact that the TGfU model can have on improving the cognitive and affective domains of students in physical education, which then leads to more positive experiences and increased intrinsic motivation.
Subsequently, our participating coaches regard the application of the TGfU model as a process that should be boosted. For coaches the cognitive functions of the players are trainable parts (Memmert, 2020), which can be developed through the TGfU framework. For the coach of the U12 team it is even a quality feature that players can play and think at the same time at that level. As to the practical implementation, the participants mainly rely on small-sided-games and their advantages. Integrating questions and self-reflection is a relevant component of TGfU’s commitment with the players. The player is placed at the centre of the learning environment to acquire a more meaningful learning and take responsibility for his own learning (Mc Askill, 2012, p. 255). In our analysis, this result poses a challenge for the coaches’ communication. In particular, the time required under the framework conditions in a youth development centre and also the use of open-ended questions are of concern for them.
With regard to the project in general, we are now able to account situations and principles that speak for an application of the TGfU model in top level adolescent soccer from the perspective of coaches:
- The coach teaches tactical knowledge and tactical basics following the principle “from playing to playing and exercising” by implementing relevant skills in target games.
- The coach ensures that in the training sessions the players mainly play with a certain nearness to the true game and a maximum number of ball contacts.
- In his coaching and through choosing adequate training forms, the coach sets tactical impulses so that players can develop an understanding of the game.
- The coach sees cognitions as trainable factors of his players. The tool for diagnosing cognitive capacities in the process of training control are specific games or game test situations that create stress situations and time pressure for the players involved.
- The coach is responsible for and ensures an open exchange about the tactical features of the game with his players, including coaching feedback for both the group as a team and the individual players.
- The coach does not simply conclude training sessions and individual training forms, but takes time for joint reflections based on technical-tactical contents. The issues for reflection are close to the game and can therefore be transformed easily into the individual game performance.
- The coach acts and leads in a player-centred way, i.e. players’ interests and views are taken into account in the planning and implementation of training sessions. The adolescent players are also introduced to background information and considerations of the coaches on the specific focal points in various training sessions.
4 Summary and Perspectives
Our analysis was based on two starting points: first, we analysed the situation of soccer in Germany and could observe that the DFB is struggling hard to keep pace with other nations; this especially applies to the technical and tactical development of young players. Second, we observed that TGfU and its variations do not play a role in the education of youth coaches in Germany. As a consequence, we conducted a research project on the implementation of training sessions based on the TGfU approach in adolescent top level soccer. Based on our results we finally want to frame three demands for the future although we know that our research is limited due its case structure:
- As to coach education we believe that an integration of TGfU as a teaching method is absolutely obligatory because it will bring additional training effects especially in U12 and U14 teams.
- With regard to research we encourage sport associations to critically examine the development of their young athletes, in particular with regard to their tactical and cognitive competencies.
- Finally, and with a look at a fruitful cooperation between science and praxis, we want to encourage researchers and coaches to approach one another for the benefit of soccer or any other game.
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Psychological Education, 18(1), 5–8.
Gréhaigne, J.-F., Godbout, P., & Bouthier, D. (1999). The foundations of tactics and strategy in team sports. Journal of Teaching in Physical Education, 18, 159–174.
Hapke, J. & Waigel, S. (2019). „Sporttreiben mit Köpfchen” – Kognitive Aktivierung im Sportuntericht [”Doing sports with brain“ – cognitive activation in PE]. In A. Gawatz & K. Stürmer (Hrsg.), Kognitive Aktivierung im Unterricht. Befunde der Bildungsforschung und fachspezifische Zugänge (S. 148–162). Westermann Gruppe.
Howarth, K. (2000). Context as a factor in teachers’ perceptions of the teaching of thinking skills in physical education. Journal of Teaching in Physical Education, 19 (3), 270–286.
König, S. & Memmert, D. (2021). Teaching Decision-making and Creativity as a Vital Issue for teacher Education – a Qualitative Intervention Study with German Trainee Teach-ers. In Light, R. L., & Curry, C. (Eds.), Game Sense for Teaching and Coaching: Inter-national perspectives (S. 99–112). Routledge.
Kirk, D., & MacPhall, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21, 177–192.
Kuckartz, U. (2014). Qualitative text analysis: A guide to methods, practice and using software. Sage.
Light, R. (2005). Making Sense of Chaos: Australian coaches talk about Game Sense. In Griffin, L., & Buttler, J. Teaching Games for Understanding (p.169–180). Human Kinetics.
McAskill, B. (2012). Coaching for decision-making: A practical application of TGfU on a senior boys’ varsity volleyball-team. In Butler, J. Reconceptualizing physical education through Teaching Games for Understanding (p. 233–258). UBC.
Memmert, D. & König, S. (2019). Models of game intelligence and creativity in sport: Implica-tions for skill acquisition. In Hodges, N. J., & Williams, M. A. (Eds), Skill acquisition in Sport: Research, Theory, and Practice (pp. 220–236). 3rd ed. Abingdon: Routledge.
Rink, J. E., French, K. E., & Tjeerdsma, B. L. (1996). Foundations for the Learning and Instruction of Sport and Games. Journal of Teaching in Physical Education, 15(4), 399–417.
Roth, K., & Kröger, C. (2015). Ballschule. Ein ABC für Spielanfänger [Ball school. An ABC for beginners] (5th ed.). Schorndorf: Hofmann.
Uppal, S., & Vaconcelos, K. (2012). Teaching Games for Understanding and Student Motivation. In Butler, J. Reconceptualizing physical education through Teaching Games for Understanding (p.160). UBC.
Ünal, C. (2021). Teaching Games for Understanding als sportdidaktisches Vermittlungskonzept im Nachwuchsleistungs-Fußball [Teaching Games for Understanding as a teaching conception in top level junior soccer]. University of Education, Weingarten. | http://www.tgfu.info/blog/implementing-tgfu-strategies-and-principles-in-adolescent-top-level-soccer-an-exploratory-approach |
We’ve talked about how you can figure out if you are strong enough to handle the physical side of college baseball, but how about the mental side? Here are some tips to help you prepare for the “mental game” at the college level.
1. Evaluate the players at schools around you. If you have your sights set on going D1, find a D1 school near you and go to a game. Don’t just watch the baseball, imagine how you would fit in. Watch the player who is playing your position. Do you think you could play at that level in 3 years? Even more than watching skills, pay attention to the details. Look at the size of the players, their speed, and their ability to make quick decisions. Watch for how often the players make the routine play and how the hitters approach each at bat. One game is all it will take for you to see what you’re working towards as long as you pay close attention to what you see and hear.
2. Get a deeper understanding of your own game. Since you’re looking to play college baseball, it’s safe to say that you’re one of the better players on your team. Now it’s time to start improving the mental aspect of your game. This is especially true in leagues where individual players can dominate. When you get up to college, the skill level evens out dramatically. What separates average players, good players, and great players are the intangibles. By the time you get to college, you will need to be mentally prepared at all times and to learn something from every game you play. Start now. See if you can spot things in your game that your teammates or even your coaches missed. Is there a situation where the outfielder threw to the wrong base? Is there a spot where a hitter didn’t have a good plan at the plate? Always be learning from both successes and failures. When players get to college, it’s common for them to say that the game “speeds up.” This is how you slow it down. You have to be able to think about each situation individually, anticipate plays before they happen, and play the game one pitch at a time. For more practice in understanding the game and making the best decisions, check out our “Think the Game” column. With Think the Game, you’ll find hundreds of game scenarios with common mistakes and lessons to learn.
3. Be willing to learn. High school can be a really intimidating time. A lot of guys really aren’t sure if they belong in college ball, what level they can play at, and if they’ll get any interest from coaches or recruiters. It’s a tough subject to talk about with a lot of your friends because they’re going through the same process. One of the easiest ways to tackle this problem is to talk to older players. If there’s a senior on your team who is going to play college ball or a player who just graduated and went off to play college ball, ask him for help. I’ve never met a ball player who wasn’t willing to give advice. Ask older players to evaluate your prospects for playing in college. Ask them for any tips they might have learned over the course of their recruitment. There’s a whole world of information about programs and coaches that is passed along through people associated with the game. It’s all there, available for you. All you have to do is ask. | https://keepplayingbaseball.org/are-you-ready-for-the-mental-game/ |
The Assistant Coach plays a critical role in achieving the overall goals of the track & field program by providing important recommendations, suggestions and decisions regarding training strategies, competitions, priority listing of recruits, etc. as well as offering initiative and independent judgment (e.g., in providing coaching instruction, evaluating and communicating with prospective recruits and their parents, and representing the track & field program to constituents).
Qualifications:
- Six years experience participating in and/or coaching track & field/cross country at the high school or collegiate level.
- Bachelor’s Degree or the equivalent combination of education and experience.
- Strong knowledge of track & field training programs, skills and strategies, particularly in the jumping events.
- Good interpersonal and communication skills and the ability to work effectively with a wide range of people in a diverse community.
- Strong organizational skills.
- Ability to recruit effectively with no athletic grants and highly selective admissions standards.
- Demonstrates a commitment to diversity, inclusion, and cultural awareness through actions, interactions, and communications with others.
- Possession of a valid U.S. driver’s license
Key Accountabilities:
- Participates in the development and implementation of an overall recruiting plan, including but not limited to, determining program needs by event and class, selecting recruiting events to attend, and setting admissions priorities.
- The assistant coach assumes a significant amount of independent responsibility for: Identifying qualified students and talented athletes, communicating with prospects by phone, mail, e-mail, traveling to evaluate prospects; Meeting parents and high school coaches, organizing and participating in visits to campus by prospects; Maintaining appropriate recruiting records as required by the NCAA; and Staying abreast of the College’s programs and opportunities to effectively inform prospects. | https://jobboard.simplifaster.com/job/assistant-coach-track-field-sprints-and-hurdles-2/ |
Job Description:
Leidos is seeking a Talent Acquisition Recruiter to support the Health Group.
In this role, the Recruiter will partner with the business leadership to develop and execute advanced staffing strategies; source and recruit professional level candidates; manage the end-to-end full life cycle recruiting process; and adhere to all relevant tracking and compliance requirements.
PRIMARY RESPONSIBILITIES:
• Demonstrate the ability to establish trust and confidence by maintaining a high level of credibility, integrity, and skilled communications with managers and staff.
• Collaborate with hiring managers to evaluate position criteria, determine candidate requirements, and sourcing options.
• Consult with internal customers on market trends, competitive intelligence, and prepare the business for current and future market dynamics related to the acquisition of talent.
• Serve as a subject matter expert in attracting and recruiting talent, applying advanced sourcing best practices, translating recruiting concept to practical application to support the business, and demonstrating the ability to flex from strategic to tactical in support of the business.
• Utilize sourcing tools and techniques to identify candidates such as online social networking, traditional networking, Boolean searches, and referrals.
• Be proactive; actively engage with leadership team to provide ongoing status of sourcing activities and candidates.
• Utilize candidate relationship management skills to identify, qualify, and maintain candidates.
BASIC REQUIREMENT
• Bachelor's Degree and 8+ years of related staffing or talent acquisition experience (Additional experience, education and training may be considered in lieu of degree).
• 8+ year track record of standing up staffing solutions for new and existing markets and future business activities.
• Demonstrated success in developing and executing sourcing strategies.
• Extensive experience and subject matter expertise in how to differentiate recruitment solutions for funded programs versus bid/proposals.
• Experienced in building, cultivating and sustaining networks of qualified, passive candidates and creating mechanisms to effectively manage a candidate pool.
• Success in applying advanced recruiting fundamentals to include sourcing, screening, interviewing, negotiating, and onboarding.
• Proven track record of working in a fast-paced, complex, and deadline-oriented environment.
• Must be results oriented and have the ability to effectively manage multiple priorities.
• Advanced understanding of OFCCP regulations and FLSA compliance.
• Proven track record of providing recruiting support to multi-site operations and be capable of effectively building positive work partnerships with geographically-dispersed staff at all levels.
• Proficiency in MS Word, Excel and PowerPoint.
PREFERRED SKILLS: | https://careers.leidos.com/jobs/3830162-talent-acquisition-recruiter |
Our client, Europe's leading quantitative finance research firm is looking for a intrim Learning & Organisational Development Partner to jpin their team for 12 month maternity cover.
About the role:
This is a role that forms part of the wider Talent Development team. The TD team is structured such that L&OD Partners work alongside their counterpart HR Business Partners and are aligned to particular business areas. Within this role you'll work closely with your TD and HR colleagues as the L&OD Partner for our Corporate Shared Service functions (CSS). This includes functions such as Finance, Commercial Management, Legal and Business Insight Services.
In addition to supporting your client group, your learning and talent development experience will allow you to lead and collaborate on a range of projects. For instance, you may be running the early careers programmes, such as our graduate and intern programmes, or working with your TD colleagues on the development, implementation and roll out of a new Learner Experience Platform. This role requires someone who is also able to work on strategic and tactical activities and with employees at all levels from interns through to Functional Leaders.
Your responsibilities will include:
- Business Partnering; to truly understand CSS, analyse and define the Learning and Talent Development priorities and support delivery of the People Capability plans.
- Leadership and Management Development; ensure that CSS leaders and managers have the tools and capabilities to lead their people.
- Talent Development; define, design and execute effective talent initiatives that support growth at thefunctional, team and individual level.
- Learning & Development; work as part of the broader TD team to identify and shape the business-wide L&D initiatives including the development of a new Learner Experience Platform.
- Early Careers; Lead on development of some of our Graduate and Intern programmes across different business functions.
- Support us in building a cohort of best in class external suppliers.
- Facilitation; support our people, at all levels, through meetings, planning sessions, team events and training to successfully achieve pre-agreed L&OD goals.
- Data Analysis; utilise people, performance, talent and learning data effectively to provide insight, understand impact and ensure L&OD efforts are focussed on value-add activity.
You will have deep technical knowledge in all aspects of Learning and Organisational Development and extensive experience of delivering cutting edge talent solutions. You will not be afraid of getting your hands dirty and working directly with the business. No task will be too large or too small and you will be passionate about both creating strategies and implementation.
Who are we looking for?
- 5+ years' experience in a Learning & Organisational Development Role.
- Excellent relationship management skills and desire to work in a highly collaborative team.
- Demonstrable business partnering experience with the ability to work closely alongside various stakeholders at all levels of an organisation.
- Proven ability to context shift quickly; turning your attention to large-scale change and OD programmes one minute and to individual development planning the next.
- Established L&OD consultancy skills; an ability to diagnose L&OD issues/challenges and provide targeted interventions
- Experience of training delivery and facilitation at various levels of organisational hierarchy.
- A passion for lifelong learning and staying abreast of current Talent Management trends.
- Analytical with the ability to anticipate future trends, analyse requirements and translate these into innovative and pragmatic solutions.
- Strong business acumen and commercial approach, with exceptional project management skills
- Ability to research and budget accordingly.
- Great academics from a top tier institution.
- Accreditation in psychometrics preferable.
- Additional qualifications in one of the following (or similar) would be advantageous; organisational development, organisational psychology, leadership coaching, psychometric testing.
Why should you apply?
- Highly competitive compensation plus annual discretionary bonus
- Lunch provided (via Just Eat for Business) and dedicated barista bar
- 30 days' annual leave
- 9% contributory pension scheme
- Informal dress code and excellent work/life balance
- Comprehensive healthcare and life assurance
- Cycle-to-work scheme
- Monthly company events
Company
Oakleaf Partnership is the UK’s largest independent HR recruitment consultancy. Founded in 2005, we have built enduring relationships with HR functions across every sector; thanks in part to our expertise, but also our collaborative approach. We listen. We share our insights. We take the time to truly understand the culture of an organisation – the person behind a CV. | https://jobs.personneltoday.com/job/1401661824/learning-and-organisational-development-partner/ |
Strengths:
– passing
– vision
– technique
– ball control
– teamwork
– football IQ
Weaknesses:
– player of a small frame who doesn’t feel comfortable in contact situations
Style of play:
– deep-lying orchestrator
– able to play as the sole pivot or as one of two in a double pivot
– knows how to dictate tempo, he’s creative, and has the natural ability of an ‘orchestrator’ midfielder
– player with very good technical ability, 1vs1 short-dribbling skills, close ball control, and fast direction shifts in possession
– agile with good coordination and reasonably good pace
– intelligent player who feels very comfortable in combination play
– excellent range of passing at all distances
– high football IQ and spatial awareness
– good composure and retention skills under pressure/press-resistant player
– displays a natural technique to take fast decisions in tight spaces
– difficult to knock off the ball thanks to his low centre of gravity, ability to shield the ball, and excellent close control
– constantly asking for the ball and often is an additional passing option thanks to his positional awareness and understanding of the game
– energetic, hardworking, tenacious, and determined in defensive phase with good anticipation sense to provide key interceptions and tackles
– high number of touches and passes per game
– good direct and indirect set-piece taker
Nurković stays calm under pressure and plays a very good pass to his teammate.
Nurković orchestrates the play with his vision and passing skills.
Heatmap by Wyscout:
He is best suited to playing as:
Defensive midfielder in 4-3-3.
Video:
Achievements:
Bosnian U-17 Championship 2021/2022 winner with Sarajevo.
League summary (as for 27 June 2022):
No senior team appearances yet.
Description:
Bakir Nurković is a product of FK Sarajevo academy – one of the best youth systems in Bosnia. He is a part of an interesting generation of Sarajevo teenagers which includes, among others Tarik Ramić, Kenan Lamadzema, Arman Šutković, Muhamed Šahinović, Muharem Trako, Nermin Bijelonja, Talha Tabaković, Seid Pramenković, Haris Ališah, and Irfan Ramić. Bakir is also a regular youth international for Bosnia, he has already over 25 caps for various national teams, and currently he’s a member of the U-17 team.
Quotes:
—
Football Talent Scout potential rating:
Country-scale star with top European league ambition.
Links: | https://footballtalentscout.net/2022/06/27/bakir-nurkovic/ |
Expectations (what you will do):
• Build positive relationships with engineering and product management and business leaders, ensuring the quarterly, annual planned programs are delivered on time and with the highest quality
• Be involved in full software development life-cycle, from ideation, through implementation to post-production support.
• Drive day-to-day progress of programs & projects and keep various levels of management informed of project status and health
• Anticipate bottlenecks, escalate effectively, anticipate and make trade-offs, and balance the business needs versus technical constraints.
• Drive strategic and tactical decisions for bottlenecks in your projects with Engineering, Product, Business alignment
• Build efficiency in communication and development process and guide the team to use project delivery process to scope work effectively
• Pursue issues and risks, craft mitigation plans and bring them up to appropriate decision makers, remove team impediments
• Report project status to team members and management with the right level of detail and strategic importance
• Develop positive partnerships with the multiple teams
• Lead to create direction in the face of ambiguity and competing priorities.
Skills/Abilities:
• Well-rounded technical backal multi-team environment
• Excellent problem-solving and partnering skills
• Experience in managing multiple complex projects across functional teams with a large number of interdependencies.
• Good understanding of Agile, Lean and/or Scrum methodologies, ability to drive and develop new process(es) or methods for software development
• Ability to turn unknowns to knowns. Demonstrate a strong bias to action
• Strong verbal, presentation and written communication skills with the ability to appropriately communicate with the intended audience
• Ability to excel in a diverse environment and value different opinions
• Curiosity and strong negotiations skills are must haves
• Willingness to “wear many hats” and help in any area as needed (full ownership)
• Interest in creative ways to handle a problem
Basic Qualifications:
• Bachelor’s Degree in Computer Science, Information Systems or equivalent
• 4+ years of full-time program management experience with significant exposure to Application/Product development. | https://jobs.zigup.in/product/program-manager-12/ |
Our client is a global developer, manufacturer, and marketer of pre-moistened wipes for the consumer market, specializing in personal care, hygiene, household cleaning, and disinfection products. They are looking for a Regulatory Manager for their Northern NJ location.
The Regulatory Manager is responsible for providing strategic and tactical direction as well as the execution of Regulatory activities in support of our existing portfolio and a new pipeline of wet wipes products.
In this key role, the Manager will advance business and project objectives via the development of regulatory strategies and plans, including the preparation and execution of product registrations and filings.
He/ she will ensure full regulatory compliance of our wet wipes under their relevant product classification for the US market, with potential broader regulatory roll-out to Canada, EU, and other global regions. The Regulatory Manager will provide oversight and guidance on product claims, label requirements, and the impact of any changing regulatory requirements.
ESSENTIAL FUNCTIONS AND BASIC DUTIES:
- Provide regulatory leadership in support of existing business and new project initiatives
- Leverage extensive knowledge and prior expertise in providing regulatory strategies/plans for our portfolio of wet wipes products, which include cosmetics, OTC/FDA and EPA registered wipes within the US, Canada, EU, and other markets
- Ensure that all regulatory activities related to the maintenance of existing products and the development of new products are conducted and delivered in a high quality and fully compliant manner
- Oversee and optimize current regulatory processes, including input into project regulatory strategies, registration filings based on product classification, regulatory documentation, artwork, and claims review, and ongoing monitoring of the regulatory landscape
- Evaluate and clearly communicate to management any identified regulatory risks/gaps and trade-offs for the product/project portfolio and develop mitigation/contingency plans for identified risks
- Support new product innovation by developing relationships with Regulatory Authorities to understand how to maximize our investments through the regulatory process
- Analyze and execute all statutory reporting requirements and assist in the response to any product adverse health effects complaints
- Prepare, maintain and work with an outside consultant where needed to update regulatory non-clinical safety & environmental files as needed
- Represent the Client’s interests in the areas of regulations and product safety with government agencies, industry associations, and other organizations as directed
- Develop and maintain strong, collaborative internal partnerships (e.g., R&D, Quality, Legal, Marketing, Operations, etc.) to facilitate workflow and information sharing in support of registration package development for countries of launch
- Lead the development of and enhance the visibility of the Regulatory & Product Safety Team to effect positive culture change throughout the organization
- Work with senior management to optimize talent development and to develop necessary skills training
QUALIFICATIONS:
- BA/BS in a relevant technical degree is required; an advanced degree such as an MS is a plus
- Extensive knowledge of cosmetic, OTC/FDA, and EPA regulations for the US market is required; knowledge of global regulations is a plus
- Understanding of personal care and household product regulations and a well-established network of industry connections
EXPERIENCE REQUIRED:
- 10+ years of relevant experience in regulatory and product safety roles for consumer products; prior experience with cleansing wipes is a plus
- Proven track record of delivery in regulatory roles with prior participation, influence, and impact with external committees and regulatory bodies
- Minimum of 5 years of management experience leading regulatory, product safety professionals
- Proficiency with electronic submissions/regulatory filing systems
- Prior experience and scientific expertise in the non-clinical, clinical, toxicological, and/or operational (CMC) areas
SKILLS/ABILITIES:
- Ability to strategize, execute, develop and improve regulatory and product safety systems for compliance and efficiencies
- Leadership capabilities and ability to manage a team and a portfolio of projects to meet the business objective
- Creativity and the ability to address and deliver new regulatory opportunities outside of the company’s core/current areas
- Excellent communication and presentation skills communication skills, to be able to deal effectively with all levels of the organization and our customers/clients
- Strong understanding of the role of the consumer and business/brands and the ability to balance these needs alongside the rational requirements of the commercial business and technical constraints of manufacturing processes
- Proven results in building strong customer relationships, anticipating customer needs, and delivering consumer-centric solutions
For more info on this & other exciting roles please contact me
MARC LEVINE
C: 914-262-5142 E: [email protected]
Yoh, a Day & Zimmermann company, is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or status as a protected veteran. Visit https://www.yoh.com/applicants-with-disabilities to contact us if you are an individual with a disability and require accommodation in the application process. | https://pac.org/job/manager-regulatory-affairs-18/ |
After two weeks of, frankly, depressing Eagles football, I am sure some of you are starting to think more and more about potential NFL draft picks currently playing in college. Luckily, this weekend's college football games have a nice collection of challenges for some of the top prospects in the country. These are 10 players to watch who might garner interest from the Eagles.
Jeremy Cash, Defensive Back, Duke: Standing at 6-2, 210 pounds, Cash has the ideal size that the Eagles would look for in a defender. He is incredibly versatile, spending a lot of time close to the line of scrimmage as a nickel cornerback and functioning as a linebacker on passing downs. He has great eyes when it comes to finding the ball and attacking the play. He displays great range in coverage and has no issues making splash plays against the run. He needs to improve his ability to work through blocks, but he has the mentality to become a good run defender. This weekend, Cash faces one of the most difficult to defend offenses in the country in Georgia Tech (Saturday, 12 on ESPN2). Cash's ability to diagnose and attack the running game will be pushed to the limit against the Yellow Jacket's Triple Option offense. In addition to defending the run, Tech can challenge downfield on occasion in the passing game, so Cash will be able to display his full skill set.
Joshua Dobbs, Quarterback, Tennessee: It may be time to start talking about drafting a quarterback high come the draft. Dobbs is the smartest quarterback in the class, possessing great ability to read and anticipate defenses and pick them apart in the passing game. In addition, Dobbs has impressive athletic ability that adds a dangerous dimension to his game. His last display on national television against Oklahoma was a bit of a disappointment, but he has a great chance to showcase his ability against Florida (Saturday, 3:30 on CBS). Florida is loaded with defensive players, including star cornerback, Vernon Hargreaves III. Dobbs will need to be on the top of his game for the Volunteers to pull out a win and if he is, expect draft chatter to pick up about him.
Jared Goff, Quarterback, Cal: More Quarterbacks! Goff has all the hype in the world swirling around him, but, to be honest, I am much lower on him than those anointing him the next Aaron Rodgers. Goff is a decently smart quarterback who is very accurate, especially in the intermediate passing game. He is athletic enough to move well in the pocket and possesses good presence. However, the offense he is running is incredibly simple and I question how strong his arm is and whether he can function at a high level with it in the NFL. Goff faces a Washington (Saturday, 5, Pac12 Network) defense that has allowed 10 points per game this season. Goff will need to continue to be productive and will need to show how good he is when the passing windows get tighter and he needs to make harder reads.
Pat Elflein, Guard, Ohio State: It is not a secret that the Eagles offensive line needs an infusion of young talent, especially at the guard position. Luckily, there Eagles will not have to look far for potential fits at the college level. The 6-3, 300 pound lineman has quick feet and is a nasty, high motor run blocker. He plays with a great physicality that the Eagles are lacking on offense and, while he needs to clean up his hand placement, I think he would be a tremendous addition to this team. This weekend, Elflein and the Buckeyes face off against Western Michigan (Saturday, 3:30, ABC). While this is no world beating opponent, it will be intriguing to track Elflein's play throughout the season because I really like his fit in Philly.
Von Bell, Safety, Ohio State: Another Buckeye! The 5-11, 205 pound safety may be on the borderline for the size threshold the Eagles want on defense, but he plays much, much bigger. Bell is a very versatile safety who can cover over the top or work near the line of scrimmage as a nickel defender or to attack the running game. He is a very smart, disciplined player and will rarely let plays get behind him. He has NFL range and ball skills and can be a difference maker on any defense and would be perfect for an Eagles defense that loves to use its safeties all over the place. Bell has a test this weekend in the WMU offense (Saturday, 3:30, ABC). Wide receivers, Daniel Braverman and Corey Davis are both very talented and explosive players while running back, Jarvion Franklin is a dangerous presence with the ball in his hand. Bell will be called on to limit the Broncos talented passing game and running game. I would call this a can't miss match up.
Isaac Seumalo, Center, Oregon State: At 6-5, 300 pounds, Seumalo has a huge frame for a center. Despite his height, Seumalo plays with excellent leverage and his long arms make him a stalwart blocker. He is incredibly physical and strong while possessing quick feet and great awareness in the running game. His biggest weakness is that he is sometimes *too* aggressive with blocks and can end up missing defenders because of overshooting positioning. On the whole, he is hugely talented and polished. Seumalo has a great test this weekend in the Stanford Cardinal (Friday, 10, FS1). Stanford, historically, has very stout defensive fronts, and it will be up to Seumalo to pave the way for the Beavers offense if they want any shot at winning.
Jason Spriggs, OT, Indiana: A former tight end, the 6-6, 300 pound Jason Spriggs has the ideal movement skills for the Philadelphia offense. He also plays with a physical brand of football that would be greatly appreciated on the Eagles. He has superb arm length and every other physical tool in the book. His biggest issue comes from general rawness and things like his hand placement and timing should improve with more experience. Spriggs and the Hoosiers take on a Wake Forrest defense (Saturday, 12:30, ESPN3) that has only allowed about 15 points per game to this point in the season. This is Spriggs' biggest test, so far, of the year.
Ben McCord, TE, CMU: "Who!?" Cries the mock draft reading crowd who has never heard this name before. Well, get to know it. The 6-4, 240 pound tight end has ideal size, long arms and strong hands for the position. He plays well at the catch point and is very strong with the ball in his hands. With Brent Celek starting to really show his age, the Eagles should be in the market for another tight end next offseason and McCord would be a great fit. McCord is on a streak of productive games, but faces the Michigan State Spartan defense (Saturday, 12, BTN) next. The Spartans always have a great defense and it will be up to McCord to play bigger than them and provide a target in the middle of the field for the passing game. McCord is really putting up nice numbers and if he can continue against a strong Spartan defense, it will be imperative to keep an eye on him.
Carl Nassib, DE, Penn State: Standing at 6-7, 272 pounds, it would be hard to miss Nassib standing in a crowd. The former walk on has been an absolute terror for the Nittany Lions this season. He may not be the best athlete, but Nassib plays a physical brand of football and has a relentless drive when attacking the play. He is best suited to play the five technique defensive end at the NFL where his physicality can be maximized and his lesser athletic ability won't be too much of an issue. I could see the Eagles falling in love with his size and playing style. Nassib will face off against the SDSU Spartans (Saturday, 3:30, BTN) and while SDSU has not been prolific this season, it will still be a fun story to watch as a former walk on builds on leading the country in sacks.
Will Fuller, Wide Receiver, Notre Dame: After drafting a wide receiver in the first, second and third round the last two drafts, it would not seem like a necessity to key in on another wideout. Well, with Riley Cooper likely on the outs after this season and Josh Huff not yet taking off, it certainly couldn't hurt to pay attention to one of the most explosive players in college football. The 6-0, 185 pound Fuller is maybe the best deep threat in the country. His ability to track the ball down the field and explode in the air to high point the ball is reminiscent of former Notre Dame star, Golden Tate. Fuller needs to improve his hands, but he has the acceleration, high pointing ability and mindset to be a playmaker in the NFL. While facing UMass (Saturday, 3:30, NBC) may not be a stark opponent, watching the Philadelphia native continue to tear up college football will be very fun and picturing him back in Philly is an awesome prospect.
Like always, have a great weekend watching college football and be sure to keep a look out for these players, as they could come of even more interest when draft season really picks up. | https://www.bleedinggreennation.com/2015/9/24/9391455/top-college-football-players-eagles-fans-week-4-prospects-draft-watch |
Strengths:
– passing
– vision
– creativity
– technique
– ball control
– pace
– versatility
Weaknesses:
– ambidexterity/playing with his right weaker foot
Style of play:
– roaming playmaker
– versatile player who can also play as an advanced playmaker or on the wing
– creative player with very good technical ability, 1vs1 short-dribbling skills, close ball control, fast direction shifts in possession and vision to make through passes to the teammates providing dynamism to the team’s last offensive third plays
– midfielder who sees the game differently from most revealing creativity, cleverness at his off-the-ball movements, great vision and passing ability orchestrating or providing dynamism to the team’s build-up process with ease and effectiveness
– player that always tries to find a vertical option in his game, so he is very capable of pushing his team forward to finishing positions
– very good pace, agility, and coordination
– able to deliver pinpoint passes and crosses
– excellent balance and changes of pace
– very strong in 1v1 situations, unpredictable and very confident of his skills
– very mobile player who covers a lot of space
– displays a natural technique to take fast decisions in tight spaces/press-resistant player
– often makes surging runs into the penalty box
– finds himself best in positional attack
– set-piece specialist
Ocheretko cuts inside from the right wing and makes a great through ball to his teammate.
Ocheretko drops deeper to receive the ball and make a great long pass to his winger.
He is best suited to playing as:
Central midfielder in 4-3-3.
