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Tip \| How many ‘Scheduled Tribes’ are there in India? Search tips \| Names of tribal communities, regions and states of India Tips for teachers and students Tips for travellers Tips for using posts Tips \| Welcome page Tribal culture Community facilities Education and literacy Tribal culture worldwide Tribal groups Tribal Research and Training Institutes & Ethnographic Museums Figures, census and other statistics Government of India Health and nutrition History Identity Language in education and linguistic heritage Music and dance Scheduled tribe – search all posts Maps An alphabetical journey across India (interactive map) A virtual journey across India (interactive map) A virtual journey across time and space (interactive map) Locations for video documentaries and references to external media contents (interactive map) Places associated with press reports and blogs devoted to India’s tribal cultural heritage (interactive map) PVTG – Particularly Vulnerable Tribal Groups listed by the Government of India (interactive map) Visit a museum collection in India (interactive map) Government of India state maps Seven Sister States of northeastern India (interactive map) All posts with map references Media Audio – resources on the foundation website Audio \| Santali Traditional and Fusion Songs: Ghosaldanga Bishnubati Adibasi Trust – West Bengal ePub – resources on the foundation website Articles on Adivasi culture in Folio Special issue ePub Folklore and Folkloristics: Special issue on Capacity Building of Students in Higher Education with special reference to Tribal students in Tripura Irish Journal of Anthropology: Special issue on Adivasi identity PDF printfriendly Special issue dedicated to the study of tribal culture in India (open access) – Asian Ethnology Photos and slideshows – resources on the foundation website Slideshow \| Through Children’s Eyes in Gudalur Tamil Nadu Video – resources on the foundation website Video \| Documentary made and edited by Adivasi students in Gudalur – Tamil Nadu Video \| Khasi music – the resilience of a tradition in an age of globalization Video \| Kota dance Madia community – index of video documentaries Video \| World of Warli by Tamarind Tree – Maharashtra Video \| South Gujarat tribal music documentation (2): Ghangali played for Kansari katha (story telling) Video \| Suggi Habba celebration by the Halakki people – Karnataka Video – external resources Video \| Inherited knowledge and its value for modern healthcare: “The country can learn much from the beauty of Adivasi social practices, their culture of sharing and respect for all” Video \| Mallika Sarabhai on the power of art – storytelling for a cause Video \| “The past is very delicate”: Prof. Romila Thapar on narratives about the distant past Video \| On creating ProtoVillages in every district of India so “poverty would have no space to exist”: A Search for Resilience \| Kalyan Akkipeddi \| TEDxGurugram Video \| Professor James Anaya: Special Rapporteur on the rights of indigenous peoples – United Nations Human Rights Council Video \| Through the Eye of the Ancestors – Gujarat Links Libraries Museum collections – India Museum collections – general Organizations Websites by tribal communities Search Custom search engines Sitemaps Categories – sitemap Names of tribal communities – sitemap Pages – sitemap Posts by category – sitemap Search tips Ad-free Safe Search Find authors and publications quickly: Worldcat.org search window Search this site and more Find books on tribal culture and related issues in a library near you Search select websites: Govt. of India, NGOs, Indian universities and international organisations Govt. of India and NGOs – Google custom search Names of tribal communities, regions and states of India Indian publishers – Google custom search engine Press coverage (Indian periodicals) – Google custom search Seven Sister States About us Mission statement Objectives Activities Board members Privacy Privacy beleid Privacy Statement (English) ANBI Art and photo credit – Arun VC Contact Concerns and complaints – Disclaimer Copyright – creativecommons.org Sitemap – categories Categories Activities Help FAQ Tips Resources Anthropology Archaeology Audio resources – external Copyright eBook download sites ePub Ethnobotany Figures, census and other statistics Government of India Hyderabad biodiversity pledge Internet Libraries Literature – fiction Literature and bibliographies Maps Museum collections – general Museum collections – India Musicology Networking Organizations PDF printfriendly Photos and slideshows Poetry Press snippets Quotes Regions of India Bastar Central region Eastern region Gadchiroli Narmada Northern region Seven Sister States Southern region Western region Stamps Storytelling Tribal culture worldwide Video contents Video resources – external Websites by tribal communities Western Ghats – tribal heritage & ecology Topics and issues Accountability Adverse inclusion Assimilation Colonial policies Commentary Community facilities Constitution and Supreme Court De- and re-tribalisation Democracy Eco tourism Ecology and environment Economy and development Education and literacy Endangered language Film Forest Rights Act (FRA) Gandhian social movement Globalization Health and nutrition Media portrayal Modernity Multi-lingual education Nature and wildlife Bees and honey Crocodile Elephant Tiger Trees Particularly vulnerable tribal group Rights of Indigenous Peoples Rural poverty Success story Tagore and rural culture Tourism Women Tribal identity Adivasi Childhood and children Crafts and visual arts Cultural heritage Customs Dress and ornaments Ekalavya (Eklavya, Eklabya) & EMR schools Fashion Games and leisure time History Homes and utensils Languages and linguistic heritage Misconceptions Music and dance Names and communities Performing arts Puppetry Revival of traditions Sacred grove Seasons and festivals Social conventions Tribal elders Worship and rituals Uncategorized Share this: Print More Facebook Reddit LinkedIn Pocket Tumblr WhatsApp Twitter Pinterest Telegram Skype Tribal Cultural Heritage in India Foundation Privacy Statement (English) Proudly powered by WordPress.	https://www.indiantribalheritage.org/?page_id=2842
The aims and scope of the journal are: • To provide the journal that reports research on topics that are of international significance across social sciences and humanities contexts. • To publish high quality manuscripts that are of international significance in terms of design and/or findings. IJASOS welcomes research manuscripts in all fields of social sciences and humanities: \| \| SOCIAL SCIENCES \| \| Communication Media, Journalism, Communication Management, Advertising, Language and Communication, Information Communication, Communication Arts, Education Communication and Technology, Publishing, etc. Economics Macro Economics, Micro Economics, Agricultural Economy, Ecological Economy, Beauty Economy, Labor and Population Economy, Urban and Rural Economy, International Economy, Industry Economy, Monetary Economy, Real Estate Economy, etc. Finance Banking, Investment, Accounting, Finance Engineering, Portfolio, Emerge Stock Market, Insurance, Finance Management, Risk Management, etc. Geography Physical geography, Human geography, Integrated geography, Geomatics, Regional geography, study of cartography, demography, human populations, environmental studies, etc. Law Civil Law, Criminal Law, Penology, Public Law, Economic and Financial Law, Labor and Social Law, Constitutional law, Civil rights, Environmental law, Family law, etc. Management Public administration, Business Administration, International Enterprise, Human resources, Strategic Marketing, Logistics, Supply Chain, Organizational Behavior, Information Management, Restate Management, Industry Innovation, Corporate Governance, Human Resource Development, Hospitality Management, Hotel and Institutional Management, Health Care Management, Tourism Management, E-commerce, etc. Marketing Product marketing, Pricing, Distribution Service, Brand management, Brand licensing, Account-based marketing, Effectiveness, Marketing operations, Social marketing, Advertising, Branding, Underwriting spot, Direct marketing, Personal sales Product placement, Sales promotion, Loyalty marketing, E-Marketing and Mobile marketing, etc. Urban Studies Urbanism, Urban and Regional Planning, Sustainable Development, Sustainable Human and Social Development, Sustainable Urban Neighborhoods, Transportation, etc. \| \| Methodology Methodology of Social Sciences, Philosophy of Social Sciences, etc. Planning & Development Psychiatry All aspects of Psychiatry including child psychiatry, forensic psychiatry, geriatric psychiatry, hypnosis, psychiatric nursing, psychiatric rehabilitation, psychosomatic research, stress medicine and etc. Psychology General Psychology, Experimental Psychology, Sport Psychology, Psychological Psychology, Culture Psychology, Development Psychology, Educational Psychology, School Psychology, Military Psychology, Consumer Psychology, Psychology of Religion, Psychology of Law, Media Psychology, Health Psychology, Environmental Psychology, Personality and Social Psychology, Measurement and Statistics, Mental Diseases and Psychotherapy, Industrial and Organizational Psychology, Consulting Psychology, etc. Politics and Political Science Sociology Social Research or Social Science, Community studies, socio-ethnic problems, rural sociology, Sociobiology, social deviance, gender studies, the sociology of law, the sociology of religion, comparative sociology, Political Sociology, Social Psychology, Science, Technology and Society, Social Policy and Social Legislation, Caring or Research for the Elderly, Family Research, Child Research, Online Society or Online Community, Globalization impacts, Social Work in Modern Society, gerontology, etc. Women's Studies Topics such as women and health, women's psychology, women and politics, as well as gender studies and feminism. \| \| HUMANITIES \| \| Anthropology All Fields of Anthropology; Sociocultural Anthropology, Biological Anthropology, Archaeological Anthropology, Ethnic Studies, anthropological linguistics Archaeology All fields of archaeology, including study of material remains (such as fossils, relics, artifacts, and monuments) of past human life and activities; and methods of detection and analysis. Architecture All fields of Architecture; including the design and construction of habitable structures, architectural history, landscape architecture, urban and country planning and design. Art, Art history All fields of visual arts, graphics, printmaking, painting, sculpture, and photography, electronic art, etc. Ethics Theorical, Applied, Business Ethics, Ethics of Science Folklore Studies Studies on folklore, traditions of various nationalities and ethnic groups, folk costume, story-telling, food, wedding and burial customs, children's games, etc. History All fields of History: world, national, regional, cultural, religion, ethnic, military, and nautical \| \| Language & Linguistics Studies theoretical, literary and historical linguistics as well as stylistics and philology. Literature, Literary Theory & Criticism Comparative literature, literature of a specific genre, literary movement or era in literary history, and specialty literatures (such as children's or women's literature, literature of cultures Methodological Studies in Humanities Multidisciplinary Studies in Humanities Music All types of music studies: classical, opera, ethnic, choral, folk, sacred, early music, popular, jazz, country, new music, and others. Philosophy Logic, metaphysics, epistemology, ethics, meta-philosophy, aesthetics, philosophy of science, philosophy of education, philosophy of history, philosophy of religion, history of philosophy Poetry Religion Religious Studies, Studies on Religion Theater Dramaturgy, theatrical history, theater design, technique and performance.	http://ijasos.ocerintjournals.org/aim-and-scope
Odisha has come up with an encyclopedia on tribes documenting their age-old and unique traditions before they get entirely vanished from the circulation. Tribes, as per 2011 census, account for 22.85% of the Odisha’s total population. Odisha is home to third largest tribal population of India, but it is the most diverse indigenous communities found in the country. The State has 62 tribes including 13 particularly vulnerable tribal groups. Five edited volumes of ‘Encyclopedia of Tribes in Odisha’ published by Scheduled Castes and Scheduled Tribes Research and Training Institute and Odisha State Tribal Museum in the Museum complex was released by Chief Minister Naveen Patnaik here on Monday. The 3800-page encyclopedia contains 418 research articles. Besides, papers contributed by its own research personnel, the articles of other research scholars and eminent anthropologists on different aspects of the tribes and other States have also found place in the encyclopedia. “The encyclopedia will certainly be a great treasure and repository for all the academicians, researchers, policy makers and those interested to know about the tribal communities of the State,” said Mr. Patnaik. Established in 1955, the SCSTRTI, the premier and oldest Tribal Research Institute of the country, has studied various aspects of tribes and published informative research articles uninterruptedly in its 61-year-old research journal ‘ADIVASI’. “It is hoped that these five edited volumes will serve as an all-time reference anthropological literature full of relevant and useful information on various aspects of the life, culture and development of the 62 Scheduled Tribes and 13 PVTGs of Odisha. At the same time, it will also pay homage to those anthropologists-cum-article contributors who are no longer with us,” said A. B. Ota, Director of SCSTRTI. “As a matter of fact, the age-old culture and way of living of these tribal communities are changing fast and their cultural identity is disintegrating. Before it gets entirely vanished, systematic documentation needs to be done on an urgent basis,” said Prof Ota who along his consultant S. C. Mohanty, had undertaken painstaking task of editing, compilation and republication over a period of last 4 years. According to Mr. Mohanty, volumes on the Odishan tribes are unique in their perspective and presentation since a modest attempt has been made to accumulate and present the published and unpublished data regarding their ethnography and development. Authors hope that it will be a fine repository of ethnographic knowledge as well as an excellent exposition of pristine tribal culture with its specificity and variety.	https://www.thehindu.com/news/national/other-states/odisha-comes-up-with-encyclopedia-on-tribes/article65937550.ece
Creative Research Hub To further Drama for Life’s research vision, the Drama for Life Creative Research Hub was established as a multi-media performance venue and resource centre, located in the heart of Braamfontein, at the top of the iconic University Corner Building (which also houses the popular Wits Art Museum, on Ground Floor). The Drama for Life Creative Research Hub is intended to be a resource for teaching, training and engaging communities, scholars and industry stakeholders. It allows for the interdisciplinary multimodal experimentation of performance as research, Theatre-Making practice, Theatre and Performance studies explorations and other forms of experimental art making processes and presentations through managing: The Drama for Life Monitoring, Evaluation and Research Office oversees monitoring and evaluation efforts at Drama for Life, for compliance, research and knowledge sharing. It uses a context and discipline specific approach for the collection and analysis of data for proposal and report writing; the development of funding streams for research and publication; and the creation of access to material and information resources. The Drama for Life Resource Centre and Archive is a library of current print and digital publications, archiving new and previously undocumented indigenous knowledge in the fields of Arts for Education, Healing and Social Transformation. It intends to provide students, researchers, practitioners and educators working in Arts, Education, Social Development and related fields access to best practice methods and approaches. Drama of Life Arts in Conversation a much needed initiative within the Creative Arts sector, this series of curated dialogues with leading thinkers and commentators on the selected themes is informed by our involvement with various Policy debates and discussions. The Drama for Life Performance Space is an in-house, multi-functional space equipped technically to host a variety of events. The space allows for the interdisciplinary multimodal experimentation of performance as research, Theatre-Making practice, Theatre and Performance studies explorations and other forms of experimental art making processes and presentations. The Drama for Life Theatre Company is a professional team of performer-facilitators who lead various community engagement programmes, trainings and produce research in our Applied Drama and Theatre techniques. It was established in 2016 on the principle that theatre, drama, poetry, installations, street performance, clowning, song, dance and digital media are all essential components that allow us all to process, witness, appreciate, learn, reflect on, and understand the world we live in. Within the South African context, this approach to performance, intervention and training has proven to be effective in its relevance and relatability to multiple audiences. Using a highly sophisticated methodology that allows practitioners, once trained, to address the complex and highly sensitive subject matter in a stylised, theatrical way; and in a way that is engaging, relatable, safe and highly interactive. Theatre Company productions include Unzipped, Mainane, Space Rocks and Insta-Grammar. The Drama for Life Performance Laboratory is a professional artist development and creative research programme that contributes to the creative research output of the Creative Research Hub. The research output from the Performance Laboratory is centred on developing and interrogating best practice models within our sector of theatre and community intervention and training models. Works that have emerged from the Performance Laboratory include ID Pending, Hayani (received the Naledi Award for Best New South African Play in 2014), Through Positive Eyes (nominated for the Naledi Award for Best Ensemble in 2015) and Kasi Stories. Drama for Life Playback Theatre is a spontaneous, reflective performance tool that uses an innovative form of storytelling theatre to address various social issues. It is an interactive vehicle that invites audience members to process specific themes/subjects as a collective by having them share personal moments or narratives, and reflecting on the experience of watching these played back to them. It is bound in the belief that it is the lived experiences of others and the performers that stimulate empathy and promote a sense of community, to those who witness Playback Theatre. Playback Theatre has successfully worked in university, school, corporate and community setting addressing complex subjects such as bullying, race, gender violence, identity, corporate change management, etc. The Drama for Life Artist-in-Residence Programme is a performance arts programme, centred on creative research production and promoting creative exchange and collaboration. The Artist-in-Residence programme engages with both emerging and acclaimed artists such as Bobby Gordon (USA), Marina Magalhães (Brazil), Nyaniso Dzedze (SA), Yana Seidl (UK), Tamara Guhrs (SA) and Craig Morris (SA).	https://www.dramaforlife.co.za/pages/creative-research-hub
American Indian and Alaska Natives (AIAN) face substantial health inequalities, yet ethical research addressing their health concerns is still extremely limited. Dr Cynthia Pearson, Associate Professor at the University of Washington and Director of Research at the Indigenous Wellness Research Institute, along with her colleagues Dr Myra Parker, Dr Chuan Zhou, Ms Catlin Donald and Dr Celia Fisher, has developed a new training curriculum for the conduct of ethical research with American Indian and Alaska Native communities. rETHICS – Research Ethics Training for Health in Indigenous Communities – is grounded on indigenous knowledge and values and discusses concerns as identified by American Indian and Alaska Natives related to conducting ethical research with their communities. The implementation of research and interventions among indigenous communities can be challenging, particularly due to a widespread mistrust in the scientific establishment derived from a long history of culturally insensitive, unethical, and harmful research studies. There are several instances in history where research has well-earned distrust by tribal communities. For example, researchers of the 1979 Barrow Alcohol study published study results without representation and consent from the tribal communities that participated and were affected by the study. The community was not informed of how the findings would be presented or the context that would be shared. The researchers and media went on to misrepresent the findings, describing the Inupiat people as ‘alcoholics…facing extinction’. Another example comes from 1989, when Arizona State University misused DNA samples from members of the Havasupai Tribe, which were originally collected for a diabetes genetic study. The researchers in charge of the study permitted other researchers and graduate students to use the blood samples for non-related studies on mental illness and other topics, resulting in published papers in which the Havasupai tribe was explicitly named. The tribal council sued Arizona State University for violating the consent agreement with participants, resulting in a financial settlement won by the Havasupai Tribe, as well as the return of all blood samples. Multiple other scientific studies have negatively affected American Indian and Alaska Native (AIAN) populations and have contributed to community mistrust in research practices. Past research has often resulted in tribal stigmatisation of AIAN communities and presenting data that has failed to adequately inform about relevant prevention and treatment services. Although there are several commonly used human subject research training curriculums, there have been concerns expressed that these trainings lack cultural and contextual relevance, as well as lacking specific discussions about community-level or group harms and benefits. The lack of a culturally relevant ethic guidelines for indigenous community partners is an obstacle to good scientific research. As AIAN generally retain their tribal and cultural diversity, comprising a unique set of values, ethics and traditions, it is imperative to engage AIAN communities throughout the research process. This engagement can help reduce research mistrust, increase tribal participation, and improve the population validity of research designs and protections for the human subjects. This can lead to the sustainability of evidence-based interventions to reduce health disparities rooted in historical and contemporary systemic inequities. To address the lack of ethical studies investigating the health of AIAN populations, Dr Cynthia Pearson of the University of Washington and the Indigenous Wellness Research Institute, in collaboration community partners, developed the rETHICS curriculum. rETHICS is a human subjects training curriculum that interprets the Code of Federal Regulation (45 CFR 46) and prioritises tribal sovereignty and cultural respect in scientific research with AIAN communities. ‘The rETHICS curriculum is an effort to provide a decolonised framework for American Indians and Alaska Natives and their research collaborators to conduct ethical science with and for their communities,’ explains Dr Pearson. rETHICS is a valuable tool to train researchers and community partners who are engaged in studies on the conduct of ethical research practices with AIAN communities. rETHICS was founded with the aim of increasing the engagement of AIAN community members both as co-researchers in studies affecting their communities as well as participation of community members as research participants. Using a community-engaged research approach, rETHICS was developed by AIAN representatives across the US, while acknowledging that there is great diversity across tribal communities and highlighting the importance of local AIAN community reviews and research approval. Three expert panels guided the development of the culturally tailored curriculum. One group was composed of American Indians and Alaska Natives (AIAN) with experience conducting research in their communities. Another comprised American Indians and Alaska Natives, along with outside researchers who worked in AIAN communities, while the third was made up of academic Institutional Review Board (IRB) members and ethicists who review AIAN-focused research. In a randomised comparison trial, the tailored AIAN rETHICS curriculum was compared to the leading standard training among 490 AIAN people. The rETHICS curriculum resulted in significantly higher total knowledge scores and scores on individual modules. rETHICS participants also reported higher levels of trust in research and research review efficacy post-completion. Moreover, the evaluation showed that at first attempt, about 28% of the group that took the standard curriculum passed, whereas among those who took the culturally tailored version, nearly 60% passed. These higher scores demonstrate that when the ethical principles used in these trainings are contextualised within a community setting, members increase their retention of information and their skills to implement research protections, thus increasing trust in the research process. The curriculum is available for open access here: https://redcap.iths.org/surveys/?s=R3EJPAYD4J. In addition to the curriculum, Dr Pearson and her colleagues have produced a complete toolkit consisting of the curriculum, facilitator guides, informational presentations and case studies presented in six presentation chapters. Also included are quiz questions with an answer key, and a certificate of completion. Each presentation is matched with a step-by-step facilitator guide that includes in-depth information of each human subjects training content area and a scripted guide. As part of the training, there are interactive exercises that discuss different case studies, such as the 1979 Barrow Alcohol Study and the 1989 Havasupai case. There is also a shorter version of the toolkit that includes the curriculum, a short quiz for each of the 10 sections with an answer key, and the certificate. A non-transferable license is provided to a single trainer for each toolkit for $500 per user. The toolkit can be obtained here. The team has also developed a package that includes the rETHICS curriculum, quizzes and answer key, which is available as a non-transferable license for $150 per user, and can be obtained here. Dr Cynthia Pearson is an Associate Professor – School of Social Work, Adjunct Associate Professor – American Indian Studies, and Director of Research at the Indigenous Wellness Research Institute (IWRI) at the University of Washington. As part of her work at IWRI, she collaborates with indigenous scholars on the development of research policies and directs iterative data analysis on historical and cultural determinants of physical and mental health among American Indians and Alaska Natives (AIAN). Dr Pearson’s expertise is in designing tribally-based health studies from an ecological perspective, emphasising social, economic, political, environmental and historical determinants of health. Dr Pearson’s work focuses on carrying out ethical research and designing culturally grounded interventions, while also exploring how the intersecting risk of substance use, historical and lifetime trauma, and HIV is buffered by culture, place and community. She is the principal investigator of rETHICS: Ethics Training for Health in Indigenous Communities Study, aimed at designing human subject certification training for AIAN community researchers. Over the course of her career, she has received numerous honours, fellowships, and awards, the latest being the UW/FHRC Center for AIDS Research (CFAR)’s Developmental Core Travel award in 2013. CR Pearson, M Parker, C Zhou, C Donald and CB Fisher, A Culturally Tailored Research Ethics Training Curriculum for American Indian and Alaskan Native Communities: A Randomized Comparison Trial, 2018, Critical Public Health.	https://www.scientia.global/dr-cynthia-pearson-rethics-research-ethics-training-for-health-in-indigenous-communities/