Video:
Achievements:
—
League summary (as for 2 December 2020):
Ukrainian Premier League 2020/2021 (ongoing): 4 games/1 goal (Mariupol)
Description:
Oleg Ocheretko is a product of Shakhtar Donetsk youth academy. He is part of a new very interesting generation of Shakhtar youngsters which includes, among others Anatoliy Trubin, Andriy Buleza, Roman Yakuba, Eduard Kozik, Mykhaylo Mudryk, Artem Bondarenko, Georgiy Sudakov, Daniel Ehbudzhuo, and Danylo Sikan. He is also the captain and leader of the Ukraine U-17 national team.
Quotes:
—
Football Talent Scout potential rating:
First team material in a top European club.
Links: | https://footballtalentscout.net/2020/12/02/oleg-ocheretko/ |
/Role Summary:
Universal Filmed Entertainment Group’s (UFEG) EVP, Inclusion- Talent & Content for Global Talent Development & Inclusion (GTDI) has an opening for a manager reporting to the VP overseeing programs, initiatives and DEI strategies for above-the-line film creative talent and content, with an emphasis on animation. This is a pivotal role in which the candidate will contribute in the building and implementation of diversity, equity and inclusion practices across UFEG in this fast-paced department which is the first of its kind to cover Film. Though the primary focus is on Animation and the Universal Animation Writers Program, responsibilities also include live action talent efforts for writing, directing and acting. The candidate will be involved in various areas of GTDI, including but not limited to: maintaining and strengthening current strategies as well as developing strategies for new programs and initiatives; engaging in NBCU diversity and inclusion practitioner strategies, internal partnerships and external sponsorships; contributing to the department’s resources and databases; and working on strategies tied to UFEG’s work culture.
Essential Responsibilities:
• Perform day-to-day duties in the coordination and execution of UFEG’s writing, directing and casting programs and initiatives such as, the Universal Animation Writers Program, Universal Writers Program, Universal Directors Initiative and more. Engagement includes talent outreach and selection process, creating and executing curriculum; securing guest speakers and associated event logistics; and maintaining strong relationships with all GTDI talent alumni.
• Serve as a department advisor/coach to animation writers as well as other current program participants and alumni; Develop, execute and track action plans to create and build career momentum for GTDI talent.
• Provide diversity, equity and inclusion (DEI) notes for animation and live-action content including but not limited to scripts, artwork, cuts, marketing material, etc.
• Maintain and contribute to databases and tracking systems for production creative talent (writers, directors, composers, and producers)
• Provide mid- and year-end stats for female and diverse above-the-line off-camera talent
• Contribute and execute strategies to acclimate and encourage creative and physical production executives, film term deal producers to utilize GTDI tools and resources such as, but not limited to, Array Crew.
• Log, assess, provide and distribute coverage of incoming external talent submissions and recommendations for strategy such as scripts and cuts, etc.
• Provide talent recommendations to creative executives for development/production consideration (e.g. GTDI alumni talent, experienced writers and directors not on executive’s radar.)
• Research, identify and track cultural consultants for potential GTDI production recommendations.
• Participate in external and internal presentations and panels amplifying GTDI programs and initiatives
• Identify and draft suitable content and artwork for social media platforms including, Facebook, Twitter and Instagram; oversee photo coverage at events and respond to social media inquiries as needed.
• Timely prepare and process vendor invoices, program contractor timecards, expense reports, etc.
• Maintain proper recordkeeping and filing system for all work/projects for reference
Qualifications
/Requirements
Basic Qualifications:
• 4 years industry experience â€'' film, TV, agency, studio, production company, etc.
• Bachelor’s Degree
• Passion, knowledge and understanding of animation development and production processes for features, preschool and age 6-11 audiences.
• Proficient in Microsoft Office including Word, Excel, Outlook and advanced PowerPoint as well as Adobe Photoshop and PDFs
Eligibility Requirements:
• Interested candidates must submit a resume/CV online to be considered
• Must have unrestricted work authorization to work in the United States
• Must be covered by Solutions, NBCU’s Alternative Dispute Resolution Program
• Must be available to work extended hours and travel as needed
Desired Characteristics
Desired Characteristics:
• Established relationships with animation production talent, including writers, directors, storyboard artists etc.
• Knowledge of Universal Pictures, DreamWorks Animation, Illumination and content, leadership and key players in the film industry
• Familiarity with animation and live-action film, TV and streaming production development and production process
• Knowledge and understanding of guild/union CBAs
• Proactive and resourceful with the ability to provide strategy recommendations, create and implement innovative ideas
• Develop, coordinate logistics and execute activities to enhance program curriculums
• Demonstrates flexibility and adaptability, working calmly under pressure while managing a heavy workload
• Able to anticipate and quickly prioritize potential needs and problem solve in a constantly-evolving, fast-paced environment servicing multiple stakeholders and meet time-sensitive deadlines
• Highly detail-oriented and possesses strong analytical skills
• Comfortable working with numerical data or performing data analysis and reporting ensuring accuracy
• Excellent interpersonal, communication and presentation skills
• Possesses a collaborative team-player mentality and the ability to successfully interact with senior leadership and staff at all levels and cultivate relationships
• Knowledge of diversity, equity and inclusion (DEI) best practices, concepts and programs as well as an organic passion and connection to DEI. Working experience in the area is a plus. | https://www.entertainmentcareers.net/nbc-universal/manager-creative-talent-and-content-ufeg-animation-and-live-action/job/372322/ |
· Create and manage territory and account strategies to deliver on price and product mix objectives.
· Provide product recommendations, samples, technical support, pricing and service information on demand.
· Provide product quotes and actively utilize value-selling tools and skills.
· Uncover and assess customer needs and develop and execute Value Proposition (Aligning Value).
· Demonstrate products and/or services and provide assistance in the best application of product and/or services.
· Proactively identify new accounts using screening techniques, referrals, and prospecting to potential customers within territory.
· Develop a thorough understanding of market conditions (e.g., current customers, potential customers, competitors) in assigned territory, and develop a strategy to achieve revenue goals.
· Conduct territory analysis and planning to enable appropriate allocation of time to accounts and customers.
· Responsible for securing and maintaining distribution of products and/or services and maintaining effective agreements.
· Use account management skills to plan and execute customer marketing/growth programs for customers.
· Creatively develop new applications for product lines.
· Channel or Key Accounts Specific: Responsible for selling to a designated channel.
· May identify new opportunities within the channel for potential business. Also responsible for needs analysis, development, negotiation, sale, delivery, and post sale services to a group of clients.
· Participate in territory planning, customer planning and territory reviews. Develop and present SWOT analysis and make recommendations on products and growth opportunities.
· Maintain customer profiles and supply agreements.
· Establish pricing programs and strategies. Secure optimum product positioning within target accounts.
· Provide exceptional customer experience for business partners and prospects to develop long-term business opportunities.
· Navigate complex problems and structures to determine the best solutions for customer needs.
· Collaborate with other business units to evaluate volume, identify trends, ensure quality, and monitor budgets
Job Requirements
· Bachelor’s Degree preferred. Advanced language skills (spoken and written) in both Chinese and English (must have).
· 7+ years applicable sales or related experience.
· Demonstrated successful experience in a sales position that involved negotiating complex transactions with upper-level management positions or similar experience.
· Skilled in developing sales penetration and growth strategies at targeted accounts.
· Proficient in assessing customer needs.
· Proven negotiation skills/experience.
· Excellent financial skills and business acumen.
· Skilled in conducting territory analysis and planning.
· Able to work independently with little supervision.
· Broad-based understanding of how to manage territory business.
· Skilled in communicating effectively with all levels of management on complex business issues.
· Skilled in preparing professional written proposals.
· Mathematical skills: Skilled in calculating figures and amounts such as discounts, invoice totals, percentages, bonuses, . Thorough understanding of product and technical information.
· Excellent customer service skills.
· Excellent oral, written and presentation skills.
· Understanding of applicable computer systems, such as Microsoft Office
· Notes, and function specific software.
· Excellent ability to work as part of a team. | https://www.baitongjob.com/jobs/sales-manager/ |
With the leaked Supreme Court draft opinion potentially pointing to Roe v. Wade being overturned, social media is on fire with pro-choice advocates sharing memes intended to portray abortion “rights” as necessary, important, and even morally good.
For those of us who believe intentionally killing preborn human beings is murder (the unjustified taking of innocent human life), it’s absolutely heartbreaking to see so many people passionately advocating for the right to commit such an act. In response, many Christians have taken to private social media groups to share examples of pro-choice memes and discuss how best to respond.
While it’s not necessary to respond to every post you come across (there aren’t enough hours in the day!), I’m heartened to see so many Christians wanting to address what they’re seeing. That said, I’ve noticed that many people’s responses are missing the key point of the debate as much as the memes themselves are.
As such, I wanted to write this article to respond to several viral pro-choice memes and show how to maintain focus on the core issue without getting pulled into irrelevant other subjects. But first, a critical distinction must be understood.
Distinguishing Worldview Disagreements from Logically Fallacious Red Herrings
Imagine that you come across someone posting the following on social media: “I’m an atheist. I do not believe anything exists beyond the natural world, and therefore I do not believe in the existence of objective morality. Nothing is morally right or wrong, so I’m pro-choice because I believe there’s nothing wrong with ending the life of an unborn baby.”
In this case, the pro-choice advocate is merely being consistent within their own naturalistic worldview. They believe morality is only a matter of opinion, given their view of the nature of the universe. If a Christian is pro-life as a logical outworking of their biblical worldview and an atheist is pro-choice as a logical outworking of their naturalistic worldview, the ensuing conversation isn’t so much about abortion as it is about their respective underlying worldview assumptions.
Worldview-level discussions about the nature of the universe, the nature of humanity, and the corresponding rights (or lack of rights) held by preborn humans certainly transpire in some circles. And these worldview-level questions are ultimately what the debate comes down to.
But this is rarely the level of conversation floating to the top of social media.
In fact, I’ve seen virtually no pro-choice social media posts addressing these questions in popular discourse. Rather, emotion-driven memes carry the day—memes that are nearly always logically fallacious red herrings. In other words, they distract from the real issue with points completely irrelevant to the core (worldview) question at hand:
Is it morally wrong to intentionally kill a preborn human being?
That’s it. That’s what the debate comes down to.
For clarity, the logic behind the answer for Christians with a biblical worldview is as follows:
- It’s morally wrong to intentionally kill an innocent human being.
- Abortion intentionally kills innocent human beings.
- Therefore, abortion is morally wrong.
With this in mind, let’s look at brief responses to eight of the most popular pro-choice memes circulating right now to see how to highlight the red herring and point back to the real issue. As we’ll see, they all fail to address the core question: Is it morally wrong to intentionally kill a preborn human being?
POPULAR PRO-CHOICE IDEA 1: If you really care about babies, you should be working to provide extensive government and/or business support for their lives (and their families’ lives) after birth (and for much longer).
Social media example:
If intentionally killing a preborn baby is morally wrong, whatever a person does or does not do to support a child and/or their parents does not change the morality of the action itself.
Virtually everyone, for example, would agree that rape is morally wrong. If a person opposed to rape does absolutely nothing for rape victims, we still acknowledge that their opposition to rape is the morally correct position to hold. Logically speaking, the morality of an action must be evaluated on its own basis. The core question remains: Is it morally wrong to intentionally kill a preborn human being?
[Avoid the trap: Don’t try to prove your motivations in response to the wording “if it was about babies…” If someone wants to question your motivations, they’re unlikely to be convinced otherwise by your words. The morality of abortion has nothing to do with any individual’s motivation for holding a given position. Also, don’t start breaking down each good we should supposedly provide (formula, diapers, etc.) to show why it’s unnecessary, unfeasible, or already sufficiently provided. All you’re doing is playing into the red herring.]
POPULAR PRO-CHOICE IDEA 2: Being “pro-life” means you should agree to a bundle of other social/moral positions assumed to be the best for human beings.
Social media example:
This is logically quite similar to the first meme, but with a twist that often confuses people: equivocation on the term “pro-life” (equivocation is the use of ambiguous language—typically using the same word with two different meanings).
Pro-life, in the context of the abortion debate, means that a person is opposed to abortion. Here the writer wants to make the political point that if you really care about “life,” you’ll agree with a bundle of other positions (ones they assume to be the best life-sustaining positions). But Roe v. Wade is not about a bundle of issues related to human life. This is a question of one specific human life issue.
Again, intentionally killing preborn babies is either morally wrong or it’s not. Whether someone takes a morally right or wrong position on any other issue is irrelevant to whether they’ve taken a morally right or wrong position on abortion.
[Avoid the trap: Don’t start trying to defend that you really are pro “all life,” but that being pro “all life” doesn’t translate into supporting each of the particular positions listed. If you start trying to prove your pro “all life” credentials by getting into detailed discussions on all these other issues, you’re simply playing into the red herring.]
POPULAR PRO-CHOICE IDEA 3: Caring about unborn babies is easier than caring about people already born.
Social media example:
The logic here is similar to that of the first two memes, but I wanted to include it because this one is especially popular, and it has a slightly different framing: It’s a “Christian” pastor presumably chastising fellow Christians for only caring about who is easiest to advocate for. Non-Christians of course like this because the accusation is coming from one of “our own.”
But regardless of who it’s coming from and regardless of how relatively easy or uneasy it is to advocate for any particular group, the morality of actions against that group remains the same.
That’s it. Even if advocating for the preborn were the easiest thing on earth relative to advocating for other groups, it doesn’t change whether intentionally killing those babies is morally wrong or not. If we’re talking about abortion laws, that’s the question that matters.
[Avoid the trap: Don’t get caught up in showing that this pastor is progressive and doesn’t hold a biblical view. That’s true, but the source of the comment is irrelevant. Also avoid debating how easy or uneasy it is to advocate for different groups—as I’ve shown here, that too is irrelevant.]
POPULAR PRO-CHOICE IDEA 4: Babies born to parents who can’t afford them, don’t want them, or otherwise are unready for them are better off being aborted.
Social media example:
The basic logic here is that it’s better to kill a preborn human than to allow that human to be born into bad circumstances, ranging from poverty to abuse. But many humans live in and always have lived in bad—often terrible—circumstances regardless of whether their parents wanted them. The pro-choice advocate would almost certainly not say that we should kill every human who lives in or will live in a set of circumstances deemed to be insufficiently pleasant. Imagine the outrage if our society started pulling toddlers out of the homes of poor families to kill them! The only difference between that scenario and the one in the meme is that the child is already born.
Again, it’s either morally wrong or it’s not to intentionally kill an innocent human being. Whether a given human’s parents want to or are able to raise that human according to certain standards has nothing to do with whether killing them is right or wrong. We wouldn’t apply that logic to humans who are already born; there’s no logical reason to apply it before birth either.
[Avoid the trap: Don’t enter into debate about how good a child’s life can be even in bad circumstances. The morality of abortion doesn’t depend on how good or bad a child’s life turns out to be. That’s another red herring.]
POPULAR PRO-CHOICE IDEA 5: Men have no right to tell a woman what she should or shouldn’t do with her body.
Social media example:
This idea comes in many different meme forms, but the basic logic is that men have no right to tell a woman what she should or shouldn’t do with her body because men can’t get pregnant. (As an aside, I’m not sure how long this argument can go unchecked today given that trans activists claim trans men–biological women–can be pregnant. Will feminists declare that there really are differences between trans men and biological men and allow trans men alone to speak, given their reproductive capabilities? Only time will tell.)
Once again, this avoids the question of the morality of abortion with an emotional red herring. Our society has laws against murder because we’ve collectively agreed that it’s wrong to intentionally kill an innocent human being; our laws unashamedly restrain the freedom of citizens to kill one another. It’s no more “controlling,” therefore, to have restrictions on what would-be murderers do with their bodies to kill others than it is to have restrictions on what pregnant women do with their bodies to kill others. The only relevant question is whether it’s morally wrong to intentionally kill a preborn human being, and the morality of an action doesn’t depend on the gender of who makes the law. (As many people have pointed out, it was an all-male Supreme Court that passed Roe v. Wade in the first place, so by this logic, pro-choice people should reject that court decision as well.)
[Avoid the trap: Don’t get distracted by the claim that “conservative Christianity” is about controlling bodies. That’s just a jab at Christians. Focus on the “my body, my choice” logic, which quickly fails for the above reasons.]
POPULAR PRO-CHOICE IDEA 6: No one has a right to tell a woman what she should or shouldn’t do with her body.
Social media example:
The logic here is identical to that of the last meme except it takes out the gender-specific language. Rather than “men have no right to tell women what to do with their body,” it’s “no one has a right to tell women what to do with their body.” Once again, we have all kinds of laws in society that restrict the use of one’s body to intentionally hurt or kill other humans. Abortion laws are not unique in telling someone what they can or can’t do with their body when it comes to other human lives.
The relevant question is whether it’s morally wrong to intentionally kill a preborn human being, not whether society is in a place to tell someone what they can or cannot do with their body. We already do that in all kinds of ways.
POPULAR PRO-CHOICE IDEA 7: Legally restricting abortion is classist and racist.
Social media example:
I’m always shocked that someone would make this argument, but it always comes up, so let’s look at the logic: We should keep the intentional killing of preborn human beings legal because if we don’t, certain racial and economic groups will be better able to find illegal ways to kill babies than others. In other words, poor people and people of color won’t have equal opportunity to kill.
We simply do not apply this kind of thinking in other cases—we don’t make actions legal because some groups of people are better able to skirt the law! If we did that, we’d probably have no laws at all. As a society, we work to provide equal opportunity for good not for bad.
The question, therefore, remains: Is it morally wrong to intentionally kill a preborn human being? If it is, there’s no need to give people equal opportunity to do what’s wrong.
[Avoid the trap: Don’t go down the rabbit hole of discussing which groups of people do or do not need abortion “access”—no one needs access to a moral wrong.]
POPULAR PRO-CHOICE IDEA 8: There are all kinds of bad circumstances leading women to seek abortion, so we can’t and/or shouldn’t make blanket restrictions on it.
Social media example (this is a copy and paste post that is viral around Facebook):
I’m not pro-murdering babies.
I’m pro-Becky who found out at her 20 week anatomy scan that the infant she had been so excited to bring into this world had developed without life sustaining organs.
I’m pro-Susan who was sexually assaulted on her way home from work, only to come to the horrific realization that her assailant planted his seed in her when she got a positive pregnancy test result a month later.
I’m pro-Theresa who hemorrhaged due to a placental abruption, causing her parents, spouse, and children to have to make the impossible decision on whether to save her or her unborn child.
I’m pro-little Cathy who had her innocence ripped away from her by someone she should have been able to trust and her 11 year old body isn’t mature enough to bear the consequence of that betrayal.
I’m pro-Melissa who’s working two jobs just to make ends meet and has to choose between bringing another child into poverty or feeding the children she already has because her spouse walked out on her.
I’m pro-Brittany who realizes that she is in no way financially, emotionally, or physically able to raise a child.
I’m pro-Emily who went through IVF, ending up with SIX viable implanted eggs requiring selective reduction in order to ensure the safety of her and a SAFE amount of fetuses.
I’m pro-Christina who doesn’t want to be a mother, but birth control methods sometimes fail.
I’m pro-Jessica who is FINALLY getting the strength to get away from her physically abusive spouse only to find out that she is carrying the monster’s child.
I’m pro-Vanessa who went into her confirmation appointment after YEARS of trying to conceive only to hear silence where there should be a heartbeat.
I’m pro-Lindsay who lost her virginity in her sophomore year with a broken condom and now has to choose whether to be a teenage mom or just a teenager.
I’m pro-Courtney who just found out she’s already 13 weeks along, but the egg never made it out of her fallopian tube so either she terminates the pregnancy or risks dying from internal bleeding.
You can argue and say that I’m pro-choice all you want, but the truth is:
I’m pro-life.
Their lives.
Women’s lives.
You don’t get to pick and choose which scenarios should be accepted.
Women’s rights are meant to protect ALL women, regardless of their situation!
I’ve saved this one for last because it’s like a capstone example for this article. I’ve seen so many Christians ask how to respond to this post, presumably because it looks so overwhelming. There are a dozen different types of cases given here, and the intent is clearly to confront the reader with too much to respond to. The writer wants to show that there are just too many difficult circumstances leading to a woman’s desire for abortion, so we shouldn’t make blanket restrictions; too many bad things exist that make abortion access necessary.
While the logical problems could be pointed out with each individual case (and I’ve seen people do that well), I think this is more simply and effectively dealt with by sticking with the high level logic the post is using: If difficult circumstances result in or from a human life being created, a woman needs the right to kill that preborn baby. To see the logical problem, apply that thinking to a human being already born…if difficult circumstances lead to one human wanting to kill another human, should we legalize that murder due to their difficult circumstances? As with an earlier meme, we don’t apply that logic in such cases. There’s no reason to apply it to the preborn either.
As one other logic point, to say that you’re not “pro-murdering babies” but are pro-women who want to be able to is a fallacy called distinction without difference. In other words, if you’re for women being able to kill a preborn baby, you’re “pro-(the ability to) murder babies.” Drawing a cursory distinction via word choice does not change the central issue of whether it’s morally wrong to intentionally kill a preborn human being.
[Avoid the trap: There are certainly nuances to some of the cases listed here that could warrant further points. For example, in the case of Vanessa, the baby has already died; that’s not about abortion at all. However, most people posting this aren’t looking to get into conversation about the details. Their whole point is that there are too many considerations that warrant conversation, so we should leave the choice to women. In general, I’d recommend avoiding the trap of replying to each case and stick with the overall points of logic I described here.]
Christians are called to speak truth, but sometimes before we can even speak truth about the sanctity of life, we need to help people see the flawed logic of popular claims. Once we sweep away logical errors so we can clearly see the core question (Is it morally wrong to intentionally kill a preborn human being?), we of course need to be prepared to make the case for life. For help in doing so, I highly recommend Scott Klusendorf’s book The Case for Life: Equipping Christians to Engage the Culture.
Recommended resources related to the topic:
Correct, NOT Politically Correct: How Same-Sex Marriage Hurts Everyone (Updated/Expanded) downloadable pdf, Book, DVD Set, Mp4 Download by Frank Turek
The Case for Christian Activism MP3 Set, DVD Set, mp4 Download Set by Frank Turek
You Can’t NOT Legislate Morality mp3 by Frank Turek
Fearless Generation – Complete DVD Series, Complete mp4 Series (download) by Mike Adams, Frank Turek, and J. Warner Wallace
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Natasha Crain is a blogger, author, and national speaker who is passionate about equipping Christian parents to raise their kids with an understanding of how to make a case for and defend their faith in an increasingly secular world. She is the author of two apologetics books for parents: Talking with Your Kids about God (2017) and Keeping Your Kids on God’s Side (2016). Natasha has an MBA in marketing and statistics from UCLA and a certificate in Christian apologetics from Biola University. A former marketing executive and adjunct professor, she lives in Southern California with her husband and three children. | https://crossexamined.org/these-viral-pro-choice-memes-miss-the-point-and-fail-the-test-of-logic/ |
Ever wondered about the origins of right versus wrong? 18th-century German philosopher Immanuel Kant invented the critical philosophy of the categorical imperative that discerns right from wrong. Basically, according to Kant, one should only act in accordance with the reasons in which it can be applied universally. This is called the universal law. According to Kant, in his book, Grounding for the Metaphysics of Morals, “Hence there is only one categorical imperative and it is this: act only according to that maxim whereby you can at the same time will that it should become a universal law.”
Kant also covers theories regarding moral obligations – why we do what we do the way we do it. Per Kant, moral obligations are derived from pure reason. It does not matter whether one wants to be a moral person or not, the moral law is binding on all of us, given the fact that we all share common public spaces and live with each other. Per Kant, one does not need religion to determine what that law is from what is right and wrong is total knowledge just by using one’s intellect. The universal principle is acting only according to that maxim without contradiction.
According to Kant, a maxim is a rule or principle of action where universal law is something that must always be done in similar situations. For instance, one might make its own maxim in giving at least as much to charity each year as I spend on eating out. The command expresses the universal principle of establishing a common principle can be used multiple times. Kant states that no one is allowed to make exceptions for themselves. For example, if Person A expects Person B to keep their promises, then Person A is obligated to keep such promises. Addition, the principal commands that every maxim a person acts on must be enforced in all situations moving forward. Kant argues that it is impossible to want everyone to lie whenever it is convenient, which results in the maxim telling a lie. The focus is “how would things stand if the maxim were to become a universal law?” Kant creates this formulation to establish a clear distinction of what is acceptable and simply not in our society.
Another scenario: student A forgets her wallet in her dorm, and has no time to go back to her residence hall building. Student A is really hungry, and notices a student working at the Ray is deeply involved in the conversation with another person. Student A can easily snatch an apple from the counter. However, according to Kant’s principle, this would not be morally acceptable. If one approves of the maxim of stealing, which student A would do, whether you admit it or not, then what is actually happening would be considered a universal action. If this was true, everyone would have the liberty to steal, since Student A felt she had the right to do so. Obviously, stealing is wrong, and not everyone does it. Therefore, stealing is not universalizable and there cannot be any exemptions for anyone. Moral of the story: don’t steal fruit. Be a nice fellow, like Kant. | https://www.hercampus.com/school/depaul/immanuel-kant-and-difference-between-right-and-wrong/ |
In a message dated 99-08-27 07:21:42 EDT, [email protected] (Robert J. Bradbury) wrote:
> It seems to me its a really big mess.
We sure do. Development of AI, uploading, mind-sculpting and mind-copying will make the philosophical conundra of mediaeval christian philosophers look like child's play . . .
> On Thu, 26 Aug 1999 [email protected] wrote:
>
> > There will be new minds created, conscious and full of potential, but
> > some of them will have different opportunities and training than others.
>
> I think we have a problem with the term "mind" here. We have the
> concept of a conscious entity. We have the concept of creating
> an "unformed" conscious entity and letting it evolve (children).
> We have the concept of uploading oneself onto new hardware.
> We have the concept of creating backup copies to be reactivated
> in the case of an accident.
Yes, the term "mind" seems applicable in all of these situations and, as your questions below point out, we MIGHT mean different things by that term in different circumstances. But then, we may not. One of the most exciting prospects presented by the new technologies listed above is that we may finally come to know whether "mind" is really one KIND of thing in all these different circumstances. My feeling is that we're coming to realize that the word "mind" most meaningfully refers to the intersection of more than one kind of cognitive process; for instance (to cite one small example), the intersection of "episodic memory" and "task analysis" when we "figure out" a generalized lesson about some situation from reviewing one or more memories of personally-experienced past events.
A MORAL theory of mind (which seems to be what you're looking for) may be dimly perceived in this insight, as applied to the questions you've presented. As a first pass at formulating such a moral theory of mind, perhaps we can say that an entity should be treated as both a moral subject and a moral object TO THE EXTENT THAT it exhibits more or fewer of the various distinct elements of "mind". As an example, consider a book or computer hard drive as an instance of memory. Both are utterly passive repositories of information, incapable by themselves of processing any of the data they record. Thus, a book or a current computer storage device exhibits only one aspect of mind (and that only dimly). Likewise, consider your PC's CPU: It is capable of processing data in a very simple way, but without software running on it and access to memory, it is only POTENTIALLY capable of exhibiting one or a small range of the capabilities of "mind". In the proposed moral theory of mind, we do not consider these examples to be very significant moral objects or subjects; although, interestingly, some people DO consider them to be very slight moral objects, in the sense that there is a slight moral repugnance to the notion of burning books (no matter who owns them) or, as has been discussed here recently, "wasting CPU cycles".
>From the proposed axiom of "mind morality", one could derive specific
propositions of moral imperative. For instance, it would be morally wrong to reduce mental capacity in any instance, and the EXTENT of the wrong would be measured by the capacity of the mental system that is the object of the proposition. Thus, willfully burning a book would be bad, but not very bad, especially if there is a copy of the book that is not destroyed. It might be more wrong to kill an ant (depending on the contents of the book with which one was comparing it), but not as wrong as killing a cat or a bat.
Let's see how my proposed axiom of mind morality answers your questions:
> Q1: Do you "own" the backup copies?
> (After all, you paid for the process (or did it yourself) and
> it is presumably on hardware that is your property.)
I don't think you "own" your backup copies any more than you "own" your children or other dependants. In the case of your children, they are built from the "joint intellectual property" of you and your mate and all of the atoms making up their bodies started off as your property, but still we don't say you "own" your children. Why? Because they are complex minds. Now, you may have special rights and duties with regard to minds that have such a special relationship to you, but "ownership" isn't among them.
Morally, mind is a special sort of "thing". For one thing, it is a process. Thus, one might be said to have something more akin to "ownership" in the stored pattern of one's backup copies, but once they are "run" or "running", they would take on more of the quality of moral subjects as well as moral objects. Once a system is capable of being a moral subject, "ownership" ceases to be the right way to consider it as a moral object.
Where does this conclusion come from? Simple: The Golden Rule. Minds are a special class of moral object BECAUSE they are also moral subjects. In other words, we have to treat minds differently from other moral objects because they are like "us", i.e. there is a logical reflexivity in contemplating a mind as a moral object.
> Q2: Do you have a right to "edit" the backup copies?
> In some forms, this would be considered "brainwashing", which
> seems morally repugnant.
This is a much more difficult question, especially if one considers that the "editing" can be done before the copy is ever active. Here we face hard questions posed by POTENTIAL minds. I would say that we are not without guidance from traditional moral wisdom in that the ethics of child rearing probably is a fairly complete guide to this issue. We "edit minds" all the time: It's called education. It is wrong to fill a child's head with nonsense and hatred because that head is a mind with the potential to become a moral subject just like ourselves. On the other hand, it is not only acceptable, but good to do our best to act to "program" or "edit" the child's mind to make it a BETTER mind. Thus, the proposed morality of mind would find that some "editing" of one's own backup copies would be good, and some bad.
> Q3: If you "edit" the backup copies when they are "inactive"
> (so they feel no pain) and activate them are they new individuals
> with their own free will or are they your "property" (i.e. slaves)?
Without a doubt, they cannot be your slaves, whether you edit them or not. See the response to Q1 above.
> Q4: If you are the "overlord" (an SI evolved from hal with some beta
> test code leased from the Anders & Robert SIs), and you have a
> subprocess running (say an "original" copy of hal, operating in a
> virtual reality to see what would have happened if you *had* tried
> to kiss the girl on your first date). Say, hal kisses the
> girl, goes on to marry her, gets browbeaten into living a
> "normal" life, never discovers the extropian movement, etc.
> The simulation becomes uninformative to the overlord, so
> it is terminated and all copies of hal are erased.
> Have you done something morally wrong?
This is ultimately the hardest question to be found within the general area of the "morality of mind": It is the ethics of godhood. I have proposed one answer in my essay "Extropian Ethics and the Extrosattva" (http://users.aol.com/gburch3/extrostv.html), which is basically an extension of the Golden Rule into the arena of unequal minds with the potential of augmentation, i.e. a godlike being should treat lesser beings as much like itself morally as possible, because those beings may one day themselves be godlike themselves. Even without considering the potential for moral-subject-status equality, though, I believe the godlike SI is not completely without constraint in how it should treat such lesser beings, no more than we are in how we treat lesser animals.
The morality of mind proposed here would dictate that the subprocess you posit should be treated with the respect due a fairly complex mind, even if that complexity is far less than that of the SI. Consider how we should ethically treat higher mammals who are used in laboratory experiments. Yes, it is perfectly acceptable that even chimpanzees be used in structured psychological testing, but they shouldn't be TORTURED, and the quality of their lives outside the testing arena is very much a matter of moral responsibility for the scientist in whose charge the chimps are placed. In the scenario you posit, it might well be acceptable that the subprocess be subjected to the "test" in question, but I would say that the "ethics of godhood" dictates that the subject of the test be ultimately "freed" from the lab and offered the potential to experience a less constrained life.
> Q5: How does one judge or evaluate moral systems?
> The female praying mantis, eating the male praying mantis
> for protein for the offspring -- is this "natural" or "wrong"?
> A human killing a human is wrong in the context of our current
> reality, but is perfectly reasonable for an overlord who has
> lots of them. It is morally incorrect (and should be punished)
> if SIs throw black holes at other SIs. Moral systems are totally
> irrelevant since in the long run the universe runs down anyway...
I utterly disagree with this last assertion. Just because the universe does not (yet) have a moral purpose, this does not mean that subsystems within it do not. Yes there is an inescapable relativism inherent in judging moral systems but, hey, physicists have come to terms with relativity: Why shouldn't moral philosophers?
> > Ethical problems arise similar to issues of child abuse, or of children
> > who are not given the same advantages of others. If your neighbor on the
> > next asteroid is creating sentient subminds and not letting them grow and
> > develop, you might be really unhappy about that. You and your buddies
> > might even be able to do something about it. But first you need some
> > ethical guidelines for which kinds of minds are proper and which are not.
Hal's put his finger on the fact that we're not treading entirely virgin moral territory here. We already have to deal with moral questions inherent in interactions of unequal minds and in one person having some kind of moral "dominion" over another. I believe that, ultimately, the same moral principles that guide such questions now CAN be "mapped" onto the harder questions you pose, Robert. But, as I suggest above, it will require that we become more clear than we have been formerly about just what a moral subject IS.
> I've been thinking about this problem -- my moral sensibilities are
> bumping into my freedom seeking libertarian leanings. It gets worse
> because you clearly would argue that someone molesting a child or
> raping another conscious entity (i.e. violating their free will)
> is doing something "wrong". But if you are doing these things in
> "virtual reality", nobody is really getting hurt, so it isn't wrong.
> But once your "virtual reality" expands to include "conscious minds",
> then it is wrong. But a "conscious mind" is to an SI, what a
> thought or a dream is to one of us. So if it is wrong for an SI
> to create scenarios in which conscious minds are molested/raped/killed,
> then it is wrong for us to "imagine" doing those things as well.
> But why would it be wrong to "imagine" something if it isn't real?
> Why is it wrong for an SI to do anything (since it is running nothing
> but a big computer simulation)? The reality is the processors
> orbiting on platforms around a star (or some other architecture).
This is only a difficult problem if we take a simplistic view of what "reality" is. "Reality" for questions of morality and ethics IS mind, so "virtual reality" is in a very real sense more "real" than the underlying physical substrate. (Phew! That was hard to say . . .)
> It gets worse, because if you argue that if its not wrong to
> "imagine" molesting/raping/killing and/or for an SI to freely
> manipulate "conscious minds", then you are on a slippery slope.
> Then you are in a place where "morality" depends entirely
> upon (a) the relative "seniority" (?) of the actor as compared
> with the "person" being acted upon; or (b) the physical
> reality of the actions.
I maintain that the latter factor is all but irrelevant to the moral questions posed here and that the former bears on the degree of responsibility one can rightfully impose on a moral actor. Thus, the more "senior" the moral actor, the more justified we are in judging its actions (while at the same time those moral judgments become more difficult -- thus we eventually encounter an almost christian moral inequality in which it becomes nearly -- but not entirely -- impossible for "lesser", "created" beings to morally judge the actions of a much "greater", "creator" being).
As I say, we will eventually find ourselves considering moral problems that would not be foreign to a mediaeval philosopher. | https://extropians.weidai.com/extropians.3Q99/3002.html |
The killing of newborn babies is a tragedy and morally wrong, universally. Life is precious and is a gift. Despite many of the reasons and arguments raised for infanticide, it remains morally wrong. Infanticide is usually attached to extreme poverty, overpopulation, and/or discrimination of a certain gender. The cited issues should be solved separately. From all perspectives, the act should be condemned. Individuals, the society, governments, and other stakeholders should join hands to eradicate it. In addition, the Human Right World Organizations are always concerned with protection of human life in all stages of life. The devastating reason behind the killing of newborn babies is that they are innocent. They do not know whether they are born out of wedlock, extreme poverty, or in an overpopulated environment.
Ethical relativism can be defined as a theory that describes morality to be comparative with the norms of one’s culture. This means that the society in which a person lives is the sole determinant of whether some acts are wrong or right. Therefore, some acts can be morally wrong in one culture and morally right in another or, in other words, there is no universal application of moral standards (Hoffer & Hull, 1981). Moral objectivity states that morality exists independently from opinions. For instance, torturing of an innocent person is morally wrong independent of any culture (Brown, 1991). Cultural relativism, on the other hand, states that there is no superior or inferior culture than the other. What is considered wrong by one culture should be morally wrong. Deontological ethics in philosophy is a theory that put a special emphasis on the relationship between a duty and morality of human actions (Brown, 1991). Teleological ethics state that the primary objective of morality can be totally valued by the outcome of the action. This means that the best action is that which leads to the best outcome.
Kant through his theory of the categorical imperative argues that for an act to be morally right, one must act according to duty. He further explains that the consequences of the action done by a person cannot be used to prove that the actions are right, but the reason behind them (Brown, 1991). This, therefore, means that the situation should not be morally worsen when an action is done, but should be aimed at the best will of the people. Infanticide cannot occur universally within poverty and overpopulation. This depends on the decision that the society makes, which is mostly correlated with poverty or overpopulation. No matter how the situation may be, everybody has a right to live, and this right applies to all at equal rates.
High population can be caused by uncontrolled birth of young ones. The society in collaboration with the government of the day may be interested in reducing the number of newborn. High population can be linked to poverty in a great way. However, issues such as poverty or overpopulation can be solved using other means. The level of literacy can be improved and training people on awareness and better methods of poverty eradication (Hoffer & Hull, 1981). It is argued that women are the most affected by infanticide because they are associated with poverty and overpopulation, but when they are not discriminated or eradicated, they can be useful in providing human capital.
According to teleological theory, the action that is morally right or correct leads to the best results. We can, therefore, say that infanticide can end up reducing the level of poverty because of the reduction in number of people (Hoffer & Hull, 1981). However, the number of young ones that are killed can never be used as sufficient reason to rely on as we eradicate poverty. This is because it does not lead to the best possible outcome for the action taken. Other methods exist that people need to know concerning reducing overpopulation (Brown, 1999). Sustained and more reliable methods can be used. For instance, natural methods advocated by churches and other organization are not only affordable, but also reliable when well executed. The best outcome in this case cannot be given out through infanticide, but rather the killed children can be brought up to solve the challenges that face the society.
The government may advocate for this practice to reduce population, but the process may end up weakening the society. It may also make them lose their members for the greater good as advocated by moral objectivists (Brown, 1991). Life is precious and must be respected and assured as a right to all regardless of which objective the process is aimed.
Cultural relativism explains that cultural differences exist between different groups of people. Some proceed to argue that cultures are so different that they exist far from each other and that it is not possible to bring them together. Similarly, there are fundamental agreements between various cultures. Although opinions from different cultures may differ, that does not mean that there is no objective truth of the matter. In our situation, though cultural differences may prevail and get to be respected, that does not mean that it is the absolute truth. The society strong beliefs cannot justify its course of action. Illegitimacy cannot be used as a reason for infanticide (Brown, 1991). The issue of illegitimate needs a solution of its own kind. Most of illegitimate cases are because of moral decay, poverty and other reasons; therefore, cannot be solved by infanticide. Infanticide is morally wrong, should be condemned, and prevented in all ways possible.
Moral objectivism is another theory that strongly opposes infanticide. The acts whether right or wrong must not rely on people’s beliefs, but should pursue their own objective identity. Although people may hold different facts, beliefs, and cultures, deciding whether some deserve to live and some not should not be based on them, but rather logical and factual supported arguments (Hoffer & Hull, 1981). Holding firm beliefs is a step toward failure, because society rejects changes and other facts that are against its own. The society uses it as a weapon of eliminating children born of illegitimate relations. In this perspective, it is far from objective truth, because it is based on people’s beliefs (Hoffer & Hull, 1981). This belief does not justify infanticide, but question its credibility. The opinions and the way of dealing with this situation should be gathered all over the world, and the right direction agreed upon.
Clearly, this issue is a global problem and solution should be gathered universally. There should also be no skewed beliefs and action taken by some group of people to carry out infanticide in the name of faith, beliefs, and culture. Women should not be discriminated from the rest of the society, but rather should be supported, educated, and brought up to maturity to fulfill their dreams. Poverty should be eradicated in appropriate ways other than infanticide. Everybody has a chance and the right to live irrespective of race, place of birth, levels of poverty, and other forms of society discriminating issues. | https://exclusivepapers.com/essays/health/infanticide.php |
I would like to thank Pastor Joel for asking me to give my perspective on Rahab in response to his post in which he argues that Rahab’s act of “lying” was sinful. It is always good to have a friendly discussion about Scripture and how it applies to us and it always good to remember that Christian can disagree with each other on non-central issues like this. I do not think Rahab“lied” because I define lying as a specific form of deception that is always wrong, but I do believe there are certain limited scenarios where deception is permissible and even good. In this post, I hope to explain and defend that position in light of Rahab's actions.
Now there is much debate about the incident where Rahab “lies” to conceal the Israelite spies. In fact, there is disagreement on the pastoral staff regarding this question. For that reason, Pastor Joel and I will be answering this question from two different angles on our blogs. You can read Pastor Joel’s answer to the question of whether or not Rahab sinned when she lied, here.
Some Christians believe what Rahab did was wrong and God merely used that wrong and turned it to good as he so often does. This is indeed a possible interpretation of that event and it is the view I used to hold myself. Recently, upon reflecting on this text and other similar ones, and based upon my study of ethics, I have changed my belief about Rahab’s that she did not lie, rather that she deceived her military opponents and therefore she did not sin in this action. In fact, I believe she acted in a morally praiseworthy manner which aligned with her faith and which was an altogether good action. How did I come to that conclusion?
Let’s zoom out for a second first. Let us ask the question, “Is deception in any form ever permissible? Is it ever a good thing to practice?” Now before we answer that question, I must stress that most of us do not face the problem of being too honest. In fact, far too many of us lie far too often, and if you are reading this article searching for an excuse to lie to your spouse, friend, neighbor, boss, etc. then I must inform you that you most certainly do not have a right to deceive them. But let us return to the question at hand.
Within Christianity there are three main camps when it comes to the question of whether or not deception is ever permissible or good. First, there are the hard-liners who say it is never permissible to deceive and all Rahab did was try to control the situation through her sin and God showed her mercy in allowing it to work. The second camp argues that some situations have two competing morals (tell the truth or let someone die) and our job is to choose the lesser sin (for Rahab that was lying). So Rahab still sinned, but not as bad as she could have. And third we have my camp, which suggests that in certain, very limited situations, deception is not only permissible but it is the morally good thing to do. Before addressing the question of Rahab, let us look at these three positions.
Let’s assume the first position is correct that all deception is always wrong. If this is indeed the truth then we must apply it to EVERY area of life without exception; and when we do that it soon becomes apparent that such a view is utterly absurd. Why you may ask? Think of these situations: is it wrong for a quarterback to fake a pass or a handoff in order to deceive an opposing team? Is it wrong for military personnel to wear camouflage in attempt to conceal themselves from their enemies and thus deceive them? According to this view, all deception is morally evil and a sin, and if this is true then we must say that all of the above actions are inherently sinful! This means we may, as Christians, have to withdraw from all sports, and even from military actions. Deception is a natural part of many athletic games and is inherently a part of military strategy. Military success is often determined by the ability to trick and deceive your enemy whether it is the use of spies, flanking your opponent, or using camouflage and disguise. Holding the position that says all deception is sin leads quickly to absurdity. I do not believe this position is even possible to live out, nor do I believe it is the position put forward in Scripture.
The second position holds that deception is sometimes the lesser of two evils and therefore we choose it in order to protect the higher good. For example, in Rahab’s story the higher good is to protect the lives of the Spies and to side with the will of God to give Israel the land, so Rahab chooses the “lesser” sin of lying. This position suffers the same problem as the first position, it descends into illogicality at an alarming pace because all deception remains a sin, it just may not be the worst sin in that situation.
Following the logic of this position means that if a Christian entered the military he or she must recognize that they will sin in service to their country no matter what by attempting to deceive their enemies. If this is true, it would be better for Christians to never join the military because they would knowingly enter a realm in which they would be required to sin against God at some level and Christ makes it clear that we are to battle against at all costs.
At least in the military individuals would be sinning to perhaps further a greater good. But if we apply this ethic in games and sports there is no “greater good” which would justify deceiving your opponent through a Quarterback faking a pass, a basketball player faking a shot, or a soccer player faking going one direction so that the other direction opens up. If this view is the correct one, Christians should not allow their children to play these sports because it would necessitate their children to sin by deceiving their opponents through fakes. Surely we would not subject our children to sin just to play a sport or to win a meaningless game? Both of the above two views, in my opinion, show how irrational they are as we attempt to apply them to everyday life.
Thankfully, there is a third position. This position asserts that there are limited situations where deception is expected, fair-game, and is the morally right thing to do. Generally, it is put forth that in such situations that people are not entitled to know the truth or they have lost their right to be told the truth and thus deception becomes permissible and even morally good. For example, in sports and competition, you know that your opponent will, within the rules of the contest, try to deceive and trick you. This is part of the game. But let us zoom in on the a more serious areas of life.
The major area where deception is permissible is the area of warfare. An enemy general could demand that his opponent tell him the truth; however, he has no right to make that demand. This is what we see in the Rahab episode. She, through her faith, aligns herself with Israel. She has in essence defected to Israel. In joining Israel’s side of the conflict, which is God’s side, she is no more obligated to tell the truth to her military opponents than the spies were in their act of spying or if they got caught by those in Jericho.
In fact, Rahab is morally obligated to help those spies in any way she can. This was a military exercise and what Rahab did was to submit to Israel and Israel’s God. In the process, she did deceive her opponents, but she deceives in the same way the Israelite spies attempt to deceive Jericho. The very act of sending spies both here and in the book of Numbers is a military act of deception but that does not make it a sin. Spy-work necessitates deception.
In fact, Rahab is praised for her actions and is granted access into the people of God, into the very lineage of Christ, and she is mentioned as an example of faith we should model (Heb. 11.31) despite being a Gentile prostitute. You may counter by saying, “Well everyone put forward as an example of faith is a sinner, so her being a model of faith does not make all of her actions morally good.” You would be correct that all are sinners, yet while others, like David, are put forward as examples of faith despite their sin we have chapters and chapters illustrating their faith. For Rahab all we really know of her comes from Joshua 2 (and her marriage to one of the spies later). We have this one story of her deceiving Jericho officials, and yet she is put forward as a model of faith for us to follow. You cannot say, Rahab is an example of faith and yet say the major act she did was not an act of faith.
There are other examples in Scripture where deception is treated the same way. In Exodus 1 the Hebrew midwives are commanded by Pharaoh to kill all the male children born to Israel. The midwives rightfully disobey (Exo. 1:17). The Pharaoh says to them, “Why have you done this, and let the male children live?”(Exo. 1:18). A very straightforward question issued by the ruling authority of Egypt who had given them a direct command. So the midwives answer by saying, “Because the Hebrew women are not like the Egyptian women, for they are vigorous and give birth before the midwife comes to them” (Exo. 1:19). So the midwives deceive Pharaoh. They trick him. What is God’s response to their deception? Exodus 1:20-21 says, “So God dealt well with the midwives. And the people multiplied and grew very strong. And because the midwives feared God, he gave them families.” So instead of God rebuking them for their deception or instead of God correcting their “sin”, he blesses them for their actions, just as we see with Rahab. How did the Midwives show that they feared God and not Pharaoh? They disobeyed Pharaoh and deceived him! There act of deceptions appears to be blessed by God. In fact in 1 Samuel 16:1-5, God instructs the prophet Samuel to deceive Saul as he is sent out to annoint David as King of Israel. It appears that God view deception, in limited situations, at the very least permissible if not a moral good.
I believe we can conclude that both the Hebrew midwives and Rahab acted in morally correct ways and they did as they should have done! Notice also that both of these deceptions were done for the morally correct side. It is a very different thing to deceive in order to help to further a wicked cause than it is to deceive to further a cause which is morally right.
So no, you do not have the right to deceive your spouse, neighbor, sibling, co-worker, boss, etc. Also, you need not worry about yourself or your children sinning by trying to trick their opponents at a sporting event (as long it is within the rules). Lord-willing you will never be put in a situation where you have to deceive in order to save an individual’s life from injustice like some were forced to do in Europe during World War II or some characters in the Bible. But if you do end up in such a regrettable situation, it is important to remember that sometimes it is morally upright to deceive just as Rahab and the Hebrew midwives did and perhaps you will also remember that the Lord blessed these individuals for acting in faith. | https://www.riverviewbaptist.net/pastor-levis-blog/302-counterpoint-rahab-didnt-sin |
Character has to do with who we are when no one sees but God.
Larry Lichtenwalter
“Live as children of light (for the fruit of the light consists in all goodness, righteousness and truth) and find out what pleases the Lord. Have nothing to do with the fruitless deeds of darkness, but rather expose them” (Eph. 5:8–11, NIV).1
What do you do when you are alone that you would never do in the presence of another?
Is there anything you do when you are alone that would horrify you if significant others in your life were to know?
Why is the moral force of unethical behavior seemingly diminished when not done in the presence of others?
Who are we when no one sees?
The gold ring of Gyges is a mythical artifact used for illustration by the philosopher Plato in his Socratic dialogue, The Republic. The ring granted its owner the power to become invisible at will. With this idea, Plato considers whether an intelligent person would be moral if he or she did not have to fear being caught or punished. The question is posed whether anyone would be so virtuous that he or she could actually resist the temptation of being able to perform any act without being known or discovered. The assumption of the illustration is that morality is only a social construct. The desire to maintain one’s reputation for virtue and justice is the real source of morality. If social sanction were removed, one’s moral character would evaporate. Justice as a personal virtue would disappear.
“Imagine now that there were two such magic rings,” contends Glaucon, one of The Republic’s characters, “and the just person put on one of them and the unjust the other; no one can be imagined to be of such an iron will that he would stick to what is right and keep his hands from taking other people’s property. He could safely take whatever he liked out of the market, or go into any house and lie with anyone at his pleasure. He could kill or release from prison anyone he wanted to. In all respects, he would be like a god having supernatural powers among human beings. In all this the just person would differ in no way from the unjust, but both would follow the same course. This, it would be claimed, is great proof that a person is not moral, not willingly or because he thinks that doing right is any good to him individually, but of necessity, for wherever anyone thinks that he can safely be unethical, there he is immoral. For all men believe in their hearts that unethical behavior is far more profitable to the individual than doing what is right. Thus, those who argue as I have been supposing will say that they are right. If you could imagine anyone obtaining this power of becoming invisible and never doing any wrong or touching what was another’s, he would be thought of by onlookers to be a most wretched idiot—although they would praise him to one another, and keep up appearances with one another from a fear that they too might suffer injustice.”2
In the ensuing debate, Socrates challenges this notion. He argues that moral behavior does not derive from this kind of social construct. In his opinion, the one who abuses the power of the ring of Gyges has in fact enslaved himself to his own appetites, while the man who chose not to abuse it remained rationally in control of self and was therefore happy.3 Why do we do things “behind the seen,” where no one knows—things we would never do in the open? Does this moral phenomenon reflect fallen human nature? Does it reflect the very nature of moral evil? Does it reflect our internal moral values? Does it reveal an inadequate grasp of a given ethical principle or action—its ethical implications or moral nature, its consequence in terms of our own being in relation to self, others, and God? Does it mean that something morally significant has not been adequately internalized—in terms of our reason, value, or character?
The distinction between morality and ethics is an important one. Morals generally refer to our awareness of right and wrong and our commitment toward right behavior. We may choose what is right but may not know clearly what makes the activity right or why we should do that right. By contrast, ethics deals with how to distinguish right from wrong and why we should do the right. Two people can share the same moral convictions or behavior, but they could easily have very different ethics. How? Because ethics explains the answer to the question, Why is that wrong?
What is it about the nature of moral evil that leads us to do things secretly? What is it about human nature that causes us to do things in secret? What is it about moral vision that says we are not wrong—and don’t experience shame and guilt—unless we are seen? Who are we when we do so? What is our ethics?
The Question of Being
Is there internal versus external moral perception, initiative, and restraint? Does invisibility—human behavior expressed without the knowledge or observation of other moral beings, i.e., anonymity, secrecy, privacy—provide a platform for moral evil? Are we who we are in the presence of others only? Or are we who we are when we are alone? Who are we really—in terms of our moral being?
In these questions, three entwined matters emerge: (1) moral being; (2) ethical principles and action; and (3) the nature of individual personhood—character and conscience—in relation to the ethos of one’s community.
Ethics is a matter of the heart. It is about who we are at the core of our being—before God. Character is what we are when no one sees but God. Internally, character is part gyroscope, part brake that provides our deepest source of bearings and strongest source of restraint. “In many instances the first prompting to do good and the last barrier against doing wrong are the same—character.”4 The possession of moral principles does not necessarily, by itself, lead to their observance. Unlike principles or rules or social restraint, character is always with us, always immediately present in any situation. Weakness of character can thwart or distort the application of the highest set of principles. Strength of character can carry us through situations in which we cannot remember a principle. Externally, character provides the point of trust that links us with others—as siblings, parents, leaders, spouses, citizens, members of the body of Christ.
Shame and Honor Contexts
The question of internal versus external moral initiative and restraint in honor and shame contexts is illustrative. In honor and shame contexts, individuals tend to avoid doing wrong, not because they are necessarily concerned about right or wrong (or even understand right from wrong), but because others are watching. Likewise, they do what is right not because it is right, but because doing so brings (or maintains) honor. Maintaining honor becomes the highest value. It is a tacit ethics. In other words, in shame and honor contexts, one is who he or she is when in the presence of others. Actions that might be considered right or wrong are not attached directly to honor or shame. Nor are they internalized as part of personhood or conscience.5
“Another dimension of this internal/external question in honor and shame contexts is the view of human nature which assumes human beings cannot do what is right unless they are externally controlled. They do right, not only because others are watching, but because they are constrained to do so. . . . The community thus offers protection and establishes social convention to help the individual stay within expected moral boundaries.”6
This reflects a view of human nature that assumes that humans do right only if others are watching. It is also a tacit statement that ethics is a social construction.
In shame and honor contexts, one can observe a spectrum of internal/external references with respect to moral orientation and agency. This spectrum reflects a matrix of organically linked positrons on a scale between contrasting points (see Figure 1).
These contrasting points include the spectrum one finds him or herself on between: (1) “being” and “doing”—who one is deep down in his or her inner world and how much he or she authentically expresses that outwardly in behavior; (2) individual moral ethos, perception, initiative, and restraint as opposed to community group ethos/restraint; (3) internal moral perception and agency and externally articulated/enforced morally as opposed to how one outwardly behaves morally (see Figure 1); (4) how one is internally oriented morally as opposed to how one outwardly behaves morally; (5) whether or not there is substantive inner moral vision or whether one relates merely on a routine moral surface level—moralism, legalism, culture, habit; (6) personal openness (transparency) and self-disclosure as opposed to concealment, secrecy, facelessness; (7) integrity and duplicity; (8) visibility (seen) and invisibility (unseen, anonymity); and (9) purposive accountability as opposed to determined individuality and independence.
Figure 1
One’s personal spectrum blend on this matrix offers critical insight into his or her moral orientation and agency. Positioning oneself between the contrasting points can help highlight our moral being and action when no one sees. It reminds us of the issues involved in ethics for the invisible.
Invisibility and Moral Darkness
What of the relationship between invisibility and moral evil? Are they linked? Does it reveal something about human nature? Does invisibility provide a platform for unethical behavior?
Scripture describes darkness and light as spheres of moral influence and orientation. We take on or reflect the character of the sphere in which we live—darkness or light: “You were once darkness, but now you are light in the Lord. Live as children of light (for the fruit of the light consists in all goodness, righteousness and truth) and find out what pleases the Lord. Have nothing to do with the fruitless deeds of darkness. . . . It is light that makes everything visible. This is why it is said: ‘Wake up, sleeper, rise from the dead, and Christ will shine on you.’ Be very careful, then, how you live” (Eph. 5:8–15).
This passage does not say that we used to be in darkness, but now are in light. It says rather, that we ourselves as followers of Christ are now actually light in the world (vs. 8). Our life—not just our environment—has been changed from darkness to light.
The above-mentioned “deeds of darkness” (vs. 11) not only have their origin in darkness and are characterized by darkness, but also by their very nature reflect the invisibility and anonymity that evil covets, and so often operates within and emerges from. Darkness implies invisibility. The text raises issues of secrecy, visibility, anonymity, and exposure: “Have nothing to do with the fruitless deeds of darkness, but rather expose them. For it is shameful even to mention what the disobedient do in secret. But everything exposed by the light becomes visible, for it is light that makes everything visible” (vss. 11–13).
Invisibility, then, is a hallmark of moral darkness: “‘This is the judgment, that the Light is come into the world, and men loved the darkness rather than the Light; for their deeds were evil. For everyone who does evil hates the Light, and does not come to the Light, lest his deeds should be exposed’” (John 3:19, 20, NASB); “Woe to those who deeply hide their plans from the Lord, and whose deeds are done in a dark place, and they say, ‘Who sees us?’ or ‘Who knows us?’” (Isa. 29:15, NASB); “Then He said to me, ‘Son of man, do you see what the elders of the house of Israel are committing in the dark, each man in the room of his carved images?’ For they say, ‘The Lord does not see us; the Lord has forsaken the land’” (Ezek. 8:12, NASB); “He says to himself, ‘God has forgotten; He has hidden His face; He will never see it’” (Ps. 10:11, NASB).
In contrast, visibility is a hallmark of the sphere of light characterized by integrity, goodness, righteousness and truth (Eph. 5:9): “‘Whoever lives by the truth comes into the light, so that it may be seen plainly that what he has done has been done through God’” (John 3:21); “Everything exposed by the light becomes visible, for it is light that makes everything visible” (Eph. 5:13). The biblical phenomenon of conversion is in view here, but so also its moral and ethical implications. It points to how the light of gospel truth so radically transforms one inwardly that invisibility, secrecy, concealment, and anonymity—darkness—are no longer one’s point of reference or sphere of moral vision and action.
More important, this sphere of light reflects the moral character and ways of God: “God is light; in him there is no darkness at all” (1 John 1:5). Any hiddenness of God in no way exhibits deceit, unethical purpose or being, but relates to divine providence, sovereignty, and redemptive purpose. God does not and cannot lie, but is always true to who He really is as our holy Covenant Creator and Redeemer (Heb. 6:13, 18). God’s being and His ways, while displaying a paradox of transparency and hiddenness, are nevertheless morally coherent and consistent in terms of motive, righteousness, and justice (Rev. 15:3, 4). Jesus lived this ethical paradox of the hidden/transparent when, on the one hand He spoke openly to the world and said nothing in secret (John 18:20), and on the other hand, He would not fully disclose Himself and would sometimes travel in secret when challenged to show His true colors (John 7:4, 10). He often engaged hypocrisy as a moral phenomenon where outward life did not cohere with a person’s true self (Matt. 23:28). For Jesus, hypocrites were actors under an assumed character performing to an audience—thus externally oriented morally. He asserts that it is from the heart, from within, that moral action for good or bad emanates (Mark 7:21–23; Luke 6:45). It is to the heart that He directs His redemptive appeal and power of the Holy Spirit (Heb. 4:12; Prov. 23:26; 2 Cor. 3:2, 3).
Visibility—and the authenticity, transparency, and inner integrity that it assumes—were the hallmark of the apostle Paul’s life and leadership ethos. Paul’s heart, motives, and behavior were consistently transparent after his conversion (2 Cor. 6:11–13; 1 Thess. 2:3–10; Acts 20:18–21, 33, 34, 2 Cor. 1:12; 4:2). He linked his transparency to his own person, character, and conscience (Acts 24:16; Rom. 9:1; 1 Cor. 4:4; Heb. 13:18).
The moral transparency this kind of visibility both demands and exhibits comes from within a person and reflects the conscious presence of God: “You have searched me, Lord, and you know me. . . . You discern my going out and my lying down; you are familiar with all my ways. . . . Where can I go from your Spirit? Where can I flee from your presence? . . . Even the darkness will not be dark to you. . . Search me, O God, and know my heart; test me and know my anxious thoughts. See if there is any offensive way in me, and lead me in the way everlasting” (Ps. 139:1, 3, 7, 12, 23, 24).
With God, there is no secrecy, no darkened place, no anonymity that would allow “deeds of darkness.”
When No One Sees
The running premise here is that character has to do with who we are when no one sees but God. Character is what and who we are—whether people are watching or not—but God is. My character is the “kind of person I am” no matter where I am or who sees or does not see. As implied already, the possession of moral principles does not necessarily, by itself, lead to their observance. Unlike principles or rules or social restraint, character is always with us, always immediately present in any situation. Weakness of character can thwart or distort the application of the highest set of principles. Strength of character can carry us through situations in which we cannot remember a principle. Nowhere is this exhibited most clearly than invisibility—when we are alone, where no one sees.
Joseph’s response to the sexual overtures from Potiphar’s wife is illustrative (Gen. 39:7–12). The witness of his moral vision and action demonstrate: (1) how as individual persons we can secure our honor through right behavior in relation to God no matter the circumstances, consequences, or cultural valuation of honor and shame; (2) how as an individual we can nurture the awareness of God’s presence and the idea that it matters what God sees; (3) how human personhood includes self-awareness (conscience) and a sense of self-honor when faced with any moral dilemma; (4) how we can choose God-honoring, other-honoring, and self-honoring behavior when there is no community to protect, constrain, or enforce—moral protection comes from within us, not from without; and (5) how even in honor and shame contexts, the individual can remain captain of his or her own soul. These must be understood of course in the context of a relationship with the living God who empowers the individual toward moral excellence and honor. Willpower alone is inadequate protection in a biblically informed ethics. God will honor the man or woman who chooses to honor Him through moral choice and action with internal empowerment to do so.
How Joseph’s experience narrates an awareness of God in relation to our own person and inner moral self is profoundly significant. As David would say, “May the words of my mouth and the meditation of my heart be pleasing in your sight, O Lord, my Rock and my Redeemer” (Ps. 19:14). And, as already referred to above, “O Lord, you have searched me and you know me. . . . You discern my going out and my lying down; you are familiar with all my ways. . . . Where can I go from your Spirit? Where can I flee from your presence? . . . Search me, O God, and know my heart; test me and know my anxious thoughts” (139:1, 3, 7, 23).
One senses that perhaps it is invisibility more than visibility that expresses the nature of ethics and moral excellence. Maybe invisibility and ethics cohere more than invisibility and moral evil or fallen human nature do. Whichever, it is clear that character is truly expressed either way in the greys and blacks, anonymity and solitude, of invisibility. The same phenomenon—invisibility—is the context for both moral excellence and moral failure. Joseph give witness of the former biblical ethics for the invisible.
Conscience
An ethics for the invisible would be incomplete without at least a brief discussion or understanding of conscience. The Greek word for conscience means, “to know with, to see together, to agree with.” This “knowing with,” this “agreeing with,” is fundamental self-awareness and inner agreement with one’s self. Conscience has to do with our relationship to our own self. Conscience is when we speak as a moral being to ourselves. It comes from a depth that lies beyond our own will, and our own reason, and it makes itself heard as the call for inner unity within our inner private world—our very self. Conscience is a call of our self to maintain some consistency within its impulses, its ideals, its values, and its perceptions. Conscience judges: our words (what we say and how), our thoughts (recurring and persistent), our attitudes (inner feelings and opinions), our motives (reasons that we do what we do), and our actions (what we do and how we do it). Scripture gives witness of a weak conscience (1 Cor. 8:10–12), a seared conscience (1 Tim. 4:1, 2), a cleansed conscience (Heb. 9:14), a clear conscience (1 Peter 3:15, 16), and a good conscience (Acts 23:1).
Conscience comes as an indictment of the loss of this inner unity and as a warning against the loss of one’s self. That’s why it is never advisable to act against one’s own conscience. Disregarding conscience will necessarily entail the destruction of one’s own being. Abuse of conscience can be destructive (1 Tim. 1:18, 19; 4:2; 1 Cor. 8:7, 10, 12; Rom. 2:15).
There is need for our moral senses and faculties to be trained sufficiently through practice and habit to discriminate and distinguish between what is morally good and noble, and what is evil and contrary to divine or human law—and then to live by this gyroscope/brake (Heb. 5:14, paraphrase).