This panel invites papers on authors, institutions and traditions relevant to the history of anthropology and ethnology, including museum and visual studies in the Global Era, taking off in the 18th century. The papers should derive from research undertaken within a history of science framework. Long abstract The history of anthropology is an expanding field in several European countries, relevant both to historians of science and practicing anthropologists. New accounts of the discipline's past are paying more attention to its diversities, whether within or beyond the major traditions of former colonial powers. Current ways of interconnectedness allow for more inclusive perceptions of anthropology, defined in the broadest sense to include ethnology, folklore studies and related disciplines. Prominent figures are being reappraised and forgotten ones revealed, without leaving aside the human dimensions of the anthropological encounter, the interlocutors in the field, and the communities concerned. Notwithstanding the critique of power asymmetries, alternative narratives are unfolding as older European or intercontinental dialogues are recovered with unpredicted results. This panel reflects the reviving of the History of Anthropology Network within EASA (HOAN) and the ongoing professionalisation of the field in Europe. It welcomes contributions that shed light on the archive's magnitude and anthropological significance, while focusing on the discipline's past as a world in motion. This panel is closed to new paper proposals. Papers Was Anthropology the Child and Handmaiden of Colonialism? Short abstract A critical re-examination of the trope of anthropology's complicity with colonialism with specific reference to early American cultural anthropology and British social anthropology. Long abstract Critical writing about the origins of modern anthropology generally begins with the assumption that it was complicit with colonialism at its birth. This paper considers the early years of anthropology in the U.S. before and after the Boas "revolution" and in Britain after the establishment of Malinowski's reign at the LSE. I argue that the conventional wisdom is generally inaccurate and that the idea of anthropological collusion with colonialism originates as a politicized product of the torments of the late 1960s. In the U.S., even while racial ideology reigned in physical anthropology, studies of the languages and cultures of American Indians were carried out by devoted amateurs without connection to colonial policies. Franz Boas and his students fought the racism and invidious evolutionism of the earlier era and continued the researches of their predecessors. Only a handful of Americans had any contact with peoples in the colonial world before World War II. By the time the first PhD students were turned out of Malinowski's shop at the end of the 1920s the British Empire was centuries old and its administrators felt little need for interference from know-it-alls from the liberal-left LSE. Investigation of the researches and contributions of the early members of the ASA in Britain tends to exculpate them as well from the charge of handmaiden of colonialism. 'Silence, silence. The story is (not) done': redeploying the Harvard-Irish Mission (1930-1936) archive for the present. Short abstract How might anthropological archives be expanded to articulate concerns of the present? Using a multi-disciplinary perspective on the Harvard-Irish Mission (1930-1936), exemplars on sharing the gift of the archive for diverse interests are interrogated for future use. Long abstract How might anthropological archives be expanded to articulate concerns of the present? Using a multi-disciplinary perspective, the creative arts, community engagement, rural development and scholarship on the Harvard-Irish Mission (1930-1936), exemplars on sharing the gift of the archive for diverse interests are interrogated for future use. The Harvard-Irish Mission (1930-36) (archaeology, physical anthropology and social anthropology) persistently attracts multi-disciplinary creative inquiry. The import of scholarly studies on communities, history of disciplines, narratives of Ireland continue to inspire new work. Conrad Arensberg and Solon Kimball's Family and Community in Ireland (1940, 1968, 2001) is a classical account of a changing rural society and a standard reference for understanding the agricultural family system and consequences for society and individuals. Scholarly studies of the Irish as anomic and a rural society in decline followed -and contested- by academics and research participants. The history and impact of the publications and unpublished archives on local communities in Ireland has been critically examined (Byrne 2017, Byrne and O'Mahony 2012, 2013) for Irish ethnography, community identity, speaking back to the archive and reimagining new research relations. 'Successors read Predecessors' returned the unpublished anthropological field-diaries (a gift) to communities written about in the published accounts. A two-year community project, reading Kimball's field-diary, produced a multi-media exhibition of family and forbears that altered the local reception of the Harvard study. A multi-disciplinary, participatory, community-based model for ethnographic and anthropological research 'across the generations' was implemented and has endured. An Episode from the Beginnings of Anthropology in the Amazon: Curt Nimuendajú and the Xipaya Indians - A research in adverse circumstances Short abstract Between 1915 and 1919, the German ethnologist Curt Nimuendajú (1883-1945) carried out field work among the Xipaya in quite adverse circumstances. This is an illuminating episode an anthropology without universities where texts written by self-educated researchers were still accepted. Long abstract The German ethnologist Curt Unckel Nimuendajú (1883-1945), who had immigrated to Brazil in 1903, moved his permanent residence to Belém in 1913, where he established professional contacts with the Goeldi Museum. Between 1915 and 1919, he survived with precarious jobs, but also carried out field work among the Xipaya Indians in quite adverse circumstances. This is an illuminating episode about the beginnings of anthropology in the Amazon, which allows relativizing some stereotypes about the history of anthropology which are commonly reproduced in social sciences curricula. In addition, it allows shedding a light on an anthropology without universities where still prevailed the influences of German ethnology and where texts written by self-educated researchers were still accepted. The lesser known legacy in Sir Raymond's biography Short abstract As a preliminary intellectual biography, this paper provides an introductory study into R. Firth's early research, as it initially related to Maori issues. It demonstrates the use of archival and other techniques as well as collaboration in creating an archaeology of anthropology's contemporary past Long abstract A significant interest in the biographic description of anthropologists is currently taking place. As a newly developing self-conscious genre, the intellectual biography is becoming central to the way in which the discipline writes its own history. This paper not only provides an introductory study into the work of Professor Sir Raymond Firth as it initially related (through his MA and PhD research) to Maori and economic issues, but also demonstrates the use of archival techniques and collaborative work in creating an archaeology of anthropology's contemporary past. In seeing the lesser known and largely disregarded (not to say discarded) elements of Firth's papers as a poorly investigated type of biographical and material culture, I suggest that such interdisciplinary approaches are essential in conducting an 'archaeology of us'. Despite several Festschrifts, there is as yet no lengthy intellectual biography of this internationally acclaimed economic anthropologist. Firth was 'born and bred' in Aotearoa/NZ, but migrated to the UK in 1924, after obtaining 'free passage' to Europe for earning the highest recommendation possible for his economics Masters thesis on the Kauri gum industry of the Northland region. By tracing the early career path and initial written output of one of the longest lived and most influential ethnographers/ethnologists in the discipline's legacy, this paper contributes to expanding the biographical genre - both regarding antipodean academic history, as well as in terms of dealing with international migration, the movement of ideas and social anthropology's diasporic intellectual landscapes. Renaissance Philosophy and the Emergence of Modern Anthropology Short abstract Anthropology as a "science de l'homme" is often traced back to the 18th century. By reconsidering Renaissance Aristotelianism, especially the commentaries of De Anima, we see modern anthropology emerging as an interaction of philosophical, theological, medical, psychological and natural law issues. Long abstract Recently, scholars have underlined the relevance of the Aristotelian tradition for the emergence of empirism in the early modern period. First, because the Corpus Aristotelicum was a significant part of the university curriculum, especially in medicine and law; second, because Aristotelian philosophy was held to support an empiristic approach to knowledge based on sense perception. Aristotelian philosophy was particularly relevant for anthropology as a science of humankind, which emerged from the interaction of philosophy, anatomy, psychology and natural law theory in the sixteenth and seventeenth centuries. The seminal text was Aristotle's De anima, which had been commented on by Greek, Arab and Christian authors since the Hellenistic period, the Middle Ages and the Renaissance. In the sixteenth and early seventeenth centuries De anima was studied in the context of the new anatomical practice, specially at the universities of Padua and Bologna, where the practices of textual exegesis and of dissection of the human body coincided. In this paper I will demonstrate how modern anthropology emerged from the interaction of the commentaries on Aristotles' De anima and the anatomical practice that transformed the Aristotelian doctrine of the soul into a science of humankind. I shall focus on the relation between natural law theory and medicine around 1670, which takes into account both the domain of the physical (physica) and that of the moral world (ethica). This relation formed the presupposition for the link established between natural history, anthropology and the history of humankind in the late Enlightenment. Proto-Rassenkunde or Proto-Anthropology?: Göttingen University's Wissenschaft vom Menschen Short abstract This paper examines the contributions of three professors at Göttingen University Johann David Michaelis (1717-1791), Christoph Meiners (1747-1810), and Heinrich Moritz Gottlieb Grellmann (1756-1804) to the history of anthropology and increasingly racialized modes of scholarship and knowing. Long abstract This presentation examines the contributions of three professors at Göttingen University to the history of anthropology. As active interlocutors of the German Aufklärung, the work of Johann David Michaelis (1717-1791), Christoph Meiners (1747-1810), and Heinrich Moritz Gottlieb Grellmann (1756-1804) can be situated within the epistemological field of Wissenschaft vom Menschen, or in David Hume's terms, "the science of man." The convergence in the eighteenth century of European travel writing with the emergence of natural history initiated the anthropological and historical turns that provoked a re-formation of the founding Christian origin narrative as well as a reconceptualization of the related ontological question of the being of being human (Was ist der Mensch?). Directly and indirectly responding to this question, the research of Michaelis, Meiners, and Grellmann employed historical, comparative, and linguistic methodologies that influenced scholarship in their respective fields, i.e. biblical criticism, philosophical anthropology/ethnology, and comparative linguistics/Zigeunerforschung ("Gypsy research"). Their work also fitted into the Göttingen pedadogical and scholarly milieu in which scholarship and instruction in topics such as Policeywissenschaft (political and social science), universal history (Weltgeschichte), and statistics (Statistik) became increasingly prevalent. This presentation aims to show how notions of difference constituted an indispensable element in the theoretical architecture of newly-established and reconfigured fields of knowledge at Göttingen, ones not without social and political implications globally for Jews, Blacks, and the Roma. Harvesting the archive: historical explorations of early 20th century physical anthropology in Greece Short abstract The paper reflects on the multiple dimensions of the archive's importance in writing anthropological history by engaging with earlier accounts of the history of physical anthropology in Greece. Long abstract The encounter with the archive affects our historical knowledge, our ways of seeing people and institutions, our understanding of our practices and selves, and the archive itself. This paper reflects on the importance of the archive in writing the history of anthropology. By engaging with several earlier histories of physical anthropology in Greece, the emphasis is on the nuances and reappraisals facilitated by archival work from a history of science perspective. The case study allows us to appreciate how historical analysis reveals early 20th century physical anthropology in Greece as a field moving from French to German traditions, while trying to establish its own institutional and intellectual space. But the paper also considers the affective dimensions of harvesting the archive. The emphasis here is on how the historian becomes enchanted by the archive and its custodians, historical and contemporary. Finally, it addresses the kinds of commitments generated by leaving the archive behind in a state of precarity by inverting the lenses and looking at the writers of anthropology's history as people in motion. Global Stage of Local Stories: Siberian Landscapes, Samoyedic Indigenous Ethnogenesis, and the (Soviet) Anthropological Imagination Short abstract This paper deals with the transnational history of Soviet concepts of indigenous ethnogenesis and its effect on the Cold War anthropology. Long abstract This paper deals with a transnational moment in the study of Samoyedic ethnohistory (Nenets, Enets, Selkup and Nganasan). Based on indigenous narratives about ancient dwarfs living in Siberian subterranean landscapes (Nenets sikhirtia), Russian/Soviet ethnographers (Shternberg, Bogoras, Chernetsov, Prokofiev, Okladnikov, Rudenko and others) in collaboration with their American and European colleagues (Boas, Hrdlička and others) drew up a theoretical model of the origin and migrations of a Siberian indigenous people (Russ. etnogenez). They selected four places on the Siberian/Arctic map (Yamal, Sayan and Altai, Amur, Beringia) as the most important areas for making a unified model of indigenous history. In the academic texts this modeling was intertwined with the geographical and even geological determinism of indigenous histories that ironicaly did not contradict local narratives. This paper aims to show the history of the concept of a Siberian indigenous people's origin through a multisited and multiscaled intellectual history of anthropology. For this purpose, I shall focus on (1) the academic appropriation of vernacular concepts of indigeneity and indigenous origins, (2) a Marxist reframing of these concepts, and (3) the effect of early Soviet transnational academic collaborations on Cold War anthropology in the Soviet Union. The paper is based on archival documents from Russia and US, and interviews with senior Russian ethnographers. Totalitarian critique? Johannes Fabian and the history of "primitive" anthropology Short abstract The paper proposes a reassessment of Johannes Fabian thesis that anthropology of the colonial period denied coevalness to the "Observed". Focusing on diverse historical monographs, it puts into perspective the critic's dismissal of an allegedly flawed epistemology. Long abstract 35 years after the publication of Johannes Fabian's 'Time and the Other', this paper proposes a reassessment of the prevailing idea that "classical anthropology" denied coevalness to the "observed". Focusing on several cases of language-centered anthropology in the past, it puts into perspective the critic's dismissal of the ancestors' ideologically flawed epistemology. Works resulting from salvage and related ethnographies, both professional and amateur, are presented as far more inter-subjective, even implicitly co-authored, and cross-culturally sensitive than would be assumed under Fabian's influential thesis. Moreover, it pays renewed attention to the local people's conviction that much of their heritage was under threat of irretrievable loss. The paper argues that the recording entreprise, based on listening more than seeing, did not deny the reality of the collaborator's existence in face of colonial power structures. It also takes into account current insights of Native/Indigenous researchers and the historical dialectics of Indigenous Peoples, concerning the enduring omnipresence of power inequities; and explores the sometimes paradoxical nature of the "Critique of anthropology". The paper marshals diverse materials (around figures such as Alfred Kroeber, Elsdon Best, Henrique de Carvalho, among others) in the effort to provide a corrective to the extreme claims made against older anthropology at a time when the discipline underwent its self-reflexive period. This panel is closed to new paper proposals.	https://nomadit.co.uk/easa/easa2018/conferencesuite.php/panels/6314
The Final Bachelor Thesis (FBT) is an independently prepared thesis, which summarizes the knowledge, abilities, and skills acquired in the course of studies and serve as a substantiation of the international business qualification awarded. A student does the internship in a consulting company (advertising agency, audit company, market research company, etc.), and analyzes the activity of company’s clients or solves a problem on request of clients. The situation should be clearly described in the FBT, reasons why the internship place and company under analysis do not match have to be explained. A student is not able to conduct an empirical research on the company which has been the place of the internship (due to bankruptcy of the company, inability to pursue the relationship with the company or the Academic Thesis Supervisor (ATS) rejects the company as a possible stakeholder for the thesis). In this case an internship which will be done/ was done in another company can act as the case for the FBT. A certificate that the company is aware and agrees that the FBT is written on its data has to be provided. Foreign market entrance; Assessments of new geographical market; Introduction of a product in a new market; Internal and external communication aspects, which involve two or more international markets/ business units; Comparative brand attitudes among markets; Global or regional brand portfolio management; Adaptation of global strategy to a specific national market, International human resource management. A relevant problem of a company/institution should be analyzed in the FBT. Aim of the work is to provide solutions to this relevant problem. The FBT is prepared during the seventh semester of studies and grants 15 ECTS credits. To be able to define the research problem and the main goals of a Thesis in a concise way Be able to integrate the theoretical knowledge obtained in the bachelor studies. Be able to apply the knowledge to identify a business relevant problem. To be able to perform a review of academic literature, relevant to the problem-area and the main goals of a thesis. To be able to prepare and conduct (on an individual basis) an empirical research in order to suggest managerial solutions. Be able to present a testable hypothesis, consistent with assumptions derived from literature review. Be able to collect quantitative and/ or qualitative data and perform appropriate empirical analysis to solve the research problem. Be able to formulate, select, analyze and generalize the information relevant for managerial solutions. Be able to demonstrate proficiency in academic writing, proper literature citation and compilation of a reference list.	https://www.ism.lt/en/node/3315
Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences. Conduct research in a particular field of knowledge, and publish findings in professional journals, books, and/or electronic media. Evaluate and grade students' class work, assignments, and papers. Prepare course materials such as syllabi, homework assignments, and handouts. Prepare and deliver lectures to undergraduate and/or graduate students on topics such as race and ethnic relations, gender studies, and cross-cultural perspectives. Initiate, facilitate, and moderate classroom discussions. Compile, administer, and grade examinations, or assign this work to others. Maintain regularly scheduled office hours in order to advise and assist students. Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. Maintain student attendance records, grades, and other required records. Advise students on academic and vocational curricula, and on career issues. Supervise undergraduate and/or graduate teaching, internship, and research work. Collaborate with colleagues to address teaching and research issues. Select and obtain materials and supplies such as textbooks. Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues. Compile bibliographies of specialized materials for outside reading assignments. Write grant proposals to procure external research funding. Participate in campus and community events. Participate in student recruitment, registration, and placement activities. Act as advisers to student organizations. Incorporate experiential/site visit components into courses. Perform administrative duties such as serving as department head. Provide professional consulting services to government and/or industry. English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. History and Archeology -- Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. Foreign Language -- Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation. Sociology and Anthropology -- Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. Philosophy and Theology -- Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. Geography -- Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. Communications and Media -- Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. Administration and Management -- Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. Instructing -- Teaching others how to do something. Reading Comprehension -- Understanding written sentences and paragraphs in work related documents. Writing -- Communicating effectively in writing as appropriate for the needs of the audience. Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Speaking -- Talking to others to convey information effectively. Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do. Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making. Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. Time Management -- Managing one's own time and the time of others. Oral Expression -- The ability to communicate information and ideas in speaking so others will understand. Written Comprehension -- The ability to read and understand information and ideas presented in writing. Speech Clarity -- The ability to speak clearly so others can understand you. Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences. Written Expression -- The ability to communicate information and ideas in writing so others will understand. Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense. Near Vision -- The ability to see details at close range (within a few feet of the observer). Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used. Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources. Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job. Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work. Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. Analyzing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.	http://www.internzoo.com/Career/AreaEthnicandCulturalStudiesTeachersPost-58.aspx
\|"Power Dressing: Lana Shan Siam 19th Century Court Dress" by Susan Conway and published by The James H.W. Thompson Foundation in 2003. ISBN 974-9190-08-4. Catalogue fo the exhibitionof 19th and 20th century court dress, textiles and regalia from the principalities of Lanna, the Shan States and the kingdom of Siam. The exhibition features richly woven and embroidered textiles and high quality regalia, made by skilled artisans. The objects were tokens of tribute and gifts of exchange between royal families.(Minute) text in English and Thai. \| \|"Handwoven Textiles of South-east Asia" by Sylvia Fraser-Lu published by Oxford University Press 1988. ISBN 0-19-588954-1. Covers Thailand, Laos, Kampuchea, Vietnam, Malaysia, Brunei, Philippines, Indonesia and with some excellent pages on weaving in Burma. (See reference to Intha weaving)\| \| \|\|"Peoples of the Golden Triangle, Six Tribes in Thailand" by Paul and Elaine Lewis published by Thames and Hudson 1984 ISBN 0-500-97314-8 Excellent photographs and descriptions of clothing, jewelry and customs of Karen, Akha, Hmong, Mien, Lisu and Lahu which is also relevant for parts of Burma where the Lewises spent part of their ministry. The book which started it all for me.\| \| \|\|"The Karen People of Burma: A Study in Anthropology and Ethnology" by Harry Ignatius Marshall published by White Lotus Press 1997 reprinted from 1922 edition ISBN 974-8496-86-4. Classical anthropological monograph written 80 years ago but still a significant ethnographic study.\| \| \|\|"The Hmong, A Guide to Traditional Lifestyles" by Robert Cooper published by Times Editions Pte Ltd 1998. ISBN 981-204-803-0. Provides insight into Hmong history, the establishment of house and household, lineage and clan, village life, courtship and marriage customs, economy, music codes, crafts (very little on textiles), belief in the otherworld and communication with it, propitiating the spirits, shamanism and death rituals with accompanying photos and illustrations.\| \| \|\|"The Akha: Guardians of the forest" by Jim Goodman published by Teak House, Asia Film House Pty Ltd in 1997. ISBN 1-876437-02-2. Information on the Akha, history, culture in Thailand, Burma, Laos, Vietnam and China. Full of excellent photographs with very many showing textiles being worn.\| \|"Notes from the Field: On the Trail of Khumi, Khami, and Mro Textiles" by Deborah Lindsay Garner and Jay Bommer in The Textile Museum Journal (Washington) 1999-2000 Volumes 38 and 39 ISSN: 0083-7407. Pages 26-41 of informative text and some excellent black & white photos helpful for textile collectors.\| \| \|\|"Kalagas: The Wall Hangings of Southeast Asia" by Mary Anne Stanislaw published by Ainslie's CA 1987. ISBN 0-9618445-0-7. The history of, construction information and the stories illustrated in Kalagas.\| \| \|\|"Hill Peoples of Northeast India, The Nagas, Society, Culture and the Colonial Encounter" by Julian Jacobs with Alan Macfarlane, Sarah Harrison & Anita Herle first published by Thames and Hudson in 1900. 1998 edition ISBN 0-500-97471-3. The book is one of the products of a five-year research project on the history and anthropology of the Nagas of Northeast India. This vibrant material culture is illustrated by very many photographs of textiles, basketry, jewelry, weapons, metalwork and carvings. These artefacts are examined in historical and anthropological context. Nagas may be found in northeast India and parts of Burma.\| \| \|\|"The Seven Sisters of India: Tribal Worlds between Tibet and Burma" by Aglaja Stirn & Peter van Ham published in 2000 by Prestel Verlag ISBN 3-7913-2399-7. India's remote Northeast comprising 7 states stretching from Tibet in the north to Myanmar in the south including Nagaland, Meghalaya and Assam. Individual chapters focus on different aspects of life, religious belief and ritual including one on weaving. Excellent quality photographs and informative text.\| \|"Mru: Hill People on the Border of Bangladesh" by Claus-Dieter Brauns and Lorenz G. Loffler. English translation published by Birkhauser in 1990 of original 1986 German publication. ISBN 3-8176-1816-3. Superb photos and informative text on the culture of the Mru based on the authors living for several months with the Mru. Includes photos of textiles being worn and made. \| \|"The Mrus: Peaceful Hillfolk of Bangladesh" by Claus-Dieter Brauns in the National Geographic Magazine issue of February 1973, Vol 143, No 1. Mainly pictorial record of the Mru. Taster for the book by Claus Dieter Bruans and Lorenz G. Loffler listed above. \| \|"The Chittagong Hill Tracts: Living in a Borderland" by Willem van Schendel, Wolfgang Mey & Aditya Kumar Dewan published by White Lotus in 2000 ISBN 974-8434-98-2 Examines the borderland between the three countries - Burma, India & Bangladesh - inhabited by 12 distinct ethnic groups with strong cultural and linguistic links with Southeast Asia. Black and white old photographs and colour recent showing area and people and including some costume.\| \|"The Hidden World of the Naga: Living Traditions in Northeast India and Burma" by Aglaja Stirn & Peter van Ham published in 2003 by Prestel Verlag ISBN 3-7913-2878-6 First comprehensive examination of the tribal groups that for centuries have lived in relative isolation in the hills and mountains of Northeast India and Northwest Myanmar. Stunning new photos the book is 'a celebration of the Naga cultural realm covering aspects ranging from art and architecture to traditional customs, crafts and everyday life. Includes a chapter on weaving. Full of photos showing costume.\| \| \|\|"Textiles and the Tai Experience in Southeast Asia" by Mattiebelle Gittinger, H Leedom Lefferts Jr published by The Textile Museum, Washington 1992. ISBN 0-87405-030-8. Catalogue from 1992 exhibition at the museum. Mainly black and white photos but 23 colour plates. Detailed chapters from the authors on Tai texile forms, contexts and meanings, textiles in the service of Buddhism, in the service of Kings and in the service of self. Main focus on the Tai as majority populations in Thailand and Laos but also references to the 'strategically situated minorities' in Vietnam and Myanmar and the small minorities in China, India and Cambodia.\| \| \|\|"Textiles of Southeast Asia: Tradition, Trade and Transformation" by Robyn Maxwell published by Periplus Editions (HK) Ltd in 2003. ISBN 0-7946-0104-9. This is a reprinted edition of the book below with new colour plates, a corrected text, and a new foreword by Mattiebelle Gittinger. There is no doubt that the switch to colour of the majority of the plates makes a huge difference to this excellent major reference work.\| \| \|\|"Textiles of Southeast Asia: Tradition, Trade and Transformation" by Robyn Maxwell published by Oxford University Press, Australian National Gallery in 1990 and reprinted in 1994 ISBN 967-65-3060 3. Major reference work on the textiles of Southeast Asia. Central focus is the interplay between indigenous Southeast Asian traditions and the external cultural forces that have had a crucial part of the historical development and changing nature of the region's textile traditions. Needs careful (but rewarding) study as textiles from particular groups or areas appear throughout the volume illustrating different themes.\| \| \|\|"Textiles of Southeast Asia: An Annotated & Illustrated Bibliography" by Michael C. Howard published by White Lotus Press1994. ISBN 974-8496-13-9 In depth compilation of the literature in the field. Small number of colour plates of textiles including a few from Laos. Almost 50 pages of detailed references to literature on textiles in Thailand, Laos, Vietnam and Cambodia.\| \| \|\|"The Art of Asian Costume" published by University of Hawaii Art Gallery University of Hawaii in 1989. Exhibition with apparel from 20 Asian countries from the Asian Costume Collection of the Department of Human Resources at the University of Hawaii.\| \| \| also see south Asia bibliography and individual bibliographies for Bangladesh, India, Nepal and Pakistan \| \| click bibliographies for more country or region specific bibliographies \| \| click for Myanmar country page \| \| \| home \| site map \| bibliographies \| country \| forum \| links \| studies \| what's new \| photogalleries \| about us \| \| \| Copyright © 2012 Pamela A Cross. The contents of this site, including all images and text, are for personal, educational, non-commercial use only and may not be reproduced in any form without the express permission of Pamela A Cross. \| \| If you have any comments on the tribaltextiles.info website please send them to us. If you have any general tribal textile comments or questions go to the tribaltextiles.info/community forum to share your thoughts and questions with an international community of enthusiasts.	http://tribaltextiles.info/bibliographies/Burma_books.htm