Internal Moral Restraint
As suggested in the “spectrum of moral reference” (see Figure 1), the dynamic of a biblically informed internal moral restraint/initiative is multifaceted. It includes: (1) moral orientation—our inclination, attitude, moral alignment, and identity; (2) moral vision—our moral imagination, moral frames of reference, spheres of moral alignments, and cultivated capacity; (3) moral being—our character in relation to consistency of the habits of our heart (thought, value, desire, self-honesty, self-transparency); (4) moral compass—our conscience in relation to external objective moral principles, norms, standards, and authority of Scripture and God; (5) moral valuation—the understanding our own value system in relation to patterns in our choice and action, value formation, ultimate values, values in relation to God, self, others, objects, and what pleases God; (6) moral accountability—to God, to others, to oneself; (7) moral discipline—our thinking, attitudes, self-contextualization, personal or community boundaries, self-control, moral innocence or naiveté, and practice (habit or developed thought or behavioral patterns); (8) moral reorientation—our experience of conversion, inner transformation, and renewal; and (9) moral dependence—Holy Spirit strength in our inner self.
The dynamic nature of each facet of internal moral restraint begs for more than mere listing as above. Their implications demand our personal attention and thoughtful expansion in keeping with a biblically informed ethics. Doing so would be in keeping with the pregnant exhortation: “God would have His servants become acquainted with the moral machinery of their own hearts.”7 This is what ethics for the invisible is about: understanding the moral machinery of our own hearts—who we are when no one sees but self and God.
Here we are reminded: “All true obedience comes from the heart. It was heart work with Christ. And if we consent, He will so identify Himself with our thoughts and aims, so blend our hearts and minds into conformity to His will, that when obeying Him we shall be but carrying out our own impulses.”8
In the end, and in every moment of invisibility, “The greatest want of the world is the want of men—men who will not be bought or sold, men who in their inmost souls are true and honest, men who do not fear to call sin by its right name, men whose conscience is as true to duty as the needle to the pole, men who will stand for the right though the heavens fall.”9
Larry Lichtenwalter, Ph.D., is Dean of Theology and Chair of the Department of Islamic and Arabic Studies, Middle East University, Beirut, Lebanon. | https://www.perspectivedigest.org/archive/22-2/ethics-for-the-invisible |
VDOT News - Hampton Roads
|RELEASE:
|
CONTACT:
|IMMEDIATE
|
Kelly Alvord 757-956-3030
[email protected]
|HRO-192914
|
April 22, 2022
GIVE INPUT ON POTENTIAL MILITARY HIGHWAY IMPROVEMENTS AT POPLAR HALL DRIVE
Take online survey through May 8; more information at vaprojectpipeline.org
NORFOLK – Public feedback is being sought on a transportation study assessing potential cost-effective improvement alternatives that address deficient conditions and prioritize safety for pedestrians, bicycle and bus users along Military Highway (Route 13) near Poplar Hall Drive in Norfolk.
The study is analyzing the operational and safety issues identified along Military Highway (Route 13) between Interstate 264 and Virginia Beach Boulevard, including the intersections of Hoggard Road/Best Square, Poplar Hall Drive, and Military Circle with a focus on providing enhanced pedestrian, bicycle, and transit access.
The Virginia Department of Transportation (VDOT) invites residents and travelers to learn more about the study and share feedback online at VAProjectPipeline.org. Study materials on the website include a presentation and executive summary, as well as a link to the online survey that is available through May 8, 2022.
Community input received through this survey will help the study team further develop and refine potential improvements focused on targeting known needs, reducing community impacts, and addressing all transportation modes in a cost-effective manner. The potential improvements presented are only preliminary and are not scheduled or funded as a construction project at this time. The study partners may consider the recommendations for possible advancement through future local, regional, state and federal transportation funding programs.
This study is being conducted as part of a new program, Project Pipeline, created by the Commonwealth Transportation Board (CTB). Project Pipeline is a performance-based planning program to identify cost-effective solutions to multimodal transportation needs in Virginia. Through this planning process, projects and solutions may be considered for funding through programs including SMART SCALE, revenue sharing, and others.
Project Pipeline is led by Virginia’s Office of Intermodal Planning and Investment (OIPI), in collaboration with VDOT and the Department of Rail and Public Transportation (DRPT). The Commonwealth is partnering with the City of Norfolk, the Hampton Roads Transportation Planning Organization and consultant Kimley-Horn to develop targeted improvements for the Military Highway Project Pipeline Study that minimize community impacts and address priority needs in a cost-effective way. The final plan will provide a multimodal investment strategy that can be used to seek and secure funding.
VDOT ensures nondiscrimination and equal employment in all programs and activities in accordance with Title VI and Title VII of the Civil Rights Act of 1964. If you need more information or special assistance for persons with disabilities or limited English proficiency, contact VDOT Civil Rights at 757-956-3000.
Tweet
Information in VDOT news releases was accurate at the time the release was published. For the most current information about projects or programs, please visit the project or program Web pages. You may find those by searching by keyword in the search Virginia DOT box above. | https://virginiadot.org/newsroom/hampton-roads/2022/give-input-on-potential-military-highway-improvements-at-poplar-hall-drive04-22-2022.asp |
VDOT News - Fredericksburg
|RELEASE:
|
CONTACT:
|IMMEDIATE
|
Kelly Hannon 540-374-3344
[email protected]
(540) 656-0321 cell
|FRED-191881
|
Feb. 28, 2022
GIVE INPUT ON ROUTE 17 TRANSPORTATION STUDY IN GLOUCESTER
Take online survey through Monday, March 14; Learn more at vaprojectpipeline.org
FREDERICKSBURG, Va. – Public feedback is being sought on a transportation study assessing potential road, bicyclist and pedestrian improvements on a portion of Route 17 in Gloucester County.
Using innovative solutions, the study seeks to develop potential recommendations to improve safety, operations, access and bicyclist and pedestrian features in the targeted area of Route 17 between Route 17 Business (Main Street) and Hillside Drive.
The Virginia Department of Transportation (VDOT) invites residents and travelers to learn more about this study and share feedback online at VAProjectPipeline.org. Study materials include a presentation and executive summary, as well as an online survey available through Monday, March 14.
Take the online survey:
https://metroquestsurvey.com/mx1h1i
Community input received through the survey will help the study team further refine and finalize potential improvements. The study partners may consider the recommendations for possible advancement through future local, regional, state and federal transportation funding programs.
These studies are being conducted as part of a new program, Project Pipeline, created by the Commonwealth Transportation Board (CTB).
Project Pipeline is a performance-based planning program to identify cost-effective solutions to multimodal transportation needs in Virginia. Through this planning process, projects and solutions may be considered for funding through programs including Smart Scale, revenue sharing, interstate funding, and others.
Project Pipeline is led by Virginia’s Office of Intermodal Planning and Investment (OIPI), in collaboration with VDOT and the Department of Rail and Public Transportation (DRPT).
The Commonwealth is partnering with Gloucester County, the Middle Peninsula Planning District Commission, and consultant VHB to develop targeted improvements for the study location that minimize community impacts and address priority needs in a cost-effective way. The final plan will provide a multimodal investment strategy that can be used to seek and secure funding.
VDOT ensures nondiscrimination and equal employment in all programs and activities in accordance with Title VI and Title VII of the Civil Rights Act of 1964. If you need more information or special assistance for persons with disabilities or limited English proficiency, contact VDOT Civil Rights at (540) 706-4957.
(END)
VDOT’s 14-county Fredericksburg District includes the counties of Caroline, King George, Spotsylvania and Stafford in the Fredericksburg area; Northumberland, Richmond, Lancaster and Westmoreland counties in the Northern Neck; Essex, Gloucester, King & Queen, King William, Mathews and Middlesex counties in the Middle Peninsula.
Tweet
Information in VDOT news releases was accurate at the time the release was published. For the most current information about projects or programs, please visit the project or program Web pages. You may find those by searching by keyword in the search Virginia DOT box above. | https://virginiadot.org/newsroom/fredericksburg/2022/give-input-on-route-17-transportation-study-in-gloucester2-28-2022.asp |
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Overview
Class Central Tips
Syllabus
-This module was designed to introduce you to the design process and to reinforce the critical role that user needs play in good design. You'll learn that design is conceiving and giving form to artifacts that solve problems, and also how to recognize and identify a gap in a problem. You'll explore what defines what users need, as well as ways to use those needs toward product design. By the end of this module, you will have begun your own design process by identifying 10 problem gaps and submitting them for feedback from your peers. You will also do a "5 Whys" exercise to help you determine the best design problem for you to solve in your final design project
Week #2: Customer Needs and Drawing Solutions
-In this module, you'll deliver your customer needs and learn the basic principles of drawing for product design: a necessary skill for any designer. The module begins with another peer review, this time on customer needs. This assignment requires you to conduct interviews with potential customers, and to come up with a list of at least 30 user needs. Given the time-intensive nature of this assignment, we suggest you begin it as soon as possible. As you conduct your interviews and begin your list of user needs, you can start watching the drawing videos, which will guide you through the processes of presenting your design in a clear, easily accessible format. By the end of this module, you'll be able to identify the main customer needs your design will address, and also be able to present your design as a drawing which employs the best practices of drawing for design.
Week #3: Design Concepts
-The goal of this module is to move from defining the problem to designing a solution. You'll begin by learning about the exploration phase, and you will exit this phase with a number of design concepts for peer review. You'll also learn how to decompose a design to evaluate its overall function, and essential process in creating good design essential to the life of your design. Finally, you'll learn how to critically examine past design artifacts to inform your current concepts so that you can sensibly differentiate your product. By the end of this module, you'll have created 10 solid design concepts, and you will have received feedback on those concepts so that you can move to the next phase of the design process: prototyping.
Week #4: Concept Selection and Prototyping
-This module was created to help you understand the selection process so that you can choose one design for prototyping. You'll learn key techniques for evaluating your design concepts, including the selection matrix, and the scoring matrix. And once you've selected some designs, you will also learn the uses and value of prototyping. You'll explore how prototypes are used to answer questions, to communicate and to distinguish milestones in the design process, and you will also work through the prototyping process so you can begin building your own, which you will submit for peer review. By the end of this module, you'll have selected one or more design concepts for prototyping, built prototypes, and received feedback on them from your peers. You'll also get to see some of your peers' designs as well.
Week #5: Aesthetics
-Now that you’ve identified what concept you want to explore, this module will explore the aesthetics of design so that you can refine your prototypes to be as aesthetically pleasing as possible. You'll learn how aesthetics are used in design, and how they motivate reactions toward artifacts overall using a real-world example. You'll also learn how you can apply these aesthetic principles to your own prototype, so that you can make your prototype more appealing and pleasing to potential customers. By the end of this module, you'll be prepared to implement aesthetic changes to your existing prototype so that you can be ready to submit your final design project for review in the following module.
Week #6: Final Project Submission
-In this module, you will submit your final project for review. You'll then evaluate the work of five (5) of your peers and receive feedback which you can use for the next iteration of your design. By the end of this module, you will have created a reasonable prototype, and received critical feedback on how to redesign your prototype so that you know which directions to purse should you continue working on this project after the conclusion of this course.
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Reviews for Coursera's Design: Creation of Artifacts in Society Based on 15 reviews
- 5 stars 73%
- 4 stars 13%
- 3 stars 13%
- 2 star 0%
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Did you take this course? Share your experience with other students.Write a review
- 1
You need to spend a lot of time on some parts of the course but it is worth every minute.
To be part of a group of students from all of the world is a real bonus. Not only do you have to think about your own artifact you also have to asses the artifacts of others which in itself is a design project.
If you want to learn about design in a short time this course is powerful and addictive.
Thank you Prof. Ulrich
this review helpful
The course video lectures were very interesting and informative, now what ever I see, I can apply the design knowledge I gained from this course and I can understand about design lot more now.
The step by step introductions to the task and clear, detail brief by the instructor and well organised materials, assignment briefs / instructions is all I like. Dislike really nothing..!
this review helpful
this review helpful
But, be warned if you want to successfully complete it you will need to do serious planning and design work on a project of your choosing.
And hopefully this will help me out in future too
Excited to start it right away. | https://www.classcentral.com/course/design-371?review-id=3527 |
Have Your Say - Draft Racing Recommendations Released
Greyhound Racing NSW (GRNSW) has released a discussion paper as part of its ongoing work to develop strategies and other racing related solutions to minimise the impact of the falling greyhound population that will develop in NSW (and Australia wide) over the next 12 to 24 months.
The discussion paper has been drafted based on a two month consultation period GRNSW undertook in September and October which included an online survey as well as face-to-face meetings with stakeholders across NSW.
Crucially, the discussion paper makes 21 draft recommendations based on the feedback received during this consultation period. The draft recommendations cover potential changes to programming, incentives and grading with their immediate aim to address the issues created by the falling greyhound population and maximise racing opportunities over the next two years.
Click here to view the discussion paper and the draft recommendations.
Participants are encouraged to read the discussion paper and review the draft recommendations and then provide feedback on each recommendation.
Feedback, in which participants are asked whether they support each draft recommendation, is able to be lodged by clicking here.
Feedback on the draft recommendations will close at 5pm Thursday 23 November 2017.
Once all feedback has been received, the recommendations will be finalised and then submitted to the GRNSW Board for approval.
GRNSW would like to thank all the participants who have contributed and provided their views on this important piece of work so far. All the feedback was vitally important in forming the basis for the recommendations and will go a long way in ensuring the NSW greyhound racing industry can maximise the racing population to give the industry the best chance of being able to sustain current racing levels. | http://grnsw.com.au/news/draft-recommendations- |
accordingly.
Teaching Assistants (0101 only):
Matthew Regan [email protected]
Maryland School of Public Policy PhD Program
Brandon Juhaish
[email protected] Maryland School of Public Policy
MPP in International Development Program
Dr. Koskos Office Hours:
Tuesdays 2-4 pm, 2117K Chincoteague
Course Description
This course will help prepare MIDCM students for the rigorous research, analysis, entrepreneurship, and innovation required in international development and conflict management professions. Learning of practical, applicable, translatable knowledge and skills will be accomplished through an intensive problem-based and design-oriented experience. Spending the bulk of classroom hours workshopping in their project teams, students will conceive, develop, and articulate novel, viable solutions to key contemporary problems in international development and conflict management. A list of real, concrete problems will be seeded by a network of contacts in governmental and intergovernmental agencies, non-governmental organizations, think tanks, and companies operating in these sectors. The key deliverable of each project team will be a professional brief that the students will present in a final symposium before an audience of development and conflict management policy makers and practitioners, including those who have seeded the problems. One or more discussants with relevant expertise will provide formal comments about the project presentations. By the end of the course, the students will have developed both hard skills and issue expertise.
This is a flipped course, meaning that most content is delivered via readings, videos, online lectures,
and other out-of-class assignments. Class time will function as a research and ideation lab where students spend most classroom time in lively discussion or in project teams or other small groups,
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practicing the hands-on skills. Activities will include structured ideation fish-bowls and unstructured brainstorming.
*GVPT356 is required as the capstone course for the Minor in International Development and
Conflict Management (MIDCM). It is open only to MIDCM students. This syllabus is intentionally fluid and open to change in response to class needs and interests as
well as availability of speakers whose expertise and experiences would provide valuable insights on our themes. Please bear with me as things change.
Learning Objectives
At this end of this course, students will be able to: 1. Research, analyze and identify innovative solutions for key development challenges. 2. Link the concept of social entrepreneurship to the international development enterprise. 3. Demonstrate an ability to reach innovative/unconventional solutions by iteratively proposing
ideas/strategies, receiving feedback, incorporating feedback and learning from failed approaches. 4. Demonstrate an ability to collaborate with others on developing an innovative analysis, project or
solution, by incorporating different viewpoints and experiences. 5. Demonstrate the design thinking processes required to identify a problem, design a project for its
solution, and develop a strategy for implementation. 6. Demonstrate the ability to present the proposed solution to outside stakeholders (those not directly
affiliated with the class). 7. Demonstrate an ability to develop solutions that incorporate feedback from clients/beneficiaries
and pivot based upon their needs.
Course Materials
Because of the intensity of the group work and the emphasis on skill-building, readings are fairly minimal. Electronic copies or links to all course readings will be posted on Canvass. (If you plan to buy any optional books, you might consider ordering from Better World Books, which offers free shipping and all proceeds go to global literacy programs.)
Site Visits
The site visits will be scheduled during class time, though due to the time it takes to get to DC and back, students may arrive back on campus after the end of class. If you have a class conflict at this time, you will be expected to complete an alternate (brief) assignment, or to attend a relevant site visit offered by another office on campus. Please see me at the start of the semester if this applies to you.
Assignments details of each are on ELMS/Canvas
Research Brief (10%) This is a 3-page distillation of your research into your development issue. This is an individual assignment, though all group members will use the group topic.
Problem Statement (5%) This is a one-sentence statement of the problem that your team has
selected to address. Formulating this in a clear, concise, and informative way is harder than you think! This is for an individual grade.
Issue Note, Needs Assessment/Asset Map, Stakeholder Analysis (10%) Applying these skills to
your identified problem, you will work in your project team to begin laying the groundwork for what will
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ultimately become a fully fleshed-out project. Given your very limited access to individuals in the field, much of this assignment will be research-based or hypothetical. This deliverable, representing the early stages of the project cycle, will be for a shared grade.
Problem Analysis (5%) This in-depth analysis of the problem your team is addressing will be
completed individually, for an individual grade, and only after each team member has received feedback will the entire project team come bring their various analyses together in order to arrive at the most comprehensive, salient and clear analysis of the problem.
Project Hypothesis (5%) This one- or two-sentence statement succinctly summarizes the problem
and proposed solution. This is for a group grade. Results Framework (10%) As a team, you will complete a 1-page results framework that lays out
the vision and logical structure for your project idea. This is the first time your project will come together in one place. You will complete two drafts of this assignment (5% and 15%), both for a shared grade.
Project Concept Note / Policy Brief (20%) Your project team will build on its preparatory work
(above) and complete a professional 2-3 page brief presenting the problem you are addressing and your proposal for addressing it. All team members will share the grade.
Project Pitch (20%) During a final, end-of-semester symposium at a Washington, DC, location to be announced, each team will pitch their project before an audience of policy makers and practitioners. Teams will be expected to respond to questions and critiques as they work to sell their ideas.
Participation (10%) Includes attendance, regular and meaningful contribution to class discussion,
and scores on Small Group Exercise Evaluations and on end-of-semester Self- and Peer-Evaluations (see Class Participation section above and participation rubric uploaded separately to Canvas).
Homework (5%) You will have a handful of small homework assignments, graded on a P/F basis.
These will be posted and detailed on ELMS. Current Events: Effective leaders and policy makers must be knowledgeable about current events,
issues, and important actors in our communities and around the world. To help you keep up, I encourage you to sign up for and read the regular (super short!) UN Wire briefs. UN Wire is a free service sponsored by the United Nations Foundation which is dedicated to supporting the United Nations' efforts to address the most pressing humanitarian, socioeconomic and environmental challenges facing the world today. In each email, youll get just one paragraph on each of several important issues. Sign up here: https://www.smartbrief.com/un_wire/index.jsp
http://www.unfoundation.org/https://www.smartbrief.com/un_wire/index.jsp
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Course Grading
Final grades for the course will be determined as follows. (G) designates group assignments. Please see the Policies section at the end of the syllabus for more details on how grades are calculated. You can check your completed and cumulative grades at any time by looking in the Grades section on Canvas. | https://pdfslide.net/documents/gvpt-356-spring-2015-innovation-and-design-for-and-design-for-entrepreneurship.html |
The client is a multinational telecommunication services provider. Owing to intense competition, the client was looking at developing a market trend analysis report through which they could predict the future of telecommunications.
Business Challenge
The telecommunication industry continues to be a critical force for innovation, growth, and disruption across multiple market segments. The wave of developments relating to smart cities, IoT, 5G, and data management is creating new and better opportunities for those operating in the telecommunication industry as well as other related market segments. The challenge here lies in identifying the telecommunication industry trends and capitalizing on opportunities to stay relevant in the future of telecommunications. In this case, the client was on the lookout for analyzing new growth opportunities in 2019, by performing an analysis of past and current market behaviors and dominant patterns of the market and consumers. To do so the client approached Infiniti Research to leverage trend analysis methods and develop a market trend analysis template.
Since market trend analysis involves understanding past market behavior and expected future innovations, a major effort in conducting market trend analysis is dedicated to collecting relevant market data and analyzing them to determine relevant telecommunication industry trends.
Wonder how the telecom industry can adapt itself to the requirements of the new age? Well, our experts say telcos can continue to achieve high growth through trend analysis. Request a FREE brochure.
Top Challenges Faced by Telecommunication Industry
Problem Statement 1
Technical transformations and information waves have driven high growth in the telecommunications industry. The client was facing predicaments in collecting relevant data regarding telecommunication industry trends and the adoption of technology, due to which they were lagging when compared to their peers.
Problem Statement 2
The saturation of revenues for voice services along with the developments of mobile communication in the past decade necessitated the client to develop robust broadband services while tackling challenges of cost and traffic. This required the client to analyze telecommunication industry trends to predict the future of telecommunications and achieve sustainable growth by focusing on developing mobile broadband services rather than voice communications.
Problem Statement 3
Struggling with decreasing revenues the telecommunications industry client was pushed to make tough business decisions. Hence the client wanted to keep abreast with the top telecommunication industry trends and be flexible enough to quickly adapt to them.
Staying competitive in the market requires businesses to make crucial decisions, possess in-depth knowledge of market trends, and key developments. Trend analysis can help you get there, Get in touch for more info!
Solutions Offered and Value Delivered
The market trend analysis solutions offered by Infiniti Research involved the process of comparing the clients’ current market behavior and dominant patterns of the market to identify consistent trends. The information gathered was then leveraged to develop a strategy to respond to these trends in line with the client’s business goals. The client also gained in-depth insights into- the telecommunications market scenario, consumer preferences, and the macroeconomic environment. Market trend analysis turned out to be a strategic tool for understanding the market maturity and gauging the future market potential along with the client’s overall market position.
Market trend analysis helps you understand how your business has performed and predict where current business operations and practices will take you. If done well, it will help you develop ideas about how you can mitigate challenges and develop strategies to move your business in the right direction. This market trend analysis engagement involved the following phases:
Phase 1: Identifying Areas that Perform Well
The initial phase involved the process of comparing the clients current market behavior and dominant patterns of the market over time to identify consistent results.
Phase 2: Guiding Communication with Customers
The second phase of this market trend analysis engagement revolved around a detailed assessment of customer behaviors to develop the best possible strategy for communicating with customers.
Phase 3: Identifying New Market Opportunities by Analyzing the Competition
A market trend analysis engagement isn’t complete without thinking about the market competition. Hence the second phase of the market trend analysis engagement revolved around analyzing competitor weaknesses to help the client differentiate themselves by offering products and services that fill gaps that their competitors have not addressed.
Phase 4: Developing a Market Trend Analysis Report and Establishing Telecommunication Industry Trends
By monitoring the client’s business performance over an extended period, our market trend analysis experts were successful in establishing useful information on trends. This data was then used to refine their business decisions and strategies.
Leveraging market trend analysis methods helped the telecommunication industry player to cut down costs and implement a flexible resource ramp-up or ramp-down plan based on future business projections. The development of a market trend analysis template also helped the client to identify key business areas that were underperforming and areas where their business was performing well, this helped them leverage those strategies and duplicate the success. The solutions also provided sufficient evidence to make well-informed business decisions.
Why partner with Infiniti Research?
Established in 2003, Infiniti Research is a leading market intelligence solutions provider, specializing in offering smart solutions to address your business challenges. With 15+ years of expertise, Infiniti Research has been instrumental in presenting a complete range of competitive intelligence, strategy, and research services for over 550 businesses across the globe.
Done well, market trend analysis can help you develop better strategies and gain a competitive edge in the market. Wonder where to start? CONTACT US. | https://www.infinitiresearch.com/casestudy/trend-analysis-telecommunications |
• Implement and sustain Prevention and Intervention strategies that will allow campuses to address the mental health needs of the overall student population in general and student veterans in particular.
• Promote a sustainable collaborative infrastructure between campuses and local mental health services systems.
2. Provide ongoing collaboration between Los Angeles Community Colleges and the Los Angeles County Department of Mental Health service area representatives to identify mental health service gaps and identify potential solutions to problems.
Improved understanding of college/university student mental health needs with identification of service delivery gaps.
Cal State Dominguez Campus Based Grant representatives, CalMHSA L.A. College Consortium representatives, Rio Hondo College Campus Based Grant representatives, and West Los Angeles College representatives, community mental Health partners and representatives from Los Angeles County Department of Mental Health services areas and administrative offices.
Improved understanding of LACDMH resources and needs with identification of service delivery gaps through formal presentations and breakouts. Specific needs identified relative to geographic areas. LACDMH and college pledge to partner to alleviate the service gaps through a collaborative planning effort.
CalMHSA L.A. College Consortium representatives, Rio Hondo College Campus Based Grant representatives, West Los Angeles College representatives, community mental health partners and representatives from Los Angeles County Department of Mental Health services areas and administrative offices.
Preliminary stages of strategic action planning completed through unanimous consensus vote of the needed planning items/strategies which should be integrated into the Preliminary Strategic Action Plan. Agreement reached to disseminate the Strategic Action Plan for review and feedback by all participants prior to the final Regional Strategizing Forum on March 27, 2014.
Adoption of Preliminary Strategic Action Plan between Los Angeles Colleges and the Los Angeles County Department of Mental Health.
Formal recognition of planning process representatives and presentation of awards for exemplary performance. | http://www.lahc.edu/studentmentalhealth/Teambuilding-1.html |
The Business Analyst Job will utilize existing documentation to develop, refine and update the existing business requirements document by conducting business analysis interview sessions with key stakeholders. Determine most favorable solution approaches via Enterprise Analysis in an unbiased fashion agnostic of solution origin within the agreed upon solution identification guidelines.
Skills and Experience:
- Skilled with business and technical requirements elicitation, analysis, communication, verification, validation and methodology development.
- Successfully assist with the design, development, and implementation of software and hardware solutions, systems, or products.
- Skillfully create systematic and consistent requirements specifications in both technical and user-friendly language.
- Competently apply statistical and other research methods into systems issues and products as required.
- Significant understanding of Business Analysis Body of Knowledge.
- Business Process Analysis for Mobile / Web application
- Extensive knowledge of a variety of mobile / web systems is strongly desired.
- Principles and techniques of software and system quality assurance and control;
- Principles and practices of technical problem solving;
- Principles and practices of producing project and technical documentation.
Ability to:
- Collaborate with IT Management, project sponsors and other business analysts to assist in determining project scope via enterprise analysis.
- Assist with researching, reviewing, and analyzing the effectiveness and efficiency of existing business analysis processes and develop strategies for enhancing or further leveraging these processes.
- Partner with IT personnel to assess and validate existing and resulting solutions to ensure quality of system and business needs are met.
- Identify and generate required business analysis work product based on the project scope and need.
- Serve as Tier 3 escalation point for IT Help Desk providing expert level support for assigned business units.
- Develop process diagrams, use cases, and test plans.
- Perform system testing, and facilitate user acceptance testing and application demonstrations.
- Communicate clearly, both orally and in writing;
- Understand information technology systems and methodologies;
- Make technical oral presentations to technical and non-technical audiences;
- Analyze departmental workflow and operations in order to identify potential technological enhancements.
Experienced to revise, create and deliver the following supporting documents:
- Business Functional Requirements
- Non-Functional Requirements
- Determine and document areas where changes are needed in business processes to facilitate full implementation and suggest methods to monitor impact of changes.
- Reports and Forms
Education and Experience:
- Degree in computer science, management information systems or a business or other related field or equivalent experience or certification.
- Requires 2 plus years of business analysis related experience
This is a full-time position based at our Dallas, Texas office. | https://seventablets.com/business-analyst/ |
Ways of generating ideas for the intervention differ based on the category of approach to intervention development:
Work with stakeholders creatively
Partnership and target population-centred approaches recommend bringing together a number of groups (e.g. patients, service providers and product designers) to generate diverse ideas for solutions from different perspectives. This is the central tenet of a co-design approach where patients are equal partners in the whole process rather than simply having their views sought [39,40,41]. Authors of partnership approaches propose that listening to all voices is important, that processes to ensure that this is undertaken in a meaningful way may be needed and that active engagement of diverse groups of stakeholders is ongoing throughout the whole process [25, 42, 44, 45]. Encouraging all members of the development team to interact directly with members the target population can guide the development of solutions that are more relevant and acceptable to the target population . Methods to engage stakeholders may involve the use of games/exercises/tasks to promote creativity [25, 30, 33, 40] and the iterative use of prototypes (see step 4).
Target population involvement in intervention development at this design domain is essential for authors of a range of approaches [7, 17, 25, 27, 30, 31, 42] with a proposal to make this involvement short and creative for busy people . Starting with divergent thinking and moving to convergent thinking is proposed as a way of maximising the potential to identify the most powerful solutions .
Use theory
Theory and evidence-based approaches to intervention development recommend mapping behavioural determinants to behaviour change techniques. This is a key focus of the Behaviour Change Wheel, where lists of behaviour change techniques are given so that developers can identify intervention functions such as education or persuasion that can address the selected behaviours . This is also a core action in Intervention Mapping with the construction of matrices to facilitate this action . Matrices have been constructed by a group of experts for a specific behaviour change for a specific age group so that developers who are not experts in psychological theory can undertake this action . Authors of some theory-based approaches advocate creative thinking as well as use of theory at this action . A variety of theories rather than a single theory may be considered because one theory cannot explain everything of relevance
10. Re-visit decisions about where to intervene
This can involve consideration of the different levels at which to intervene, and the wider system in which the intervention will operate [7, 17, 24, 26,27,28,29, 34, 54,55,56]
Consideration of where to intervene starts earlier at Action 4 but at this point final decisions need to be made. The authors of some approaches propose that this will require several team meetings but they are not always clear about who should be involved in these meetings. The ‘planning group’ or ‘editorial group’ may do this. Decisions are made about:
• the scope of the intervention
• the target population (this may be narrower or broader than at the Conception and Planning steps)
• levels at which the intervention is aimed: individual, community or population
• key features of the intervention (which may be components of other interventions)
• the components that will address the change required
• the amount of exposure needed to obtain effect
11. Make decisions about the content, format and delivery of the intervention [24, 26,27,28, 30, 31, 47, 48, 54, 55]
Ideas generated in Action 9 are prioritised for inclusion in the intervention. Decision-making can be guided by the involvement of stakeholders, and theory and evidence including theories on what motivates people to engage in processes as well as produce outcomes, and use of taxonomies of modes of delivering interventions and evidence of effectiveness of these modes. Spencer recommends using small ‘action groups’ of stakeholders who can use their relevant expertise to build the solution to the problem identified. Feasibility, budget and time constraints can inform choices . Authors of only one approach recommend a formal consensus exercise for decisions in the specific case where published research evidence is summarised within the intervention . Issues identified for consideration here, based on a range of different approaches, include:
• what will be delivered (content)
• who will deliver it
• where it will be delivered
• how it will be delivered (format)
• how many times it will be delivered
• the point in any treatment or illness trajectory it will be delivered
• the order in which different parts of the intervention will be delivered
• the time period over which it will be delivered
• interactions between components
• how users will be recruited
• the resources available for delivery
• how implementers will be trained
• the potential for harm
• the meaning of fidelity
12. Design an implementation plan, thinking about who will adopt the intervention and maintain it [27, 48]
Consideration is given to implementation at the Planning domain (Action 7 earlier) but this action relates to establishing a formal implementation plan once the content, format and delivery of the intervention is known. Some authors recommend that this plan is based on the formative research undertaken earlier to understand barriers to implementation . Others recommend basing this plan on a combination of theory and evidence from implementation science, and participation of stakeholders, to promote the use of the intervention in the real world
4. Creating
13. Make prototypes or mock-ups of the intervention, where relevant [17, 25, 27, 30, 31, 33, 39, 40, 53, 54, 56, 59]
This action starts in the Design domain, and indeed is seen as an essential action in the Design domain by authors of some approaches. It is identified as a separate domain here because it is identified as such a key part of the process of intervention development by some authors. Testing prototypes can help developers to make decisions about the content, format and delivery of the intervention. It also continues into the Refining domain where refinements are made to prototypes as feasibility and acceptability is assessed. Authors of approaches to digital interventions recommend creating an early prototype of any physical intervention to get feedback from the target population using think aloud, usability testing, interviews or focus groups [17, 30, 57]. The prototype can be rough, e.g. paper copies of what a digital application could look like, and can be changed rapidly after feedback from stakeholders. These prototypes can generate further ideas for different prototypes as well as refine a current prototype. In some user-centred and digital approaches, authors recommend producing multiple rough and cheap prototypes at first and then reducing these down to a single prototype after stakeholder feedback [30, 33, 59]. They do this rather than focus on a single prototype too soon and call them ‘build to think’ prototypes . | https://pilotfeasibilitystudies.biomedcentral.com/articles/10.1186/s40814-019-0425-6/tables/4 |
[a discussion of nato’s ongoing relevance as well as its relationship with new zealand written 2015] the north atlantic treaty organisation (nato) does have an ongoing pivotal role to play in international security, in part due to its intent to engage with many security issues around the world. What was the original purpose of nato essay sample at present two important formal alliances dominate the international security scene by far the most powerful is the north atlantic treaty organisation (nato), which encompasses western europe and north america (the second is the us-japanese alliance. The north atlantic treaty organization (nato) is a regional defense alliance created by the north atlantic treaty nato's purpose is to improve the strength, well being, and freedom of its members through a system of collective security members of the alliance agree to defend one another from.