Working as a First Nations education coordinator is a great career choice for someone who’s interested in helping First Nations students of all ages and levels reach their long term educational goals, and who’s familiar with the language, culture and customs of the community they will be serving. This profession involves quite a broad range of duties and responsibilities, and requires working directly with a variety of stakeholders, such as students, parents, band leaders, education administrators, and others. It also involves a lot of local and regional travel, and possibly the occasional international trip. Below, we’ve outlined everything you need to know to become a First Nations Education Coordinator. We’ll show you what employers will be looking for in terms of your education and experience, as well as what skills and personal traits you’ll need in order to be effective in this profession. We've also included helpful supplementary information, such as a job description, an overview of the job duties, salary expectations, a list of possible employer types and much more. Basic Requirements Employers will likely require that you can pass a Criminal Record Check/Vulnerable Sector Check, as work in this field can involve working with or around children. You may also be required to have a valid driver’s license and passport, as local and international travel is relatively common in this line of work (the amount of local and international travel will vary, depending on your specific job). Please Note: Many employers will either require that you have First Nations/Indigenous/Aboriginal ancestry, while others will simply give preference to candidates with such ancestry. Relevant Experience You’ll Need Employers will want to see that you have relevant work experience, as this occupation comes with a fair level of responsibility. They’ll need to be as sure as possible that the candidate they’re hiring has the competence to perform the job effectively. Because of this, employers will want to see that you have work experience in relevant areas, which could include: • Experience working with First Nations/Aboriginal/Indigenous communities • Experience working in education administration/coordinator • Teaching experience • Curriculum development experience Eduction Needed to Become a First Nations Education Coordinator Employers will typically require that you have a degree in education in order to be hired on as a First Nations education coordinator. However, many employers will accept a degree in a different field (preferably in liberal arts) provided you have a demonstrated ability to perform the tasks of the job effectively, which is typically accomplished by way of having relevant work experience on your resume. Skills Needed to Be Successful In addition to education and experience, working as a First Nations education coordinator requires a certain set of skills, such as: • Knowledge of all relevant legislation related to education • The ability to interpret and apply relevant guidelines, policies and legislation • Strong analytical, organizational, coordinating and planning skills • The proven ability to set priorities and meet deadlines • Working knowledge of curriculum development and pedagogy can be very helpful • Knowledge of educational policies and procedures for K-12, post secondary and others • Knowledge of language, history and culture of the band with which you’ll be working is a very strong asset, and may be a requirement in some cases Details of the Profession: What is a First Nations Education Coordinator? First Nations education coordinators are education liaisons that support and coordinate educational programs for First Nations/Aboriginal/Indigenous students of all ages (pre-school, elementary, secondary and postsecondary students). General Job Description Essentially, a First Nations education coordinator’s job is to act as a liaison between the band council, the students, the school district, and the schools themselves, to ensure that students within their constituency are able to reach their long-term educational goals. In broad terms, this involves acting as an advocate for the First Nations band that employs them, and the students in their constituency, while liaising with the school district to ensure that the goals and methods of the educational programs in place are serving the needs of the students. Overview of Job Duties The job of liaising between First Nations band councils and school administrators, while also providing direct support services to students is no small order, so as you can imagine there are several dozen duties and tasks for which First Nations education coordinators are responsible. To give you an idea of the breadth and variety of responsibilities involved in this profession, we’ve listed a few below, that cover many different aspects of their work: • Assisting in developing a First Nations educational orientation for relevant school district staff • Assisting with the evaluation of current First Nations education programs and services • Assisting in monitoring the attendance of First Nations students within the school district • Developing, coordinating and organizing First Nations educational opportunities and experiences for students throughout the district • Assisting with strategic planning sessions specific to education • Working with related committees and staff as required • Keeping all stakeholders informed of all current legal, regulatory or policy changes with regard to education (provincial/state, federal and band governments) • Traveling when required to liaise with external agencies and schools, in particular, school district principals, vice principals, First Nations support workers, teachers and other stakeholders • Traveling when required with band youth to provide knowledge and life experience by touring universities and possibly taking youth on a trip overseas • Attending education board meetings to discuss progress and planning • Providing guidance to and supporting students/parents to understand the public education process • Working with parents (by request) to improve educational outcomes for students • Providing support to students to ensure successful completion of post-secondary studies • Meeting with tribal council finance department to deal with students' financial requirements, issues and concerns as required • Assisting in ensuring that all tribal council education policies are reviewed and updated annually or as required • Developing and launching a tutoring program for K-12 students, and providing direct tutoring support to any students that are struggling or need extra help How Much Do They Earn? First Nations Education Coordinator Salary - United States: According to the U.S. Bureau of Labor Statistics, the median salary level of Americans working in the ‘Instructional Coordinators’ occupational group (a closely related occupational group) is $64,450 per year (May, 2018 figures). The lowest 10% of salaries in the group were at or below $36,360, and the highest 10% were at or above $102,200 per year. Please Note: The salary level of First Nations education coordinators can vary, typically depending on the following factors: • Their level of education and experience • The size, type and budget of their employer • Their wage and salary negotiating abilities • The region in which they work • The scope of responsibilities involved in their job Who Employs First Nations Education Coordinators? First Nations education coordinators are typically employed by First Nations band councils. They are also employed with private First Nations-run schools and colleges, as well as various non-profit organizations with operations related to First Nations education. First Nations education coordinators can also be employed by organizations that are not run by First Nations peoples and councils, most commonly colleges and universities, and non-profit organizations, and possibly under the title of 'First Nations Education Outreach Coordinator". First Nations Education Coordinator Jobs Although job opportunities in this field are infrequently posted online, from time to time they will be. Have a look below to see if there’s anything listed in your area. Is This a Good Career Choice for You? By now you should have a good sense of what First Nations education coordinators do for a living, and what you’ll need to become one. However, you’ll also need to be a good fit for the work, and vice-versa. If you’re going to be effective and have success in this line of work, you’ll need to have the following personal traits and professional ambitions: • You have a passion for working with students of all ages in a First Nations environment • You’re interested in an immersive career that helps students reach their goals, while strengthening a community • You’re willing to travel within Canada and the United States, and possibly overseas • You’re willing to work late, or on your days off, in order to attend meetings and accomplish key tasks • You have the ability to take initiative and maintain tact and diplomacy • You’re a team player who is cooperative, service oriented, with great problem solving skills • You can maintain a high standard of confidentiality on all matters • You’re able to treat all band council members, students, community members and education administrators with fairness and respect • If you’re a non-Indigenous candidate, you can to demonstrate cross cultural competency, and a willingness to learn about Indigenous cultures, communities, customs, practices, and communication styles Similar Careers in Our Database Listed below are occupational guides in our database for careers that are similar in nature to “First Nations education coordinator”, as they may involve many of the same skills, competencies and responsibilities: • Community Involvement Animator • Environmental Education Officer • International Student Advisor References for This Career Guide Please consult the following resources to learn more about what it takes to become a First Nations education coordinator, and other details of the profession: Services: “Education Coordinator.” Alison Green (n.d.). Simpcw First Nation. Retrieved July 16, 2019. Information: “Education.” (n.d.). Fort Nelson First Nation. Retrieved July 16, 2019. Occupational Employment Statistics: “Instructional Coordinators.” (June 18, 2019). United States Bureau of Labor Statistics. Retrieved July 16, 2019. Please Note: Some of the information gathered for this career guide was sourced from job postings, which due to the brief nature of their online presence, are not listed here as references. Scholarships for Becoming a First Nations Education Coordinator Scholarships in our system are organized by field of study. The fields that are relevant to this profession are listed below on our "Relevant Areas of Study" section below. Any scholarships found within those fields will be suitable, all of which can be found on our First Nations Studies Scholarships and Educations Scholarships pages. Relevant Areas of Study Studying one of the university majors listed below will serve as an excellent educational foundation for becoming a First Nations education coordinator.	https://www.academicinvest.com/arts-careers/first-nations-studies-careers/how-to-become-a-first-nations-education-coordinator
Course Code ANTH 2055 Course Native Title Anthropology: Society, Law & Practice Coordinating Unit Anthropology and Development Studies Term Summer Level Undergraduate Location/s North Terrace Campus Units 6 Contact 3 hours per week Assumed Knowledge Capacity to use a computer for learning (including for assignments, on-line learning and social networking) Course Description Native title anthropology is worth knowing about. It is anthropology `to do' with and `to think with'. Native title anthropology affects the rights and futures of people and communities. It is professional practice with impact. The native title system provides a `recognition space' where different systems of social organisation, culture, knowledge and power overlap: the customs and traditions of Australian law as it has evolved here from English common law; and the law, customs and traditions of Indigenous societies as they have evolved since colonisation of the continent. Native title anthropology is anthropology with depth of field: exploring, documenting and analysing connections between Indigenous people, country, knowledge and practice over time; engaging with other fields of knowledge and professional practice (primarily law, but also history, Indigenous studies, development and organisational studies, and more); working at the interface of Indigenous people and their organisations; significant others and their stakeholder organisations; and the courts, state power and governmentality; and providing advice for actions, structures and processes to inform future action. This course is a practicum designed to facilitate learning in practice and with practitioners. It is designed for people working in the native title system and those seeking deeper understanding of Australian society, law and politics. Learn as a member of a community of practice on-line and in an intensive week of study on campus. Over the course you will be introduced to key concepts, processes and approaches in native title anthropology. Assignments enable you to focus on a particular project in a staged way from negotiation of a research brief to the timely reporting of research findings. Join us to explore and learn about this important social, legal, political and professional terrain. Lay a basis for further practice and for critical understanding. Course Staff Course Coordinator: Dr Deane Fergie Course Timetable The full timetable of all activities for this course can be accessed from Course Planner. - Learning Outcomes Course Learning Outcomes On successful completion of this course students will be able to 1 demonstrate an informed understanding of the social, political and legal background to native title in Australia 2 understand and apply key anthropological and legal concepts and terminology in the field of native title 3 demonstrate and apply practical ethnographic skills relevant for native title research 4 design, develop and complete a research project relevant to the anthropology of native title 5 understand key issues and standards of rigour in the professional practice of native title anthropologists 6 show an awareness of ethical and methodological issues in the anthropology of native title 7 reflect on and debate key challenges for Australian society, law and anthropology in relation to native title 8 work with others, face to face and on-ine as part of a community of native title practice University Graduate Attributes This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below: University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3, 4, 8 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4, 8 Skills of a high order in interpersonal understanding, teamwork and communication. 8 A proficiency in the appropriate use of contemporary technologies. 4, 8 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 7 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 5, 7 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6 - Learning Resources Required ResourcesAll required resources will be freely available in electronic format or through links provided on MyUni. Recommended ResourcesRecommended resources will be freely available on MyUni. Online LearningMyUni and the 'ANTS Nest' (a live, national and interactive virtual 'community of practice' for native title anthropologists developed at the University of Adelaide) will provide platforms for a 'community of practice' in which students can learn as 'legitimate peripheral participants' in that community of practice. MyUni and the ANTS Nest will host a resource bank including the Course Handbook, recorded teaching materials, films, readings, work guides and activity recordings, and will provide students with up-to-date information about course activities. - Learning & Teaching Activities Learning & Teaching Modes This course uses a blend of on-line and intensive on-campus study. Workload The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This course is taught intensively over six weeks. 1 x 3-hour lecture (or equivalent) per week 18 hours per semester 1 x 2-hour workshop (or equivalent) per week 12 hours per semester 12 hours reading per week 72 hours per semester 5 hours research per week 30 hours per semester 4 hours assignment preparation per week 24 hours per semester TOTAL WORKLOAD 156 hours per semester Learning Activities SummaryA schedule will be available upon enrolment - Assessment The University's policy on Assessment for Coursework Programs is based on the following four principles: - Assessment must encourage and reinforce learning. - Assessment must enable robust and fair judgements about student performance. - Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned. - Assessment must maintain academic standards. Assessment Summary Assessment Task Task Type Weighting Learning Outcome 10 x practical exercises Formative and Summative 5% each (total 50%) 1-8 Project portfolio Formative and Summative 50% 1-8 Assessment Detail10 x short practical exercises: help you build your background knowledge and develop basic practical skills - 5% weighting each (50% total) Project portfolio: this will be conducted in four stages. Students undertake and negotiate a project brief; prepare a budget and work plan for the project; research and compile a project database; deliver a report on time against the brief - 50% weighting. SubmissionAll assignments must be submitted electronically via MyUni. Course Grading Grades for your performance in this course will be awarded in accordance with the following scheme: M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations. Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs. Final results for this course will be made available through Access Adelaide. - Student Feedback The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews. SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available. - Student Support - Academic Support with Maths - Academic Support with writing and speaking skills - Student Life Counselling Support - Personal counselling for issues affecting study - International Student Support - AUU Student Care - Advocacy, confidential counselling, welfare support and advice - Students with a Disability - Alternative academic arrangements - Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy - LinkedIn Learning - Policies & Guidelines This section contains links to relevant assessment-related policies and guidelines - all university policies. - Academic Credit Arrangement Policy - Academic Honesty Policy - Academic Progress by Coursework Students Policy - Assessment for Coursework Programs - Copyright Compliance Policy - Coursework Academic Programs Policy - Elder Conservatorium of Music Noise Management Plan - Intellectual Property Policy - IT Acceptable Use and Security Policy - Modified Arrangements for Coursework Assessment - Student Experience of Learning and Teaching Policy - Student Grievance Resolution Process - Fraud Awareness Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures. The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.	https://www.adelaide.edu.au/course-outlines/106796/1/summer/2014/
Hours after watching a vision of Saddam Hussain captured by the US forces, Moammar Gadhafi contacted the US government and pledged to cease its nuclear weapons development in exchange for immunity (USA Today 2011). Amidst the worsening economic turmoil in Europe, IMF chief Christine Lagarde travelled to Beijing to seek financial support from China (Barriaux 2011). Days after the Qantas negotiation dispute ended, Qantas management took out advertisements in newspapers across Australia persuading affected customers to fly with the airline company again (Barlass 2011). Whilst the contexts are different, the scenarios detailed above all had one thing in common – persuasion. The concept of persuasion is often associated to the skill reserved for selling and is commonly seen as a form of avoidable manipulation. Conger (1998) however suggests that constructive persuasion often supersedes selling and negotiators go through a learning process to develop effective persuasion skills. Business leaders can no longer rely on formal authorities to get this done due to globalisation and flatter organisational hierarchies. The use of successful persuasion is often required to gather support and change the attitudes of a leader’s subordinates (Watkins 2001). This paper outlines the different persuasion tactics used in negotiations and ways on how a negotiator can respond when the other party uses the same tactics. It then discusses the (un)ethical considerations and suggests that whilst persuasion tactics are avoided by some, the use of these tactics does not constitute unethical actions, particularly when good negotiators should expect and anticipate the use of these tactics in a negotiation. Persuasion tactics used in negotiation As with any other negotiation strategies, successful persuasion starts with thorough planning. A key task Watkins (2001) identified was to ‘map the influence landscape’ to identify the parties that need to be persuaded and design strategies to be implemented. By understanding the interests of the key stakeholders, a negotiator is able to build supportive coalitions through common interests. In addition, the process also identifies stakeholders with opposing interests or those who can be persuaded. Qantas was recently forced to ground its entire fleet as a response to its ongoing industrial dispute with the three unions representing its employees. The coalition of the three unions meant their collective strike actions had a greater impact on Qantas’ operations, therefore persuading Qantas management to respond to their demands. Developing credibility at the start of the negotiation is a key tactic which can be demonstrated both directly (words or actions) and indirectly (appearance or mannerism). As Rackham (1978) suggests, skilled negotiators are effective, have a track record of significant success and have a low incidence of implementation failures. Credibility is extremely important particularly in...	https://brightkite.com/essay-on/persuasion-tactics-utilized-in-negotiation
Breaking the deadlock: Five ways to become an effective negotiator How good a negotiator are you really? Research shows that few people are truly effective negotiators: the figure could be as low as 5%. This has huge implications for business. The 2014 postal strike (representing a negotiation failure) cost the South African Postal Service over R350 million. Before that, the platinum strike that ground on for four long months, cost the platinum industry an estimated R24 billion in lost production. The real figure is probably much larger if one were to take into account secondary costs such as damaged relationships and lost opportunities. Poor negotiation skills also lead to a different type of value destruction in the form of value being left on the table: even if a deal is reached, it’s in most instances not the best deal the parties were capable of putting together. According to a recent study from YouGov and the Centre for Economics and Business Research (CEBR), UK businesses would increase turnover in the private sector by around £17 billion if they practiced more effective negotiation tactics. This amounts to around £9m per day. The study also estimated that with better negotiation, the average UK firm would have enjoyed increased profits of about 7%. The research shows that the tendency for negotiators to claim value instead of first trying to maximise it, lies at the root of the problem. But how can you maximise value in negotiation? According to Barney Jordaan, a past professor of law who teaches negotiation skills and strategy in South Africa and Europe, this is achieved through setting clear goals, learning behaviours that are conducive to value-creation, developing flexible strategies while simultaneously building sustainable relationships with the other side. “Negotiating effectively is a skill that can be learnt. And with nearly every aspect of business involving negotiation, those who know how to make the most out of these opportunities will come out on top,” he says. Jordaan, who convenes the Maximising Value in Negotiation course at the University of Cape Town Graduate School of Business (UCT GSB), lists five top tips for effective negotiation that can improve a business’s bottom line. Build sustainable relationships Most business negotiations aren’t just once-off deals but also involve ongoing relationships or commitments. Building a good working relationship with your counterpart has several benefits: it makes the negotiation process less tense, promotes information exchange and it helps to ensure the sustainability of the deal in the longer term. Experienced negotiators know that this is probably the most difficult aspect of all. “When you negotiate, there’s always a level of conflict present.” “There are different needs, expressions, viewpoints and desires that come into play. You must manage that conflict in a wise way to ensure that it doesn’t spiral out of your control,” Jordaan says. Effective negotiators work hard to reach deals that meet their own core concerns, but are also sensitive to the needs of the other party and the need to create sustainable business relationships. “Otherwise, you will end up making a deal that isn’t good for anyone. You’ll either lose value, lose the relationship, or lose both.” “Learning how to become an ‘unconsciously competent’ negotiator is vital for successful business. This requires a solid knowledge of how to manage the people, problem and process aspects of negotiation and lots of practice,” he says. Emotions matter “Winning in negotiation means different things to different people. For some it means beating the other side, irrespective of how good the deal is for themselves. This approach leaves behind victims, and victims eventually turn into aggressors,” says Jordaan. He says some negotiators believe in ‘wimp-win’: as long as they maintain a relationship of some sort with the other party they feel satisfied. These negotiators look and feel weak and they get taken advantage of. Eventually dissatisfaction will set in. Effective negotiators know that it’s about maximising the value on the table and then claiming as much of that as they are fairly entitled to. This requires ‘reflective behaviours’; behaviours that speak to the other party’s reward system while avoiding triggers that could ignite their fear response. “When I train negotiators I often hear some say: ‘If only I could leave my emotions out of it’. The bad news is that you can’t. What you can do is learn how to channel your own emotional energy into something more constructive and how to ensure that your behaviours do not trigger emotions in the other party that you cannot control. The image that comes to mind is of someone riding atop an African elephant: while it seems - the rider - is in control, we know that we are at the mercy of the animal - our emotions. In negotiation you want to minimise the risk of either your or the other party’s ‘elephant’ taking charge,” Jordaan says. Focus on interests – even if they are hidden Imagine an entrepreneur selling her very successful business. She’s spent a lot of time investing in the business, building the brand and its value. At the negotiation table, she may demand a price that is way above what the other party thinks is fair. Average negotiators might immediately think her arrogant and unrealistic and respond with an equally ‘insulting’ counter-proposal. “In business negotiations it’s always about money but never only about money. Behind her seemingly outrageous demand lies legitimate concerns or interests that she wants satisfied before she’ll say yes. Effective negotiators will look behind her demand to uncover these concerns and then come up with alternatives that could be of high value to her yet low costs to themselves. In this example, she might be prepared to accept a small shareholding in the new business, a seat on the board or a consulting arrangement for an agreed period, or for her name to remain associated with the business," he says. Listen to others It is so important to balance a firm approach in pursuit of your objectives with an openness to listening to the viewpoints and needs of others. In fact, research from Cornell and Georgetown Universities suggests that the advantage goes to negotiators with a reputation for collaboration rather than competition. Listening is not about being polite or “nice”. “First of all, it’s about getting information from the other party so that you can make more informed decisions yourself. Second, by listening to others you earn ‘communication credits’: the principle of reciprocity ensures that by listening to them, you have every right to demand the same treatment,” Jordaan says. He says the inability to listen affects business in other ways too: “When key decision-makers don’t allow for different points of view to be expressed, they may think they’re behaving decisively, but they are actually exposing their companies to increased financial and corporate risk as decisions are made based on limited and often biased information.” Open discussions can help businesses build better negotiation strategies, but it can also reduce risk and improve a company’s success from within. “You get much more out of people if they trust you and feel that their contributions are valued. They will work harder and work together, which will have long-term benefits for the company as a whole,” Jordaan says. Be prepared According to Jordaan, by far the most time should be spent on preparation. However, it seems very few professionals follow that rule. Research from the International Association for Contract and Commercial Management (IACCM) shows that 74% of companies have no formal negotiation planning process “The research is clear on this point: those who prepare best, do best. Or, as someone once said: ‘Fail to prepare and prepare to fail’. But preparation is more than simply filling in a template - it is about setting clear goals and aspirations, selecting an appropriate going-in strategy, developing walk-away alternatives, thinking about what leverage you have and how you can gain more, and reminding yourself of the kinds of tactics and behaviours you need to display in support of your objective,” he says. Remember your reputation “The first ‘person’ to arrive at the table is your reputation. If it’s a bad one, the other party is probably ready to treat you as if you were a sabre tooth tiger coming to devour them. But if your reputation is of someone who is firm, yet trustworthy and fair, chances are you’ll be respected as a negotiator and so be able to gain much more. Business leaders are representatives of their brands. How they behave in negotiations impacts not only the outcome of the deal, but how other parties view their companies at large. If key leaders display aggressive, unfair or unethical negotiation tactics, that behaviour will be remembered and likely affect the possibility of future business interaction. Overcoming this involves understanding how your behaviour affects other parties, Jordaan says, and using that to steer the direction of negotiations in a positive and effective way. “Know what impact your behaviour has on the other parties. Getting them to react with anger and push back is easy to achieve, but to influence people in a positive way– to get them to move in your direction – requires skill,” he says.	https://www.thenigerianvoice.com/news/177033/breaking-the-deadlock-five-ways-to-become-an-effective-nego.html
I have spent over twenty-five years now studying, practicing, and teaching martial arts. This includes time spent in the United States Army and living in Japan and Korea studying martial arts there. Two important concepts that I have studied, taught, and written about in a military or military format are equally important when teaching negotiation. These concepts are strategy and tactics. Sometimes I see people mistakenly using one term when they actually mean the other. In this short article, I want to describe the differences between strategy and tactics as well as illustrative the relationship between the two. Strategy Strategy is the overall, big picture, plan, which includes goals or desired outcomes. In the military, strategy is the utilization, during both peace and war, or all of a nation's forces, through large-scale, long-range planning and development, to ensure security or victory. Another definition would be a plan, method, or series of maneuvers or stratagems for obtaining a specific goal or result. A well known strategy used by the Allies in WWII was that of strategic bombing in Europe. The Army Air Corps' strategic bombing doctrine was based on the theory that a bombing force could pound the adversary until its industrial base was destroyed, and with it, its ability and will to wage war. While this example helps illustrate the concept of strategy, it is unfortunate that many of us have probably encountered negotiators that worked from a very similar strategic doctrine. Strategic negotiation is simply the act of devising and carrying out a well thought out plan to achieve your desired outcomes. Often, it is your plan to convince another party to give you something that you want and on your terms. The first thing you must determine when developing a negotiation strategy is what do you really want? What is the purpose of the negotiation? Do you want to purchase a house or commercial building? Do you want a raise in your salary? Do you want to settle a matter that is being litigated? Once you know what you want, and have devised a strategy, you can implement the tactics that will help you achieve your desired outcome. When one is developing strategy, it is often easier to break your planning into phases. Here is a simple model used with martial arts and warfare that you will notice fits with negotiating equally well: 1. Identify your strategic objectives 2. Collect intelligence 3. Plan for environment 4. Program for engagement Tactics Tactics are simply the means by which you carry out your strategy. In the military tactics deals with the use and deployment of troops in combat combat, more specifically, it is the military science that deals with securing objectives set by strategy, especially the technique of deploying and directing troops, ships, and aircraft in effective maneuvers against an enemy. In our example above with the Army Air Corps, the tight formations employed by the bombers to make the best use of the bombers' heavy armament and prevent German fighters from singling out and swarming on lone planes is an example of a tactic used to help carry out the strategy. Another tactic was the employment of high altitude bombing when low level bomb proved to vulnerable to anti-aircraft fire. One must be very careful not to focus upon activity, means, or tactics at the expense of accomplishment, achieving goals, or desired outcomes. Above all else, obtaining one's objectives in negotiations should be paramount. Of course, the tactics, activities or means we use should always be appropriate and ethical, but we must remember that they arerely the ways to attain desired outcomes. Examples of negotiation tactics include things such as: 1. Giving ultimatums 2. Nibbling 3. Shocked or surprised looks 4. Good cop / Bad cop 5. Walk away There are many tactics people use while negotiating. There is nothing wrong with using certain tactics to carry out your strategy and obtain your objectives. It is not necessarily unethical, deceiving, or unscrupulous to use negotiating tactics, even though some may want you to believe this. Yes, some tactics may be unethical, and as I stated above, we should always be appropriate and ethical, but there is nothing wrong with being competitive. No, I have not forgotten the Principled Negotiation strategy taught by Fisher and Ury in "Getting To Yes." However, I also realize that sometimes we will be in competitive negotiations, and knowing various tactics can give us the edge. As an attorney, I realize some clients hire an attorney to be their pit bull, and while win-win may be the ideal, some of these clients only care about a win in their column. Practically speaking, we attorneys must deliver for our clients if we want to stay in business. In other fields of business, you run across competitive barganing as well, and knowing tactics may be quite beneficial. Additionally, knowing various negotiation tactics, and the counterattacks, prepare us for when others use them against us. Conclusion Strategy and tactics are concepts as old as conflict itself. By understanding the differences and relationships between the two, the successful negotiator can better plan and implement the strategies and tactics to reach specific desired outcomes. There is a reason so many successful business people study the ancient military classics such as "The Art of War" and "The Book of Five Rings." There is a reason why so many successful business people play strategic military games such as Go and Chess. The lessons learned from military sources, especially strategy and tactics, can easily be adapted to help us be better business people, better litigators, and better negotiators.	https://nadejda-centr.ru/the-experience-of-foreign-doctors/negotiation-strategy-vs-tactics/