Read this essay on nato come browse our large digital warehouse of free sample essays get the knowledge you need in order to pass your classes and more only at termpaperwarehousecom. To abolish war do we first need to abolish nato moritz eckert, freie universität berlin, germany summary to abolish war, we need to enforce peace what role does nato play in our world what role essay to abolish war, we need to enforce peace i consider myself a quite unusual advocate of nato i was born in 1985 into the western part of. North atlantic treaty organization (nato) introduction: the north atlantic treaty organization (nato) is a us-oriented defense alliance that was formed on august 24, 1949 through a treaty, which was signed on april 4, 1949 by belgium, canada, denmark, france, iceland, italy, luxembourg, the netherlands, norway, portugal, the uk and the usa.
Nato international affairs essay you are required to write an essay of about 5000 words on one of the subjects indicated below the completed assignment is to be handed in no later then the 13 june 14. Below is an essay on role of nato from anti essays, your source for research papers, essays, and term paper examples the role of nato after the cold war student name: lecturer name: political science date: introduction with end of the cold war in europe, the nato was expected by many to end, soon afterwards or become inactive the. Nato this essay nato and other 64,000+ term papers, college essay examples and free essays are available now on reviewessayscom autor: review • december 13, 2010 • essay • 363 words (2 pages) • 377 views.
Free nato papers, essays, and research papers the role for nato in the modern world - the possibility of a role for nato in international relations when nato was founded in 1949, it had a clearly defined role. The north atlantic treaty organization (nato) was created as result of the signing of the north atlantic treaty on 4 april 1949 “to restore and maintain the security of the north atlantic area” (defined as territories, islands, vessels, and aircraft of the signatories “north of the tropic of cancer”. This essay was a runner up in the 2018 john quincy adams society /tni student foreign policy essay contest following the end of the cold war and the dissolution of the soviet union, the united.
Nato essays
Nato case essay abstract it cannot be gainsaid that nato is still a viable organization in the role of maintaining the security of european countries from the aggression of terrorist funded by the islamic fundamentalists from the east, and nuclear attack from socialist countries like the northern korea - nato case essay introduction. The expansion of nato essay 1077 words | 5 pages the north atlantic treaty organization (nato) was founded in 1949 as a means of collective security for the west to defend against the soviet union and eastern bloc. The north atlantic treaty organization (nato) is an alliance of twenty-eight countries from north america and europe committed to fulfilling the goals of the 1949 north atlantic treaty.
Anti essays offers essay examples to help students with their essay writing our collection includes thousands of sample research papers so you can find almost any essay you want nato essays and research papers. The future of nato march 16, 2012 giuseppe paparella leave a comment in this essay, i will be briefly analyzing the potential of nato to be a tool of management not only between its own members, as it was during the cold war and during the short period of the unipolar moment, but within the current international system, characterized both. The north atlantic treaty organization (nato) was born out of the need to strengthen the capacity of a war-devastated europe in order to defend itself against and deter a soviet union which was rapidly consolidating itself under communism and strengthening its military power. Account for the foundation of nato and the warsaw pact and assess their importance in the development of the cold war tensions had long been brewing between the eastern bloc and its frontrunner and big brother, the soviet union and the western powers primarily led by the united states of america.
Compare and contrast essay samples this type of essay can be really confusing, as balancing between comparing and contrasting can be rather difficult check out our compare and contrast essay samples to see how to write essays of this type on your own. The north atlantic treaty organization (nato) (or as they say in french le organisation du traité de l’atlantique nord (otan)), began as a military alliance of governments due to the north atlantic treaty ( 4 april 1949) from its inception nato, with headquarters in brussels, belgium, has. Nato is committed to the principle that an attack against one or several of its members is considered as an attack against all this is the principle of collective defence, which is enshrined in article 5 of the washington treaty so far, article 5 has been invoked once - in response to the 9/11 terrorist attacks in the united states in 2001. | http://gqpapergtll.soalmatematika.info/nato-essays.html |
The North Atlantic Treaty Organization (NATO) is a military alliance of North American and European democratic states founded by the North Atlantic Treaty, signed on 4 April 1949 in Washington, DC. It is a product of both the Anglo-American alliance during World War II and the conflict that emerged after 1945 between the United States and the Soviet Union over the postwar future of Europe. It was preceded by the Treaty of Brussels, signed 17 March 1948 by Belgium, the Netherlands, Luxembourg, France, and the United Kingdom, which was as much a hedge against the reemergence of an aggressive Germany as an anti-Soviet coalition. As the Soviet military threat to Western Europe made the Brussels states anxious to secure an American security guarantee, talks were convened that ultimately led to the creation of NATO, incorporating the five Brussels states plus the United States, Canada, Portugal, Italy, Norway, Denmark, and Iceland. In 1952 Greece and Turkey were added, and in 1955 the inclusion of the Federal Republic of Germany further strengthened NATO and made West Germany the frontline state of NATO’s confrontation with the Soviet Union and the Warsaw Treaty Organization until 1989. Since the end of the Cold War in 1991, NATO has added to its number former member states of the Warsaw Pact and former Soviet republics, so that as of 2017 its membership totals twenty-eight countries. The founders in 1949 were Belgium, Canada, Denmark, France, Iceland, Italy, Luxembourg, Netherlands, Norway, Portugal, the United Kingdom, and the United States. Greece and Turkey were added in 1952; Federal Republic of Germany in 1955; Spain in 1982; the Czech Republic, Hungary, and Poland in 1999; Bulgaria, Estonia, Latvia, Lithuania, Romania, Slovakia, and Slovenia in 2004; Albania and Croatia in 2009. The literature on NATO falls into four categories: journal articles dealing with NATO in all periods since its founding, literature on the Cold War era, studies of post–Cold War change generally, and growing literature on NATO in the expeditionary era specifically.
With the exception of the NATO Review, which is both a textbook of alliance affairs and a bulletin of news, journal scholarship on NATO is evenly divided between historians and political scientists, and most of the journals listed below feature a healthy degree of cross-fertilization between those two disciplines. Cold War History, however, is dominated by historical inquiry and often engages the matter of the Cold War’s place in international history. At the opposite extreme, Survival offers articles on contemporary events and policy debates. Atlantic Community is a highly informative website on a wide array of contemporary issues. International Affairs has since 1924 routinely published articles and reviews of the widest variety on global politics; its archive therefore covers the entire history of NATO. By contrast, International Security features many more articles dealing with international relations theory, much of which is of direct or indirect relevance to the alliance. The same can be said of European Security, with the difference that its focus on Europe gives a very high profile to NATO and related concerns. Although the Journal of Transatlantic Studies is comparatively new on the scene, its articles and reviews feature a strong representation of scholarship on NATO and related topics. The RUSI Journal is oriented toward government and military personnel, yet it is approachable.
Website covering all aspects of transatlantic relations; essays, bulletins, calls for papers.
Based on the Cold War Studies Programme of the London School of Economics the journal publishes scholarly articles from historians and scholars in other disciplines on every aspect of the Cold War.
Published quarterly, the journal treats all aspects of European security, with many articles and reviews on NATO affairs.
The quarterly journal of the Royal Institute of International Affairs, publishing articles by scholars and policy experts aimed at specialists as well as general readers.
Well-documented articles on war and peace, contemporary security issues, diplomatic and military history, peacekeeping, arms control, nuclear forces, and strategy.
Journal of Transatlantic Studies. 2002–.
Academic quarterly. Multidisciplinary, but dominated by history, international relations, and security studies generally and NATO’s contemporary challenges specifically.
Online journal of the alliance, featuring news, organizational bulletins, and articles on security and defense-related matters; also video and RSS feed.
Journal of the Royal United Services Institute, oriented toward defense and military personnel; extremely useful on NATO expeditionary operations.
Flagship journal the highly respected International Institute for Strategic Studies; routinely publishes articles on NATO and related matters. | http://www.oxfordbibliographies.com/view/document/obo-9780199743292/obo-9780199743292-0036.xml |
Nato and Warsaw Pact
Gale Encyclopedia of U.S. History , 2009 The United States, Britain, and France along with other Western European nations grew further apart from the Soviet Union after World War II. The USSR, which had been their World War II ally, was increasingly seen as a potential aggressor. The United States and several Western European nations agreed that potential Soviet aggression warranted a stronger alliance among them. What resulted was the North Atlantic Treaty Organization (NATO). The USSR had detonated its first atomic bomb in 1949, thereby raising additional concerns and solidifying the consensus in Western Europe that if the United States pulled out of Europe and went back to its former isolationist ways, Western Europe would face a Russian threat. American leaders began to believe that it would be easier to prevent another global war than to win one after it began. The United States also realized that the oceans that had protected it for years were no longer a strong defense against Russian air and missile technology. The North Atlantic Treaty bound together the United States, Canada, and most Western European nations as a bloc promising each other assistance in case any of them were attacked. Though there was no mention of the USSR in the treaty, it was abundantly clear that it was a Soviet attack that was feared. By 1955, the Allies formally ended their occupation of Germany and gave the new West German Republic full sovereignty. This new country was given full membership in NATO and began to rearm itself for the first time since Hitler's defeat. The creation of NATO and the resurgence of Western Germany encouraged the USSR to create an alliance with its satellite nations—the Warsaw Pact. The USSR had essentially controlled or at least held strong influence over Poland, Albania, Bulgaria, East Germany, Romania, and Czechoslovakia. The Warsaw Pact codified the existing relationships the USSR had with those countries and both formally... | http://www.studymode.com/essays/Nato-And-Warsaw-Pact-1600444.html |
The North Atlantic Treaty Organization (NATO) has long reigned supreme in the global military arena. By Thursday it will be celebrating its 70th birthday. Since the end of the Cold War, the septuagenarian has grappled with its legitimacy amid international vicissitudes.
Over the past few years, discord sown within the transatlantic relationship has been tearing apart the fabric of the military alliance.
To military and international relations observers, whether the existence of NATO still has meaning has been a lingering question for over two decades. Its ideological opponent – the Warsaw Pact which represented the Eastern bloc – was ended months before the dissolution of the Soviet Union in 1991.
During the Cold War era sandwiched between the end of World War II and the break-up of the Warsaw Pact, the Eastern and Western blocs had a reason to exist in building up their own defenses for an arms race. The end of the Cold War, however, removed that impetus.
“NATO has long lost its relevance as a military alliance. Since the early 1990s, it has been seeking transformation with non-traditional security threats including terrorism and humanitarian crisis emerging,” Wang Yiwei, director of the Center for European Studies at Renmin University of China, told CGTN.
However, the path of transformation is chock-full of barricades. The era when two worlds are at odds with each other is over, and a new epoch when humans have to address common challenges such as epidemics, climate change, pollution and hollowing out of certain industries has dawned. NATO, which was founded to tackle traditional security challenges, has failed to reposition itself at a time when the international order that has been refined for over 70 years is at stake.
Furthermore, Beijing, toward which the world center is tilting, already tops Washington's list of security threats, but its European alliance has yet to follow suit. Without a military rival, NATO still struggles to justify its legitimacy.
Transatlantic distancing under Trump-led U.S.
The financial crisis in the West had tanked European military spending on NATO. By the end of the Cold War, European members undertook 34 percent of the bloc's military expenditure; now the proportion has declined to barely over 20 percent. Regarding the GDP share spent on defense, Europe also saw a drop from under 3 percent in 1989 to 1.95 percent in 2017. In the same year, the U.S.'s 685.9-billion-U.S.-dollar contribution dominated those from other NATO members, each of which contributed only dozens of billions of U.S. dollars.
U.S. President Donald Trump, the acrimonious critic of NATO, has been hounding his European allies to increase spending on one of the U.S.'s oldest alliances. Calling NATO “obsolete,” he's latched onto the notion that each NATO member must pay at least 2 percent of its GDP on the bloc's military by 2024. During a meeting with NATO Secretary-General Jens Stoltenberg, who was in Washington to mark the 70th anniversary of the organization, Trump hammered Europe to contribute more.
Another plan under discussion in the White House is for its European allies to pay the full cost of stationing American troops on their military bases, plus an additional 50-percent fee.
While antagonizing close allies over military expenditures, Trump pulled the U.S. out of the Intermediate-range Nuclear Forces (INF) treaty, plunging Europe into another dangerous arms race with Russia. The shadow of the Cold War has re-emerged.
How about a European Army?
“The European Army was envisioned basically out of Europe's concern that its destiny and that of NATO are dominated by Americans,” said Wang, also a Jean Monnet Chair professor, adding that the U.S. not merely provided over 70 percent of NATO funds but also its equipment, goals and “brain” so that Europe feels like a dwarf in security and consequently politics. That's a key roadblock in European integration.
Actually, the idea of a pan-European defense bloc dates back to the 1950s when a European Defense Community was proposed as part of the Brussels Treaty, which nonetheless was aborted after the U.S. objected.
Decades later, former French Prime Minister Alain Juppé's vision of a European Army consisting of 350,000 soldiers capable of acting independently in 1996 and European Commission President Jean-Claude Juncker's similar call in 2015 remain fantasy.
It appears the 29-country bloc is hanging by a thread at 70. Most alliances in history died young – a study by the Brookings Institution in 2010 revealed that only 10 out of 63 major military alliances over the previous five centuries lived beyond 40 and the lifespan of collective defense alliances averaged 15 years.
NATO is, in all ways, long lived. In fact, the United States needs NATO more than the other way around. Without NATO, the U.S. would not have the military clout to become a global hegemon. Europe, meanwhile, relies on the cohesiveness of the organization to act as a counterweight to ideological and strategic rivals.
Merkel also said that the proposed European army is intended to act as an “intervention unit” that will supplement NATO instead of replacing it, while Macron envisions a force capable of carrying out offensive and humanitarian missions. | http://en.rdcy.org/Index/news_cont/id/57177.html |
In the late 1980s and early 90s big shifts took place in the sphere of international relations. The Soviet authorities showed the willingness to reduce the military potential on the basis of the “reasonable sufficiency” and refused “the Brezhnev doctrine” which justified direct interventions (including military ones) in the internal affairs of the countries under the Soviet influence. Parallelly in the Reagan administration which came to power on the early 1980s having elaborated the “strategy of direct confrontation” in global and regional dimensions against the USSR aimed at achieving a complete advantage over the latter occurred a positive change in the approach to the Kremlin. At the same time the deepening economic crisis in the Eastern and Central Europe, the ethnic discontent and stagnation, the decline of “the Brezhnev doctrine” and the holding of the multiparty elections served as a ground to the West for carrying out the “peaceful evolution” of political regimes and the democratic revolution of these countries. The West welcomed the processes taking place in the Central and Eastern European countries, and in 1989 George Bush S. stated in Brussels that the US withdrew from “containment” policy which was the basis of its policy during the Cold War. Especially after the Socialist block weakening and expected collapse, NATO ’s summit in Brussels (on May 28-30, 1989) got a huge importance.
In addition to the declaration marking the 40th anniversary of the Alliance was adopted the Comprehensive Concept Of Arms Control And Disarmament. J. Bush Sr.’s initiative was approved related to the acceleration of negotiations within the CSCE in Vienna, which envisaged the reduction of soldiers and armed forces beyond the borders of the United States and the Soviet Union. As a result, the Soviet Union essentially reduced its military presence beyond its borders and withdrew its armed forces from the GDR* (the German Democratic Republic). Under these circumstances, the need to keep large military forces and equipment outside the borders decreased. As regarded the Central and Eastern European countries, one of the key ideas of the 1989 revolution, besides getting rid of the Soviet influence was the unification and integration with Western Europe. Initially, for solving these issues they “turned their eyes” towards the CSCE and the European Communities. The above-mentioned countries were already members of the CSCE and the perception of the latter among these countries had moral significance as well because the Helsinki Final act played a certain role in the protection of human rights and the inspiration of communism opponents. But in any case, one thing was obvious: it was impossible to expect the overcoming of the security problems and the Cold War watershed barrier in the East of Europe only from organizations having moral influence but small military potential. If the CSCE was weak in this respect, the European communities were rather sluggish and soon the hope among the Central European and Eastern European countries to join them faded away. The point is that 1990s were the period of transformation of the European integration unions too. In the frameworks of the European communities, negotiations had been taking places parallelly aimed at deepening the integration process concerning new European agreements which would give the former socialist countries limited access to their markets and political consultation mechanisms, bypassing their immediate membership in the future. There was a serious disagreement within the European Communities too: whether to focus on the integration deepening within Western Europe or to expand to the East and include new European countries. The first position was supported by France: in accordance with president F. Mitterrand* the future integration of the above-mentioned countries into the prospective EU structures could last for decades. Obviously, Western Europe with its countries and the integration unions would not be able to ensure the security of the former socialist countries. As to NATO, the Central and Eastern European countries seek to join NATO following these reasons:
- The cooperation was a guarantee to prevent the reestablishment of the USSR and after 1991 the Russian Federation influence over them;
- It was a kind of “checks and balances” for the European countries in the case of united Germany (rising out of the historical experience of the past);
- It was important to the regional countries to have a security power in the context of a complex geopolitical situation and this in its turn was in line with the US interests aimed at providing on-site pro-western forces.
On 25 February 1991, the Warsaw Pact was declared disbanded and the USSR remained without allies. This was a cause for concern, especially when the West didn’t hurry to dissolve NATO. On the contrary, the United States and its allies persistently insisted on keeping NATO as the sole guarantor for world security and stability. At the same time, the question concerning the existence of NATO and the American military forces was continuously becoming controversial. Despite this dispute the NATO leaders strongly supported the view of maintaining the alliance, stating their approach as follows:
- It provided protection from risks: although there was no threat of the Soviet attack any more, but also there wasn’t established a long-term political order in Europe;
- The activity of the organization legalized the US engagement in the European security on the basis of collective defence obligations;
- The CSCE (since 1994 OSCE) mediation and the resolution of conflicts felt the need for the NATO military structures assistance for peaceful resolution of the
After the end of the Cold War, it became clear that the “good intentions” originally declared by NATO were just a kind of outer cover. Even after the collapse of the USSR, NATO kept on assuming the RF which was in a deep crisis in all dimensions as an adversary presenting the danger coming from the latter in the light of complex political and economic situations existing in Russia.
It was unprofitable to the West the dissolution of NATO after the elimination of the Warsaw Pact organization. The proponents of the block maintaining presented all the possible arguments for reconsideration of its existence in the unipolar world order context and under the terms of globalization. The maintenance of NATO and the dissolution of the Warsaw pact organization were considered to be a threat to the USSR security and stability as it made the Soviet Union much more vulnerable. Within the period of the collapse of both the Socialist camp and the USSR, the adaptation and the transformation of NATO to the current situation became imperative. During the years of 1990-1991, the process of the NATO policy and strategy adaptation to restructuring began and its main directions were defined in the London Declaration. The main challenges and the problems the Summit faced were as follows:
- The change of (geo-)political and strategic situation in Europe and in the entire world;
- The trends aimed at strengthening defence cooperation that began in the Western European Union from the early 1990s led to the stratification within the Alliance,
- The emergence of the traditional and relatively new security threats and challenges (since the early 1990s) which questioned NATO’s future as a military structure.
The reform of the Alliance and its activities were considered necessary in accordance with the London Declaration, but it did not mention the ways and means of achieving it. Western analysts believed that the world envisaged by this document was possible only in the case of the permanently weak Soviet Union. But there was no unanimous opinion in NATO on via what methods the pressures on the USSR should be done. The declaration included a provision on the establishment of political, military and security cooperation with the countries of the former Warsaw Pact Organization (one of the key steps to organize the cooperation was to establish diplomatic missions in those countries).
NATO Secretary General M. Wörner stated during the London summit that they were considering the USSR and the Eastern European countries as their future partners and possible friends. The same was confirmed at the NATO member states foreign ministers’ Copenhagen meeting (July 6-7, 1991). The consultation of the CSCE member countries’ heads of the states and governments was held in Paris on November 19-21, 1990. On the eve of the consultation the meeting of NATO and Warsaw Pact member 22 states took place and during that meeting, The Charter of Paris for a New Europe was accepted. The Charter enshrines the end of an era of division and confrontation in Europe. These states announced a joint declaration on the readiness to open a new page in the relations and cooperation in Europe. The Charter of Paris reflected the new, democratic and united vision of Europe and steps were meant to be taken to legalize the CSCE as a forum for dialogue between the two parts of Europe. The Charter was based on the 10 principles of the Helsinki Final Act. One of the realities was that the elimination of global conflict gave the opportunity to Europe to establish its development policy on the benefits of economic and values and views system.
The document stated that the Central and Eastern European countries considered the viability of NATO as an important element of the European security system. It was noted that NATO is interested in European unity, but to achieve this, and solve the problems faced by Europe the only necessary thing was close cooperation with North America. It was noted that the primary task was to develop a new strategic concept for the alliance: it was obvious that in the case of the emerging new world order, when there was no external threat of attack in the east, Europe needed more troops to counteract security threats and to resolve the current crises (including terrorism and the mass destruction weapons’ proliferation).
There were two processes taking place in the second half of 1991 that became important in defining the key directions of NATO’s post-Cold War activities and strategy as well as requiring NATO full membership for Central and Eastern European countries:
- A war broke out in Bosnia in the summer of 1991: Yugoslavia was considered to be a kind of miniature of the Central and Eastern Europe, where the problems existing in the region and especially nationalism were expressed in the most condensed way. In the above-mentioned region there were similar ethnic conflict phenomena typical to Cold War and to be able to avoid further escalation of the situation the close cooperation with the Alliance and the democratic institutional organizations were highlighted as a security measure.
- The hard-line retrograde powers’ failed attempt of the coup in the USSR in the summer of 1991, which had its further impact on the countries of the Central and Eastern Europe: First, it became obvious that they were not insured from such coup attempts, and second, the collapse of the Soviet Union in 1991 caused an earthquake in the geopolitical dimension and as a result of the external (the Warsaw pact organization) and internal (the USSR) socialist empires ceased to exist. As an outcome, between NATO and the core of the Soviet Union- Russia emerged a number of independent states. The Warsaw Pact Organization liquidation impact (March 31, 1991) on the ongoing political processes in Europe, particularly on the talks in Vienna and on the future of the CFE Treaty (Treaty on Conventional Armed Forces in Europe), signed between NATO and The Warsaw Pact Organization 6 members in Paris on November 19, 1990.
The New Strategic Concept of NATO was adopted in Rome on November 7-8, 1991 (The Concept-91) which was the ensemble of the basic principles for getting adapted to new political realities where the ethnic and territorial conflicts came to the forefront. Now the Alliance’s main tasks were crises management, expanding the dialogue with non-NATO member states and carrying out steps and actions directed to the resolution of security problems on the basis of the reciprocal cooperation.
The document analysis made it clear that its basis was the strategy of “flexible response”. According to the concept, the Eastern European and the Baltic countries were included in the scopes of vital interests and mutual relations with NATO should be formed within the frameworks of bilateral relations and “The Partnership for Peace” program. The principle of cooperation also implied the interaction between the CSCE, the Council of Europe and the Western European Union.
Thus, the Concept-91 included following principal changes within NATO policy:
- The concept was based on a broader perception of security, highlighting the need for collective protection;
- emphasized political, economic, cultural and social elements of the NATO activities including not only military but also “total safety and security” component;
- it corresponded to the reality of transformation from confrontation to cooperation as a guaranteed component of peace.
Emphasizing adherence to the principles of the Charter of the United Nations, the Concept-91 maintained the key political goals of the alliance preventing their division between other security institutions in Europe (EU, OSCE, WEU).
The provisions of the obvious priority were as follows:
- The establishment of the necessary foundations for stability and security in Europe, the establishment of democratic institutions and the peaceful settlement of disputes, the fight against the threat or use of force,
- NATO’s transformation to the transatlantic forum to discuss issues of vital importance.
- The protection of member states against aggression and repression,
- The protection of the strategic balance in Europe.
Indeed, as noted by the Deputy Secretary of State C. Oksman, the London (1990) and Rome (1991) summits nominated to the main character of NATO’s future activities.
- NATO adopted a new military strategy of rebuilding its forces and military structures, taking into account the security threats emerged after the Cold War. It declined to use heavy weapons and reducing nuclear weapons in Europe, refused to utilize the initial deployment forces. Instead, non-nuclear forces expanded their flexibility and mobility, which would enable them to respond to crises and conflicts rapidly;
- NATO established the North Atlantic Cooperation Council, for the consultation with the former Warsaw Pact member states in the area of security, coordination and mutual trust;
- NATO announced that new security threats came from countries that are beyond the Alliance’s Washington contractual responsibility area which was the legal foundation and core of NATO. In this way, the future geographical issues of the organization could be considered solved. Besides, NATO offered to cooperate with the CSCE and act jointly for the preservation of peace. For crises management, it was supposed to realize a strong cooperation with the WEU, EC, UN and the structures of transforming European communities’ (later EU). NATO’s role here was highlighted by the fact that it had armed forces, skills in political and military cooperation dimensions for flexible response to security threats;
- The United States, despite its growing budgetary problems, would continue to maintain its membership.
The strategic concepts adopted in the 1990s unlike those adopted previously didn’t only refer to military and political aspects but also to declaring new conceptual approaches to the new post-Cold War Europe and to the rest of the world. If the Western bloc could not even imagine such a Cold War outcome, then theoretically the NATO leaders since the creation of the Alliance sought to achieve this, initially complementing and enhancing their strategic doctrines, and then using the period between The Warsaw Pact Organization collapse (March 1991) and the Belavezhsk accords (December 1991) to confirm the concept of the new strategy (November 1991). The Concept-91 was directed to the strengthening of institutions and ideology among the members of the former Warsaw pact organization. These countries should not have time to create their own ideology and institutions. The NATO leadership being well aware of this took under the preparation of the above-mentioned countries to change the vector and factually to legalize the process development without losing time.
In 1991, a number of Central and Eastern European countries appealed to NATO for granting them the status of an associated member. In reply to this, NATO with 9 Eastern European countries established the North Atlantic Cooperation Council – a multilateral consultative body in which frameworks the cooperation between the parties should be worked out. After the collapse of the Soviet Union, former Soviet states, as well as Albania, became its members.
NACC paid the main attention to the multilateral dialogue between the former socialist countries and NATO. That dialogue was not a full membership but in reality, it was a huge step to closer cooperation and collaboration.
The end of the Cold War led to a number of qualitative changes including the elimination of the Yalta-Potsdam system, the collapse of the USSR and the transition from the bipolar world order to the unipolar one, the emergence of newly independent states in the continent and the deep fragmentation in the centre of Eurasia. Thanks to M. Gorbachev’s policy and a number of objective and subjective reasons for the collapse of the USSR, the West unexpectedly turned out to be the winner of the Cold War. After the collapse of the USSR and the Socialist bloc and the consumption of the reputation of the Non-Aligned Movement only one power centre remained- the USA, which in its turn for the preservation of its own national interests began to rely on global alliances and coalitions one of which was and now is NATO.
In November 1991, within the frameworks of the Rome summit, NATO revealed the new post-Cold War type of its policy establishing the New strategic concept and forming NACC to connect former socialist bloc countries with NATO. The collapse of the Soviet Union led to a need for further changes. The Concept-91 was adopted for a world where the Soviet Union still existed and one of the aims of NATO operations and activities was the containment of possible risks now expressed with much more moderate formulations. This strategic concept fixed the shift from the strategy of military confrontation to the ensuring of extensive security. This was a strategy of no enemy for there was no longer the existence of the Warsaw pact organization led by the USSR. TheConcept-91 was released to show NATO ’s operations’ transparency, reliability and its readiness for cooperation. Despite the extension of the Alliance was not a priority but such developments could not be excluded in the future. | https://www.young-diplomats.com/natos-strategy-in-the-post-cold-war-world-order-1989-1992/ |
The new information consisted of Internet protocol addresses that Comey said are “exclusively used” by North Korea.
Current and former intelligence officials have said North Korea has long been a priority target for American spies.
The reformers of the earlier period were not indifferent to the need for centralized organization in the banking system.Readings in Money and Banking|Chester Arthur Phillips
Here and there roving parties appeared, but having no recognized leaders, their existence did not invalidate the treaty.The Philippine Islands|John Foreman
Between South and North, the probabilities of a serious, and no very distant rupture, are strong and manifest.
There is still a general tendency in universities on both sides of the Atlantic to treat propaganda as infection.The Salvaging Of Civilisation|H. G. (Herbert George) Wells
Two Battalions racing due North along the coast and foothills with levelled bayonets.Gallipoli Diary, Volume I|Ian Hamilton
Cultural definitions for North Atlantic Treaty Organization
An international organization, begun in 1949. The members have pledged to settle disputes among themselves peacefully and to defend one another against outside aggressors. The founding members of NATO are Belgium, Canada, Denmark, Britain, Iceland, Italy, Luxembourg, The Netherlands, Norway, Portugal, and the United States. Greece, Spain, Turkey, and Germany became members later. France was a founding member, but withdrew from NATO's military command in 1967. The Warsaw Pact was signed by the Soviet Union and its allies largely in response to the formation of NATO. Since the end of the cold war, the Czech Republic, Hungary, and Poland have joined. | https://www.dictionary.com/browse/north-atlantic-treaty-organization |
When the negotiations between the USA and the Soviet Union concerning Germany stagnated the cooperation gradually developed into a global confrontation. Germany was especially affected by this as the Soviets were entitled to claim the East of Germany and thus ripped the country apart. The consequent estrangement eventually led to the foundation of two separate states in 1949. The occupational powers in the East founded the Federal Republic of Germany in their zone while the Soviets proclaimed the German Democratic Republic.
Cold war
In the historical context however the East-West division within Germany illustrated the world wide division into two blocks of power. The West represented democracy and market economyA market economy is an economy in which decisions regarding investment, production and distribution are based on supply and demand, and prices of goods and services are determined in a free price system while the East was controlled by socialism and planned economyA planned economy is the economic system in which decisions regarding production and investment are embodied in a plan formulated by a central authority. The Soviet Union placed several states in East Europe under its prevalence, making them politically and economically dependent from the Soviet Union. The term “cold war” is appropriate as the USA and the Soviet Union never entered into direct military action over the following years, even thought the conflict nearly caused a third world war. On the contrary the East-West conflict was prevailed by war rhetoric, arms race and proxy warsA proxy war is a conflict between third parties fighting on the behalf of more powerful parties. The international frictions led to the involvement of the FRG and the GDR in two separate defence alliances, the NATOThe North Atlantic Treaty Organization constitutes a system of collective defence whereby its member states agree to mutual defense in response to an attack by any external party and the Warsaw PactThe Warsaw Pact was a collective defense treaty among eight communist states of Central and Eastern Europe in existence during the Cold War1.