Unethical behaviour has high social and financial costs — for companies and countries alike, writes Professor Deon Rossouw, CEO of the Ethics Institute of South Africa. In January this year, JP Morgan, the investment bank, reported a fall of 7.3% in fourth-quarter earnings, at least in part as a result of the $1.1 billion in after-tax income it had to pay in legal expenses. These expenses included settlements regarding its failure to report suspicions about the viability of funds administered by Ponzi fraudster, Bernard Madoff. This latest charge was in addition to the $14.8 billion the bank paid out in fines and settlements in 2013. These are substantial financial losses indeed, but I want to argue that companies that practice unethical conduct also face even more severe, long-term consequences, consequences that are hidden but that may in fact negatively impact their long-term profitability—and even their sustainability. The first of these consequences is obviously reputational damage, which affects a company’s ability to attract new and repeat business. In one study cited by Professor Robert Cialdini, 80 percent of respondents said that their perception of a company’s ethical stance influenced their propensity to purchase from it—and even to buy its stock (74%). Even more chilling, an organisation might find it almost impossible to recover from a lack of stakeholder trust linked to dishonesty. Dishonest conduct can also render a business more liable to continued scrutiny by regulators and other stakeholders. In fact, increased scrutiny might even bring new unethical behaviour to light. Unethical behaviour also creates a plethora of problems related to employees and employee productivity. Honest employees will battle to work in an unethical business environment, with increased absenteeism and lack of productivity the inevitable result. A recent Harvard Business School study showed, for example, that corruption in an organisation has a marked negative impact on employee morale. And employee morale is directly linked to employee commitment and ultimately to company performance. An unethical work environment can provoke honest employees to leave. In situations where unethical behaviour is rife, companies often opt for intrusive surveillance within the workplace, and an increasingly elaborate framework of rules. Such an approach represents not only a significant direct extra cost to the business, but also contributes to a paranoid, adversarial and thus dysfunctional work environment: one that promotes poor productivity and attempts by employees to assert their freedom by acting in ways that are hostile towards the company’s best interests. Rules and enhanced surveillance are in fact characteristics of a fear-based ethical culture. It should be recognised that such a culture actually undermines individual capacity to take responsibility for one’s own acts, creating an environment in which what is not forbidden is allowed. It also sets people up to find ways around the rules, in turn leading to the proliferation of more rules, more surveillance—and more costs. As speaker after speaker at the recent 4th Annual Ethics Conference made clear, the only way to build genuine ethical organisations is by instilling and living a conviction-based ethical culture. Leadership has a key role play in this area, but it’s not everything: we need to have deeper conversations - on all levels of the organisation - in order to reach this goal. It’s one that is neither simple nor easy to achieve, but it is possible to do. But the price of inaction, both for companies and for society as a whole, will be high—both in financial and other costs. We have, in fact, no choice.	http://www.bbqonline.co.za/_main-bbq.php/articles/ethics-11370.html
Guidelines to follow during negotiations The basic ones include: First detach the people involved from the problem at hand, recognizing those negotiators are human beings with emotions, have diverse backgrounds and viewpoints, and strongly held values. Secondly, focus on the interests rather than the positions held by each party. Particularly because positions often obscure the objective of the negotiation which is to gratify the underlying interests. Thirdly come up with a variety of possible solutions before you decide on which to settle on. This is important because during negotiations there is usually a lot of pressure and hence trying to decide on options at that point narrows your vision. Lastly insist on objective criteria as a basis for your results which is most important in a situation where the interests of both parties are directly opposed (Fisher, Ury & Patton). custom essay specifically for you for only $16.05 $11/page Steps of the negotiation process First, there is preparation for the negotiation, like in our case study Randal visited CTI Company to evaluate its worth issues and acquire information related to the negotiation. Secondly, there is conducting the negotiation where you bargain by using tactics to help in improving your negotiation position. It also involves inquiring information from your adversaries on their interest and you stating the same and what each of you is willing to give out. The third stage is completing the negotiation which involves going through the agreement to ensure that both parties agree on their responsibilities and benefits. Eventually, there is preparing and organizing final documents that will help in developing a plan for implementation and a contract (Institute of Supply chain management, n.d). Guidelines of effective communication in negotiation First watch the body language of the other party to tell whether they are nervous, angry, or satisfied because it tells more than words. Listen actively and make use of body language for it shows interest in what the other is saying. Ask questions strategically by deducing your questions from what the speaker has just said to bring out the next natural topic. Ensure what you say is specific, measurable, achievable realistic, and time-bound (Nixon, 2005). Type of questions during negations First, we have common ground questions which are meant to help the parties have a common ground. Heated questions reflect a great deal of feeling on the person answering. Mirror-ask or reflective questions which help reflect on the other’s point of view or yours. Strategic questions which are deduced from the last statement said and used to get to the next topic (Spoelstar & Pienaar, 1999) Characteristics of negotiation styles Avoidance style where one party dislikes conflict and will avoid them as much as they can. Comprise style where a party’s main objective is to maintain a good relationship, therefore, they are quick to compromise so that the other party gets what they want hence maintaining their relationship. The accommodative style is where one party seeks the other’s problem as a means of solving the conflict. Competitive style the parties always seek a win-win as the other party loses and also wants to be in control. The problem-solver style where a win-win situation is sought and means to make the agreement fair (Wright, n.d) Guidelines to follow when negotiation becomes challenging Using tactics can be useful at such times for instance use of ambiguity to postpone an issue that can be a hindrance in reaching an agreement for example using ambiguous statements and definitions to offer flexibility and time needed to reach an agreement. In case of emotions identify and understand them whether they are yours or the other party’s, make them open and acknowledge them as justifiable (Churchman, 1995). Reference List Churchman, D (1995). Negotiation: process, tactics, theory. Maryland: University Press of America. 100% original paper on any topic done in as little as 3 hours Fisher, R Ury, W and Patton, B (1991). Getting to yes: negotiating agreement without giving in. New York, NY: Houghton Mifflin Harcourt. Institute of Supply chain management (n.d). Web. Nixon, P (2005). Negotiation. Hoboken, NJ: John Wiley and Sons. Spoelstra, H, I, J and Pienaar, W, D (1999). Negotiation: Theories, Strategies and Skills. Lansdowne, South Africa: Juta and Company Ltd. Wright, C (n.d). Web.	https://studycorgi.com/negotiation-process-and-guidelines/
There are many reasons why ethic is important in business. Organizations that are committed to behaving ethically know that committing to ethical behaviour is not only the right thing to do but that ethics is good for business. To answer the question of why business ethics is important, there is need to understand what “business ethics” really means. At the basic level, business ethics is simply the code of values and principles that govern the actions of an individual, or a group of people, regarding what is right as against what is wrong in business. An individual’s sense of ethics has an impact on his/her behaviour or the type of conduct the individual will exhibit. When people are able to tell the difference between right and wrong and they choose to do what is right, then they are acting in an ethical manner. Business ethics is not just about the difference between right and wrong; it is the actual application of that knowledge to business. There are several reasons why ethics is important in business. These reasons include the following: i. It Builds Integrity, Culture and Common Good in Leaders and Employees: While many businesses have codes of ethics, the words written in a formal code are valuable only if their intent is reflected in the actions of the leaders who represent the organisation. A business cannot be any more or less ethical than the people who run it and who work for it. Within a company, employees take their cues from behaviours that are acceptable based on what they see their leaders do and observed behaviours that are rewarded amongst their peers. Businesses that are managed by leaders who conduct themselves in an ethical manner and who reward employees for doing what is right are much more likely to be entrenched as an ethical culture. If an organisations’ corporate culture is characterised by positive ethical behaviours, then the decisions that are made by the leaders and other employees are likely to be such that are socially responsible rather than motivated solely by a profit-seeking intention. Ethical business decisions are ones that are made from a stakeholder’s perspective when the emphases are on issues that take into account the needs of everyone who has the potential to be impacted either negatively or positively by the organisations’ actions. ii. Long Term Sustenance of the Organisation: The degree to which managers and employees display ethical conducts in their operations will in no small measure depict the sustainability of the business. Individuals who work for businesses make decisions every day, and their actions can impact the lives of many other people. When managers make decisions that are not ethical, a lot of people can be hurt, such as employees, customers, suppliers, host community and members of the general public, as well as the business itself. When managers focus on the impact which an action can have on stakeholders rather than on the bottom line only, it will be easy for them to avoid making decisions that will be detrimental to the organisation. Organisations that are managed by unethically managers do not survive for a long term. In other words, making business decisions that are not in consonance with what is right may result in short term profit but may lead to an eventual demise of the organisation. iii. Corporate Reputation: Every serious organisation strives to gain a good competitive advantage in order to keep the business going. Therefore, an organisation’s reputation can in no small measure help an organisation achieve this because the reputation is built on its relationship with staff, customers, suppliers, investors and the community they operate. Of course, the importance of business ethics goes beyond the direct relationship between its employees and management team, it extends to how the organisation deals with the local community in terms of its social responsibilities. A business that behaves in an ethical way will often find that the community offers its support in return, which can also be invaluable to the success of the business. Altruistic activities can boost corporate image and build the organisation’s reputation with its host community. This may be exhibited through assisting with community events, donating funds in support of charities, or simply behaving honestly in dealings with all stakeholders. A change in reputation can lead to a number of negative impacts such as a reduction in market share, decrease in profitability because customers and staff loyalty will be affected, decrease in business opportunities, decrease in new investment, inability to obtain loans from banks as the business is seen as a greater risk as well as increased insurance premiums. iv. Ability to attract and retain talents: The greatest and most important asset of any organisation is its human capital. Therefore, organisations or corporations that harm society or the environment are actually harming their own employees, including those who are making the decisions. Ultimately, a business relies on its human resources. If a company cannot attract highly qualified personnel because it has a poor public image based on previous unethical behaviour, it will fold up. When organisations behave ethically it attracts more employees to work for the organisation, make employees want to stay with the organisation, reduce labour turnover as well as increase productivity. It can also reduce recruitment costs and enable the business to get the most talented employees. v. It Enhances Shareholders’ Trust: Naturally, any successful business will remain focused on earning a profit which is the main objective of business except for not-for-profit businesses. With no profit, the organisation loses value and the employees eventually might also lose their jobs. However, when an organisation is ethical, they are careful to do whatever is necessary to maximise profit. Investors can be attracted and it can help keep the business share price high, thereby protecting the business from takeover. Ethics also require that organisations provide accurate financial data to stockholders/shareholders and avoid advertising their products and services to consumers under false pretences. A business that does not behave with integrity may have difficulty conducting business, as vendors who supply the materials it needs might not be willing to extend credit, while shareholders might no longer be willing to invest their money. Although the initial profits might be high, the appearance of ethical problems within the business can make investors uncomfortable and unwilling to risk their money. vi. It Builds Customer Loyalty: The value of strong ethical business practices can be found in a business reputation and product brand. Customers must believe in the organization’s brand to make repeated purchases. That is because they can easily buy a similar product or service from a competitor. An organisation’s business ethics should help the business stay ahead of competitors. Customers’ loyalty is inevitable when an organisation behaves ethically, when this happen; it leads to customers’ repeat patronage and referrals of others to the organisation over time. Customers’ trust can be maintained through transparency. For a business to achieve long-term profits, customer relationship is of utmost importance. To gain a long-term relationship with customers and achieve customer returns for the business, the business must be ethical. The trustworthiness of a business, its customer service, its customer care, and its urge to retain old customers, is part of ethics in business. Business ethics leave a long-lasting impression on the customers and the impression on their minds builds trust, enough to increase market share while retaining old ones. vii. Partnerships: In the business world, joint ventures happen all the time. This is because they are ultimately of great importance to the bottom lines of businesses. A business can be made or marred in just one joint venture and part of the reason that joint ventures are successful is that they combine the forces of two extremely powerful companies. If an organisation must thrive in joint ventures, then the partners must be good. The only way to get good partners is to have a good reputation both in terms of a track record and in terms of the overall business. And of course, the best way to get a good reputation is to ensure that organisations have a strong tradition of ethical business behaviour. A number of perspectives dealing with ethics were discussed that have important implications for global entrepreneurs and modern organisations. Suffice it to say that the global entrepreneurs and international organisations of today not only have an obligation to abide by sound ethical practices, but also to preserve the ecological well-being of the planet, respect the host culture, and discharge their social responsibility consistent with ethical standards. Organisations are expected to operate their business adhering to specified behaviours that are deemed as appropriate for the conduct of businesses globally. Businesses that are able to do this will in no doubt be successful.	https://www.hotomdo.com/why-business-ethics-is-important/
by Paddy Barr, Managing Partner, Barr Performance Coaching and IMI associate Knowledge is power in a negotiation; if you lack knowledge, you may well miss significant opportunities. Unequivocally, the most important aspect of a negotiation is the preparation and planning that is done in advance. This preparation is all about increasing your knowledge, and then deciding how and when you will use that information. You will encounter many different types of negotiation in your career. Negotiation is fundamental to some roles, such as sales and procurement but you may also find yourself involved in negotiations as you encounter the following scenarios: There are three key aspects to any negotiation: knowledge, timing, and strategy. Knowledge For any negotiation, you need to understand the following: - Your needs; - The other party’s needs; - Strength of your negotiation position. Your Needs You need to know what success looks like from a negotiation. Be very clear on what it is you are hoping to achieve. - What would be an ideal outcome? - What would be an acceptable outcome? - What is your bottom line? Are you prepared to walk away if you do not achieve your bottom line? Do you have a viable alternative? Anticipate the sticking points, so that you can respond to them. Decide what you are willing to concede and what you want in return – a good principle is to never offer a concession without knowing what you want in return. To help you work this out, it is important to know the value of the concession to you and to your third party (for example, is there something relatively meaningless to you that would make a big difference to the other person? Or is there something big you are considering offering that actually wouldn’t add much value to them?). It is also important to consider when to make the concession in the negotiation process – giving away too much too early means that you are likely to give away more. Going into the negotiation you need to be able to satisfy the following: - Be very clear on your needs and the rationale that underpins those needs. This should be supported by facts. - Be consistent in the prioritisation of your needs. - Be fair: If one party leaves a negotiation feeling hard done by this may have future ramifications – be wary of a short-term ‘win’ that causes losses in the long term. - Integrity and trust: A negotiation requires both parties to trust the other and for both parties to act with integrity – again, watch out for a short term ‘win’ that leads to a longer-term loss at the cost of the relationship. For example, say you are negotiating with a vendor or supplier; it could be tempting to use confidential information about one of their competitors – or you may even accidentally give it away. This would impact your integrity in the other person’s eyes: after all, you might give away some of their confidential information in the future. - Strategy: Consider your strategic needs as well as your immediate needs, and how these fit together. For example: - How important is your goal, need, or purchase to the business? (Is it a crucial product or service purchase? Is it winning the business of a critical client? Is it a project deadline that will make a difference to your company’s reputation if missed? Will whatever it is impact the long-term success of the business? ) The Other Party Just as you have identified and thought through your own needs, it is helpful to spend time thinking through your partner’s needs. Good negotiators will spend time early in the negotiation asking questions of the other party – these questions will be specifically designed to gain a better understanding of the other party’s position, and to seek out areas of common ground. However, you can also try putting yourself in their shoes beforehand, too – try asking yourself some of these questions: - How valuable are you to the other person? If you are a customer – what proportion of their revenue and profit do you account for (the latter being more important)? If they are your boss – are you a high performer, or an average performer? If they are a peer – do they rely on you or your work, or do you rely on them and their work? - How is your relationship – do they view you positively, or as a nuisance? - Are there any factors that you consider low value, but they may consider to be high value? - How might their timescales (such as financial year and annual business patterns) be affecting their needs? For a supplier – when are their quiet periods? If you can schedule your buying for a quiet period, they may give you a better deal. For a boss or peer – are there conflicting priorities due to a financial year-end, or particularly stressful time? When are the annual performance reviews in relation to your ask – does this matter? Is there a project deadline to consider? For a customer – do they need your service or product immediately, or can they spend time shopping around? - Is the person you are dealing with empowered to make decisions? What are the limits of their authority? - Are there cultural factors that you need to be aware of in the negotiation? Different attitudes and styles of negotiation, or particular cultural differences that may affect your conversation? For example in some cultures conflict is considered to be rude so you have to be subtle in presenting your point of view. - What can you do to engineer it for the other person to make a concession without ‘losing face’? Nobody likes to leave a negotiation feeling that they have “lost”, so how can you ensure that outcomes are a ‘win-win’? How can you help the other person to help you? What can you do, in regard to considering their needs, to make sure they are able to see value in the negotiated outcome? If they cannot see the value or benefits for them, it will be much more difficult for them to come to an agreement with you. Considering your negotiation partner’s needs can also help you to manage any emotion and tension in the discussion; by having spent time thinking about their needs, you will be more aware of any potential tense moment. You can plan to take breaks to allow participants to calm down (if things have become heated), and make considered decisions or reflect on discussions. If things do start to get heated, it can also help to try and remember: it’s not personal. Never take the negotiation personally – any negotiation in a business setting is a business discussion. Even when it feels very personal; like negotiating your pay or workload, or negotiating the purchase of critical supplies for your big-dream-start-up company, or negotiating flexible hours to spend time with your family – the other person in this scenario is paid to get the best deal possible for their company. Strength of Your Negotiation Position The answers to the questions in the previous two sections will help you determine the strength of your negotiation position. The strength of your position will help determine how you approach the negotiation. If your position is strong, you will need to act responsibly to secure a favourable deal, but not act in a manner that excessively exploits your strength. If you drive too hard a bargain, it can lead to long-term losses, such as a supplier taking quality or safety short cuts, or going out of business; an employee quitting; your boss seeking to replace your role; or colleagues and peers forming negative opinions of you that contribute to a poor reputation in your field. If you over-wield your strong negotiation power and take advantage, the other person will almost certainly take action to ensure that they don’t get taken advantage of again – including replacing you in whatever capacity they can do so. If your position is weak, it may be best to plan long-term. You will need to develop a strategy that will lessen your reliance on the other person, as much as possible. Try using the following: - Change your specification/ adjust your needs; - Broaden your reach for another supplier, a wider network, more diverse customers, other managers or colleagues, more and diverse employees; - Identify the dealbreakers – what ties you to this person? Timing Have you set the negotiation at a time that is advantageous to you? We touched on this a little when considering the other person’s needs, but you don’t want to schedule the negotiations at a time of year that causes you problems. For example, have you left this late enough that you are be running out of alternative options? You are looking to create an environment whereby you will have viable options, so make sure that you have thoroughly vetted the options in advance of the negotiations taking place. In the event you are dealing with a monopoly supplier, you may have to get creative about using alternative products. Or if you are dealing with your ultimate boss, you may need to consider that your alternative options may mean getting a different job. These things are all affected by your timing, to make sure you plan carefully. Set a timeframe for the negotiation process and agree the closing date for the process with the other party. You need to allow enough time for both parties to think creatively and to reach a mutually beneficial solution. You should be able to track progress in terms of resolving open items – this will also help ensure that you are not being ‘strung along’. Strategy In a negotiation you want to enable the other party to help you reach a successful outcome, but how open should you be with information? By definition, you will have to share some information with the other party, but you should use the filter of “usefulness” – will the information enable them to give you a better deal, or will the information help the other party see the benefits to them? There is always a trade-off in giving information – is it more beneficial to give the other party enough information well in advance to help them give you what you want, or do you provide the information at a later point in the process? Ask yourself: when is the best time to give the information? If the information is of value to the other party, it might be worth holding it and ensuring you get something in return for it. Purchasing Negotiations The principles of effective negotiation can be applied across all types of relationship and goal. However, there are some additional specific tips that may help you when making a purchasing decision, or negotiating with a supplier or vendor. - Cost modelling: You need to understand the cost components that make up the product or service you are buying. Remember, approximately 75% of the cost is designed into the product or service you will purchase: what determines the majority of cost you will pay is the thing you need, not who supplies it. You also need to understand if you have any requirements that will drive up the cost for the supplier, such as a unique component that differs from their other customers, as this may cause you to lose out on the benefits of volume discounts. Be sure to ask the supplier what specifications they are using for other customers. - Customer Flow: Have they recently lost or gained a large customer? If they have gained a customer, you need to be wary of capacity constraints. On the other hand, they should now be able to gain economies of scale and spread their overheads over a larger volume, so reducing the unit price to you. Alternatively, if they have lost a customer, you want to make sure you don’t end up paying more of their overheads and indirect expenses. - Information outside the negotiation: Be careful not to undermine yourself between negotiations. For many supplier relationships, there may well be annual or bi-annual negotiations; sometimes what is said between these times can have a detrimental effect on the next negotiation. For example, boasting to a supplier about profitability increases, or lavish award ceremonies and pay increases. This only serves to encourage the supplier to seek a larger price increase as they now know you can afford to pay. Tips, Tricks and Takeaways - Who is doing the talking? Good negotiators ask questions and listen – if you find yourself doing all of the talking in a negotiation, it is probably a sign that things aren’t going well. - Likeability: People will adopt various styles in a negotiation, but if you really want something from the other party there is a better chance of you getting it if they like you. This is particularly true if you are dealing with someone who has a significant amount of power, like your boss, or a monopoly supplier. - Listen and clarify: Much time is wasted in negotiations when individuals misunderstand the needs of the other party. Good negotiators will ask more questions and seek to clarify their understanding of what they are hearing. - Unintended consequences: Driving a bargain that exploits the other person will only encourage them to take action that may add risk to you in the long term, such as cutting corners on quality, using a different business in the future, or passing you over for a promotion. - Confidentiality: Never divulge information to a supplier about one of their competitors. It is imperative that you retain your integrity. If you divulge information about a supplier’s competitor, the supplier will assume that you will divulge their information to others and as such won’t trust you with critical information. - Document: Write every major decision down and share the notes with the other party – it is important that all critical points are fully understood by both sides, including any collateral impact that may arise as a consequence of a decision.	https://www.hrheadquarters.ie/featured/negotiation-skills/