Democracy vs. Socialism
Any negotiations attempted during the occupation period foundered on the incompatible economical and political systems of the major powers. While the west powers legitimised free elections, parties and democratic principles in their zones, the East was reigned after the Soviet model including elements of planned economy from the outset. German communists, who had fled into exile during the Third ReichThe Third Reich is the name for Germany during 1933 to 1945, when its government was controlled by Adolf Hitler and his National Socialist German Workers' Party returned and were immediately entrusted with key position in police and justice. Furthermore the Soviets seized private industrial enterprises and brought all economical commerce under central control2. | http://en.geschichte-abitur.de/east-west-german-division |
The North Atlantic Treaty Organization or NATO is a military alliance created by the North Atlantic Treaty signed on April 4, 1949. NATO appeared in Call of Duty: Modern Warfare 3 and in Call of Duty: Black Ops and Call of Duty: Black Ops II while in Omnipedia of Call of Duty: Black Ops III, as shown in a Tweet from TheUnmarkedMan. It is also featured as a faction in Call of Duty: Black Ops Cold War.
Contents
Call of Duty: Modern Warfare 3
In the game, multiple NATO-affiliated countries were attacked by Makarov's Inner Circle. Strategic placements of the chemical attacks crippled the defenses of the countries and paved the way for the Ultranationalists to invade afterward.
Black Ops Timeline
NATO appears as a supporting faction against the Warsaw Pact and the Strategic Defense Coalition. NATO dissolved in 2028 due to internal deadlock, three years after the Collapse of the European Union and would be replaced with the Winslow Accord. Its humanitarian programs were wound down by 2030 at the latest. In Call of Duty: Black Ops Cold War, they face off against the Warsaw Pact in Multiplayer.
Known Operatives
- Jason Hunter
- Kwan Song
- Helen Park
- Russell Adler
- John Baker
- Lawrence Sims
- Frank Woods
- Wyatt "Bulldozer" Jones
- Zeyna Ossou
- Samantha Maxis
- Terrell Wolf
- Karla Rivas
- Jabari Salah
- Grigori Weaver
- Jason Hudson
- Colton "Stryker" Greenfield
- Alex Mason
- John Price (non-canon)
- John Rambo (non-canon)
- John McClane (non-canon)
- Arthur Kingsley (non-canon)
Ghosts Timeline
In the game, NATO is involved in the Tel Aviv War, supporting the United States, Russia, China, India, and Israel against various Middle Eastern Invaders, including Iran. They are later seen supporting the United States against the Federation in the Federation War. | https://callofduty.fandom.com/wiki/NATO |
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What was the cause of the Cold War? Why is it termed such? What were the short and long term effects of the Cold War? Is there a “Cold War” taking place today?
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The Cold War (1945-1991)
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Peace Conferences held prior to the end of World War II: 1. Yalta Conference (Feb. 1945) Meeting between Roosevelt, Churchill and Stalin Key Points: -Germany would be divided into 4 zones (occupied by the Allied powers: Britain, USA, Russia, and France) -The capital of Germany, Berlin, would also be divided into 4 parts. - A Democratic government would be installed in West Germany and West Berlin. -War crime tribunals would be held at the end of the war. -Self-determination for nations living within German occupied land -A charter for the United Nations would be composed.
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2. Potsdam Conference (July 1945) Meeting between Truman, Churchill and Stalin Key Points: -At this point the war was over with Germany, but no clear decisions had been made regarding its future. -German minorities in other countries were to be allowed to return to Germany. - Churchill was told about the Atomic Bomb at the conference. Stalin was not. The Atomic Bomb was dropped on Hiroshima 2 days after the end of the conference.
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The event that marked the end of World War II
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The World After World War II
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Outcomes of World War II 1. Establishment of two major powers in the world: the United States and the U.S.S.R. Why? American View vs. Soviet View
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Continue… Outcomes of World War II 2. War Crime Trials held (for both the Nazi leaders = Nuremberg Tribunals and for the Japanese War Crimes) 3. Division of Europe- The Iron Curtain The "Iron Curtain" was the symbolic, ideological, and physical boundary dividing Europe into two separate areas from the end of World War II until the end of the Cold War, roughly 1945 to 1991. Former British Prime Minister, Winston Churchill made a very famous speech, known as the “Iron Curtain Speech” in March of 1946, in which he used the phrase, “From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent.”
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Continue… Outcomes of World War II 4.Establishment of the United Nations in 1945 as a peacekeeping organization. 5.The Marshall Plan (1948-1952) Secretary of State George C. Marshall’s plan, in the aftermath of World War II, for a U.S. program of assistance to the countries of Europe. By 1952, the United States had channeled some $13 billion in economic aid and technical assistance to 16 European countries
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Continue… Outcomes of World War II 6.Formation of NATO (North Atlantic Treaty Organization)- April 1949-present NATO is an alliance of 26 member countries. NATO is a military alliance whereby its members promise to defend other members if attacked by any external party. 7.Formation of the Warsaw Pact in response to NATO- May 1955-1991 The Warsaw Pact was an organization of communist states in Central and Eastern Europe. It was established in Warsaw, Poland.
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The Cold War (1945-1991) The Cold War was a global competition between two ideologies, the Democratic World led by the United States, and the Communist World led by the Soviet Union. The First major showdown of the Cold War: The Berlin Blockade (1948) After the war both Germany and Germany’s capital, Berlin, were split into four zones. In January 1947, Britain and America joined their two zones into ‘Bizonia’. This annoyed Stalin. In June the Russians started stopping and searching all road and rail traffic into Berlin.
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Continue…The Cold War The response to the Berlin Blockade was the Berlin Airlift. What was the Berlin Airlift? The successful effort by the United States and Britain to ship by air 2.3 million tons of supplies to the residents of the Western-controlled sectors of Berlin from June 1948 to May 1949, in response to a Soviet blockade of all land and canal routes to the divided city.
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Continue…The Cold War Facts about the Berlin Airlift: The blockade lasted 318 days (11 months). In the winter of 1948–49 Berliners lived on dried potatoes, powdered eggs and cans of meat. They had 4 hours of electricity a day. 275,000 flights carried in 1½ million tons of supplies. A plane landed every 3 mins. On 16 April 1949, 1400 flights brought in 13,000 tons of supplies in one day – Berlin only needed 6,000 tons a day to survive. Some pilots dropped chocolate and sweets. The USA stationed B-29 bombers (which could carry an atomic bomb) in Britain. The American airmen were regarded as heroes https://www.youtube.com/watch?v=fQ30Rgc5Prc
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Continue…The Cold War The Berlin Wall (1961-1989) On August 13, 1961 construction began on the Berlin Wall by the Soviet Union in an attempt to keep citizens of communist East Berlin from escaping into democratic West Berlin. The city of Berlin remained divided by this wall for more than 28 years. 96 mi (155 km) barbed wire barricade and concrete wall with an average height of 11.8 ft (3.60 m) http://www.youtube.com/watch?v=-9VKVt4yuhI http://www.youtube.com/watch?v=ExOYvW5vCj4
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Continue… The Cold War Cuban Missile Crisis http://www.discovery.com/tv-shows/discovery-presents/videos/the-kennedy-detail-cuban-missle-crisis.htm Nuclear weapons and the theory of deterrence The Policy of Containment Massive military buildup The Space Race http://www.history.com/topics/space-race/videos/space-race-cold-war-front Soviet Satellite nations “Red Scare” Korean and Vietnam Wars Other events/topics of the Cold War:
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The Warsaw Pact alliance of the East European socialist states is the nominal counterweight to the North Atlantic Treaty Organization (NATO) on the European continent . Unlike NATO, founded in 1949, however, the Warsaw Pact does not have an independent organizational structure but functions as part of the Soviet Ministry of Defense. In fact, throughout the more than thirty years since it was founded, the Warsaw Pact has served as one of the Soviet Union’s primary mechanisms for keeping its East European allies under its political and military control.
The Soviet Union has used the Warsaw Pact to erect a facade of collective decision making and action around the reality of its political domination and military intervention in the internal affairs of its allies. At the same time, the Soviet Union also has used the Warsaw Pact to develop East European socialist armies and harness them to its military strategy.
Since its inception, the Warsaw Pact has reflected the changing pattern of Soviet-East European relations and manifested problems that affect all alliances. The Warsaw Pact has evolved into something other than the mechanism of control the Soviet Union originally intended it to be, and it has become increasingly less dominated by the Soviet Union since the 1960s. The organizational structure of the Warsaw Pact has grown and has provided a forum for greater intra-alliance debate, bargaining, and conflict between the Soviet Union and its allies over the issues of national independence, policy autonomy, and East European participation in alliance decision making. While the Warsaw Pact retains its internal function in Soviet-East European relations, its non-Soviet members have also developed sufficient military capabilities to become useful adjuncts of Soviet power against NATO in Europe.
THE SOVIET ALLIANCE SYSTEM, 1943-55
Long before the establishment of the Warsaw Pact in 1955, the Soviet Union had molded the East European states into an alliance serving its security interests. While liberating Eastern Europe from Nazi Germany in World War II, the Red Army established political and military control over that region. The Soviet Union’s size, economic weight, and sheer military power made its domination inevitable in this part of Europe, which historically had been dominated by great powers. The Soviet Union intended to use Eastern Europe as a buffer zone for the forward defense of its western borders and to keep threatening ideological influences at bay. Continued control of Eastern Europe became second only to defense of the homeland in the hierarchy of Soviet security priorities. The Soviet Union ensured its control of the region by turning the East European countries into subjugated allies.
The Organization of East European National Units, 1943- 45
During World War II, the Soviet Union began to build what Soviet sources refer to as history’s first coalition of a progressive type when it organized or reorganized the armies of Eastern Europe to fight with the Red Army against the German Wehrmacht. The command and control procedures established in this military alliance would serve as the model on which the Soviet Union would build the Warsaw Pact after 1955. During the last years of the war, Soviet commanders and officers gained valuable experience in directing multinational forces that would later be put to use in the Warsaw Pact. The units formed between 1943 and 1945 also provided the foundation on which the Soviet Union could build postwar East European national armies.
The Red Army began to form, train, and arm Polish and Czechoslovak national units on Soviet territory in 1943. These units fought with the Red Army as it carried its offensive westward into German-occupied Poland and Czechoslovakia and then into Germany itself. By contrast, Bulgaria, Hungary, and Romania were wartime enemies of the Soviet Union. Although ruled by ostensibly fascist regimes, these countries allied with Nazi Germany mainly to recover territories lost through the peace settlements of World War I or seized by the Soviet Union under the terms of the 1939 Nazi-Soviet Non-Aggression Pact. However, by 1943 the Red Army had destroyed the Bulgarian, Hungarian, and Romanian forces fighting alongside the Wehrmacht. In 1944 it occupied Bulgaria, Hungary, and Romania, and shortly thereafter it began the process of transforming the remnants of their armies into allied units that could re-enter the war on the side of the Soviet Union. These allied units represented a mix of East European nationals fleeing Nazi occupation, deportees from Soviet-occupied areas, and enemy prisoners-of-war. Red Army political officers organized extensive indoctrination programs in the allied units under Soviet control and purged any politically suspect personnel. In all, the Soviet Union formed and armed more than 29 divisions and 37 brigades or regiments, which included more than 500,000 East European troops.
The allied national formations were directly subordinate to the headquarters of the Soviet Supreme High Command and its executive body, the Soviet General Staff. Although the Soviet Union directly commanded all allied units, the Supreme High Command included one representative from each of the East European forces. Lacking authority, these representatives simply relayed directives from the Supreme High Command and General Staff to the commanders of East European units. While all national units had so-called
Worksheet Task:
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- Lesson fact file on the Warsaw Pact.
- Use with other Cold war resources & worksheets. | https://schoolhistory.co.uk/modern/warsaw-pact/ |
The potential range of end products that wool may be used for is dictated by many qualities, including fineness, clean wool yield, length, color, and uniformity. Consequently, these qualities determine the value of the raw product. Fineness, or grade, is of primary importance in determining market value of raw wool. Finer (smaller diameter) wools usually are associated with more expensive, lighter weight fabrics, while coarser-fibered wools (larger diameter) usually are used in bulkier sweaters, blankets, and carpets.
Fineness
Wool fineness refers only to the diameter of the individual wool fibers. When wool is graded (fineness determined), the entire fleece is given a grade that represents the average fineness and is placed into grade lines with fleeces of similar fiber diameter. Grading should not be confused with wool classing; sorting fleeces into various lines according to fineness, length, strength, yield, color, and style.
Three systems of wool grading are used in the United States: American Blood Grade System, Spinning Count System, and Micron System. All three systems are used interchangeably, but the latter is the system used internationally and preferred by wool buyers and manufacturers (Table 1).
Table 1. Specifications for wool grades.
|American
|
Blood Grade
|Spinning
|
Count
|Range for Average
|
Fiber Diameter (µm)
|
|
Maximum
|Fine||Finer than 80s
|
80s
70s
64s
|under 17.70
|
17.70-19.14
9.15-20.59
20.60-22.04
|3059
|
4.09
4.59
5.19
|1/2 Blood||62s
|
60s
|22.05-23.49
|
23.50-24.94
|5.89
|
6.49
|3/8 Blood||58s
|
56s
|24.95-26.39
|
26.40-27.84
|7.09
|
7.59
|1/4 Blood||54s
|
50s
|27.85-29.29
|
29.30-30.99
|8.19
|
8.69
|Low 1/4 Blood||48s
|
46s
|31.00-32.69
|
32.70-34.39
|9.09
|
9.59
|Common||44s
|
40s
|34.40-36.19
|
36.20-38.09
|10.09
|
10.69
|Braid||36s
|
Coarser than 36s
|38.10-40.20
|
more than 40.20
|11.19|
The American Blood Grade System was developed in the early 1800s and originally represented the amount of fine-wool Merino genetics (Spanish origin) present in the native coarse-wool sheep. The wool grade was simply defined as a percentage of Merino genetics. The first cross was expressed as 1/2 blood; the same applied for 3/8 blood and 1/4 blood. The American Blood Grade System no longer refers to breeding background but represents a broad description of fiber diameter. Grades of wool described by the American Blood Grade System are Fine, 1/2 Blood, 3/8 Blood, 1/4 Blood, Low 1/4 Blood, Common, and Braid (Figure 1).
Figure 1. Grades of wool described by the American Blood Grade System (C.P.I = Crimps per inch; MU = micron units).
The Spinning Count System is a more technical classification of wool fineness than the American Blood Grade System and identifies wool within a narrower range of fiber diameter (Table 1). For example, wool that grades 80s, 70s, or 64s in the Spinning Count System would fall within the broader Fine category in the American Blood Grade System. The “spinning count” is based on the number of “hanks” of yarn that can be spun from one pound of clean wool. Finer wools have more individual fibers per unit of weight. Consequently, more hanks of yarn can be spun from fine wool than coarse wool. A hank is equal to 560 yards. One pound of clean, Fine, 80s spinning count wool spun to its maximum would result in 80 hanks of yarn, or 44,800 yards (80 hanks × 560 yards). One pound of clean, Low 1/4 Blood, 46s spinning count wool would yield only 25,760 yards (46 hanks × 560 yards).
The Micron System is a much more precise and descriptive method of measuring average fiber diameter. Individual fiber diameters are measured in microns (1/25,400 of an inch). Traditionally, the standard method of measuring these fibers is by a microprojection technique in which short longitudinal sections of the fibers are projected onto a screen at 500-fold magnification. As the wool gets coarser, it becomes necessary to measure significantly more fibers to ensure a high degree of accuracy. Wool that grades in the 62s spinning count requires about 3,000 fiber measurements, while 50s spinning count wool requires taking more than 6,000 fiber measurements to ensure acceptable accuracy. A competent technician could measure only about 600 fibers per hour. Technological advancements have greatly improved the efficiency and accuracy of fiber diameter measurement.
Electro-optical and image analysis machines are much faster and have the capability of measuring 2,000 fibers, calculating an average, standard deviation and a coefficient of variation, and printing this information with a histogram in less than 3 minutes (Figures. 2 and 3).
Figure 2. Side sample measurements of Ram 33 with excellent uniformity.
Figure 3. Britch sample measurements of Ram 50 with average uniformity.
The Optical Fiber Diameter Analyzer 100 (OFDA100) analyses 2 mm snippets of the original scoured sample. These fibers are spread automatically onto a glass slide and loaded into the OFDA. The OFDA can measure 4,000 fibers in about 30 seconds. The latest OFDA machine, OFDA2000, is a portable unit that can analyze grease wool and diameter profile along the staple. The OFDA2000 allows a rancher to analyze about 800 samples in 8 hours, while never leaving the shearing pen.
The Sirolan-Laserscan uses a scoured, 20 g subsample for fiber diameter measurement. The sample is carded using a Shirley Analyzer to remove vegetable matter and blend the fibers in an open web. The web is divided into four sections and placed into a minicore set above the Laserscan. The snippets fall into the Laserscan and are mixed automatically into a solution within the instrument. The Laserscan measures 1,000 fibers from each of the four sections for a total of 4,000 fibers (Figures 2 and 3).
The range of average diameters for the major sheep breeds is listed in Table 2. These are commonly accepted ranges. However, it is possible to find individuals within each breed that produce wool measuring outside of these ranges.
Table 2. Common ranges of fiber diameter, grease fleece weight, and clean wool yield for various sheep breeds.*
|Breed||Range of
|
Average Fiber
Diameter (µm)
|Range of
|
Grease Fleece
Weight (lb)
|Range of Clean
|
Wool Yield (%)
|Border Leicester||38-30||8-12||60-70|
|Cheviot||33-27||5-8||50-65|
|Columbia||30-23||9-14||45-60|
|Cormo||22-19||10-14||60-70|
|Corriedale||31-24||9-14||45-60|
|Debouillet||23-18||9-14||45-55|
|Delaine-Merino||22-17||9-14||40-50|
|Dorset||32-26||5-8||50-65|
|Finnsheep||31-24||4-8||50-70|
|Hampshire||33-25||6-10||50-60|
|Lincoln||41-34||10-14||55-70|
|Merino (superfine)||<18||6-9||60-70|
|Merino (fine)||19-20||6-11||60-70|
|Merino (medium)||21-22||9-13||65-75|
|Merino (strong)||23-26||11-15||65-75|
|Montadale||30-25||7-11||50-60|
|Oxford||34-28||7-10||50-60|
|Rambouillet||23-19||9-14||45-60|
|Romney||39-32||8-12||55-70|
|Shropshire||33-25||6-10||50-60|
|Southdown||29-24||5-8||40-55|
|Suffolk||33-26||4-8||50-60|
|Targhee||25-21||9-14||45-60|
|Texel||33-28||7-10||60-70|
|*Primary source: Sheep Production Handbook. 1996. American Sheep Industry Association Inc. Production, Education, and Research Council.|
Distribution of Fiber Diameter
Individual fibers vary in diameter within any fleece. The britch typically is coarser than the rest of the fleece, even in fine-wool breeds selected for uniformity. In crossbreds and sheep of coarser wool breeds, it is common to find fibers representing 4-5 spinning counts within the same fleece. Because of the variation within individual fleeces, it may be economical to sort wool into uniform lots prior to selling. Sorting reduces variation and consequently optimizes marketing potential.
It is to the manufacturers’ advantage to know how much grade variation grade exists in any given lot of wool before determining its fair market value. The amount of grade variation is expressed as either the “standard deviation” or “coefficient of variation”. Most micron test reports include this information (Figures 2 and 3). The standard deviation measures the distribution or variation of fiber diameters about an average. Two-thirds of the fibers’ diameters are within one standard deviation of the average fiber diameter (Figure 4, normal distribution with SD marked). Highly variable wool will have a larger standard deviation.
Figure 4. Normal distribution showing how the mean (x) and standard deviation (SD) may be used to describe the expected variability of fiber diameter.
The American Society for Testing Materials has established variability limits for wool fineness (Figure 1). If a wool sample is more variable, or has a higher standard deviation than the one allowed for that grade, the grade is then lowered one spinning count.
The “coefficient of variation” is another useful measurement of fiber diameter variability. The coefficient of variation is the fraction or percentage that the standard deviation is of the average. This statistic is most useful in comparing the variation of unrelated groups, such as coarse wool variation versus fine wool variation. A standard of uniformity based on coefficient of variation has been developed for wool (Table 3).
Table 3. Uniformity of wools as expressed by a coefficient of variation.
|Coefficient of Variation||Standard of Uniformity|
|Less than 21%||Excellent|
|21% to 27%||Average|
|Over 27%||Poor|
Conclusion
Grade of fiber diameter and diameter variation are of primary importance in determining wool value. As the textile industry continues to modernize its carding, combing, spinning, and weaving equipment with high-speed, state-of-the-art technology, grade and uniformity of the raw product become even more important. A higher percentage of wool will be purchased based on objective measurements. Consequently, producers must become more knowledgeable about the use of objective measurements. Obtaining side and britch sample micron tests on replacements, particularly rams, will be more important as the industry demands higher quality, more uniform wool.
To find more resources for your business, home, or family, visit the College of Agricultural, Consumer and Environmental Sciences on the World Wide Web at aces.nmsu.edu.
Contents of publications may be freely reproduced for educational purposes. All other rights reserved. For permission to use publications for other purposes, contact [email protected] or the authors listed on the publication.
New Mexico State University is an equal opportunity/affirmative action employer and educator. NMSU and the U.S. Department of Agriculture cooperating.
Revised and electronically distributed February 2002, Las Cruces, NM. | https://aces.nmsu.edu/pubs/_b/B409/welcome.html |
Coccidiosis is a contagious disease and the incubation period (time between exposure and symptoms appearing) is about two weeks.
There are three aspects of this feeding chart, namely the German shepherd feeding amount, feeding frequency, and mealtime lengths..
German Shepherd Dogs can stand as high as 26 inches at the shoulder and, when viewed in outline, presents a picture of smooth, graceful curves rather than angles. 3-month old German shepherd: 27.13 …
In terms of weight an average healthy male should be around 35-40 Kg … What makes a female German shepherd dog different from a male German shepherd dog? German Shepherds originated in 1899 at Karlsruhe, Germany. A German Shepherd should have a length to height ratio of 10:8.5 So if your German Shepherd is 28 inches long, he should be about 23.5 inches in … Fully grown male German Shepherd size is usually between 24-26 inches tall and 65-90lbs.
Adult German Shepherd Males, as described in the AKC German Shepherd Standard, are 24 to 26 inches tall; female German Shepherds are 22 to 24 inches tall. And female German Shepherd size is typically within 22-24 inches tall and 50-70lb. 1-month old German shepherd: 15.5 centimeters: 24.6% of total growth. Here’s a chart of the average height of a German shepherd (male and female). Chart to Measure Growth Rate of Your German Shepherd. You’ll also measure their height at their withers. As you will soon discover, there are many ways to examine and attempt to answer this important question! This breed is energetic and fun-loving, and very fond of children once a relationship is established.
2-month old German shepherd: 22.62 centimeters: 35.9% of total growth. The blue column on the left is divided into numbers, 1 - 12, which correspond with the GSD puppies age (in months) at that time.
A German Shepherd should have a length/height ratio of 10:8.5. Coccidiosis is a condition caused by protozoa called coccidian that invade your dog or puppy’s intestinal tract. At 6 months, the German Shepherd Dog female weighs on average between 16 kg for the smallest individuals and 22.3 kg for the largest individuals. That means they should be slightly longer than they are tall.
It is also interesting to know that, as a breed, German Shepherds do not just stop growing at one year of age. They are a brilliant breed for herding and guarding, making them an excellent companion, both at work and at homes. German shepherd height growth chart cultural diffusion sutori gsd height chart 2020 German Shepherd Growth Chart Featuring Weight And Height SizeGerman Shepherd S Weight And Height The Plete ChartsGerman Shepherd Growth Chart From Puppy To Fully GrownGerman Shepherd Dimensions SMy 2 Month German Shepherd Puppy Weights 4 Kg Is That Okay QuoraGerman Shepherd Puppy … There are several different species of coccidian, but the most common species of coccidia in dogs are called Isospora Canis.
Male. | https://licenceforlife.com/archive.php?tag=febf9a-German-Shepherd-size-chart |
Working Dogs –German Shepherd – Slovenia 2021.
GERMAN SHEPHERD – working dog
The German Shepherd is one of the most popular breeds of working dogs. The breed has been known in Germany since the seventeenth century and deliberate breeding began some time after 1880. The breed standard was defined in 1899. The German Shepherd was originally intended to be used to protect livestock and property. During the First World War, German Shepherds proved their versatility and began to be used throughout Europe as police dogs and rescue dogs. The breed’s main advantage is that it is exceptionally receptive to training.
The German Shepherd has a powerful, muscular appearance and according to the breed standard should have a rectangular conformation – meaning that the length of the body must be greater than the height at the withers. The relatively narrow head is broader between the ears. The muzzle is elongated and the eyes are almond-shaped. The ears are carried erect and are broad at the base. The coat is medium-length and compact, with a thick undercoat. The back is straight, the belly drawn up and the tail is low set and bushy-haired.
The German Shepherd is a highly intelligent dog. With proper upbringing, it develops into a well-balanced and reliable friend and a loyal and obedient companion for life. It is a very active dog, both mentally and physically, and needs a lot of exercise and attention from its owner. It is one of the world’s most popular dogs.
Slovenia issued a 1.69 Euro stamp on German Shepherd Dog on 24 Sep 2021 with a print run of 35,000. | https://stampdigest.in/2021/10/15/working-dogs-german-shepherd-slovenia-2021/ |
The German Shepherd (German: Deutscher Schäferhund), is a breed of medium to large-sized working dog that originated in Germany. The breed's officially recognized name is German Shepherd Dog in the English language (sometimes abbreviated as GSD). The breed is known as the Alsatian in Britain and Ireland. The German Shepherd is a relatively new breed of dog, with their origin dating to 1899. As part of the Herding Group, German Shepherds are working dogs developed originally for herding sheep. Since that time however, because of their strength, intelligence, trainability, and obedience, German Shepherds around the world are often the preferred breed for many types of work, including disability assistance, search and rescue, police and military roles, and even acting. The German Shepherd is the second-most registered breed by the American Kennel Club and seventh-most registered breed by The Kennel Club in the United Kingdom.
German Shepherds are moderately active dogs and are described in breed standards as self-assured. The breed is marked by a willingness to learn and an eagerness to have a purpose. They are curious, which makes them excellent guard dogs and suitable for search missions. They can become over-protective of their family and territory, especially if not socialized correctly. They are not inclined to become immediate friends with strangers. German Shepherds are highly intelligent and obedient, as well as being protective of their owners. Get your German Shepherd dog socks today! | https://www.samsockshop.com/products/german-shepherd-dog-socks |
We are experts in the German Shepherds breed and known by our commitment to providing the complete guidance required by potential German Shepherd pet owners. We understand that everyone expects something different every time they get ready for buying the puppy.
Every owner of the German Shepherd gets the highest possible protection and respect by their beloved pet animal. This dog breed is naturally very caring and known by its protective nature towards its owner.
We are here to give you easy-to-follow guidelines regarding how to choose a puppy in this breed and enhance the health of the puppy. Our suggestions about the diet, exercise, training and toys for the German Shepherd encourage every visitor to keep in touch with us on a regular basis. | http://www.dlsgermanshepherds.net/about/ |
How do you draw a German Shepherd face?
- Use light, smooth strokes to begin. Step 1: Draw two circles as guides for the German shepherd dog’s body. Step 2: Draw a smaller circle on the top right side as a guide for the German shepherd dog ‘s head. Step 3: Draw two intersecting lines inside the German shepherd dog’s head to help you place the facial features later on.
Are German Shepherds black?
Black German Shepherds are completely black. Most German Shepherds have at least a little bit of black on them. However, German Shepherds have nothing but black. Their coat is generally the same besides for their different in coloration.
Who created German shepherds?
The German Shepherd is a relatively new breed, dating back to 1899, and they owe their existence to one man: Captain Max von Stephanitz, a career captain in the German cavalry with a goal of creating a German breed that would be unmatched as a herding dog.
What is the smartest dog?
Check out the top ten smartest dog breeds.
- Border Collie. Smart, Energetic Dog: This breed is notably known for being high-energy herding dogs.
- Poodle. A Friendly, Active Breed: A Poodle is one of the smartest dog breeds.
- German Shepherd Dog.
- Golden Retriever.
- Doberman Pinscher.
- Shetland Sheepdog.
- Labrador Retriever.
- Papillon. | https://vbocaucasian.com/german-shepherd/how-to-draw-animals-com-german-shepherd.html |
Objectives: Semiquantitative determination of PET activity, based upon lesion to background activity, has been shown to be a clinically useful parameter, especially when comparing lesions between scans. Evaluation utilizing SUV values alone may be problematic due to inherent intrinsic limitations. We evaluated the inter and intra-patient reproducibility and variance of multiple reference tissues in 68Ga-PSMA-11 PET/CT scans in order to choose the most reliable for use in semiquantitative determination of PSMA-11 activity.
Methods: We performed a retrospective chart review of 100 total 68Ga-PSMA-11 PET/CTs completed at Indiana University Health from June 2017 through November 2019. Multiple PET/CT scans were completed on 29 patients (27 had 2 scans, 3 had 3 scans). Single PET/CT scans were obtained on 38 patients. Mean SUVs of background organs were acquired with standard regions of interest drawn in the parotid gland, liver, spleen, lumbar paraspinal musculature, and mediastinal blood pool at the aortic arch. SUV mean, standard deviation, and coefficients of variation were calculated for all patients and all organs.
Results: Average SUVs are highest in the parotid gland (13.09) and lowest in the lumbar paraspinal musculature (0.46). Interpatient variation is lowest in the blood pool with a coefficient of variation (CV) of 0.20 and highest in the spleen at 0.38. Intra-patient variation is lowest in the spleen and liver at 0.10 though similar to blood pool at 0.11. The lumbar paraspinal musculature and parotid gland show higher and similar intra-patient variation 0.13.
Conclusions: Based on our analysis, the mediastinal blood pool is the best reference tissue for semiquantitative determination of PSMA-11 activity between patients. In patients with multiple PSMA PET scans, the liver, spleen, and mediastinal blood pool may all be reasonably considered for semiquantitative PSMA-11 activity. | https://jnm.snmjournals.org/content/61/supplement_1/100 |
But why should we model things anyways?
The relevance of models to actual biology or ecology is not always obvious. In part, this is because models are by design a gross oversimplication of actual systems. They gloss over mechanisms. They reduce some complex behaviours to a single parameter. They abstract a lot of processes. And in the end, they let us say things that are general, to the point of being wrong. And this is precisely what makes them very useful.
For a predator to consume a prey is the outcome of a very long series of very complex events. The predator needs to balance its own metabolic needs with the cost of hunting, needs to detect the prey, need to figure out which preys are suitable, then it needs to catch, kill, consume, and digest it. How should we model this? If there are $X$ preys and $Y$ predators, I would be absolutely happy with $\alpha X$: $\alpha$ is the rate of consumption of one unit of prey for a unit of predator.
It is of course preposterous to assume that this will be enough to describe all the mechanisms involved. I may be willing to compromise, and make my answer a little bit more complex: $X\alpha/(1+\alpha hX)$. In this formulation, $h$ is the average time spent by a predator to process a unit of prey. Is this more realistic? In a way, yes, because any predator is either hunting ($\alpha$) or consuming ($h$) at any give time.
But is this better? Well, it depends.
From a purely statistical point of view, the second model has more parameters, so we may define “better” as “giving enough predictive power to justify spending the extra parameter”.
From a biological point of view, the second model has more mechanisms, so it should be better. Even though represent these mechanisms as their phenomenons ($h$ represents the fact that the consuming a prey takes time, and not the series of actions needed to consume the prey), there seems to be more realism in this model.
From a mathematical analysis point of view, the first model is linear, so its analysis is trivial. It is better because it is easier to handle.
From a simulation point of view, the second model is non-linear, which should reduce the risk of instability. Type II responses (to call the second model by its proper name) are usually stabilizing, so this version should be better.
So why bother?
We could keep on dumping parameters into our model until we have reproduced something which is very close to the real thing. But this would not be very useful. Because a model with tons of parameters, precise though it may be, is also unwieldy.
The nice thing about a model, is that we can manipulate it. In the second model, we can ask questions like “What happens if the predator handles the prey very rapidly?”. This means that $h → 0$, so $1+\alpha hX → 1$, and the second model essentially behaves like the first one!
Models are extremely good at letting you play with the parameters. We can arbitrarily shift entire mechanisms on and off, and observe the consequences. This will almost never be a prediction of what happens in nature. Not even close. But this can inform us about the relative importance of mechanisms, or the relative interactions between them.
What allows us to use model is our knowledge of the underlying biology. We can evaluate the mistakes that we are making when writing, for example, growth rate is constant unless it’s not (also known as $rN$), and we can also evaluate what can be said about the output of the models.
And when observations and models don’t match? Then models become even more useful. If we put our best knowledge of the mechanisms in them, but they fail to reproduce what we see, models become a map of our ignorance. In fact, models that don’t match empirical observations are the most useful of all.
So this is why we bother modelling ecological processes. Because models offer the flexibility to manipulate them, and because when they don’t work, we can start to understand what gap in our understanding is to blame. | https://armchairecology.blog/why-do-we-model-things/ |
By identifying a natural predator of the troublesome coffee berry borer, a group of international researchers, which includes entomologists from the University of Kentucky College of Agriculture, made an important discovery that could potentially give an economic boost to coffee growers worldwide.
Coffee is one of the biggest cash crops in many parts of the world, and the coffee berry borer is the most important and widespread pest of the coffee berry. A female borer drills a hole about 1 millimeter in size into the berries where she lays her eggs. The larvae hatch and complete their development by feeding on the coffee bean. The tiny pest causes economic losses estimated at $500 million each year, which affects the income of the more than 20 million families in coffee producing countries.
Juliana Jaramillo, a researcher with the International Centre of Insect Physiology and Ecology in Nairobi, Kenya, noticed the thrips species, Karnyothrips flavipes, feeding on the pests in coffee berries collected from Western Kenya. The tiny thrips entered through the same hole the pest bored and fed on its eggs and larvae inside the berry.
Since the majority of insect predators use enzymes to liquefy their prey before consuming them, it is virtually impossible to validate predator/prey relationships without using molecular techniques. To validate this relationship, Jaramillo sent the thrips for gut content analysis to Eric Chapman, a post doctoral scholar in UK entomologist James Harwood's laboratory. During gut content analysis, researchers obtain and analyze DNA of prey from a predator's digestive tract. Harwood's laboratory at UK is one of only a handful in the world that performs this type of analysis. Chapman confirmed that thrips are predators of the coffee berry borer.
"Eric designed species-specific markers to identify the coffee berry borers inside the guts of these tiny predators," said Harwood, an assistant professor. "Identifying predators and prey in a food web could lead producers to more sustainable methods of pest control and ultimately allow us to disseminate management recommendations, based on these results, to coffee farmers worldwide."
Chapman's research found that the highest percentage of thrips preying on borer larvae and eggs occurred early in the growing season when borer populations were at their peak. The thrips did not prey on adult borers.
Data from gut content analysis allows researchers to not only identify predators and prey, but it can determine predators' foraging preferences, the rate the predators are consuming the prey and how an abundance or limited number of prey changes the structure of the food web.
While this research is a significant beginning, Chapman and Harwood said more research is needed to determine how effective the predator is in biologically controlling the pest, especially in other parts of the world.
"This research opens up large avenues for future investigation to see if the thrips are preying on the coffee berry borer in other coffee producing countries and how we can conserve predator populations in coffee plantations, so the predators attack the prey with greater voracity and earlier in the season," Chapman said. | http://news.ca.uky.edu/article/researchers-identify-predator-coffee-berry-borer-0 |
Athletes go to the gym all the time to stay fit and healthy. They run, lift weights, and stretch. Do animals do the same? Many animals must constantly be prepared for mating seasons and ready to run in case a predator spots them. Predators also need to be ready to attack their prey quickly and efficiently. So do animals have the mindset to physically prepare themselves for these situations or is it a natural, genetic trait?
Currently there is no evidence to support the theory that animals exercise with the goal to stay fit, however speaking with an animal behavior professor and a student who owns several athletic animals provided some insight on how and why animals may stay fit.
Sophomore biology major Hannah Hanford told me about the behavior of her animals. Hanford has owned several horses, cats, dogs and rats. She often sees her horses running and said, “It’s not necessarily that [the horses] have been cooped up and need to release energy because they can be out on the pasture for weeks at a time and I will catch them running laps.”
Hanford fox hunts as a hobby and mentioned how her horse Angel behaves differently during fox hunting season, “No matter when I ride her during fox season, she’s always agreeable with me … she’ll always do her work for me, but when it’s spring and summer time and fox hunting season is over and we’re no longer doing long distance runs, that’s when we start having problems and she doesn’t want to go.” Hanford has also observed her rats running on their wheels for long periods of time for no apparent reason.
Dr. Jonathan Micancin, a biology professor who teaches the Animal Behavior course (BI204) said, “There is an idea that animals have a certain amount of drive energy, in other words their neurophysiology is such that they are supposed to spend a certain amount of time or a certain amount of calories per day engaged in a certain activity like running.” He discussed how once an animal has met those needs over a period of time, the animal has exhausted its drive energy.
Micancin used dogs as an example. He stated “They have certain amounts of drive energy for chasing and for wrestling… it helps to explain why some dogs are destructive.” He explained that an animal’s brain has an internal clock that essentially tells them how much time to spend on certain activities. Micancin said, “You will find mice running on a wheel and horses running in circles because they’ve evolved to do that and it’s expressed in this trait [drive energy].”
Animals do exercise. They walk, run and do their version of a work out. The big difference between us and animals is the reason why. An athlete may want to be more healthy and prepared for their games, but animals have a drive energy that insists that they burn energy throughout a period of time. In a way, nature has done the work for them; preparing them for everything they need to be fit enough to do. | https://theburnian.com/athletics/health-fitness/the-animal-drive-to-stay-fit/ |
Food webs are key to understanding how an ecosystem functions. The webs are just that: networks of complex feeding relationships, not just the linear food chain we may have learned about in a biology class. More, food webs illustrate the energy flow and predator/prey interactions within an ecosystem.
How do scientists construct food webs for the deep sea, the largest ecosystem on earth? In other ecosystems, scientists research food webs through direct observations, stomach content analyses, or by tracing specific molecules. The last two are not possible in the deep sea due to the gelatinous nature of most predators and lack of basic biochemical information. Cameras on Remotely Operated Vehicles (ROVs) do capture direct observations even when researchers can’t tell what’s going on in the moment.
Bringing the Deep Sea into the Light
Researchers at the Monterey Bay Aquarium Research Institute (MBARI) reviewed 27 years (1991–2016) of ROV camera data to construct a food web of the deep in Monterey Bay, on the central coast of California. The video clips were both ‘fly by’ (in transit) and ‘parked’ (focused documentation while stopped). When seeing a predation event, scientists noted the predator and prey to the most specific classification. With transparent animals, they recorded prey seen inside the predator. In all, the researchers identified 743 independent predator–prey feeding interactions.
Based on the research the MBARI team constructed the food web below:
“The linkages between predator to prey are colored according to predator group origin, and loops indicate within-group feeding. The thickness of the lines or edges connecting food web components is scaled to the log of the number of unique ROV feeding observations across the years 1991–2016 between the two groups of animals. The different groups have eight colour-coded types according to main animal types as indicated by the legend and defined here: red, cephalopods; orange, crustaceans; light green, fish; dark green, medusa; purple, siphonophores; blue, ctenophores and grey, all other animals.”
What Was Revealed
This work illuminates a tremendous amount about deep sea ecology. Analyzing predator-prey interactions and constructing this food web from video observations reveals:
• Most commonly observed predator–prey feeding interactions were cephalopods preying upon fishes and physonect siphonophores eating crustaceans.
• Crustaceans are a key prey item, fed upon widely by both gelatinous (siphonophores, ctenophores, hydromedusae) and non-gelatinous animals (cephalopods, fishes). | https://www.shapeoflife.org/blog/deep-sea-food-webs |
Predation occurs when an organism completely or partially consumes its prey. Partial consumption is typical of herbivores but is also common in some marine microbenthic carnivores that feed on colonial organisms. Associations between nudibranch molluscs and colonial hydroids have long been assumed to be simple predator–prey relationships. Here we show that while the aeolid nudibranch Cratena peregrina does prey directly on the hydranths of Eudendrium racemosum, it is stimulated to feed when hydranths have captured and are handling prey, thus ingesting recently captured plankton along with the hydroid polyp such that plankton form at least half of the nudibranch diet. The nudibranch is thus largely planktivorous, facilitated by use of the hydroid for prey capture. At the scale of the colony this combines predation with kleptoparasitism, a type of competition that involves the theft of already-procured items to form a feeding mode that does not fit into existing classifications, which we term kleptopredation. This strategy of subsidized predation helps explain how obligate-feeding nudibranchs obtain sufficient energy for reproduction from an ephemeral food source.
1. Introduction
The understanding of trophic strategies and the resultant linkages among species is critical to any description of community dynamics and energy flow . Ecological specialization is ubiquitous in the animal kingdom and particularly well-examined in the area of insect–plant relationships in terrestrial ecosystems [3,4], but believed to be less common in the marine realm . Many marine herbivores and predators are generalists, but recent literature reveals increasing numbers of marine taxa with distinct habitat and/or dietary specialization comparable to terrestrial insect–plant associations [7,8]. Opisthobranch molluscs are one marine taxon that commonly exhibits specialist behaviour, including both herbivorous and carnivorous species that feed either on particular species of algae, sponges, or colonial cnidarians [7,9]. The association between nudibranchs and cnidarian colonies has hitherto been regarded as a simple predator–prey relationship, albeit one where the cnidarian host may provide both shelter and food supply, as well as defensive capability in some cases . Where host species are seasonally abundant, the temporal window within which predators must exploit resources and successfully reproduce is limited. Local extirpation of ephemeral hosts, which nudibranchs are capable of doing in part or entirely [7,9,11,12], may risk the local reproductive capacity of the predator. Abundances of hosts such as the Mediterranean hydrozoan Eudendrium racemosum vary seasonally [11,13–15] and are exploited by summer increases in the density of the aeolid nudibranchs, such as Flabellina affinis and Cratena peregrina . Here, we investigate the feeding ecology of C. peregrina to establish mechanisms by which the nudibranch balances energy intake with preservation of its habitat.
2. Methods
(a) Sample collection and preparation
Nudibranchs, hydroids and plankton samples were collected from Scopello, northwestern Sicily, Italy (38.073° N, 12.823° E) for all analyses. Individual C. peregrina and colonies of E. racemosum were hand collected as required by scuba diving or snorkelling at 2–5 m depth. Nudibranchs and hydroid colonies were transported to the laboratory and maintained in 60 l aquaria for behavioural experiments.
(b) Behavioural assays
The behavioural response of C. peregrina to feeding stimuli was tested using a simple choice experiment, where the nudibranch was presented with starved hydroid colonies, hydroids that were fed with Artemia salina nauplii, nauplii alone, or a blank control. Nudibranch attack rates on fed or unfed polyps and prey handling times were measured using behavioural assays of 10 min duration (see electronic supplementary material for details).
(c) Stable isotope analysis
Stable isotopes of C and N were analysed for C. peregrina, E. racemosum, two size classes of plankton and suspended particulate organic material, and the relative importance of potential dietary sources for C. peregrina assessed using a series of stable isotope mixing models (see electronic supplementary material for details).
3. Results
In the simple choice experiment, a null response from random movement would result in expected frequencies of five for each of the possible outcomes. Nudibranchs moved to the fed hydroids in 14 of the 25 trials (electronic supplementary material, figure S1), which differed significantly from random (χ2 = 22.0, p < 0.01). To determine if this response was a stimulatory cue that manifested as increased feeding rate, we measured the rate of consumption by C. peregrina of E. racemosum hydranths that were starved or fed, and under varying levels of nudibranch hunger. The time taken for consumption of a single hydranth when fed was approximately twice that taken to consume an empty hydranth, and this was consistent regardless of the hunger level of the nudibranch (figure 1a, table 1a). We therefore excluded handling time from the attack rate calculations. Nudibranch attack rate on hydranths increased with the degree of nudibranch hunger, and they consistently consumed approximately double the number of fed hydranths compared to unfed hydranths (figure 1b, table 1b).
The mean value of isotopic enrichment of C. peregrina relative to E. racemosum was <1‰ for both δ15N and δ13C (figure 2), indicating that the hydroid is not the sole prey of the nudibranch. A simple predator–prey relationship would result in predator δ15N values 2.5–3.5‰ higher than the prey [16,17]. We hypothesize that this discrepancy comes about because the hydroid provides a relatively low percentage of the total prey ingested by volume. Similarly, although micro-zooplankton (64–200 µm) are of an appropriate size for consumption by E. racemosum , the difference in δ15N was only ca. 1.1‰ (figure 2). This latter result is probably due to the non-selective nature of feeding in E. racemosum, which while considered to be primarily carnivorous [11,19] is known to be capable of ingesting and assimilating diatoms .
Posterior probabilities from Bayesian stable isotope mixing models estimated that small zooplankton contribute a greater or equivalent proportion of C. peregrina's diet than E. racemosum (electronic supplementary material, figure S2a–c). Only the model run specifying a low nitrogen trophic discrimination value of 1.9‰ resulted in micro-zooplankton forming a lower proportion of the diet, with a mean of 23% (electronic supplementary material, figure S2d).
4. Discussion
Our results indicate that the diet of the nudibranch C. peregrina is formed largely of small (less than 200 µm) plankton captured by its host hydroid. The stimulus of a fed hydroid colony resulted in elevated feeding rates in nudibranchs. This response might be adaptive if prey capture by hydroids is sporadic and the nudibranch seeks to profit energetically by consuming occupied polyps. It is unknown what cues stimulate the nudibranch's response to prey capture by hydranths. Species-specific substances released from different hydroids are known to be responsible for selective chemotactic behaviour of nudibranch molluscs . While it is possible that olfactory cues play a part, in our preference experiment the nudibranchs distinguished between A. salina nauplii that were swimming freely and those captured by the hydroid. In the hydrozoan Halocordyle disticha, nematocyst discharge and polyp killing ability is reduced by heavy feeding upon Artemia nauplii due to accumulation of discharged nematocyst venom constituents (polypeptides and enzymatic proteins) . These molecules may play a role in stimulating chemoreceptors in the nudibranch's rhinophores. Also, if the hydroid itself does not release olfactory stimulants, it is possible that the C. peregrina feeding response is activated by mechanical cues derived from captured Artemia nauplii.
The strong behavioural response of the nudibranch to fed hydroid colonies in the prey choice experiment suggests that nudibranchs will, by preference, consume hydranths that have captured and are handling prey. This supports the explanation that C. peregrina is an opportunistic predator that uses the hydroid as a means of obtaining prey from the water column, and ingestion of the hydranth provides just a fraction of the diet by volume.
A feeding hydranth, having just captured or engulfed fresh prey, would constitute a more rewarding prey type—in terms of increased energy content—for the nudibranch. Its ‘selective’ behaviour would represent an adaptive mechanism governing resource acquisition and consumption towards optimization of survival and reproductive success. If energy values for Tubularia polyps are an appropriate proxy for Mediterranean hydroids such as Eudendrium spp., consumption of feeding hydranths provides an important nutritional subsidy , satiating the nudibranch with consumption of fewer hydranths and perhaps extending the life of the hydroid colony.
Our ability to understand food webs and produce useful predictive models of ecosystems in the face of environmental change is impeded by a lack of understanding of the nature and strength of trophic linkages . Food stealing from Eudendrium spp. by caprellids has been described as kleptocommensalism because no damage is incurred by the hydroid, although this is a condition of kleptoparasitism . This previously unknown case of kleptopredation combines both kleptoparasitic competition and direct predation. This may be widespread among other invertebrate specialists, altering our understanding of the functional roles of suspension feeders , and cautions against over-simplistic interpretation of predator–prey interactions.
Ethics
This work was conducted in accordance with the EU Directive 2010/63 and Italian DL 2014/26, and was approved by the University of Portsmouth Animal Welfare and Ethical Review Body, approval 917A.
Data accessibility
Datasets supporting this article have been uploaded as part of the electronic supplementary material.
Authors' contributions
F.B. and T.J.W. conceived the study and designed the experiments with L.M. and T.V.F. Experiments were performed by K.T.L.B., C.M.R., L.M., T.V.F., S.P. and R.A.R.M., and T.J.W. analysed the data. T.J.W. and F.B. wrote the paper with input from all other authors. All authors approve the final version of the manuscript and agree to be held accountable for the content therein.
Competing interests
We have no competing interests.
Funding
We received no specific funding. Stable isotope analyses were supported by NERC Life Sciences Mass Spectrometry Steering Committee.
Acknowledgements
Thanks to Edward Bignell, Robin Smith and Giuseppe di Stefano for assistance with field collections and experiments, and the referees for helpful comments.
Footnotes
Electronic supplementary material is available online at https://dx.doi.org/10.6084/m9.figshare.c.3911761.
- Received July 14, 2017.
- Accepted October 5, 2017.
- © 2017 The Author(s)
Published by the Royal Society. All rights reserved. | http://rsbl.royalsocietypublishing.org/content/13/11/20170447.full |
Climate change is predicted to have major impacts on the many species that call our rocky shorelines home. Indeed, species living in these intertidal habitats, which spend half their day exposed to air and the other half submerged by water, may be subjected to a double whammy as both air and water temperatures rise. Given the reliance of human society on nearshore coastal ecosystems, it is critical that we better understand how climate change will affect them.
In a recent study published in Global Change Biology, Northeastern University professor Geoffrey C. Trussell, postdoctoral scholar Luke Miller, and PhD student Catherine Matassa, examine how the simultaneous changes in ocean and air temperatures affect the interaction between an invasive crab predator and one of its common prey. "Species interactions, particularly those between predators and their prey, are the lattice that often determine the organization and dynamics of these communities. And many ecologists think that climate change stands to alter these interactions, which can be quite disruptive for the health and functioning of natural communities."
This paper delivers a novel approach that allows realistic, experimental simulations of predicted climate change scenarios for marine organisms. Trussell and his team developed a "climate change array" that tracks natural variation in climate and combines that with projected warming scenarios for rocky intertidal habitats in Massachusetts Bay. "This approach is much more appropriate because it does not hammer organisms with constant elevated temperatures, which could lead to overestimates of climate change impacts," says Trussell. "Despite our more conservative approach, we still witnessed strong negative impacts of elevated air and water temperature, particularly for the prey species in our experimental food chains."
In many systems, predation risk prompts strong avoidance behaviors in prey that can shape the organization and dynamics of natural communities, and when you begin to factor in climate change, the dynamics change even further. "There is increased recognition that the ecology of fear can strongly shape natural communities. We discovered that the effect of fear combined with projected warming can cause prey to deplete their energy reserves as they try to cope with both stressors."
These results suggest that the negative consequences of climate change may be more pronounced in food chains where predator risk is a strong driver of species interactions. Interestingly, while prey in the middle of their experimental food chains were strongly impacted, Trussell and his team found no effects of warming on the predators and the resources that supported the food chain. Trussell notes, "We think our study makes a strong case for the need to consider multiple species and their interactions if we are to better understand the ecological consequences of climate change."
10. How much fertilizer is too much for the climate? | http://www.bio-medicine.org/biology-news-1/Climate-change-and-the-ecology-of-fear-36517-1/ |
The primary aim of this study was to identify aquatic invertebrate predators of amphibian eggs and tadpoles in an area of South Australia. The presence and abundance of aquatic invertebrates was monitored at four field sites for a period of 5-6 months; this revealed notonectids, freshwater crayfish and odonates to be amongst the most common invertebrate predator types. The ability of these predators to consume eggs and tadpoles of the native Australian frogs Litoria ewingi and Crinia signifera was then investigated. Freshwater crayfish (Cherax destructor) were the most prolific consumers of frog eggs and tadpoles. The notonectid Enithares woodwardi significantly impacted tadpole survivorship for both species while Anisops sp. was less successful at capturing and consuming these tadpoles. Caddisfly nymphs (Lectrides varians and Leptorussa darlingtoni) reduced egg survivorship but not to the same extent as C. destructor. Unlike some predators, which prey upon particular life stages, freshwater crayfish are large, polytrophic omnivores that can act as important predators of both anuran eggs and tadpoles. Given that predation is a key source of mortality in juveniles, identification of likely common predators is useful for understanding the regulation of amphibian populations. | https://portal.sahmriresearch.org/en/publications/predation-of-two-common-native-frog-species-litoria-ewingi-and-cr |
The Common Garter Snake (Thamnophis sirtalis) preys upon the Rough-skinned Newt (Taricha granulosa), which contains the neurotoxin tetrodotoxin (TTX) in the skin. TTX is toxic, large quantities are present in a newt, and highly resistant snakes have the ability to ingest multiple newts; subsequently snakes harbor significant amounts of active toxin in their own tissues after consuming a newt. Snakes harbor TTX in the liver for 1 mo or more after consuming just one newt, and at least 7 wk after consuming a diet of newts. Three weeks after eating one newt, snakes contained an average of 42 μg of TTX in the liver. This amount could severely incapacitate or kill avian predators, and mammalian predators may be negatively affected as well.
Recommended Citation
Williams, B. L., Brodie, E. D., Jr., and E. D. Brodie III. 2004. A resistant predator and its toxic prey: persistence of newt toxin leads to poisonous (not venomous) snakes. Journal of Chemical Ecology 30(10):1901–1919. | https://digitalcommons.usu.edu/biology_facpub/21/ |
In this paper, a system of delay differential equations that models two predator populations consuming a single prey population is considered. The prey population follows a logistic growth in the absence of predators while each of the predator populations has functional response of Holling type III. Each of these response terms includes a delay time which reflects the gestation period of the respective predator population. The positive equilibrium solution of the form (x, y, y) is called the symmetric equilibrium. This work examines the effects of the difference in gestation periods to the dynamical behaviour of the symmetric equilibrium. Conditions for stability and bifurcations of the symmetric equilibrium are given when the delay times are unequal. Numerical simulations are performed to illustrate stability switch and emergence of periodic solution through Hopf bifurcation. | http://philsciletters.org/2014-67.html |
Comparison of multipiscivore foraging success on native and invasive prey fish under variable light intensities.
Abstract
Piscivorous fishes attack and consume a variety of prey; however, few studies have examined interactions of multiple predators with multiple prey species. The situational complexity of foraging at different times of day was explored by examining the interactions of paired native predators (Burbot
Lota lota
or Smallmouth Bass
Micropterus dolomieu
) with either native (Mottled Sculpin
Cottus bairdii
) or invasive (Round Goby
Neogobius melanostomus
) benthic prey. The study allowed the comparison of a pursuit predator (Smallmouth Bass) and an ambush predator (Burbot). Trials were performed under natural relevant lighting conditions with downwelling light intensity and emission spectrum matched to the irradiance at a 10-m depth in the St. Louis River estuary during the summer at night, civil twilight, sunrise, and midmorning. Smallmouth Bass were more active and initiated 1,510 reactions that resulted in the successful capture of 61 Round Goby and 103 Mottled Sculpin, whereas Burbot initiated 475 reactions resulting in 24 successful retentions, including 9 Round Goby and 15 Mottled Sculpin. The percentage of successful retentions was greater for Smallmouth Bass (10.9%) than for Burbot (5%). Reaction probabilities to each prey differed significantly, which resulted in a two-fold increase in attacks on Mottled Sculpin compared with Round Goby within the same time period. Reaction distances for both predators did not differ regarding prey species, but Smallmouth Bass reacted from farther away than did Burbot (maximum reaction distances of 159 and 98 cm, respectively). Greater success of native predators on native prey has likely caused higher mortality on native prey populations due to greater predator success, while capturing invasive prey decreases the net energy intake.
Top of page
Abstract details
Author(s)
Michels, N. O.
;
Hrabik, T. R.
;
Mensinger, A. F.
Author Affiliation
Department of Biology, Swenson Science Building, University of Minnesota, Duluth, Minnesota, 55812, USA. | https://www.cabi.org/isc/abstract/20210221822 |
Within this PPT, I would like to present some of the concepts and concepts that we must deal with if dealing with theories such as biological evolution
The way we explain and watch that the world around us has a notable impact on exactly how we perceive our world, along with the way we understand the world.
A big attention of Science, including biological evolution, could be the process https://payforessay.net/ of evolution. This will be the process by which organisms shift and also are accommodated with their environment. Being a simple example, if you step into a pool, you’re likely to become stuck there. In case you leap out onto property that is arid of this pool, your own body will soon be adapted into the resistance of the water, and you may well be more likely to walkout of their pool.
There are lots of key notions that affect we understand evolution. The idea of equilibrium is just one of the most fundamental of most. https://payforessayreview.com/ In its most straightforward form, the idea is the fact that the rate at which organisms shift and also accommodate depends on various facets like their ancestors, their surroundings, and also other species that they have evolved to live together. In case one variable remains steady, organisms accommodate to the atmosphere or may perhaps not even evolve. This is called a“stasis level .“
One other essential concept is normal collection. Organic selection describes how animals interact with one another. Generally speaking, organisms stay together in a community that needs to possess the suitable volume of information and open resources in order for them to live. Selection takes place to ensure the absolute https://scholar.princeton.edu/sites/default/files/tpavone/files/table_of_contents_dissertation.pdf most favorable changes can take place when their setting and the organisms come together in the same direction.
To better understand this idea, let us assume the case of a predator who is looking that he can-eat to make sure his survival. This predator might be in a position to consume the bull which ran into a forest that has been developed, or he mightn’t even have managed to catch the deer, however a fish can be found by him. The species of the predator becomes even more efficient with regard to consuming their prey by deciding on which prey critters to take in by the remaining food sources.
Perhaps one of the most frequent of all biological evolution notions will be the notion of phylogenetics. Within this theory, the process of evolution may be understood by taking into consideration diverse species of organisms as branches on the tree. The branch has become the most recent to have progressed, and also this branch’s origin is. A good example of the is that simply because they all share an ordinary ancestor of living species who are related to one another.
Every one of those species will possess a branch and the oldest division would be the main the one that is furthest right back. So the branch that is closest to your present-day situation are usually one who existed. In this manner, expansion can be looked at like a shrub with branches, where in fact the more there exists a branch, the more older it’s, and the harder it is, it becomes.
A problem with phylogenetics is that there are many branches in the shrub which do not exist now, however they existed. There are vegetation, however there are no people. You’ll find not any bushes, although creatures. | http://bildakt-verkoerperung.de/2020/04/biological-evolution-theory/ |
Every day, we give thanks to members of the military that help to protect our Aquarium family and our precious community. On this day, it is especially poignant to recognize those that have and continue to risk their lives for our safety and freedom. Our Aquariums, located in the nation's capital and in Baltimore, give us the unique opportunity to interact with a diverse group of military families, including those of our own Veteran staff members. In the last year, we've been so honored to take part in the Maryland Center for Veteran Education and Training program, employing service members and helping families get back on their feet. We would like to extend an invite to all service members and their families to come visit us any day in Washington, DC and Baltimore with special admission rates: In Washington: Military personnel members can display their identification to receive a discounted admission of $8.95 In Baltimore: So that we can offer a deeper discount, the National Aquarium provides discounted tickets to military bases in the region through our consignment ticket program. If you are in the service, we encourage you to check with your local MWR for discounted tickets for you and your family. In recognition of Veterans Day, this Sunday our Washington, DC venue will be presenting any service members visiting a small token of our gratitude. From all of us here at National Aquarium, thank you for all that you do! | http://www.aqua.org/blog/2012/November/a-message-of-thanks-to-service-members-and-their-families |
This has encouraged organizations to improve their administrative and technical capacity.
Committees were set up in each region to encourage public organizations, schools, and government offices to lead the movement.
The agency has also served as a catalyst to coordinate efforts and encourage other organizations to deliver needed services.
The commission's goal is to encourage industrial organizations, mostly companies, to collaborate on advanced technology.
It has also encouraged other Dutch organizations to send similar trade missions to India.
It encouraged Islamic organizations, mosques, and individuals to sign it.
Mayor Street has encouraged faith-based and community organizations to make a significant difference in Philadelphia.
"They need to encourage Muslim organizations that offer something other than representation."
RaceTrac's benevolence encouraged other local organizations to participate, as well.
Our task is to encourage and support voluntary organizations and foundations. | https://www.diki.pl/slownik-angielskiego?q=encourage+organizations |
Important Health & Safety Update
Effective November 15, 2021, the Wilder Institute/Calgary Zoo will require all visitors 12 years of age and older to provide proof of one of the following before being permitted entry:
- Alberta government-issued QR code (either paper or digital) proving COVID-19 double vaccination (with the second dose received two (2) weeks or more prior to date of attendance);
- Valid identification that matches the vaccine record is required for adults 18 years and over.
- First Nation, out-of-province and Canadian Armed Forces vaccine records are accepted proofs of vaccination, as is the ArriveCan app and valid international travel identity document.
- Proof of a privately-paid negative rapid test result taken within 72 hours of service; or
- Valid proof of medical exemption.
Those who are unable to show proof of one of the items listed above will be denied entry. This applies to all visitors aged 12 years and older.
A friendly reminder that mask wear is required for ages 2+ inside all animal buildings, washrooms, retail and food spaces.
Tickets
Adult: $29.95
Senior (60+): $27.95
Child/Youth (3-15): $19.95
Infant (under 3): Free
Note: A $12 daily parking fee applies.
* Prices do not include GST and are subject to change.
Want year-round access to the world's most incredible animals? Consider applying your admission fee toward a zoo membership. Admission can only be applied within seven (7) days of your visit. Please stop by a window on your way out or contact our Guest Relations team at 403.232.9300 (ext. 2) to upgrade.
Members
Members must present a valid membership card at the gate for entry.
Hours
-
View our Hours of Operation (main gate, grounds and buildings)
Please note our daytime hours of operation has changed effective November 19, 2021.
hours of operation 2022 Daily Hours of Operation 9:00 a.m. - 5:00 p.m. North Gate Entrance 9:00 a.m. - 4:00 p.m.
Last entry (members & day admission) is at 4:00 p.m.
West Gate Entrance Closed Zoo Grounds 9:00 a.m. - 6:00 p.m.
Concessions and Retail 9:00 a.m. – 5:00 p.m.* (operating hours vary & are weather dependent)
View full list of concessions and retail shops operating hours
Zoo Building Updates
Friendly reminder: Mask wear is required for all visitors aged 2+ inside all Calgary Zoo buildings (including animal habitats, indoor dining, washrooms, and retail shops) in accordance with the provincial and AHS guidelines.
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View our most up-to-date building closure information
ZOO BUILDINGS
Cequel Energy Lodge
Closed for renovations
North American river otters will not be available for viewing at this time.
Penguin Plunge
9:00 a.m. – 4:30 p.m.
Last entry 4:15 p.m.
African Savannah and African Rainforest buildings
9:00 a.m. – 4:45 p.m.
Gorilla amphitheatre 11:00 a.m. - 4:00 p.m. (weather dependent)
Land of Lemurs
Walk-through closed
You can still view the lemurs from the outdoor viewing area as they enjoy their indoor and outdoor habitats (weather permitting).
ENMAX Conservatory
9:00 a.m. - 5:00 p.m.
Gateway to Asia
9:00 a.m. to 4:45 p.m.
Grazers
Closed for the season.
Plan Your Visit station
Closed
Group Admissions
The Calgary Zoo offers discounted rates for groups of 15 or more. Tickets must be purchased at least three (3) business days before your group visit.
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View the Discounted Rates
Number of people how much you'll save 15-249 20% 250-999 25% 1000-2499 30% 2500+ 40%
Please contact our Guest Relations team at 403.232.9300 (ext. 2) for details. Group tickets are not eligible to use towards a membership. ZOOLIGHTS admission, or other special events.
Looking for a guided tour? See our Group Packages Tour Operators Rates.
Group Parking
Admission does not include parking fees. A 30-minute drop-off is available for buses and group transportation, at no charge.
Hotel Partners
Special rates are available to our hotel partners. Please contact our Guest Relations team at 403.232.9300 (ext. 2) for details.