My first approach is to challenge them on the assumption that they have little or no power in their negotiations. Negotiators often see the “grass as greener on the other side” and, in our experience (having worked with both sides of the table), we find negotiators most often buy into the false assumption that they are the more vulnerable party. It’s essential to point out that, even if one party has less power by certain standards (resources, level of influence, etc.) they still have some power which can be leveraged. When we consider that the entire purpose of a negotiation is to create and extract as much value as possible from the combined experience or resources of all players, this becomes more apparent. After all, if either party could go it alone, why would they be negotiating with each other in the first place? They’re negotiating because they need each other (or could at least see the possibility of benefiting from each other) in some form or fashion. In other words, they’re already aware that the value that can be created between them is greater than the value they can create on their own. Our challenge is to make this understanding explicit. We must confirm that both parties recognize the value of taking a collaborative approach to negotiating and, through this confirmation, incentivize them to continue conversations in a productive manner that enables both parties to benefit from the interaction. We build our capacity to do this through systematic pre-negotiation preparation that takes the following into account: Effective preparation begins with an analysis of your and their Interests (i.e., their needs, concerns, goals, and fears). Define what’s important to them and ask yourself – how does working with you meet those needs better than working with any of your competitors? Though many choose to focus on price, I’d caution you against this. Price wars tend to do little but drive down the bottom line for your entire industry and train your negotiating counterpart to threaten to walk so you’ll give in. Rather, shift the focus to the other matters that are important to them: customer service, access, time to market, quality of product or services, payment terms, and other tangible or intangible aspects of the deal that make up the total value of the arrangement. It’s vital to find out what’s important to your counterpart and to articulate, however you can, how you meet those needs better than anyone else they might work with. This is essentially your value proposition. In this way, you make yourself as indispensable as possible and limit their power as they realize that they need you as much as you need them or that they benefit more from your involvement and contribution than from anyone else’s. You’re no longer a “commodity;” you’re a rare exception that brings more value to the partnership than anyone else in the field. Second, at the same time that you’re articulating your value proposition to them and therefore limiting the attraction of their Alternatives (i.e. what they’ll do to meet their needs if they don’t come to agreement with you), you should be researching and improving your own Alternatives. Who else could you meet with and work with that would satisfy your Interests as well as your counterpart can? Unfortunately, in instances such as business development in which you’re already pursuing other business regardless, Alternatives seem limited. In these instances, you can’t necessarily find a replacement (as you could in a negotiation over a car). Admittedly, however, should you happen to win all other business pursuits, you become much less “desperate” for theirs. Knowing how you define success, and what you’d do if you don’t reach agreement, can prepare you to walk away if the proposed outcome does not meet your needs. Furthermore, if they’re pushing unfavorable terms (such as unreasonable risk or liability without appropriate rewards), knowing you have the Alternative of walking away and turning down business that’s potentially harmful to you can be empowering in and of itself. This brings us to our third source of power in negotiation – Objective Standards. Objective Standards are benchmarks, industry norms, precedents, and other ways that negotiators determine if an idea or potential resolution is fair. Researching Objective Standards and raising them at appropriate times can protect you from susceptibility to unreasonable requests. You should know what’s fair – as determined not by you or your counterpart, but by others – your industry, laws, expert opinions, and other facts aren’t capable of being manipulated by either you or your counterpart. Understanding what’s fair and reasonable and having the capability to inform yourself and your counterpart on what’s “reasonable” is a source of power. In conjunction with the Objective Standards you raise, it’s important to Communicate your level of Commitment and the consequences for them and for your Relationship should they try to coerce you to accept unfavorable terms. Help your counterpart take a long-term view, pointing out the short-term benefits of their taking advantage of their power as well as the long term consequences – which can include but are not limited to: a damaged relationship, your looking to extract value elsewhere in the process, both of you developing a damaged reputation for business in your industry, etc. It’s important for your counterpart to realize that a bad deal for you is essentially a bad deal for them. Once it’s clear that you’re interested in a deal that’s fair, reasonable, durable and sustainable, together you can generate the Options that satisfy both of your needs. Your success depends not only on your ability to prepare for the negotiation and to execute it effectively, but also on your ability to engage with your counterparts and to educate them on the value of taking a collaborative approach. Securing a commitment from your counterpart to negotiate collaboratively is a critical first step in dealing with perceived power imbalances. Negotiations should be viewed as an opportunity for sustained partnership generation and long-term value creation. Failing to persuade your counterpart to negotiate collaboratively with you will result in outcomes that are based not on the strength of your combined ideas, but rather on who can exert more power over the other. Whether either of you realize it at the time or not ,this results in multiple casualties over the long-term. Stephen Frenkel is the Director of Negotiation Programs at MWI, a negotiation training and consulting firm based in Boston, Massachusetts. Stephen can be reached at [email protected] or at 800-348-4888 x24. More information about MWI can be found at www.mwi.org/negotiation. Originally published to HNLR Online on Oct. 21, 2009.	https://www.hnlr.org/2009/10/addressing-power-differentials-in-negotiation-dont-let-em-push-you-around/
Businesses nowadays routinely migrate towards areas of the world that offer greater profit potential. Knowing how to successfully negotiate is an absolute must. whether you are under the comfortable umbrella of an established brand or driving a start-up, how you play your business card matters a great deal. On 10 May the events hall at Geneva’s Chamber of Commerce, Industry and Services (CCIG) on Boulevard du Théâtre was full and buzz-ing with what sounded like important conversations. Words like “relationship-oriented cultures” and “concession trading” were being tossed about with something resembling passion. One image kept popping up in the maze: the cover of Professor Claude Cellich’s new book: “Practical Solutions to Global Business Negotiations ” (co-written with Subhash Jain) – the event was celebrating the launch of its second edition. For an hour and a half, Claude Cellich, who teaches cross-cultural business negotiation at International University of Geneva (IUG), guided those present from country to country and culture to culture wittily pointing out the “dos and don’ts” of negotiating your way to successful deals and, what is most important, relationships. The book’s launch was part of the IUG’s community outreach programme, which comprises a series of lectures open to the public, held throughout the year in collaboration with different organisations such as the Organization of Women in International Trade (OWIT), the Geneva Communicators Network (GCN) and Geneva’s Chamber of Commerce. For those who didn’t save the date, Swiss Style asked Cellich to elaborate on the art of negotiation in 1000 words. The new game Today’s globalised system requires business executives having to deal with counterparts from a wide range of different economic, cultural and political environments. These new partners entering the international arena are providing new business opportunities as well as increasing risks. When it comes to negotiating business deals, it is essential that each party be sensitive to each other’s culture, negotiating style and local context. For example, values that are important to one group of individuals may be of little value to another. These cultural differences deeply affect negotiation outcomes. Failing to master these differences can lead to insurmountable situations. There are numerous risks negotiators face when working across cultures. One of them is to stereotype the other party. Other major mistakes common to most negotiations are: having insufficient time to prepare, inadequate knowledge of the other side’s goals and concerns, failing to create value, having too few alternatives and options to offer, lack of detailed information on competition, giving too much importance to price and accepting proposals that are not fully understood. The most crucial element of any negotiation, particularly complex ones, is the planning and preparatory phase. Being prepared is probably the best investment a negotiator can make before entering into negotiations. Preparation is demanding and time-consuming. Experienced negotiators suggest that excellent preparation makes the difference between success and failure. During preparation, negotiators define the issues to be discussed, discover the other party’s underlying interests, know how to counter competitive threats, develop their reservation limits, design appropriate strategies and tactics and propose the agenda and meeting site. To prepare well, negotiators should follow a process. Following the preparation stage, interaction with the other party is conducted and concludes with implementing the agreement. The sequence here is key: addressing the people first, then discussing the process and talking about the problems at the end. Who, whom, whose As negotiations are about two or more parties interacting with each other to satisfy their respective interests, it is essential that each party adopt a cooperative style and a long-term vision. Establishing a working relationship with each other is the base for initiating negotiations. In many parts of the world, if there is no relationship between the parties, there is simply no negotiation. In addition, having a healthy relationship contributes to a smoother implementation and is conducive to repeat business. In relationship-oriented cultures, establishing trust, showing respect for the other culture and understanding its rationale are fundamental to developing a business relationship. For instance, a North American executive will be negotiating a contract, while the Asian counterpart is developing a personal relationship. Similarly, a South American negotiator may consider a risk-taking deal but will not risk a relationship. In cases when the parties cannot reach agreement, the parties should at least save the relationship. Although economic gains are the main goal of most negotiations, non-economic ones should be considered particularly in the international market place. Concessions are at the heart of negotiations and consist of both tangible and non-tangible gains. Often, non-tangibles can prove to be more valuable than tangible ones. For example, a firm may value the opportunity of doing business with a well-known reputable enterprise as the benefits can be numerous. It can provide entry into new markets, access the latest technology and have the opportunity to seek repeat business or be referred to other parties. Trading concessions calls for careful planning. Successful negotiators enter the discussions with a list of potential concessions to be traded, their respective priorities and which issues are negotiable and non-negotiable. When negotiating in relationship-oriented cultures, it is advisable to plan more concessions than in task-oriented cultures as the exchange of concessions is considered a significant part of negotiations. To optimise concession trading, it is critical to exchange low-value items for high-value ones. For this to happen, both sides must be willing to share information leading to identifying their respective underlying needs. Concessions need to be classified into hard and soft value benefits. For example, hard items include price, cost, delivery dates, penalties, financial terms, quality standards, and so forth. Soft value concessions are subject to different interpretation because of the perception given by negotiators. For example, soft value items include extended warranty, free training, longer contracts, free samples, flexible payment terms, trust, reputation, referrals, the prestige to be associated with a reputable firm, among others. In relationship-oriented cultures, non-tangible concessions are highly appreciated and play a significant role in reaching agreement. Sustainable profits do not come from a single transaction but from repeat business from satisfied counterparts. As it is expensive to find new business opportunities, executives have to give priority to retaining existing partners by agreeing to terms and conditions that satisfy both sides. Due to increasing global competition, negotiating agreements that are mutually beneficial are critical to success in the marketplace. By applying best practices, negotiators can look forward to deals that are not only viable but resist the threats of competition in the long term. Evolving variables Skilled negotiators know when and how to apply various negotiating strategies and tactics while being culturally sensitive and making timely decisions. With intense competition, greater outsourcing and the impact of electronic commerce, it becomes vital that negotiators reach outcomes that are doable, profitable and sustainable. Success in the global arena is increasingly determined on the basis of the firm’s adaptability, flexibility, quick response, clear communication and delivery capacity. Experienced negotiators realise that it is not the contract alone that keeps business going but the strength of the relationship. This approach somehow differs from the traditional negotiation model where competitive strategies and tactics are meant to benefit one party at the expense of the other. This is best illustrated by the fact that negotiators have access to over one hundred competitive tactics but only twenty cooperative ones. As business opportunities are shifting from developed economies to emerging markets, the traditional model needs to be adapted to the new realities. This calls for negotiators to be more flexible by adopting best practices when nego- tiating anywhere in the world but even more so in relationship-oriented cultures. Thumbnail prompts Negotiators committed to reach lasting agreements apply best practices. These best practices include the following: • Preparing a strategy based on clear objectives • Developing options and alternatives • Understanding the other party’s reservation limits and underlying interests • Planning concessions in advance and classifying into tangibles and non-tangibles • Preparing valid arguments to counter objections • Identifying one’s strengths and weaknesses, vis-a-vis competition • Being culturally sensitive, patient and a good listener • Adopting a creative problem-solving attitude • Having a plan to conclude and an implementation mindset • Avoiding being overconfident The city key The Geneva Chamber of Commerce, Industry and Services (CCIG) aims at improving Geneva’s economic environment by servicing local businesses’ information and facilitation needs. The monthly Midis de la Chambre, or chamber luncheons are amongst the events the chamber organises where entrepreneurs and executives come to network and talk business. The chamber’s annual highlight is the Economic Seminar attended by more than 800 entrepreneurs, business leaders, managers and politicians, followed by the CCIG Prize awarded to a Geneva-based business for a particular contribution to the town’s economic growth and reputation. For more info visit www.ccig.ch. Practical Solutions to Global Business Negotiations by Claude Cellich and Subhash Jain is out on Business Expert Press. For more information about this book and other similar titles, visit www.businessexpertpress.com. Send us an email with a brief comment about this article and join our raffle. We have three copies to give away. Mail to [email protected].	http://www.swissstyle.com/art-of-negotiation/
Dear Readers, we have given here the English Practice Questions for upcoming Exams 2017. Candidates can use this material for their preparations. Directions (Q. 1-10):In the following passage, some of the words have been left out, each of which is indicated by a number. Find the suitable word from the options given against each number and fill up the blanks with appropriate words to make the paragraph meaningful. Ethics concern an individual’s moral judgements about right and wrong. Decisions taken within an org anization may be made by individuals or groups, but whoever makes them will be influenced by the culture of the company. The decision to behave ethically is a moral one; employees must decide what they think is the right course of action. This may involve rejecting the route that would lead to the biggest short-term profit. Ethical issues include the rights and duties between a company and its employees, suppliers, customers and neighbours, its fiduciary responsibility to its shareholders. Issues concerning relations between different companies include hostile take-over and industrial espionage. Related issues include governance; corporate; political contributions; legal issues such as the ethical debate over introducing a crime of corporatemanslaughter; and the marketing of corporations’ ethics policies. Business ethics reflects the philosophy of business, one of whose aims is to determine the fundamental purposes of a company. If a company’s purpose is to maximize shareholder returns, then sacrificing profits to other concerns is a violation of its fiduciary responsibility. Business ethics is also known as corporate ethics, a form of applied ethics or professional ethics that examines ethical principles and moral or ethical problems that arise in a business environment. It applies to all aspects of business conduct and is relevant to the conduct of individuals and entire organizations. Business ethics has both normative and descriptive dimensions. As a corporate practice and a career specialization, the field is primarily normative. Academics attempting to understand business behaviour employ descriptive methods. The range and quantity of business ethical issues reflects the interaction of profit-maximizing behaviour with non-economic concerns. Ethical behaviour and corporate social responsibility can bring significant benefits to a business. For example, they may: attract customers to the firm’s products, thereby boosting sales and profits. It makes employees want to stay with the business, reduce labour turnover and therefore increase productivity. It attracts more employees wanting to work for the business, reduce recruitment costs and enable the company to get the most talented employees and also attract investors and keep the company’s share price high, thereby protecting the business from takeover. While unethical behaviour or a lack of corporate social responsibility, by comparison, may damage a firm’s reputation and make it less appealing to stakeholders. Unethical behaviour can also result in bad publicity, resulting in a bad name that will always be associated with the company even if they attempt to utilize a more ethical code of conduct. If a company has unethical behaviour and is charged by the courts, they canwind up paying fines, court fees and may even receive some jail time, many companies eventually gobankrupt and close their doors due to the high cost of unethical behaviours. Unethical behaviour also decreases productivity of a company. If you are working in a company with bad ethical behaviours, it is difficult for the employees to trust each other, or their supervisors. When people work in an environment where they do not trust anyone, they are not going to do their best work, if they continue to work there at all. Unethical behaviour can cause employees to lose the faith in the company and become more likely to call in sick more often or not even show up at all. Once a company is known for having unethical behaviours, the effects can be permanent. All of the years spent building a good reputation can be quicklytorn down with only one unethical incident, destroying the company’s reputation possibly forever. 1). What is meant byManslaughter ? a) A kind of heinous crime b) It’s all about foul play. c) Legally killing of one human being by another. d) Killing without malicious forethought e) None of these 2). What is/are the dimensions of Business ethics ? a) Corporate ethics b) Applied ethics or professional ethics c) Normative and descriptive d) a) and b) e) None of these 3). What can be the worst impact of unethical behaviour in corporate world ? a) It can reduce the loyalty of customer towards the product. b) It will reduce productivity. c) It may damage firm’s reputation and make it less appealing to stake holders. d) A company can be charged by the counts and order to close down it with a fine or jail or both. Thus, company becomes insolvent. e) Both a and c 4). Once a company is known for having unethical behaviours, the effect can be- a) Permanent b) Negligible c) Determined d) Partial e) None of these 5). Which of the following is definitely true in the context of the passage ? a) Profit maximization directly proportional to ethical behaviour. b) People having ethical behaviour always in loss at their working place. c) Corporate culture does not understand business behaviour. d) Both b) and c) e) None of these Direction (Q. 6-8) :Choose the word which is most nearly theSAME in meaning as the word printed in bold as used in the passage. 6).FIDUCIARY a) Employee b) Depositary c) Guardian d) Collector e) Store keeper 7).ESPIONAGE a) Spying b) Information c) Reforms d) Norms e) Requirement 8). TORN DOWN a) Restored b) Solvent c) Bulldoze d) End e) Demolish Direction (Q. 9-10) : Choose the word which is mostOPPOSITEin meaning of the word printed in bold as used in the passage. 9). WIND-UP a) Start b) Neglect c) Conclude d) Unsettled e) Normalized 10). BANKRUPT a) Successful b) Saved c) Rich d) Solvent e) Complete Answers: 1) D 2) C 3) D 4) A 5) A 6) B 7) A 8) E 9) A 10) D More Practice Reasoning Questions for IBPS Clerk/RRB – Click Here Online Mock Tests 2019:	https://www.ibpsguide.com/practice-english-questions-for-upcoming-exams-2017-reading-comprehension-16
Business stakeholders include investors, workers, suppliers, customers, as well as communities, and government. The Triple Bottom Line is a theory of corporate social responsibility, which assumes that the company is a member of the moral community and bears social responsibility. This theory has three components: economic, social, and environmental sustainability (Matteson & Metivier, 2021).In only 3 hours we’ll deliver a custom The Triple Bottom Line Theory essay written 100% from scratch Get help The company must focus on long-term rather than short-term economic decisions to ensure the stability and survival of the company. Additionally, in a competitive marketplace, a company should focus on creating an environment for the success of all organizations, which develops society as a whole and not strive exclusively for its own prosperity. From an environmental perspective, the company must take care of the rational use of resources and minimize harm to nature in order to provide comfortable conditions for the present and future inhabitants of the Earth. Thus, the organization should focus on both business and community benefits, making positive change for society (cadmusjay, 2008). Corporate stakeholders are considered in this theory because they are members of the community, and the ethics of business actions directly affect their well-being. A good example of a company using the Triple Bottom Line is BP oil company, which after the massive oil spill, actively collaborates with non-profit organizations, community members, government, and invests in research on sustaining the local economy and ecology (BP – The cost of ignoring, 2016; Kaye, 2015). Greenwashing means creating a false impression of concern for the environment among stakeholders by exploiting unethical operating practices to maximize profits while avoiding regulatory constraints (Spence, 2011). Thus, the company uses all possible methods of extracting benefits, in reality, without worrying about the possible environmental harm. However, it persists in providing false information about the company’s green policies and activities to limit resource exploitation and pollution. However, greenwashing can be identified if the company does not provide open and transparent information about its sustainability policy, as well as about all the activities associated with measures to protect the environment. For example, the same BP regularly publishes sustainability reports after the oil spill incident, which is meant to restore the trust of its stakeholders (Kaye, 2015). Thus, if a company does not support its claims with real actions and results, and hides the details of its operations, then it can be suspected of greenwashing. References BP – The cost of ignoring corporate social responsibility. (2016). Cara MacMillan. Web. cadmusjay. (2008). IBM study: Corporate social responsibility [Video]. YouTube. Web.Academic experts available We will write a custom Management essay specifically for you for only $16.00 $11/page Learn more Kaye, L. (2015). Five years after deepwater horizon, can BP repair its reputation? Web. Matteson, M., & Metivier, C. (2021). Corporate social responsibility and the Triple Bottom Line. Business Ethics. Web. Spence, D. (2011). Corporate social responsibility in the oil and gas industry: The importance of reputational risk. Chicago-Kent Law Review, 59, 1-19. Web.	https://essaybizlab.com/the-triple-bottom-line-theory/
Table of Contents Page Many define business ethics as being social responsible, Investopedia’s definition for social responsibility is the idea that businesses should balance profit-making activities with activities that benefit society. It involves developing businesses with a positive relationship to the society in which they operate. I will be discussing what is considered ethical behavior by business leaders. And also reasons why it would benefit an organization to behave ethically. Unfortunately for many companies it is difficult to gain the reputation of being ethical. This is due to everyone being held accountable for the actions that they make. A company could have a clear code of conduct, with instructions to help employees through tough situations they may encounter. They could even require training and schedule discussions about ethical behavior. But even with these in place top managers and lower level employees may still make decisions that would tarnish the organizations image. Although every member of an organization is responsible for making their own ethical decisions. Leadership can make a huge difference and other employees may follow in their footsteps. These leaders should base their decisions off of values and show character traits such as being trustworthy. Leaders of good character should also make choices that show integrity, courage, and compassion. This not only will help motivate other employees to follow their lead, but will help establish a good relationship with the community. Ethical leaders that reflect a good image of a business are the ones that attract and retain the best talents. Keeping a staff that is experienced and good at what they do is one of the major factors to a company’s success. Without the workforce no matter how talented and brilliant the top management is they would not be able to function without the rest of the staff. Ethical leaders should respect the people they work with according to a study from UK Essays 78 percent of employee’s value this trait from management. All of these factors going in an organization will have a much higher employee retention rate than a similar company with poor leadership. To keep a work environment honest it is up to the leaders to listen to their employees. They should have a system in place for employees to report unethical behavior without fear of punishment. They should then investigate the claims made to the best of their abilities before coming up with a decision. The person making the accusations should remain anonymous and could even be rewarded. These people are known as whistle-blower and in some circumstances they have earned a bad reputation within their own organizations. But without enforcement of unethical behavior within an organization is just how an organization may become viewed as unethical. Keeping news like this internal can keep the consequences of these unethical decisions down. Ethics plays an important role in retention of customers, for some consumers the businesses that adopt and practice ethical decisions are the ones they will pick as their place to shop. Failure towards ethical practice can lead towards loss of popularity among consumers, leading towards reduction of revenue and profit. Adherence to ethical behavior can prove beneficial, resulting in customer loyalty, enhancement of brand image. Studies have shown that good corporate citizenship behavior improves overall business performance in terms of competitive advantage, higher revenue generation, and better organization reputation. Employees of organizations that perform ethical behaviors that take into consideration the consumer, community, and global factors report less stress and dissatisfaction. With less stress they can prove themselves as more productive and efficient. They don’t waste time and energy in internal conflict within their own organization. Making it possible to complete more tasks and objectives and have a higher influence in the market. These ethical factors may not even affect them directly, but they may be happier going about their work if they know that they are not making a negative impact on the environment or their communities. Although ethics extends beyond that of legal and regulatory restrictions. A business that follows ethical principles will hold themselves socially responsible for their actions. They should set the bar higher than what is expected by them from the government. In doing so they will reduce the frequency of fines placed on them if they do happen to fall short of a certain regulation. Holding themselves accountable and reporting these to a government agencies will also keep them safe from charges such as criminal acts of omission and other charges that would require a higher fine. Sustainability refers to the ability of ecosystems to remain healthy and productive over time. For some businesses this is a much smaller task than others, such as a small local retail store, or a large company drastically using its natural resources such as an oil manufacturer. Some ways that a company could implement environmentally friendly behavior would be to purchase energy-efficient equipment. All businesses no matter what size could reduce the amount of energy that they use saving a little bit over time would pay back to costs of new technology eventually. A positive side of environmental business ethics is the creation of new opportunities centered on repairing existing environmental damage. Some of these global considerations that deal with the environment are water quality, green building materials, and greenhouse gasses. Keeping the ecosystem healthy around where a business operates from is not only good for the wildlife, but can guarantee a future use of a resource. So now that I have discussed some of the benefits from using ethical decision making. I am now going to describe how business leaders can help themselves make ethical decisions. According to Scholarship. Claremont decision making usually has three steps. Description, reflection, and prescription can be used these can be used to formulate a template to help produce successful and ethical results. As I addressed earlier a system of values should act as a basis for the decision-making template. These values should help in choices made in everyday decisions to suggest a good leadership approach. Since values and beliefs are not facts it can be difficult to know what the right approach should be at times. This is why it is important for a person to understand their own value system. A value system is “an enduring organization of beliefs concerning preferable modes of conduct or end- states of existence along a continuum of relative importance”. A person’s system of values not only affects the decisions that they make. But also the way that they achieve their desired end. If personal behaviors and personal goals reinforce each other, then the system of values becomes consistent and strong. This is one of the most important parts of ethical leadership. A leaders decisions should be consistent with one another and should build upon each other to form a path towards the end result. In the first step the descriptive task, this begins when the leader first encounters a problem. They should gather as much information as possible in this stage. No matter if they were the ones who discovered the issue or if someone else brought it to their attention. They should remain neutral in this stage and if they draw opinions it would make it difficult for them to form an accurate analysis on the issue in the next steps. The more information they gather promotes a more accurate and complete solution to the problem. In the second step a leaders ethical beliefs first begin to show. Identifying an ethical dilemma may not be as challenging, as coming up with a solution that will satisfy everyone involved. A leader should reflect on past experiences they or someone else may have encountered. This can gain them some insight and could help in the decision making process. But decisions based solely off of previous acts is not the use of ethics. But more of a rule that states what the answer should be. A leader should use ethical consideration for specific situations, so the solutions can be unique and reflect their own character. The third step of the decision making model is identifying alternative courses of action. This can be a time consuming process, but it is important not to skip this step even when rushed with time. There can be many solutions to a single problem, and it can be difficult for a person to come up with three or four solutions for a problem. According to Scholarship when brainstorming, people rend to get stuck in the either-or view. In this way of thinking limits the number of solutions because there are only two solutions to a problem. The more solutions you can come up with will allow you to find the best possible solution. Once you come up with all the possible solutions for the problem. You need to make a list of all the positive and negative consequences for each action. This may require some imagination due to the lack of factual evidence to base it off of. But a good leader should be able to come up with reasonable and probable predictions for each scenario. Once the pro and cons of each solution are accounted for you will have to compare them to see which one is worth proceeding with. The last step is finding the best solution with a balance between what you as a leader believe you duty is and the consequence obligations. The balance must include both of these because it is not possible to justify your reasoning if you are not content with the results and vice versa. Doing these steps allows you to find the most ethical and effective solution to the problem that you have encountered. Leadership is one of the most important aspects to the success of a business. And the ethical decisions that a business leader will encounter will make a great impact on the business itself. Their decisions will not only affect themselves and their coworkers, but also the community and the environment. Because not every problem has a right or wrong solution it is important for business leaders to have strong morals and values that help guide them to their decisions.	https://paperap.com/ethics-and-leadership-at-emporia-state-university-logan-evans/
Data loss is a massive headache for any business. The costs are extremely dire, ranging from lost opportunities to potentially gaining a reputation for unreliability. Thankfully, contingencies exist so that you can have a bulletproof backup plan for data recovery and restoration. Let’s start by looking at the major causes for data loss. Top 10 Reasons for Data Loss 1. Hardware Failure While data loss can be attributed to a multitude of factors, the main cause is usually hardware failure. Usually this stems from hard disk drives (HDD) crashing, although this problem can easily affect solid-state drives (SDD), which can experience more issues if continually used to write data. 2. Human Error Anyone can make a mistake, from including the wrong recipients in an e-mail to damaging a laptop due to misuse. Human error accounts for a major portion of data loss. 3. Viruses and Malware Viruses are designed to corrupt your computers, damage software, hardware, and destroy your data. 4. Power Disruptions Sometimes, due to weather, natural disaster, or other unforeseen circumstances, a power grid can crash. Most of the time, this will happen without any warning and cause both unsaved data to be lost, and other files to be corrupted due to an abrupt computer shutdown. 5. Theft Thieves will look to exploit any available situation, and stealing laptops and computers from a workplace is such an opportunity. Employees themselves may even take a computer or data device without returning it. 6. Hackers Today many hackers are targeting specific types of businesses for extortion using ransomware that deletes or corrupts your data until you cough up what they want (ie. money). Insecure servers, poor firewalls, and easy-to-guess passwords can be the culprit. 7. Hard Drive Formatting Although this may happen by accident, hard drives that end up being formatted can have their data recovered. 8. Software Corruption Software that fails and causes you to lose data is hard to protect against. 9. Spills It’s incredibly easy to spill coffee, tea, or other liquids onto a laptop. While in most cases, there may not be any cause for concern, sometimes the result can often be catastrophic data loss. 10. Natural Disasters In addition to the loss of power, certain kinds of disasters like floors or hurricanes can physically destroy hardware, servers, and anywhere else that data is stored. Consequences of Data Loss for Businesses There are many negative consequences that occur when a business loses data. Most notably is the loss of normal operations. There may be financial damage that occurs over the short or long-term, but even more concerning is if business operations are affected to the point where disclosures need to be made in regulatory filings and shareholder reports. Loss of productivity and a disruption to work flow processes always occurs when key information is lost. If data is not recoverable, it is a huge setback for personnel who will have to start over or look for hard copies of important paperwork. The time it will take to recover data will also be a factor in a business’s ability to operate. The loss of reputation related to data loss is a dire prospect: If clients feel a business is unreliable or cannot protect their sensitive information, they may migrate to your competition. A more serious disruption in service could cause lasting damage to a brand. The failure to protect data, and the losses associated with it, means that a lawsuit launched by shareholders is likely. If a company cannot fulfill client obligations due to data loss, the resulting breach of contract creates huge liabilities. How Can You Prevent Data Loss? There are several methods to prevent data loss. An ideal disaster recovery service is going to make sure that your data is both backed up and replicated. Data can be saved to external drives or cloud-based storage services. The full working environment can be recovered by having a disaster recovery plan in place. Your systems can be recovered by replicating images of virtual machines that includes data, software, and other settings. A company should also understand both its recovery point objective (RPO) and recovery time objectives (RTOs), as the quicker it wants to be back in business, the more work is going to have to go into formulating the plans. Why Do You Need to Backup Data? Data needs to be backed up to protect a business from a wide variety of events, most of which, like hardware failure or human error, can occur without any warning. After a natural or human-induced disaster, it is of critical importance that a business resumes normal operations as quickly as possible. This will only happen when a plan is in place for disaster recovery. A company that places a high value on customer experience and managing expectations also has a huge incentive to ensure smooth operations and minimal disruptions to its service. How Often Should You Back Up Your Data? The frequency that a company backs up its data hinges on size, scope, as well as its RPOs and RTOs. At minimum, all data should be backed up weekly; doing it once every 24 hours is much more preferable. This should all happen automatically rather than using valuable company human resources to manually copy files or drives. For a large and important brand with a lot at stake, data could be backed up in real time or near real time. This will ensure that sensitive client information, the latest transactions, and other key data can be made available quickly after any event that causes data loss. If you’re looking for affordable and easy-to-deploy solutions for backing up data and disaster recovery, Webhosting.net is a great choice. Webhosting.net is offers unparalleled hosting solutions, a 30-day money back guarantee, and 24/7 support. Contact us today to learn more about our services.	http://blog.webhosting.net/business-data-loss-reasons-consequences-prevention/
Utilizing Abraham Lincoln’s Second Innaugural Address as a focal point, this presentation seeks to develop ideas about Lincoln’s moral reasoning concerning the American Civil War. Highlighting key moments of the Civil War against the background of the just war tradition, the presentation isolates the ways in which Lincoln’s so-called “tragic pragmatism” shaped his understanding about events and the moral issues raised by the war and its aftermath. Among the points discussed is Lincoln’s final speech and the actions he took to prosecute the war in preparation for Reconstruction and reuniting the nation. Presented by Kent McConnell For much of his professional career, Dr. Kent A. McConnell has explored subjects related to questions of ethics and warfare. A historian of American culture in the 19th century and the American Civil War in particular, Dr. McConnell's research has examined how violence perpetrated on the human body has shaped the psychophysical experience of Americans. As the nation sought to recover from their "trial by fire," ethical questions emerged about the nature and meaning of the conflict that drew upon ancient thought, philosophy, and scientific thinking. The response of 19th-century Americans to this tragic event in their nation reveals the broad contours of just war theory that has shaped the West.	https://conwaypubliclibrary.org/adult/events/6966/lincoln%E2%80%99s-second-inaugural-ethical-reflection
Computational Cognitive Science A list of potential topics for PhD students in the area of Computational Cognitive Science. Leverage attention-based deep learning approaches to build cognitive models of human language processing or human visual processing Supervisor: Frank Keller Recent advances in deep learning have used attention mechanisms as a way of focusing the processing of a neural networks on certain parts of the input. This has proved successful for diverse applications such as image description, question answering, or machine translation. Attention is also a natural way of understanding human cognitive processing: during language processing, humans attend words in a certain order; during visual processing, they view image regions in a certain sequence. Crucially, human attention can be captured precisely using an eye-tracker, a device that measures which parts of the input the eye fixates, and for how long. The aim of this project is to leverage neural attention mechanisms to model aspects of human attention. Examples include reading: when reading text, humans systematically skip words, spend more time on difficult words, and sometimes re-read passages. Another example is visual search: when looking for a target, human make a sequence of fixations which depend a diverse range of factors, such as visual salience, scene type, and object context. Neural attention models that capture such behaviors need to combine different types of knowledge, while also offering a cognitively plausible story how such knowledge is acquired, often based on only small amounts of training data. Topics in morphology (NLP or cognitive modelling) Supevisor: Sharon Goldwater Many NLP systems developed for English ignore the morphological structure of words and (mostly) get away with it. Yet morphology is far more important in many other languages. Handling morphology appropriately can reduce sparse data problems in NLP, and understanding human knowledge of morphology is a long-standing scientific question in cognitive science. New methods in both probabilistic modeling and neural networks have the potential to improve word representations for downstream NLP tasks and perhaps to shed light on human morphological acquisition and processing. Projects in this area could involve working to combine distributional syntactic/semantic information with morphological information to improve word representations for low-resource languages or sparse datasets, evaluating new or existing models of morphology against human behavioral benchmarks, or related topics. Topics in unsupervised speech processing and/or modelling infant speech perception Supervisor: Sharon Goldwater Work in unsupervised (or 'zero-resource') speech processing (see Aren Jansen et al., ICASSP 2013) has begun to investigate methods for extracting repeated units (phones, words) from raw acoustic data as a possible way to index and summarize speech files without the need for transcription. This could be especially useful in languages where there is little data to develop supervised speech recognition systems. In addition, it raises the possibility of whether similar methods could be used to model the way that human infants begin to identify words in the speech stream of their native language. Unsupervised speech processing is a growing area of research with many interesting open questions, so a number of projects are possible. Projects could focus mainly on ASR technology or mainly on modeling language acquisition; specific research questions will depend on this choice. here are just two possibilities: (1) unsupervised learners are more sensitive to input representation than are supervised learners, and preliminary work suggests that MFCCs are not necessarily the best option. Investigate how to learn better input representations (e.g., using neural networks) that are robust to speaker differences but encode linguistically meaningful differences. (2) existing work in both speech processing and cognitive modeling suggests that trying to learn either words or phones alone may be too difficult and in fact we need to develop joint learners that simultaneously learn at both levels. Investigate models that can be used to do this and evaluate how joint learning can improve performance.	https://web.inf.ed.ac.uk/ilcc/study-with-us/possible-phd-topics-ilcc/computational-theories-human-cognition
Vibhavari Jani, associate professor in the interior architecture & product design department in the College of Architecture, Planning & Design, was invited to present at the Design Beyond the West: Ethnographic Collections and the History of Global Design workshop at the National Museum of World Cultures, in Sweden and the Netherlands. The aim of this workshop is to develop a research and collections agenda for the National Museum of World Cultures around global design, as well as come up with ideas toward possible exhibitions. The workshop coincides with recent attempts to try and imagine a design history beyond the west, beyond the beaux-arts conception of design and its history. Scholars, curators and designers from around the world are invited to participate in this workshop and think with the curators at the museum to generate a new agenda for design. Jani is the only Indian architect and North American designer invited to participate in this workshop based on her extensive research and groundbreaking publication "Diversity in Design: Perspectives from the Non-Western World" published in 2012. This book won Best Book award from the Interior Design Educators Council in 2012. The workshop took place at the Research Center for Material Culture, April 19-20, in Leiden, Netherlands. Each year the center offers an ongoing series of academic and public programming around issues related to questions of "cultural" subjectivity, materiality and representation, which includes research fellowships, lectures, workshops and conferences. The workshop was divided into three sessions: Global design histories, rethinking ethnographic museum collections through the lens of design, and curatorial approaches: acquisition and exhibitions. Jani presented her reflections on global design histories, and instigated conversations with academics, curators and designers to develop strategies and methodologies toward a more global conception and history of design. She also led vision development and brainstorming sessions. The workshop participants explored important questions including: What role collections held in ethnographic museums can play in the rewriting of design histories, how might the critical lens of design thinking help one understand and shape the ways in which we interpret and utilize museum collections differently, what strategies the museum can employ to develop a more global history of design and to which earlier histories do they connect? What are the under explored histories of ethnographic museums within global design histories? What conceptions of design exist outside of traditional Western definitions? Based on the workshop findings, Jani will continue to work with museum team in developing exhibition design ideas that promote the contributions of non-Western cultures in the development of design.	https://www.k-state.edu/today/students/announcement/?id=27298
Professor Jane Marshall, a speech and language therapist at City, University of London, has been awarded an OBE in the Queen’s Birthday honours list for services to aphasia, a condition which can lead to communication difficulties and the loss of speech following a stroke. Qualifying as a speech and language therapist in 1987, Jane worked in the Aphasia Unit of Queen Mary's Hospital, Sidcup for three years before joining City in 1990. For the past 28 years she has led academic research on aphasia, helping to transform the lives of those affected by strokes and neurological damage. A world authority on aphasia - and the author of over 70 journal articles, 16 book chapters and the co-editor of 2 books - the work Jane has led at City now figures in standard academic textbooks and is known around the world to students and clinical practitioners in the field. In 2007 she won the Robin Tavistock Award for her work on aphasia and in 2009 was made a Fellow of the Royal College of Speech and Language Therapists. She has shown that aphasia can be remediated: that language impairments can be improved or compensated for through gesture and other non-verbal means; all critical findings for those living with the devastating effects of stroke. Her PhD, funded by the Stroke Association, explored novel therapies for sentence production in aphasia. Since then Jane has investigated treatments aphasia, and has explored compensatory therapies, using writing, gesture and drawing. Her most recent research has explored the contribution of digital technology to the treatment of aphasia, for example using 'speech to text' software to support writing, and Skype, to allow remote delivery of therapy and conversation practice. User involvement has also been a core part of her work, and studies have employed consultants with aphasia and have drawn on the advice of user groups. “I was very honoured to receive this award. I am lucky to be involved in work that is so enjoyable and interesting, and to be surrounded by such lovely colleagues and students. To get a medal for it feels like cheating. “The work that Professor Jane Marshall has conducted over 30 years has made a huge impact on the lives of people with aphasia, helping them to regain communication and the ability to speak following stroke. “Jane is a world authority on aphasia. Her research has changed countless lives and she has used her expertise to educate and develop generations of speech and language therapy students at City who continue to implement and further the work she leads.	https://www.city.ac.uk/news/2018/june/professor-jane-marshall-awarded-obe-for-services-to-aphasia
This milestone poster/sheet details the speech and language developmental milestones for 6 year olds. Designed by speech and language pathologists, the speech and language milestone sheets provide an list of typical milestones that should be attained by specific ages. In the event that a child is not demonstrating what is expected for their age, it is recommended that a speech pathologist is consulted. The sheets also include specific causes for concern and suggestions for parents within the home. While PLD no longer offers a clinic, the following download may be useful when seeking specific information from the school or the early childhood service for the speech pathologist: Observations of a student to accompany a referral to a SP. Download the A3 Speech & Language Poster or download the A4 Speech & Language sheet. The following implementation booklet outlines how PLD speech pathology designed programs can be applied to schools. Refer to pages 7, 11, 12 and 18. Other related milestone sheets and videos have been listed below: 5 years of age: Speech and language milestone download sheet Video – briefly outlining 5 year old milestones Related DownloadsDownload: PLD_6-8 Reading List Related Downloads - Foundation year Language, Literacy & Motor Milestones A booklet that provides an overview of language, literacy and motor milestones for children in the foundation year (5 year olds). Tips for home and causes for concern are also outlined. The booklet can be photocopied back to back and then folded in half to provide a compact reference. Life at Five! The five year old is characterised by energy and imagination. They are creative problem-solvers who are very interested in how the world works - Oral Language Concept Development – Ages 3 – 6 A milestone and information sheet which outlines the timeline for developing oral language concepts in children aged 2 to 6 years. - Developing Cutting Skills Milestones – Ages 3 – 6 A milestone sheet which identifies age based norms for developing cutting skills in children aged 3 to 6 years. Over a period of several years, children progress through several steps when learning to cut with scissors. Step 1 – Children learn to hold scissors - Pencil Grip and Drawing Skills – Ages 1 – 6 These milestone and information sheets identify the age related milestones for hand function, pencil grip (grasp) and drawing skills in children aged 1 to 6 years. They present images of good and NOT good pencil grip and also outline hints for making good pencil grip easier. When children irst begin to draw using crayons, pencils or brushes they use a dagger grasp. In a natural developmental sequence they will hold the People also bought… - Essential Foundation Oral Language Starter Pack $326.70 Oral language bundle of resources for news telling, oral comprehension, semantics and language games. Within the Foundation Year, students should be taught how to verbalise the vocabulary for a range of semantic groups, generate sentences for writing relatively independently - Comprehension Questions for 6 and 7 Year Olds$82.50 A home or school picture book program for 6 and 7 year olds. The aim of Comprehension Questions for 6 & 7 Year olds is to train parents and teachers to ask developmentally appropriate questions and to evaluate the - Connecting Oral and Written Language – Step 1$82.50 Instructional material outlining how to teach 6 to 8 year olds narrative oral retelling, rewriting and generation. Although there are many types of genres, the most complex genre is narrative. The production of a narrative is more cognitively and linguistically demanding than - 10 Minute Language Games – Set 2$82.50 Developing vocabulary and the ability to speak in sentences.	https://pld-literacy.org/product/speech-language-development-milestones-6-year-old/
Public speaking is one of the most common practices in the field of communication. It is essential to have a clear goal and an exceptional speech creation technique. The big question that you need to answer is, how can one develop a speech that is effective and complete? Additionally, understanding how best to use the visual aids also count when one is considering writing a good speech. In speechwriting, the context and the reason for giving out a speech matter, while we appreciate that written statements usually are not promptly delivered because the speaker must take his or her time to master the speech and deliver it extemporaneously, the content of a speech, therefore, is the most crucial aspect to consider. In this case, when writing a speech, it is crucial to start by selecting the materials that will be central to your speech. What this means is that prior research is paramount on a great address and for that reason, a writer must embark on a journey of probing all the available resources and materials to collect everything that he or she needs for the speech. Because the sermon is demonstrable, the target materials must as well serve the purpose of demonstration. In fact, in the course of the research, the writer of the speech is encouraged to identify the speech topic that he or she is well averse of bearing in mind that the choice should at the end of the day communicate effectively. With proper research and access to the right material, it shouldn’t be too difficult to have the best topic and information for a demonstration speech. Given that demonstration speeches are meant to show others how to accomplish some tasks, the idea is to have good knowledge about the concept that you intend to demonstrate and how others have probably explored the thoughts or the ideas before. It should also consider that the audience wants to know about the result of the demonstrations and how they impacted the lives of the audience. Traditionally, demonstration speeches have been employed to impart some special skills in addition to clarifying tasks that are seemingly difficult to comprehend. Speakers are regarded as people bestowed with a special ability to change people’s mind via their speech and make them try out something they probably have not done before. What more could be important and fulfilling for the speaker than having a powerful speech that demonstrates something new? Speeches have been proven to be more effective when and entertaining only to the point that they are less of explanations but more of instructional. However, achieving one's objective requires some fundamental steps that can be applied when coming up with a speech. It could be that the writer has over time accumulated excellent skills on how to accomplish some task, and he or she wants to demonstrate to the audience via a speech. Given that the conviction of the writer is that the address will be of value to the audience in terms of imparting in them new skills through demonstration, the settlement on an appropriate topic will significantly matter. Dull or non-exciting issues will not be ideal for driving a point home because such topics may turn away the audience even before they listen to the speech. Essentially, there is a need to duly put into consideration topic choice based on how complicated the demonstration is to the recipients who are the audience you are targeting. To have an appropriate topic for demonstration speech idea, listed below are some of the essential points: Customization of a speech topic to suit the audience, and the demonstration delivery is the key to keeping the listeners interested in a speech. Remember that a topic for a speech can be too general, thus making it less effective or ineffective altogether. Well, in that case, every situation warrants a suitable topic and the interest of the speaker. The question should be narrowed down to fit the particulars of the demonstration. More so, establishing the purpose of the speaker is essential in narrowing to the points of the demonstration speech. The specific concepts and ideas that the speaker intends to demonstrate to the audience should be spelled out clearly. Additionally, the formulation of a strong thesis statement is equally important. The audience must be provided with the reason for informing the demonstration and why the speaker thinks it is essential for the audience to receive the information. All these should be contained in a thesis statement for the demonstration speech. To generate or have a good topic befitting the speech, the speaker should try out as many options as possible to determine which one works best or the subject. With the focal idea in place and the interest intact, it is time to navigate through the ideas coming in the speaker’s mind with regards to the topic by twisting around specific sentences and phrases. Try out the following: There are also several verbs that are applicable in a demonstration speech idea. They can be useful in creating a good topic for the speech; consider trying out verbs such as Handling of..., Drawing…, Execution of…, to deal with…develop…, invent, perform, predict and create. Generally, the words are considerably the attention grabbers, and they will give a preview of what the speech will be all about to the audience, thus quenching their expectation. The speaker can also draw from the list provided below the demonstration topics. The topics are categorized with their relevance to the various fields and the interest of the speakers. Again, the verbs play an important role when considering developing further the suggested topics for the speech to be delivered. How to: The demonstration topics hinges on various ideas some of which are based on the process of how certain things happen. When thinking of an idea to explain or demonstrate an ongoing process or a procedure to be undertaken, think of the following topics and examples: These are demonstrative speeches based on some practical applications. They should be clear and explain all the details of how certain activities or technical processes are undertaken. What to remember in this case is practical speeches are arranged in such a way that the components of the whole paint a picture to the audience about the final product. These speeches are organized to demonstrate the creative process of animated characters such as cartoons. In this type of example, the speaker must a write a demonstration speech that takes the audiences through the process from drawing to editing and to finally producing a cartoon character of either two dimensions or three dimensions. The speech idea may be based on demonstrating the following The major driving force behind the writer or the speaker interest in dispensing a piece of information to the audience must be clearly elaborated via the establishment of his or her central purpose. This can be presented by truthful statements and a thesis that makes it clear to the audiences that the speaker has something to offer. Given that speeches are personal and designed to inform, the speaker should vividly say or instead let his or her audience know what exactly he wants to do. For example, a speaker may say ‘My speech will focus on demonstrating how salt can be purified when mixed with soil.’ An introduction plays a huge role in attracting the attention of the audience, and for this reason, a speaker must start by using stories, asking questions or by citing famous quotes. The next step is to let the audience know what they will be told by the speaker, the reasons for the topic choice, the value the lesson adds to the audience, and that they will also demonstrate the creation of the idea you are showing. The body of the speech should be characterized by vivid procedures or steps that yield to the final output. Mainly, the collection or the outline is arranged in such a manner that the cations to be taken, the practical aspects and the visual aids to support each step is included. The demonstrable aspects are arranged chronologically to give all the relevant information and moves from one point to the next. Use transitions to bridge the various segments or steps as outlined in the speech. Give real-life accounts and examples of some of the things you have achieved practically and how you did it. Conclude the demonstration speech by reminding them through a summary of the steps that they are supposed to follow through to accomplish a given task and show the pictures if you have them as visual aids one more time. Take questions from the audience and answer them. It is also essential to engage them and ask one of them to demonstrate the process if time allows. Let the learners or your audience know that you appreciate their time and that the demonstration speech delivered was meant to let them handle some special tasks on their own. Demonstration speeches are central in introducing new ideas to the audiences on how to accomplish a particular task and just like any other speech, and they require the right arrangement and order to write and deliver them effectively. Demonstration speeches are also important when it comes to involving the audience during speech delivery. Listeners get overjoyed when they feel that that have learned practically. Just like in a chemistry class, theory alone does not give a clearer picture of a scenario, but when two or three elements are practically explained, the learners appreciate the subject more.	https://paytowritemyessay.com/blog/demonstration-speech-ideas/