School Self-Guided Visits
The Calgary Zoo offers discounted rates for school groups of 15 students or greater. Rates also apply to preschools and daycares. You will also be provided a specific number of FREE chaperone tickets to ensure your school group has adequate supervision. The student/chaperone ratio is reflective of the Alberta Education guidelines; however the zoo offers a greater number of FREE chaperones for the safety and well-being of the students; and preserves the quality and integrity of our zoo.
ALL ticket pricing applies to 3 DAY ADVANCE booking ONLY - NO EXCEPTIONS. Schools purchasing tickets ON DAY OF the visit will be charged FULL admission prices, along with an ADDITIONAL $25 late booking fee. Chaperone tickets are ONLY valid for the day of the scheduled trip. View chaperone guidelines here.
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View Discounted Rates and Learn More Here
All ticket purchases (Student and General bulk rate) are final.
2021 prices prices incl gst 15-2500 Student School Rate $11.97 $12.57
Chaperone to student ratio: Pre-k to grade 6 is 1:4 and grade 7-12 is 1:7
Additional adults exceeding the chaperone ratio will be charged according to the group admission rates.
Tickets can be purchased:
- Over the phone with a Guest Relations representative using a credit card only
- Please call 403.232.9300 (ext. 2)
- By mailing in a cheque WITH the appropriate form attached
- Please call Guest Relations to have a cheque form emailed to you or download it here. Please include this completed form with your payment.
- ANY cheque received WITHOUT the completed form attached with be held until the form is submitted. Schools will NOT be granted access to the zoo without the confirmation of purchase and payment.
- Over the phone with a Guest Relations representative using a credit card only
Coupons, Discounts and Special Offers
Get the latest Calgary Zoo coupons, discounts and special offers and save big on your next visit with us. Zoo Members can also save 10% on a variety of programs and activities.
Special Offers
* Prices, terms, and conditions may change at any time. Tickets are non-refundable or transferable. All tickets expire at the end of the year in which they were purchased. Payment by Visa, MasterCard or American Express only.
Health & Safety and other FAQ
Check out our FAQ for more information and answers to commonly asked questions about your next zoo visit. | https://www.calgaryzoo.com/visit/admission-hours |
Building Supportive Relationships in Afterschool
High-quality afterschool programs can have many benefits for the students who attend them: better attitudes toward school and stronger school engagement; stronger school performance; higher rates of school attendance; fewer behavioral problems; and lower dropout rates. For afterschool programs to thrive and make a difference in students' lives, staff must develop supportive relationships with a variety of stakeholders.
In the 2003–2008 National Partnership for Quality Afterschool Learning research study, experts visited 53 high-functioning afterschool programs across the United States that reported student academic gains. National Partnership staff conducted rigorous observations of the programs that were identified and focused on adults and students who had built supportive relationships that helped motivate students to expand their learning and do well in school.
This brief shares some of the study’s findings on relationships and provides strategies for fostering positive relationships among a range of stakeholders. Afterschool leaders and staff can use these insights to develop stronger relationships with the different partners who are invested in their program. Leaders in districts, schools, and community-based organizations may also find that these insights offer guidance on how to better support afterschool programs.
The specific strategies on building supportive relationships are the following:
1. Encourage positive relationships between staff and students.
2. Link to the school-day staff.
3. Support and train program staff.
4. Engage family members.
5. Collaborate with community organizations. | https://www.air.org/resource/building-supportive-relationships-afterschool |
Who Are We Today …:
Demographics:
- A Presbyterian congregation located in south-east Burlington, Ontario
- A consistent weekly attendance at worship of approximately 120 people
- Many seniors but also younger families, with a weekly Sunday school program for nursery through grade six
Our Attributes:
- We have a fulltime Minister and an office manager
- We are financially stable with no debt
- Our fully renovated facility is air conditioned, fully accessible, has listening devices and is well maintained
- We are visible in the community. Our facility is used by organizations such as Sparks, Girl Guides, Pathfinders, Scouts, Narcotics Anonymous, Food for Life, a bridge club, Halton Region ROCK program and GTA Zimbabwe Seventh Day Adventist congregation
- We are thankful to God for our accomplishments since our inception in 2007. Now we focus on our future.
Service / Music:
- We offer a traditional style of worship but occasionally inject something musically different
- Our choir is small but mighty
- Congregational involvement with the service
Congregational Wellness:
- We strive to be a
- supportive congregation, caring for each other
- welcoming and friendly congregation
- compassionate community of Christians
- hard-working group with a hopeful & optimistic attitude
- congregation that enjoys fellowship
- giving, sincere, committed community
- We are responding to increasing pastoral needs
- We are a faithful community, actively engaged in spiritual growth
Community:
- We are a community-minded congregation, supporting local and world-wide needs.
- Apart from Food for Life and the local organizations using our facility, our local outreach efforts include a Christmas Dinner for the less privileged, a Christmas Wish project, a weekly social club and contributions to local charities
- We support world-wide needs through the national church with contributions to Presbyterians Sharing and Presbyterian World Service & Development (PWS&D). In addition, we sponsor two children via Christian Children’s Fund of Canada and participate in the Samaritan’s Purse Christmas child (shoeboxes) initiative.
- We are an active member of Hamilton Presbytery and Presbyterian Church in Canada
Where are we going …
Demographics:
- Continue to be located in south-east Burlington, Ontario
- A congregation with ministries for all ages
- Growing attendance at our weekly worship services
- A growing range of programs for youth, nourishing what we have while also collaborating with other Presbyterian Churches on the execution of a youth outreach program
To Help Achieve our objectives:
- Shared youth leader with the other Burlington Presbyterian Churches
- Vacation Bible school in cooperation with Camp Kintail
Our Attributes:
- Continue to be a financially stable congregation with no debt, a full-time minister, office manager and shared youth leader
- Continued sharing of our facility with community organizations
Service/Music:
- A continued traditional style of worship and periodically a special type of service. Our Service & Worship committee is actively planning and holding additional services such as Celebration of Lives Lived, Longest Night, 70’s Music concert, Seniors service, joint choir concert, and so on
- A strong choir to lead our music ministry
- More congregational involvement with the service for those who want to
Congregational Wellness & Community: | http://burlingtoneast.net/about-us/ |
Dear colleagues,
Given the period of national mourning, the government will not be making any significant policy announcements until the middle of next week at the earliest, I therefore keep this bulletin brief and focusing on a few local developments:
Impact of the State Funeral Bank Holiday
The following advice is for maintained schools and VC schools where PCC is the employer. VA, Trust Foundation Schools and Academies will have advice from their respective employers.
In light of the passing of Her Majesty Queen Elizabeth II and the day of the State Funeral becoming a Bank Holiday on Monday 19 September 2022, the DfE will be laying regulations to reduce the school year from 190 days to 189 days for the academic year 2022-23. This will result in a reduction in the working year for employees whose weekly working pattern includes the additional paid day off with an extra paid bank holiday resulting in no impact upon the salary due.
In circumstances, when teaching and support staff have Monday as a non-working day, thereby not benefiting from the additional day off, these employees should be provided with alternative time off during the year. The time off should be based on 1/5th of a working week. In exceptional circumstances, an additional payment can be made as an alternative to providing a different day off during the year. Local arrangements should apply to either option, with the approval of Governing Bodies.
The City Council have instructed DELT Payroll to contact each school where a payment will need to be made to affected employees. This action will be undertaken in late September for payment in the payroll period following the school's confirmation to DELT.
Kind regards
Ming
Education updates
DfE Attendance Update
Over 14,000 schools are now sharing their daily attendance data with DfE, all schools are strongly encouraged to sign up. The information shared gives schools and local authorities access to up-to-date attendance data reports on View your education data (VYED). Full instructions can be found below.
The reports can be used to help with earlier identification of pupils who need support, save you time building attendance reports and offer trend insights for different groups of pupils, with the ability to filter attendance data by year group and pupil characteristics. This will help schools and local authorities meet the expectations outlined in the new guidance 'Working together to Improve School Attendance', including supporting effective termly targeted support meetings. We encourage all Plymouth schools to sign up to share their attendance data to enable this.
From the end of September, the DfE will publish a new fortnightly national data visualisation tool on absence rates, helping schools and local authorities to assess attendance levels in comparison to other areas and nationally, as well as to spot and respond to emerging trends.
The DfE will continue to develop attendance reports to improve them for schools and local authorities. This will include from later in September the ability to compare attendance data with the previous academic year for a school or an individual. The DfE would like to hear about your experience on using reports so if you are interested in helping shape the project, please sign up to take part in our research.
Accessing your attendance reports
You'll need an Information Management Services (IDAMS) account. Create one if you do not have one.
Log in to View Your Education Data (VYED) using your IDAMS credentials and select the option for 'local authority' or 'multi-academy trust'.
If you have been contacted about accessing your reports but you cannot see the 'school daily attendance' option when you log in to VYED, you will need to log in to your IDAMS account and request access to 'View Your Education Data - School Attendance Data' from a Super User at your organisation.
Find out how to request access from a super user or give access to someone else.
Once you have been granted access, log in to VYED and select 'School daily attendance' to see your reports.
Full guidance on how to access daily attendance reports, can be found here. If you've forgotten your IDAMS log in
Visit the IDAMS log in page and select 'I've forgotten my password'. Then follow the steps earlier in the guide to access your reports.
If you need help
If you need help signing into VYED using IDAMS, read the sign in guidance or submit an advice ticket directly.
Message from Children's Speech and Language Service
The Livewell CYP Speech and Language Service would like to update you on our free virtual training offer to settings. Please see the attachment for further information on a range of packages to help you develop your awareness of speech, language and communication needs and supporting strategies. We offer training to whole settings as well as a rolling programme for individual bookings. We also offer a rolling programme of training for parents and carers. A leaflet is attached and further information can also be found on our webpage: https://www.livewellsouthwest.co.uk/childrens-services/speech-and-language
Commitment to Plymouth Inclusion Charter
As part of the Plymouth Inclusion Charter, Plymouth City Council and Plymouth Parent Carer Voice would like to invite you to an information session about the launch of the Commitment to the Plymouth Inclusion Charter for schools. This session will give further details about the charter and how schools can sign up to the commitment. As the framework provides schools with an opportunity to consider the meaning of inclusion in its widest sense through a whole school approach, this session is open to all appropriate senior colleagues. The session will also be recorded for those who cannot attend.
Plymouth Independent School Appeals Panel
Would you like to make a real difference to families in our community?
As a member of our community, would you like to become involved in an important decision making process? We are looking for members of the public who would like to volunteer on the Independent School Appeals Panel. The panel is an independent, voluntary body that has a statutory duty to hear school appeal cases impartially.
The panel considers the decision of not admitting a child into a school. They look at evidence presented by schools and parents and decide whether the individual circumstances merit overturning the decision of the admission authority.
We are looking for panel members from a broad range of backgrounds. Panel members do not need to have any education connection, however the role might be of interest to parents of children in school, retired teachers, or school governors.
Appeal panels meet on weekdays, meetings can range from a few hours to all day. Most meetings take place in spring and early summer when places for children starting primary school and secondary school are allocated.
Councillor Charlotte Carlyle, Cabinet Member for Education, Skills and Children and Young People said: "Our panel members feel they make a real difference and play a vital role in offering this impartial service to the community".
Service on the appeal panel is voluntary, however members can claim out of pocket expenses.
An informal selection process will take place before the end of 2022 and all successful candidates must attend a training event; this will take place before the appeal season starts in May 2023.
For an informal discussion about the role please contact Maddie Halifax on 01752 398127 or Tilly Turner on 01752 307463. For an application pack please email [email protected], call on 01752 398164 or write to Clerk to the School Appeals, Independent School Appeals Panel, Chief Executive Office, Plymouth City Council, Ballard House, Plymouth, PL1 3BJ.
To apply online visit https://www.plymouth.gov.uk/schoolappealspanelmembers
Health and wellbeing updates
Public Health Information
Walking Maps for (all) Schools: Walking maps for schools | PLYMOUTH.GOV.UK
We are delighted to be able to offer you a free customised map of the area around your school, which includes five and ten minute walking zones marked as circles around your school. The map is designed to encourage pupils and parents to walk or cycle to school, by showing them how quick it can be to get there by travelling actively. For those who don't live in the 5 or 10 minute walk zone and are driven to school, another aim of the map is to encourage parents and guardians to park away from the school gates and the surrounding area, but still be within a short walking distance from school. We have trialled this map very successfully with selected Plymouth primary schools, and it's ready to go out to everyone else now!
Other developments this week:
Chickenpox and scarlet fever in children
Self-assessment checklist for infection prevention and control (IPC) measures to support educational settings
For all Education Settings
This tool covers all infectious diseases including COVID19
Please refer to attached document and ensure appropriate colleagues in your setting are aware of this tool
The NHS influenza immunisation programme 2022 to 2023 Statement of amendments to annual flu letter - 21 July 2022 - GOV.UK (www.gov.uk)
In 2022 to 2023, the following additional cohorts will be offered influenza vaccination:
Secondary school-aged children focusing on Years 7, 8 and 9 and any remaining vaccine will be offered to years 10 and 11, subject to vaccine availability
The secondary school-aged children will be offered immunisation through the school age immunisation service. Secondary school children will be offered vaccination as far as it is possible to do so, with primary schools and lower years 7, 8 and 9 prioritised, and older ages offered vaccination once an offer has been made to younger children and subject to vaccine availability. This will be commissioned via the school age service specification.
The procurement of School Aged Immunisation (SAI) programmes
NHS England would like to hear the views from parents / carers / children and young people as well as schools. There are two surveys available:
(1) For parents/carers/children and young people please direct people to this link parent / carer / student. This survey has 8 questions and can be completed quite quickly.
The following wording may help with any communication that could be sent out. The link is included in this too.
"We have been contacted by the NHS regarding the School Immunisation service they provide, asking for yours and your parent/carer's help in completing a survey about the experiences you've had when you received your vaccinations.
The contract for this service in our area is due to be renewed and as part of this process they want to make sure it is right. To do this, they need to hear from the people who are able to have these vaccinations to find out what is and is not working well.
Yourfeedback is very important as they wish to make sure that our future provider services can keep improving and be as efficient and effective as possible. This consultation is completely anonymous and will only be used by the relevant NHS and Local Authority organisations working on this programme.
Please could you take a few minutes to complete this survey using this linkparent / carer / student"
(2) For schools. If someone could complete a survey on behalf of the school that would be greatly appreciated. The survey can be found here school's link. This has 7 questions.
Star Awards Event 2022
The Star Awards Event 2022 was due to be held on Saturday 17 September. This now falls within the official mourning period for HM Queen Elizabeth II.
When we considered the necessary alterations to make the event appropriate for us as public sector employees during the mourning period, it became clear that it would no longer be the event we want it to be, allowing a real celebration of all of your hard work and successes.
It is therefore with great regret that a decision has been made to postpone the event. We will be in touch soon with a revised plan to celebrate our Stars. | https://www.plymouthonlinedirectory.com/schooschoolsbulletin160922 |
We’re First Central Insurance & Technology Group (First Central for short), an award-winning innovative insurance and technology organisation, delivering market-leading motor insurance, underwriting, distribution, finance, technology and legal services.
We’re on the hunt for a talented Telematics Data Pricing Analyst to join our Underwriting team in Haywards Heath, West Sussex on a hybrid working pattern.
Working with the Telematics Technical Pricing Team, you'll have the opportunity to work on a variety of data, analytics, and pricing projects. Disseminating large datasets of driving scores and individual trip data you'll derive features that are predictive of claims experience and can be used in renewal pricing.
To be successful in this role, you’ll need to:
- have a minimum 2:1 in a numerical undergraduate discipline (including computing, engineering, and/or physics)
- have experience of using Radar and Power BI, or able to pick up new software skills quickly
- have demonstrated experience of working with big data set and related statistical methods
Job responsibilities:
Data responsibilities:
- Development of data models using SAS, SQL, R and other software packages to prepare input for MI reports and pricing models.
- Supporting the continual development of MI dashboards in Power BI to monitor sales mix and underwriting performance.
- Collaborate with other departments to resolve data and process issues.
Pricing responsibilities:
- Assess new data sources from third parties to derive features that are predictive of claims experience.
- Monitor, maintain and improve existing predictive models.
- Collaborate with underwriting and retail pricing colleagues to establish best pricing and modelling practices.
- Support the rate changing process (analysis, proposal, and implementation).
Other responsibilities:
- Reflect and improve on existing data and pricing processes.
- Develop your own skills and knowledge to achieve current and future business requirements.
- Comply with the requirements, and act in accordance with, the Group Code of Conduct and Fitness and Propriety policies at all times.
- Ensure compliance with Company Policies, Values and guidelines and other relevant standards/ regulations at all times.
- Any other reasonable duties.
Job-specific competencies
Experience & knowledge
- Working in both cloud and local computing environment
- Knowledge of personal lines insurance products and the industry
Skills & Qualifications
- Strong IT skills with experience in SAS, Excel
- Good communication skills, both verbal and written
- Good time management and organisation skills
Behaviours
- Enthusiastic towards new technology
- Able to innovate and transfer skills to others
- Self-motivated and enthusiastic
- An organised and proactive approach
- Ability to work on own initiative and as part of a team
- A flexible approach and positive attitude
- Strives to drive business improvements to contribute to the success of the business
So, if you’re up for the challenge and would like to join our vibrant and busy team, we want to hear from you today.
What can we do for you?
We believe we can offer you a great working environment as we’re so passionate about our people. Here are just some of the benefits and perks that we offer…
- Fantastic training and development opportunities
- Employee benefit packages to suit your lifestyle
- Flexible working
- YOUday – we give you an extra day off to celebrate a special day
- The opportunity to take a paid day off each year to do charity work
- A health cash plan
- Help with travel expenses
- The opportunity to buy additional holiday
- Company pension scheme
- Group life assurance
- Enhanced maternity and paternity pay
- Professional subscription fees paid
Employee wellbeing is high on the agenda here too. We provide a weekly free fruit delivery, discounted membership at a local health club and access to an Employee Assistance Programme, which promotes physical and emotional wellbeing at work and at home. In addition, we provide wellbeing events throughout the year to support physical and mental health.
For further information on what we can offer and to learn more about this role, feel free to contact our dedicated Recruitment team. | https://www.firstcentralcareers.com/jobs/underwriting/telematics-data-pricing-analyst |
The Teachers’ Panel is politically driven out of a desire to support theatre in schools and to find ways to counteract its demise; training teachers, influencing the use of new writing in the classroom and inspiring and encouraging progression routes in to the arts: The aim of the Teachers’ Panel will be to actively engage a select group of schools and teachers to work with over the course of one year.
- There is an expectation to attend three Teachers’ Panel meetings per year/1 per term at the Royal Court.
- There is the option to attend three Teachers Forums per year, which will include a theatre ticket to a selected play, plus a workshop session.
- We offer bespoke writing/theatre residencies/workshops in schools in your school or here at Royal Court
- We offer discounted tickets for students to attend the Royal Court.
- All students can sign up as a member of Young Court for free and engage with our wider participation programme and access discounted tickets.
- We offer access to be part of our ongoing lobbying for Arts Education and conversation with Exam Boards through our leadership work with the London Theatre Consortium
Our key aim is to target students who are 14 yrs + and fit some or all of the following criteria;
- At risk of exclusion
- High Pupil Premium
- Behavioural needs
- Low academic attainment such as with literacy needs
- Low socio economic background
- Free school meals
Applications for our 2018-19 Teachers’ Panel has now passed but will re-open in July 2019. We hope to be able to run this programme annually with a new intake of schools each time. | https://royalcourttheatre.com/what-else/schools-colleges/teachers-panel/ |
Developing Induction Activities For Students
Handouts & Other Materials:
- Graduate Student Collective Resources
Some graduate student groups develop materials consisting of “things I wish I would have known prior to my first year” or “how to survive your first year in the graduate physics program.” If your institution has a physics graduate student association or a similar group, encourage them to develop these materials. This is also a channel to provide students with brochures, fliers, and other information on campus resources. Although students may not need or want to look at all of these materials at induction, it may be beneficial to encourage them to keep these materials, so they have these materials available to them if future needs arise.
Implementation of induction activities at bridge sites vary greatly. Some sites bring bridge students in for the entire summer prior to matriculation. Others hold a 1-3 day event prior to the start of the semester. For some, the orientation consisted of a series of workshops/sessions that last throughout the first semester. What is consistent at many sites, is how valuable current graduate students are in planning and implementing induction sessions. In this section, we describe some activities and/or accomplishments of induction activities for bridge students. Some activities described below are obviously more conducive to a semester long seminar than a one- or two-day workshop/event.
Orientation Presentation Topics:
- Introduction to research groups
Some bridge sites arrange for presentations by research groups during a 1-3 day induction prior to the start of the semester. Still other institutions offer monthly seminars during the first semester as part of induction, hosted by graduate students, with topics that cover research groups available, projects they are engaged in, expectations of working in the lab, and climate within that research group. These seminars provide an insider perspective of various labs to help students consider their important choice of research group, and how it will impact their life for many years. In some cases, faculty members were asked to attend and add their perspective as well. As a part of a summer long induction, some bridge sites allow students to visit with multiple research groups. This gives students a better understanding of research opportunities available at the institutions. Others assign students to research groups during the entire summer based on their identified preference in research area.
- Introduction to campus resources
Regardless of when it takes place or how it is implemented, students and site leaders agree that having representatives from other offices on campus give presentations to or offer meetups for the bridge students is beneficial. These offices have included a variety of affinity groups such as the Black Graduate Student Association, Latin American Student Organizations, and Q house (or another organization focused on supporting LGBTQ students). Despite financial aid packages, some bridge students still struggle with money. Having representatives from the financial aid and/or other support offices meet with students is beneficial to some.
From feedback we receive, presentations for counseling services or other offices supporting mental health issues related to, but not limited to depression, homesickness, and anxiety is extremely important. We strongly suggest making students aware of these resources through some medium prior to the start of the semester, and reminding them throughout the first few years to reinforce the availability of such services, and the department’s support for students in seeking such aid.
- Discussion/review of departmental expectations
Orientation is also a good time to introduce students to departmental culture or to explain departmental expectations (e.g., attendance at departmental seminars, advising or mentoring meetings, exam structure, expectations of academic performance in core courses, etc.). Expectations vary from institution to institution, so it is best to clarify and make explicit these policies for students. For example, if there are expectations regarding the amount of time students should or should not spend away during semester breaks, this may be something to note during induction activities and suggest that students discuss with their research or academic advisors in person. Class attendance may have been viewed very differently at a bridge student’s undergraduate institution than it is within your department; make this explicit. Many of these topics, and the conversations resulting from them are best held in person (See Mentoring for Retention). However, some “ground rules” can be laid out in writing at an induction session and students should then be encouraged to follow up with mentors or research advisors to discuss further.
Organizing New Student Tours:
- Campus Tours
If representatives from the campus resources discussed above are not available, it may be beneficial to provide a campus tour pointing out these offices or resources. Although many institutions offer a campus tour to all incoming students as a part of their general orientation, it is especially beneficial for incoming bridge students to also receive a tour from current graduate students in physics. During these tours, students point out particular areas where physics graduate students frequent or particular resources they find beneficial. These tours given as a part of orientation provide an opportunity for students to get to know and build a relationship with more senior physics graduate students. Often other questions arise during these tours and very important conversations can happen between the current graduate students and the incoming students.
- Tours of the local area, outside of campus
Tours of the local area provide an excellent opportunity for bridge students to learn about their new surroundings and to discuss a number of important topics with graduate students and/or faculty participating in the tours. Students should receive information on housing prior to arrival (See What Students Need to Know Prior to Arrival), but if not, this is a time to show them where graduate students typically find affordable housing that is close to campus. It is also a good time to give an introduction to local neighborhood cultures.
Bridge students have highlighted student-led trips to local grocery stores as very important to their induction. For some students living away from home for the first time, having to cook/prepare their own meals is not something they thought about in preparation for graduate school. However, they soon found this is an important part of financial budgeting while in graduate school. They report that taking a couple trips to grocery stores with other graduate students in the beginning of their first semester is valuable.
Pointing out local transportation routes is also very important. Some students will be coming to graduate school without personal transportation and will need to take advantage of local mass transit. Providing a tour and an introduction to local routes also helps cut down on the stress of learning these things after the semester has started.
Local tours may also include identifying churches/religious organizations, community organizations, and recreational places (e.g., local bowling alleys, coffee shops, etc.). These kind of activities help bridge students to develop a support network for themselves while in graduate school and to adjust to the local culture. This is particularly important for those living far from home. Just as some graduate students will be living away from their family for the first time and will benefit from an introduction to resources for them (e.g., grocery shopping trips), some graduate students will have a family of their own and it is helpful to point out local things of interest to them (e.g., day-care centers, local K-12 schools, parks, etc.). | http://apsbridgeprogram.org/resources/manual/activities.cfm |
New admission rules for Upper West Side and Harlem schools are starting to shift the racial and socioeconomic makeup of their student bodies, according to new Education Department data.
Eleven of the 16 participating schools in Manhattan District 3 moved closer to the district’s goal of having each school enroll a similar share of low-income and low-performing students, officials said.
The plan, devised by parents and school staff and approved by the Education Department, is part of an effort to encourage districts with diverse student populations to better balance the demographics of students at each school.
This is the first school year the diversity plan has been in effect. It covers middle schools in the district.
“The District 3 Diversity Plan was developed from the ground up and the community’s thoughtful recommendations have been critical to the success of this plan," said Education Department spokeswoman Katie O’Hanlon.
"We are supportive of their community-driven plan and are continuing to work with District 3 to identify areas where we can collaborate in an effort to better integrate their schools.”
District 3 contains sharp disparities. Some schools, like Booker T. Washington Middle School on W. 107th St., have historically enrolled few students who receive free or reduced-price lunch. Others, like Sojourner Truth School on W. 117th St., which has students from kindergarten through 8th grade, mostly have served low-income students.
Under the district plan, schools were required to prioritize 25% of seats for low-income students, and to give preference to students who under-perform academically.
Booker T. Washington School jumped from 9% low-income and low-achieving students to 18% under the new plan.
West End Secondary, an exclusive middle and high school near Lincoln Center, tripled its percentage of needy students from 5% to 15%. The school also doubled its share of black students, moving from just 7% last year to 14% this year. The district is 24% black, and 32% low-achieving and low-income.
But other schools barely budged.
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The Sojourner Truth school, which is open to any student in the district and doesn’t screen based on grades, performance, or other criteria, moved from 97% to 96% low-income students. Seventy-six percent of its students are low-performing academically, compared to 79% last year.
Thirteen of the 16 schools participating in District 3′s diversity plan still maintain admissions screens, which means students have to meet academic, attendance, or language criteria in order to get in.
The district’s plan was one of two major local integration that kicked off in earnest this school year.
Brooklyn’s District 15 — a racially and economically diverse area that spans the Park Slope and Red Hook neighborhoods — also crafted a diversity plan that took effect this year. That district’s plan completely eliminated academic screens at its 11 middle schools and gave priority for 52% of each school’s seats to students who are homeless, learning English, or living in poverty.
Another five districts across the city are currently working on developing their own diversity plans with city funding. | https://www.nydailynews.com/new-york/education/ny-school-diversity-plan-manhattan-20191213-m6lyvc5hg5g4vmllhajyubxhom-story.html |
Serious Science with Silly Sensors! (Exploration of science through the use of sensors)
Technology Volunteers are a group of students at the University of Warwick. We offer support to local schools by assisting with technology-based projects and activities during lessons, or at after school clubs to encourage children to become creators, rather than consumers of technology. We run a number of technology-based workshops with schools and community organisations in Coventry and Warwickshire. Alongside this, we also collaborate with a number of great organisations to deliver additional workshops, talks and activities within the UK and internationally as well. We currently focus on delivering Scratch and Arduino workshops, and also incorporate the use to using sensor extensions for science and engineering purposes. | https://warwick.ac.uk/fac/cross_fac/iatl/old/funding-old/fundedprojects/studentcollaboration/bosamia |
Join the CBS Facebook for betta discussions!
It's been a long time since we've had a local meeting (going down to GSB doesn't count!) We're doing a fun one to get back into local meetings, going through the Aquarium of the Pacific as a group and general fish talk. Some of us will be doing lunch before hand (TBD) and some will be doing the behind the scenes tour after.
You are responsible for purchasing your own ticket. (We encourage discounted tickets if you want.) Also, we know parking in the city can be expensive, so we encourage mass transit or carpool if you want.
More details about the meeting and general discussion about it on facebook in the event section.
See the Meeting Schedule for details and a list of other meetings.
©2017 California Betta Society - All Rights Reserved. | http://cbsbettas.org/ |
Broxbourne Borough Council’s Year of Young People
Following on from the successful Year of Community in 2018, 2019 has been designated as Broxbourne’s Year of Young People where the Borough recognises the value and important role that young people play in the Borough of Broxbourne. The first two months have seen a number of significant developments within the Year of Young People programme.
274 nominations were received across 12 categories for the fifth annual Broxbourne Youth Awards. A wide range of candidates were nominated and the judging panel found shortlisting to be challenging. Shortlisted candidates have been invited to the Youth Awards ceremony to be held on Friday 29 March at The Spotlight. The Youth Awards are kindly sponsored by Aldwyck Housing Group, CEG, Cheshunt FC, Inland Homes, Tesco and County Councillor, Dave Hewitt.
The Broxbourne Youth Council continues to meet fortnightly with an average attendance of 14 young people, up from nine during the previous term. So far in 2019, the Youth Council trained to become Democracy Ambassadors, started a campaign to improve local bus services and set up their own Feeling Good Week project. Guest speakers have included the Herts Local Enterprise Partnership and the OLLIE Foundation, who provide suicide intervention training for adults working with young people. The Youth Mayor has chosen the OLLIE Foundation as one of his charities to support this year.
On Monday 14 January, Broxbourne Borough Council launched its annual ‘Opportunity for Excellence’ award scheme which aims to support eight talented young athletes (aged 11-30), in achieving their full potential through a free Leisure Centre membership.
283 children attended the Kidz Klub play scheme held over the February half-term at the John Warner Sports Centre. Activities included a roller disco, swimming, trampolining, arts and crafts, assault course, badminton, hockey, dodgeball and nerf wars.
During the February half-term a programme of activities for young people included arts and crafts, detached youth work and sport, creative writing workshops and an open mic evening. There were 60 youth attendances at the Young Voices creative events run in partnership with Grow Cheshunt in Flamstead End whilst detached youth work sessions and the mobile youth engagement vehicle attracted 44 attendances.
Broxbourne Borough Council and the Herts Sports Partnership are encouraging local primary schools to sign up to the Daily MileTM, an initiative that encourages primary schools and nurseries to take children outside running for 15 minutes each day. Over the next 18 months, the partnership is looking to raise the profile of the initiative to combat the levels of childhood obesity and inactivity in the borough. A third of schools (8) are already signed up across the Borough. Links are being made with the Junior Parkrun at Cheshunt Park.
In February, 1,322 pupils from five of Broxbourne’s secondary schools watched the ‘Breaking the Chain’ performance produced by the AlterEgo drama company. ‘Breaking the Chain’ is a hard-hitting applied theatre production that aims to raise awareness and kick-start conversations and build resilience around youth violence, with a focus on knife crime. The performances were funded by the Hertfordshire Child Safeguarding Board and the Police and Crime Commissioner for Hertfordshire.
Youth Intervention Programme awareness days took place at the John Warner School and the Robert Barclay Academy at the end of January. The days were aimed to raise awareness amongst students on how to minimise the risk of them becoming victims of youth violence and substance misuse. Activities include knife arches, sniffer dogs, bike marking and presentations from youth workers from the St Giles Trust.
With the Borough hosting the Canoe Slalom World Cup in June 2019 at the Lee Valley White Water Centre, local schools were invited to benefit from discounted tickets to attend this international competition. 14 schools have taken advantage of these £1 tickets with 1,131 pupils due to attend.
The weekly youth programme has continued to deliver activities in Hoddesdon Town Centre, Grundy Park, the John Warner Sport Centre, Boundary Park (Hoddesdon) and the Safer Places refuge with 394 youth attendances. There are currently three older young people who volunteer at these sessions each week. | https://www.hertschamber.com/news/chamber-news/broxbourne-borough-councils-year-of-young-people |
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