New Study Shows Prematurity Linked to Language and Speech Delays A new study published in eNeuro, a journal for the Society of Neuroscience, shows that prematurity is linked to language and speech delays in babies. Premature birth is often linked to an increased risk of physical and cognitive delays or development problems, but the new study offers a focused look at how prematurity can cause brain damage. According to the findings in eNeuro, children born in the early weeks of the third trimester are more likely to experience delays in development of crucial brain structures including the auditory cortex. The auditory cortex is the part of the brain essential to hearing. Delayed development of the auditory cortex can impact communication skills as the child grows up. Prematurity and Delayed Brain Development Prematurity is defined as a birth occurring before 37 weeks gestation. By this time, most of the critical systems of the body and brain are functional. However, as the eNeuro study notes, the earlier in the third trimester the birth is (the third trimester begins at 28 weeks gestation), the more likely that the child will suffer developmental issues. Prematurity is traumatic for infants and makes them more vulnerable to many conditions and complications. One of the most common birth injuries related to prematurity is hypoxic ischemia, which occurs when the infant’s brain does not get enough oxygen, most often because of a lack of lung development. Hypoxic ischemia can occur before, during, or after birth. It can result from prematurity or a variety of other complications or conditions. To learn more about hypoxic ischemia, browse our infant brain damage topics, or contact Birth Injury Guide to speak with one of our birth injury attorneys. Focused Research on Prematurity and Brain Development As early as the first trimester, or more specifically 15 weeks gestation, the basic neural systems related to hearing are functional, making babies at this early gestation already sensitive to language and speech related functions. A baby’s ears and basic auditory systems are functionally developed by 25 weeks gestation, but are not completely developed until five or six months after birth. Researchers point to previous studies indicating that babies develop hearing, listening, and response mechanisms in the womb by 25 weeks gestation. Some studies have used ultrasounds to demonstrate babies blinking in response to external stimuli, such as sounds, voices, or music. Based on these previous studies, researchers have focused their efforts on the specific ways that prematurity can affect speech, hearing, and learning. The article published in eNeuro discusses a recent study conducted analyzing brain scans of both premature and full-term infants. Researchers selected 90 premature infants who spent time in the neonatal intensive care unit at St. Louis Children’s Hospital between 2007 and 2010. For comparison, they selected 15 full-term infants at Barnes-Jewish Hospital in St. Louis. These 15 infants had undergone brain scans within four days of birth to show uninterrupted brain development. As they analyzed the information, researchers focused on the primary auditory cortex, which is the first cortical region of the brain that receives auditory signals from the ears. They also looked closely at the nonprimary auditory cortex, which is part of the brain that does more advanced processing of information and facilitates speech and language. As they compared and analyzed, they considered the following questions: - What is the relationship between these two parts of the brain? - Do these two parts of the brain mature at the same time, but at different rates? - Do these two parts of the brain mature at different times, but at similar rates? The rates of maturation may affect how vulnerable each part of the brain is at different stages of development. To complete their study, researchers used diffusion neuroimaging, which studied the auditory cortex of each infant. Diffusion refers to the level of water in brain tissue, which changes as the brain grows and develops. Measuring diffusion allowed researchers to see changes in white and gray matter, and track development. Conclusions Based on Study Based on the research and analysis, researchers determined the following: - By 26 weeks gestation, primary auditory cortex development was much more advanced than that of the nonprimary auditory cortex. - Both auditory regions were less developed at 40 weeks among premature infants than in full-term infants. - Between 26 and 40 weeks gestation (the period in which most premature births occur), the nonprimary auditory complex was still undergoing major changes in development. In their quest for answers, researchers found a link between delayed development of the nonprimary auditory cortex and common language delays seen by age two. This finding suggests that damage or disruption to this part of the brain as a result of prematurity may contribute to language and speech problems often reported in children who were premature at birth. For the future, doctors can use this and similar research as a guide to understanding how prematurity affects the brain. It can help doctors better predict potential language or speech issues in children born premature, which can result in better early intervention strategies. What Parents Need to Know Prematurity can be a scary prospect for expectant parents. Most early conversations about the possibility of premature birth include a lengthy list of possible complications or resulting conditions. As mentioned before, premature birth can be traumatic for the infant. Prematurity has been linked to: - Behavioral and personality issues - Attention deficit hyperactivity disorder - Anxiety - Neurological disorders including autism - Asthma and pulmonary problems - Vision, hearing, and dental problems - Increased risk of infection Many of these conditions result from a lack of oxygen to the brain and vital organs. It is important that any signs of premature labor be taken seriously. Contact your healthcare provider if you have any symptoms of premature labor, or notice changes in the way your body and your baby feels or responds. The only way to determine if you are in labor is getting a thorough exam by a healthcare provider. If you have legal questions or concerns about prematurity, related complications, or other birth injuries, contact Birth Injury Guide. Our birth injury attorneys can help you understand your legal rights and determine your best options after a birth injury occurs. Fill out our online form to schedule a free case evaluation. Sources:	https://www.birthinjuryguide.org/2018/01/prematurity-linked-speech-delays/
Complete the following template, including all parts. Fill out all cells using complete sentences, aiming for one to three complete sentences for each cell of the template.Please see more detailed instruction in a file: Directions1. Think about a special occasion speech that you would like to present on a topic of your choice.2. The speech can be for any context and any length, but the purpose must be to commemorate an occasion. See the list of example occasions for inspiration.3. Answer each question in the Template based on the speech you are thinking of.4. Consider your audience, purpose, and thesis. Answer each of the questions related to audience, purpose, and thesis. Answer in detail, using complete sentences.5. Review the rubric to ensure that you understand how you will be evaluated. 6. Review the checklist and requirements to ensure that your Templet is complete. Delivering a high-quality product at a reasonable price is not enough anymore. That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.	https://onlineessayhelp.website/public-speaking-template/
VR Home explores the extensions of the home into location-based VR, as single user experiences. We built and iterated on 4 room prototypes for the HTC Vive and held playtesting and interview sessions to inform design and development. Our research findings were presented to Verizon and the project approved for continuation into the Fall semester. ROLE: HCI Research Assistant, Designer, Lead Concept/3D Artist DURATION: 4 months \| Summer 2018 ADVISORS: Jessica Hammer, Tom Corbett, Lauren Herckis TEAM: Jessica Cao, Jacqui Fashimpaur, Anna Henson, Adela Kapuścińska, Kai Kuehner, Rachel Rodgers, Jeena Yin, Sabrina Zhai. CLIENT: Verizon 00 — PROJECT GOALS To develop a comprehensive set of theories through select literature on the home. To explore emergent design theories in location-based VR room prototypes. To develop and playtest said prototypes with a range of first-time and experienced VR users. To interview playtesters about the meaning of home (as single user experiences), between and outside of our prototypes. 01 — RESEARCH LITERATURE REVIEW We first sat down to go over select literature on the home to understand the domain within which we were working. We explored the meaning of home through a variety of disciplines: anthropology, architecture, sociology, psychology, economics, political science and the arts. We delved into specific aspects of the experience of the home - spaces, activities, and relationships - as a means of informing our ideation phase. We complemented readings on the home with ones on virtual reality and physical spaces: We broke down these readings into key insights, consolidated them into themes of home and generated a list of research questions, specifically in the context of designing for VR home spaces. Some interesting questions included: How can we incorporate rituals or seasonal cycles into our space? What objects do we identify with? Can we identify with virtual representations of objects? Do people relate to their stuff? And how much is customization important? What are some more abstract representation of the home that still meet the requirement of the home? Can we allow for changing the spaces over time, and the changes of the individual (aspirations, future plans)? Revisiting spaces and forming attachment to them over time, being part of the creation process of the space/doing labor in the space (includes influencing the space)? Would want to see people over and over again? Can we build VR environments that capture the sense of the hearth (local, cozy, familiar)? Homes are also places of social connection. By placing other “people” within the VR space can we create that sense of having others around you? playing/placing related sounds/objects to the individual (familiar sounds) Sharing spaces is important to the idea of home. Can we find ways to share our VR spaces? Or use them simultaneously in a physical space? (…) Through this process, we were not only able to define our own interests into the definition of “home” but also identify emerging strategies for design. 02 — IDEATION USER GROUP Our research was essential to identifying user needs and interests in the VR Home: as a (plausible) escape, an extension of (a permanent) home, a recontextualized living space (one that you already inhabit), an adaptable “smart” space (changing with your aspirations and needs). The notion of the “hearth” was crucial in our process. We specified users of two demographics: 18-25 years (“transients”, needing the hearth) and 25-45 years (developing or having the hearth). Finally, arranging for user research and playtesting groups was made all the easier, given we were based in close proximity to a large student population. ROOM GENERATION We began by generating a list of 100+ rooms that could be a part of the home. To distinguish the nature of these rooms, we cross-listed them with our themes of “home” and ranked them according to their promise and scope. Our goal was to test a variety of theories through our prototypes, so we strived for as diverse a group to select from. ON PROCESS Over the course of the summer, we developed 4 room prototypes. Every next prototype - its successes, promises, challenges and implications - helped us redefine our research goals and develop interactions best suited to test out our specific inquiries. This was aided by a parallel process of interviews and playtesting sessions with the Pittsburgh population. 03 — CONCEPT, PROTOTYPING AND DEVELOPMENT Jump to: Meditation — Collection — Greenhouse — Hearth 1. MEDITATION — a study on comfort 2. COLLECTION — a study on personalization and curation 3. GREENHOUSE — a study on continuity and co-presence 4. HEARTH — a study on continuity and co-presence 04 — PROJECT WRAP-UP A research paper is in production regarding the Summer iteration of VR Home. Look out for updates! Our findings paved the way to the Fall iteration of the project at the Entertainment Technology Center, which explored multi-user VR home experiences. Information on this can be found here: Abode.	http://www.adelakapuscinska.com/vr-home/
You can rate an item by clicking the amount of stars they wish to award to this item. When enough users have cast their vote on this item, the average rating will also be shown. Star rating Your vote was cast Thank you for your feedback Thank you for your feedback AuthorArnold, Laura Date Published2016-12-19 MetadataShow full item record AbstractArgumentation is a critical goal of today’s schools as a way to develop rational citizens who can critique the validity claims about phenomenon in society and the natural world. This work reviews current educational research about the best practices when it comes to teaching and using argumentation in STEM disciplines. As a result of this literature review, three strategies are identified and implemented in a secondary STEM classroom to determine their impact. The specific strategies used to support argumentation were a clear argument structure, collaborative discourse, and engaging, inquiry based tasks. While the sample size is small, the literature review and this action-research suggest that these strategies are successful in strengthening students’ written arguments. Collections Related items Showing items related by title, author, creator and subject. - For Arguments Sake, Let’s use Technology in the Science ClassroomYounkyeong, Nam; Chichester, Timothy P.; The College at Brockport (2014-12-10)The use of SSI argumentation has been used in the classroom to develop students understanding of scientific issues, but the current use is limited in how far the student’s understanding can go. The issues currently facing SSI argumentation in the classroom are: student’s lack of knowledge of the NOS, lack of communication between students, and engagement of students in developing evidence to support claims. My project will take these weaknesses of SSI, and improve them through the use of technology. The use of technology is becoming more prevalent in schools today, but improvements concerning the use of it are available. Through the use of technology, students are better able to form learning communities, communicate, conduct research, and as a result have more effective arguments. - Susan B. Anthony: The Rhetorical Strategy of Her Constitutional Argument (1872)Miraglia, Ann; The College at Brockport (1989-08-01)Susan B. Anthony’s speech on "The Equal Right of All Citizens to the Ballot" marked a pivotal point in the woman's suffrage movement—whether women already had the right to vote or whether a constitutional amendment was needed to give it. It set forth for the consideration of the general public--those who may be called as the jury of her peers---the constitutional argument for woman's suffrage based on citizenship. In a sense, Anthony was taking her case directly to the people. This could affect the outcome of her trial particularly, and the woman's movement generally. Considering the importance of the disposition of this trial a study of the rhetorical situation and the rhetorical strategies Anthony used in this speech would be valuable. This study analyzes and evaluates the rhetorical strategies, such as the use of credibility, logical and emotional appeals and identification with audience values, used by Anthony in her speech in Monroe and Ontario counties prior to her trial for the crime of voting illegally. - Claim, Evidence, Reasoning Framework within Biology Laboratories on Scientific Literacy and ArgumentationVeronesi, Peter; LeRoy, Taylor (2020-12-09)As science education has progressed over the last several decades, there has been a shift towards inquiry, scientific argumentation, and laboratory skill development. Students today are being taught, not only how to understand scientific concepts, but how to apply them to their own questions and ideas. Scientific reasoning is the act of deriving meaning and importance from evidence or a set of data. This allows students to solve problems using their own thinking and to answer their own questions as well as questions posed to them. Students are better able to understand concepts within the broader context of the scientific world as well as their own personal world, and further, students develop the capability of creating their own opinions, claims, and questions regarding a given topic. Laboratory activities were specifically selected due to their ability to demonstrate key concepts related to each topic as well as allowing students independent exploration. The CERR graphic organizer was put together in a way that maximized scientific writing support. It has been shown that scientific discourse in the classroom, when guided by the CERR framework, increased high-level thinking about the content and students made more profound connections within the material. The goal of these CERR graphic organizers is to scaffold students’ ability to create a well-developed and supported scientific argument. By the end of the curriculum, students should be able to create a claim, defend it in a well-reasoned manner, include supportive evidence, and relate the concept to the world around them.	https://soar.suny.edu/handle/20.500.12648/5888
Parents are often confused as to whether or not they should call a speech/language pathologist (SLP). It is certainly true that all children develop at his or her own pace and what is referred to as “normal development” can vary quite a bit. The top 5 Depending on age and situation, there can be a lengthy list of what to look for in regard to speech and language skills. But, as a general guideline, we typically tell parents and caregivers to seek the help of an SLP when… What can I expect? At the end of the day, it never hurts to talk to a professional. Oftentimes, many of your questions are answered and you will feel relieved at having some guidance. If you call to talk to an SLP, he or she can help determine if it is necessary to meet with a therapist and will explain what will happen at your first visit. You will be able to ask questions and will get recommendations on what to do next. The earlier you call, the sooner we can start making a difference and give you some peace of mind. Start by searching speech/language pathologists in your area, asking your pediatrician for a referral or emailing/calling our center. Your comment will be posted after it is approved. Leave a Reply. \| \| National Speech National Speech/Language Therapy Center treats children with a variety of speech, language and cognitive disorders and difficulties.	https://www.nationaltherapycenter.com/national-speech-blog/when-to-contact-a-speechlanguage-pathologist
This advice-column-style blog for SLPs was authored by Pam Marshalla from 2006 to 2015, the archives of which can be explored here. Use the extensive keywords list found in the right-hand column (on mobile: at the bottom of the page) to browse specific topics, or use the search feature to locate specific words or phrases throughout the entire blog. Down Syndrome and Stuttering: Diagnostic Labels By Pam Marshalla Q: I have a student with Down syndrome who stutters. Her private SLP has diagnosed her as having apraxia, and insists that the fluency problem is part of the apraxia. Can this be right? Many therapists assign the label of apraxia to children with Down syndrome, but I believe that this is an incorrect diagnosis. Dysarthria should be the assigned disorder. Please note the following definitions: Dysarthria Dysarthria comprises a group of speech disorders resulting from disturbances in muscular control. Because there has been damage to the central or peripheral nervous system resulting in some degree of weakness, slowness, incoordination, or altered muscle tone. [From: Darley, F. L., & Aronson, A. E., & Brown, J. R. (1975) Motor speech disorders. Philadelphia: W. B. Saunders.] Apraxia “Childhood apraxia of speech (CAS) is a neurological childhood (pediatric) speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (e.g., abnormal reflexes, abnormal tone)…” [From: ASHA’s Childhood Apraxia of Speech]. Therefore a child with Down syndrome should carry a diagnosis of dysarthria. Down syndrome also is characterized by cognitive deficit. None of these disorders––apraxia, dysarthria, or cognitive deficit––include stuttering as one of their characteristics. Therefore, this child should be diagnosed with dysarthria and cognitive deficit related to Down syndrome, and stuttering. Stuttering should be considered a separate problem.	https://pammarshalla.com/down-syndrome-and-stuttering-diagnostic-labels/
Based on the conventions of the Gothic horror tale, how can Frankenstein be considered a gothic tale? - print Print - list Cite Expert Answers calendarEducator since 2009 write13,728 answers starTop subjects are Literature, Social Sciences, and History There are plenty of aspects that make up Gothic horror tales, and a large number of these can easily be found in this excellent novel, such as the presence of fear and terror, ambiguity concerning the identity of the creature, scientific discoveries going beyond the realm of acceptable knowledge and murder and violence. However, one Gothic ingredient of this excellent novel is the way in which setting is used. Gothic fiction is famous for the way in which it uses settings that are extremely remote and isolated. These settings make the characters themselves isolated and cut them off from fellow men, allowing the psychological nature of Gothic literature to be explored more... (The entire section contains 354 words.) Related Questions - How is Frankenstein a gothic novel? - 1 Educator Answer - How can the creature be considered as 'the other' in Frankenstein? - 3 Educator Answers - Is Frankenstein considered a Gothic Novel? - 1 Educator Answer - How was Frankenstein written as a gothic horror? - 1 Educator Answer - What elements of a gothic horror can be seen in Frankenstein? Provide examples of each...	https://www.enotes.com/homework-help/based-conventions-gothic-horror-tale-how-can-253977?en_action=hh-question_click&en_label=hh-sidebar&en_category=internal_campaign
- What Does it Take to Refer? - Formal Semantics - Two‐Dimensional Semantics - Deflationism - Compositionality - Opacity - Tense - Plurals - The Pragmatics of the Logical Constants - Quantifiers - Logical Form and LF - Metaphor - Semantics for Nondeclaratives - Speech Acts and Performatives - Meaning and Reference: Some Chomskian Themes - What I Know When I Know a Language - Realism and Antirealism - Triangulation - Shared Content - The Perils and Pleasures of Interpretation - Index Abstract and Keywords This article says something about previous work related to truth and meaning, goes on to discuss Davidson (1967) and related papers of his, and then discusses some issues arising. It begins with the work of Gottlob Frege. Much work in the twentieth century developed Frege's ideas. A great deal of that work continued with the assumption that semantics is fundamentally concerned with the assignments of entities (objects, sets, functions, and truth-values) to expressions. So, for example, those who tried to develop a formal account of sense did so by treating senses as functions of various kinds; the sense of a predicate, for example, was often seen as a function from possible worlds to extensions. Keywords: truth and meaning, Davidson, Gottlob Frege, semantics, truth-values, expressions Gabriel Segal is Professor of Philosophy at King's College London. Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription. Please subscribe or login to access full text content. If you have purchased a print title that contains an access token, please see the token for information about how to register your code. For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us. - The Oxford Handbook of Philosophy of Language - Dedication - Preface - List of Contributors - Frege's Contribution to Philosophy of Language - Wittgenstein on Language: From Simples to Samples - Philosophy of Language in the Twentieth Century - Psychologism - Language as Internal - Languages and Idiolects: Their Language and Ours - Rule‐Following, Meaning, and Normativity - Naturalist Theories of Meaning - Truth and Meaning - Meaning Holism - Indeterminacy of Translation - Intention‐Based Semantics - Propositional Content - Conceptual Role Semantics - Semantic Internalism and Externalism - Relevance Theory—New Directions and Developments - The Distinction between Semantics and Pragmatics - The Essence of Reference - Predicate Reference - Rigidity - Names and Natural Kind Terms - What Does it Take to Refer?	http://www.oxfordhandbooks.com/abstract/10.1093/oxfordhb/9780199552238.001.0001/oxfordhb-9780199552238-e-009?rskey=mektc6&result=4
In order to receive services from Regional Day School Program for the Deaf (RDSPD), a student (0-21 years) must meet the following criteria: The Region 13 Regional Day School Program for the Deaf was established to ensure that all eligible students with hearing loss are provided a free and appropriate public school education. Cluster sites have been established to maximize use of services in Bastrop ISD and Hays CISD. Intra-agency coordination of services to infants with hearing impairments and their families provided in conjunction with Early Childhood Intervention programs, including: The Communication Philosophy of the ESC Region 13 RDSPD is designed to enable each student who is deaf or hard of hearing to: • Develop Communication for school, home and the community • Obtain literacy in the English Language • Have appropriate access to the general education curriculum and • Be aware of various communication modes used throughout the Deaf Community To reach this goal, the program will offer a Total Communication approach, defined by this RDSPD as a comprehensive range of communication options which may include aural, oral, sign language, spoken language, speechreading, auditory development, reading, writing, fingerspelling, gesture, pantomime, body language, pictures and assistive technology devices. The ESC Region 13 RDSPD intends to adhere to the findings in the Texas Education Code Section TEC§29.302 (a) “that it is essential for the well-being and growth of students who are deaf or hard of hearing that educational programs recognize the unique nature of deafness and the hard of hearing condition and ensure that all students who are deaf or hard of hearing have appropriate, ongoing, and fully accessible educational opportunities. Students who are deaf or hard of hearing may choose to use a variety of language modes and languages, including oral and manual-visual language. Students who are deaf may choose to communicate through the language of the deaf community, American Sign Language, or through any number of English-based manual visual languages. Students who are hard of hearing may choose to use spoken and written English, including speech reading or lip reading, together with amplification instruments, such as hearing aids, cochlear implants, or assistive listening systems, to communicate with the hearing population. Students who are deaf or hard of hearing may choose to use a combination of oral or manual-visual language systems, including cued speech, manual signed systems, and American Sign Language, or may rely exclusively on the oral-aural language of their choice. Students who are deaf or hard of hearing may also use other technologies to enhance language learning. (b) The Legislature recognizes that students who are deaf or hard of hearing should have the opportunity to develop proficiency in English, including oral or manual–visual methods of communication, and American Sign Language.” As stated in TEC §29.303, “Students who are deaf or hard of hearing must have an education in which their unique communication mode is respected, used, and developed to an appropriate level of proficiency.” The RDSPD will respect the student’s mode and language of communication. Instructional arrangements and appropriate support services will be offered based on mode and language, parent preference and data. For most students, instruction will be in English, whether spoken or manual-visual English, in order to facilitate the development of receptive and expressive English literacy skills. Students whose first language is American Sign language are instructed through total communication, utilizing signed English for literacy development, with conceptual/ASL sign support to enhance comprehension. For all students, conceptual/ASL sign support will be used as needed to enhance comprehension. The program will refer to the data reported in the Communication Assessment (Eligibility Part C), ongoing data collection, and continued assessments to support and respect the individual’s preferred mode of communication while continuing to develop his/her expressive and receptive English language skills. The program is committed to helping children develop their auditory potential including the daily check of personal and classroom amplification devices and proper use of both. We will expect and encourage children to wear the amplification that has been recommended for them by their audiologist. Students whose mode of communication is listening and spoken language will receive specific support services to help them develop these skills. Staff will speak when signing English and will encourage students to speak while signing English to assist in building vocabulary, grammar, auditory feedback loop, speachreading, and spoken English skills. The ESC Region 13 RDSPD is committed to the early identification of, and intervention for, children whose hearing loss will seriously impact their abilities to develop language without special support services. The program recognizes that parental choice is a critical factor in the determination of a child’s communication system, and therefore, all communication options should be presented and explored without bias so parents can make communication choices for their child in an informed and supportive manner. Parents can borrow books and videos from the Library at ESC Region 13. https://www4.esc13.net/library-at-esc-region-13 Parents can receive email news and updates on topics related to hearing loss, both local and national. Contact Elaine Young at [email protected] to request that your name be added to the listserv. No one else will have your email address and your responses will only be seen by Elaine Young. The Parent Companion website (http://www.parentcompanion.org/) provides information, inspiration, and resources to Texas parents and caregivers of children with diagnosed or suspected disabilities from birth through 5 years of age. Visit www.parentcompanion.org to begin exploring the multitude of resources available to you! ¡Tambien disponible en español! Accredited Schools online https://www.accreditedschoolsonline.org/resources/deaf-and-hard-of-hearing-students/ •Supporting Students with Hearing Impairments. Alexander Graham Bell Association for the Deaf and Hard of Hearing http://www.agbell.org/ •Listening and spoken language is an option for children who are deaf. American Society for Deaf Children www.deafchildren.org •Information and advocacy relating to children who are deaf or hard of hearing. Ask An Expert NTID: http://www.rit.edu/ntid/educatingdeafchildren/ International experts answer parent questions about the choices, controversies, and decisions faced by parents and educators. This resource draws on high quality, peer-reviewed research and questions are addressed by members of the Center for Education Research Partnerships, Journal for Deaf Studies and Deaf Education and other national level experts. Beginnings www.ncbegin.org •Information and emotional support for parents of children who are deaf or hard of hearing. Center for Disease Control - National Center on Birth Defects and Developmental Disabilities www.cdc.gov/ncbddd •General information on hearing impairments, including causes, screenings and resources. Family Signs https://texasdeafed.org/families/programs/family-signs •Offers free online American Sign Language or Signing Exact English classes for parents/guardians of deaf and hard of hearing students in Texas. Gallaudet University http://www2.gallaudet.edu/ •The world's only university designed to be barrier-free for deaf and hard of hearing students. John Tracy Clinic www.jtc.org •A non-profit organization with a mission to provide parent-centered services to young children with hearing loss. Hands and Voices https://thelisteningroom.com/ Free, fun activities and resources to support the development of speech, language, and listening skills. Hearingfirst.org http://hearingfirst.org/ A multimedia connection point for families and professionals to improve outcomes for children who are deaf or hard of hearing through listening and spoken language. The Listening Room www.handsandvoices.org •A nationwide non-profit dedicated to supporting families and their children who are deaf or hard of hearing, as well as the professionals who serve them. Listen Up www.listen-up.org •Information, resources and ideas for families with hearing impaired children. My Baby's Hearing www.babyhearing.org •Information about newborn hearing screening tests. National Center for Hearing Assessment and Management: Utah State University www.infanthearing.org •Information on newborn and infant hearing. Raising Deaf Kids www.raisingdeafkids.org •Topics for parents about raising deaf or hard of hearing children. Rochester Institute of Technology/National Technical Institute for the Deaf http://www.ntid.rit.edu/ •Deaf and Hard of Hearing students at RIT/NTID receive a private university education with support services and academic programs that reflect the needs of the marketplace. SEE Center http://www.seecenter.org/ The SEE Center provides training and support for those who use Signing Exact English TEHDI - Texas Early Haring Detection and Intervention http://www.dshs.texas.gov/tehdi/ Texas Early Hearing Detection and Intervention (TEHDI) is dedicated to ensuring that newborns and young children are identified as early as possible if they are deaf or hard of hearing. Our goal is to provide appropriate intervention services in order to prevent delays in vocabulary, communication and cognitive skills development Texas Deaf Ed https://texasdeafed.org/ A website collecting statewide resources and beyond for families, students, and professionals. Transition http://www.onlinecolleges.net/for-students/hearing-impaired-students/ US Department of Education: Office of Special Education and Rehabilitative Services English http://www.ed.gov/about/offices/list/osers/products/opening_doors/index.html Spanish www.ed.gov/about/offices/list/osers/products/opening_doors/espanol.html •Opening Doors: Technology and Communication Options for Children with Hearing Loss is a publication that provides parents of children with hearing loss helpful information and resources.	http://www4.esc13.net/rdspd/for-parents/
Engaging Information about PICOT The process of formulating research questions for identifying the actual problems of patients. This procedure is quite helpful for treating the patients in a well-mannered way. Whatever problem they face are treated in the ideal way to overcome their problems. The evidence based practice is followed here for medical report writing i.e. develop the highly useful PICOT statement and conducting excellent research for it. The PICOT is the acronym of Population/Patient, Intervention, Comparator, Outcomes and Time. These five components are highly important to develop an error-free and best PICOT research. Every 7 out of 10 people (who suffer from mental health issues) are not treated by conducting PICOT research. This should definitely be addressed in the care centers and hospitals to provide proper care to the patients. PICOT Format for Evidence Based Practice There is not any complex PICOT format for evidence based practice. However, every individual who has to conduct this research and explore a PICOT research question should follow the mentioned points for it. It is one of the methodologies for searching topics (not related to clinical studies) and helpful in identifying the actual problems of patients and figuring out the solutions of all questions. Have a look at this quick format for conducting evidence based practice related to PICOT format: - The first step is related to the problem of patient: Here, you’re required to identify the identity of each patient including all of their important details. The significant information are race, gender, age, health status and disease. - The second step is related to intervention: At this stage, you need to develop a plan to provide proper cure to the patients. What you have actually thought for the patients must be turned into a report. The medications, therapies, specific tests and other related things must be included to it. - The third step is about comparison of your plan with the other ideas: The substituting plans of your idea are important to be seen at this stage. It can be various kinds of treatment or a patient may not need the treatment. - The fourth part is about getting outcome of the plan: The measurement, improvement and ways of accomplishing plan are included at this phase. This can be full health, no symptoms or fewer symptoms. The output of each plan must be according to the desire. - The time span required to accomplish the plan is discussed here: It is included inside parentheses because this element is not always added indeed. Take these step into account and ask our professional team for more help with your PICOT format for evidence based practice today! PICOT Evidence Based Practice: Advice by Experts The experts who conduct PICOT statement for evidence based practice always suggest to keep it within four major elements. The elements required to develop questions are prognosis, etiology, diagnosis, and therapy. Every individual who thinks of conducting this research must focus only on these 4 components. Keep in mind that the actual topics of questions must be related to these elements. From the identity of the patient to achieving outcomes, everything must be kept in consideration by relating to these four types. The final copy of the PICOT statement must be error-free. In addition, if you need help with nursing change project ideas, discover a great list of topics and choose the ideal one! Hire Us for the Ideal Services When writing a PICOT statement of evidence based practice, you shouldn’t try to do it by yourself. The better way is to rely upon proficient team of writers. So, what are you waiting for? We can provide you excellent services by writing the most feasible PICOT research questions. Our staff is comprised of the professionals who’ve adequate experience in developing the best set of research questions. All types of patients (especially who suffer from mental health issues) need to get proper treatment. This is only possible if you create the most helpful PICOT evidence based practice questions. The expert individuals study about evidence based practices for developing PICOT questions. Hire us now to get the services beyond expectations.	https://www.nursingcapstone.net/proper-picot-format-for-evidence-based-practice/
If you don’t find an answer to your question, feel free to contact one of the officers. You are a guest Who can come to the regular meetings? - Anyone can come to meetings - You need to have sufficient level of English to be able to understand the speakers - For all updates check social media (Facebook) Is there an age requirement to attend a meeting? No, there is no requirement, but if you want to become a member you need to be at least 18 years old Do I need to do anything before coming to the meetings? - No registration (to Saturday meetings, however, on Thursdays it might be necessary) - No payment What does a typical Astana Toastmasters meeting consist of? Every meeting usually consists of three sessions: - prepared speaker session – 4-5 speakers give speeches - table topic session – all meeting guests can answer questions related to the theme of the meeting - evaluation session – speech evaluators give feedback to each prepared speaker What is the difference between Thursday and Saturday meetings? - The meeting content is the same - Location and time is different - Saturday meeting: American Corner, Otyrar Library, Pushkin str., 10 @ 12:00-2:00 PM - Thursday meeting: Various locations @ 7:00/7:30-9:00 PM Contact Sergeant-at-Arms for more information Are guests required to speak at their very first meeting? ATC would love to see many guests on our meetings and we encourage guests to introduce themselves and give feedback, but if you don’t feel comfortable talking, there is no requirement. How can I become a member of ATC? - You need to show your intention to VP Membership by contacting her/him - You should perform a role of a grammarian, timer or ah-counter at one of the meetings (for the description go to How to Join tab) - You should present your icebreaker speech – your first speech to the club about yourself (for the description go to How to Join tab) - After completing both 2 and 3, the club will vote whether you can become a member - To become a registered member, you need to pay a membership fee to Treasurer Are there any prerequisites for me to become a member? - You need to be at least 18 years old - Your level of English should be, at least, Upper-Intermediate How can I sign up to a mail list? - contact Secretary of the Club OR send your name, email and phone # to [email protected] What is payment of membership for? - 20$ – manuals - $33,75 – semi-annual membership fee - 3000 KZT – one time club’s fee How long should I prepare for my icebreaking speech? - It all depends on skills that you already possess - To make sure that you’re on the right track you can contact any of these people: VP Membership, your speech evaluator, Toastmaster of the meeting, VP Education What do I need prepare for the ice breaking speech? - read a manual, - prepare your speech, - bring a copy of evaluation sheet, - rehearse your speech, - present your speech Who will evaluate me? - Speech evaluators, who are more experienced members of ATC - They have completed your project and can give you constructive feedback What benefits do I get if I join the club? - improve your public speaking and leadership skills - receive awards on communication and leadership skills What are the benefits for my resume/ portfolio? - You can add ATC to the clubs that you are a member of - You can add any of the awards that you receive from Toastmasters International, as well as request Toastmasters International to send letter to your employer/professor/parents about your awards, if you wish - You can list projects that you worked on while in the club Is there any support from government in order to develop the Club? no You are a member What happens when I become a member? - Congratulations! Now you are part of Toastmasters International. - You will receive two manuals (Competent Communicator and Competent Leader). - You can request a mentor who can guide you in your path to a Competent Communicator – contact VP Education - You can sign up for your future speeches and take meeting roles. What roles can I take at a regular Astana Toastmasters meeting? - Toastmaster - General Evaluator - Prepared Speaker - Timer - Grammarian - Ah-counter - Speech Evaluator How do I choose a mentor? You can either directly ask any member to be your mentor or contact VP Education to assign you the mentor Which topics/subjects are allowed for discussion? Politics? Religion? Extremism? Toastmasters International does not place restrictions on topics, content or language in any speech. However, remember that you’re not speaking for yourself, but for your audience. Proceed with caution on speeches about controversial topics and consult with club officers prior to presenting What are Eligibility Points? - Eligibility points initiative was developed to encourage members to develop leadership skills by performing meeting roles - every time you perform a role, your eligibility points change - your points get subtracted when you perform your speech - your points get added when you perform any other role and also when you receive an award Is it possible to change my time of performance/speech with another speaker? - you should contact VP Education or a toastmaster of the meeting before you do so - if you want to change the order you present with another speaker of the same meeting, you can do so, but let the toastmaster know - if you want to change the date of your speech presentation, you need to remove your name from the list so that reserved speakers will get a chance to speak. - you are not allowed to switch dates of speech presentations with other speakers without consulting with VP Education and toastmaster of the meeting What are the manuals? - Manuals are descriptions of projects with specific objectives. They are to guide you to become a better leader and communicator. - There are two tracks that you can follow. - Communication: - CC – Competent Communicator - ACB – Advanced Communicator Bronze - ACS – Advanced Communicator Silver - ACG – Advanced Communicator Gold - Leadership: - CL – Competent Leader - ALB – Advanced Leader Bronze - ALS – Advanced Leader Silver - If you complete all of these manuals you can get a DTM award – Distinguished Toastmaster - For more information follow this link. or ask your mentor/officers to explain in detail. How do I choose Advanced Manual? - there are 15 advanced manuals and you don’t have to complete them all - each manual has 5 projects in it - you need to complete any two manuals (10 projects) to get an Advanced Speaker award How can I become a mentor? - to be eligible, you need to complete at least 5 speeches - then you can contact VP Education, letting her know that you are available (willing to be a mentor) - or you can find a mentee by yourself and approach VP Education after that What are the criteria to become a Speech Evaluator? - You can become a Speech Evaluator, if you completed 5 projects. - You can only evaluate the projects, you completed yourself (does not apply to advanced manuals) How can I become an officer of ATC? - Elections are once in a year at the end of June. There is one in December if an officer decides to stop serving. - You can nominate yourself for any number of positions. - You need to prepare your campaign and present it on the elections day. - Club presidents elected for a term of one year may not be re-elected for a successive term. Club presidents elected for a term of a half-year may be re-elected for one successive term of a half-year. No president may serve more than 12 consecutive months What benefits do I get if I attend and develop public/leadership skills on a regular basis? Speaking from experience of ATC members: - We feel comfortable to talk before public - We construct our thoughts more clearly - We develop our vocabulary and grammar - We take part in and lead social projects Who should I need to contact when I have questions about the club? - VP Education – role chart, eligibility points - VP Membership – to consult on membership opportunities - VP PR – to promote your event, a project or accomplishments (success stories) - Secretary – to ask about guest speakers - Treasurer – membership fee - VP IT – website ideas and questions - Sergeant-at-Arms – venue questions - President – where club is heading, manuals Can I invite guest speakers and who should I talk to? Yes, you can but before doing so, please, contact Secretary Can I make a speech on topics that were already given by other speakers? Yes, you can select any topic that will help you to meet your project objectives How can I leave the Club? You can do so anytime, however, the membership fee won’t be returned Can I return money paid for the membership?	http://astanatoastmasters.kz/faq/
Sensor data, from vehicles and facilities, is revolutionizing the manner in which urban transportation systems can operate. Pre-trip route choices can be informed by network status, en-route path choices can be made, prices can influence path choice decisions, and more robust network operating conditions can be obtained. Zhou and List (2010) have demonstrated that careful sensor placement can enhance the estimation of Origin-Destination (OD) matrices. Ma, Smith, and Zhou (2015) have shown that an agent-based approach can enhance individual user real-time decision-making. Lei, List and Taylor (2015) have illustrated how probe data can be used to characterize corridor-level travel time distributions. Mahmoudi and Zhou (2015) have shown that real-time data can improve freight- based vehicle routing choices. Chen, Zhou, and List (2011) have demonstrated that time-varying tolls can be used to improve truck arrival patterns at port facilities. Cetin, List and Zhou (2005) have explored the number of probes required to develop credible network travel time estimates. And Eisenman and List (2004) explored the ways in which probe data can be used to enhance trip matrix estimation. Building on these and other efforts, this project will explore new and creative ways to use sensor data to 1) enhance freight-related path choice decision making, both pre-trip and en-route, and 2) to improve network performance from a freight perspective. While a significant body of literature has begun to emerge on general path choice decision making and network performance management, the authors believe that they have new and creative ways to address freight-focused methodologies predicated on statistical analysis of historical and real-time data. These ideas will lead to better freight-focused routing decisions and network operating conditions whose performance for freight can be improved and statistically can be assessed. Moreover, the authors have a wealth of probe data from many locations that can be used to develop and inform the network performance assessment process and test the validity of the methods developed.	https://mti.umd.edu/project/ntc2016-mu-r-01-urban-transportation-system-analytics-and-optimization-sensor-data-driven
The practical implementation of greenhouse gas emission reductions targeted at both national and European levels, which must take place primarily at the regional and local levels, represents a significant challenge. Greater exploitation of renewable domestic resources could help drive reductions in energy imports, strengthening the regional value chain and helping drive progress towards reaching these goals. In this context, the increasing integration of holistic energy concepts in the formal and informal instruments of city and regional development plays a critical role. This also touches on spatial conditions, with regard to changes in land-use in the urban-regional context; additionally, action-guiding questions about how societies react to these issues and develop solutions to the related conflicts will arise. Against this background, energy partnerships between cities and their surrounding regions are a very promising, though still barely explored concept. The central project goal of the project partners from Germany, Poland, Latvia, and Norway is, therefore, to identify the most important factors contributing to the success of the development and implementation of such partnerships as well as any major challenges. These will be explored as part of a feasibility study for urban-rural energy partnerships and then reflected onto the previous approaches and experiences of the participating regions. As part of a workshop in Latvia, the main results of the study will be made public. Finally, an online platform, as well as two planning workshops held in early 2013 will support continued work towards an EU project. RURBAN Energy is based on the project R&D Network Regional Energy Concepts in the Baltic Sea Region.	https://www.imw.fraunhofer.de/en/divisions-and-units/knowledge-transfer/stakeholder/projects/completed-projects/Rurban.html
STEM education is a broad based programme that focuses on four disciplines - science, technology, engineering and mathematics - by using an interdisciplinary and applied approach. It teaches students computational thinking and focuses on the real world applications of problem solving in a blended learning environment. STEM education creates critical thinkers, increases science literacy, and enables the next generation of innovators. - SPRING’s STEM programme taps into the natural and innate curiosity of young learners regarding the living world. Children are encouraged to investigate, ask questions, and to apply their thinking to solve problems encountered in everyday life. The programme will explore key scientific vocabulary, nature of technology, engineering designs, critical thinking and incorporate elements of mathematics into all subjects through a range of themed terms such as ‘The Science of Nature’ and “STEM in the Home’. Allowing the children to develop their understanding of concepts over a number of different applications. - Concepts that will be explored in the STEM programme include magnetism, electric circuits, coding, chemical reaction, nature phenomenon, volume, mass and more. Children will be exposed to the latest STEM toys including Cubetto (a robot teaching coding & computer programming), snap circuits, microscopes and more while gaining hands-on experience conducting a variety of science experiments to develop a further understanding of STEM related concepts learned.	https://spring-learning.com.hk/programmes/special-interest/stem-education-hk/
The Art of Asking Questions in Architecture This course offers an introduction into European architectural theory and history. Any introduction into this wealth of architectural theory cannot be encyclopedic by its very nature, even if limited to Western discourse alone. This class therefore will avoid a tiresome chronological succession of theories and histories in architecture. We will start each session with a question or a group of related questions, followed by one or several case studies within the field. Such simple but by no means easy questions are: What is theory in architecture and how does it relate itself to other disciplines? Who “invented” architectural theory and why? Who is “doing” theory? Why is architecture and theory a problem related to language? Why gained some texts “credibility” in the realm of architectural thinking and others failed to do so? Why do some architects write whereas others refuse to do so? Is architectural theory an exclusive matter of writing alone? Do I need one or more theories to do better design, or to better comprehend architectural reality? Does architectural theory offer rules or at least some methods how to proceed in practice? Does theory help to distinguish “good” from “bad” architecture? Or is this distinction as we hear sometimes a matter of “subjective” judgement? The main intention is to take questioning as a serious starting point for a closer investigation into the complex problems of architecture and its theories. The aim of this module is: 1. to gain an insight into the history of architectural theoretical thinking, authors, related fields and neighboring disciplines. 2. to learn a critical comprehension reflection and discussion based on arguments and the ability to analyze architectural objects within (and beyond) the domain of architecture. 3. to induce curiosity for research, based on relevant sources and topics which lets you develop your own arguments, using appropriate speech and writing forms.	https://moodle.hs-anhalt.de/course/info.php?id=3236
On Wednesday central London saw its longest stretch of high temperatures in almost six decades, with thermometers reading 34 degrees C or above for six consecutive days. Those fortunate enough to be able to get away to the countryside and coast for holidays may be enjoying slightly cooler temperatures, but many residents remain at home. Around three-quarters of the population of Europe now live in urban areas, according to the European Union. Much of western Europe is sweltering this August. As the human influence on our climate becomes ever more marked, heatwaves will become increasingly normal in the summer, researchers say. How can cities adapt to make life easier for their residents during periods of very high temperatures? Why are cities so hot? The phenomenon of urban areas being several degrees hotter than their surroundings is known as the urban heat island effect. London’s City Hall says the UK capital can be up to 10 degrees C hotter than its surrounding areas. There are many reasons for the temperature differences observed in cities, including the different way building materials reflect the sun’s rays, reduced vegetation, and the fact that water runs off surfaces into drains rather than being absorbed into the ground. Let’s explore what different cities across Europe are doing to try to reduce these effects – and to help their citizens keep cool. 1. Planting trees Anyone who’s sat underneath a tree on a hot day will know how much the shade helps to keep you – and the ground – cool. But trees don’t just provide shade and reflect the sun’s rays back up. They take up water from the ground and lose most of it to the air through a process called evapotranspiration. The water the tree doesn’t need comes out through tiny holes on the underside of its leaves, and becomes water vapour. This change from water to water vapour needs energy from the sun’s rays, which would otherwise warm the air. Think of it as the tree sweating, helping to keep the tree cool and infinitesimally lowering the air temperature. Barcelona – which has a high population density contributing to a marked heat island effect – is concentrating on planting and looking after its trees as part of its efforts to green the city. The Catalan city already has more trees than many other European cities, with an estimated 1.4m within the municipal boundaries. It has a 20-year tree masterplan, aiming to increase the proportion of land covered by trees to 30% and ensure the tree species are adapted to climate change. And there are other environmental benefits to having trees within an urban environment, including increased biodiversity by creating habitats for wildlife, helping contain noise pollution, and reducing problems with surface water run-off. 2. Greening streets and roofs Trees aren’t the only form of vegetation that can help cool down the air. In smaller spaces where there may not be room for a new tree, some cities are increasing planting – or encouraging residents to do so. Paris now allows anyone to apply for a permit to start a garden anywhere at all. These “permits to vegetate” as they probably shouldn’t be translated, mean that residents can plant gardens on pavements and small areas of public land to make the city greener. WATCH: Paris: A city that is turning streets into gardens Both Paris and London have been deploying green roofs or living walls in their urban architecture. These are when vegetation is deliberately established on a roof, deck or vertical wall structure. Like trees, the plants reflect the sun’s rays, and cool the air via evapotranspiration. A report for London’s City Hall estimated that in 2017 there were 1.5m sq m of green roofs in the Greater London area. Read more: Is London moving its gardens to the sky? 3. Creating temporary outdoor spaces for summer Vienna has set up a network of “cool streets” for the second summer running. In these streets, in neighbourhoods across the inner city, cars are banned from parking and people are invited to use the outside space as an “outdoor living room”. The streets are kitted out with seating areas, drinking fountains and some even have water spray misting machines. Children can play and there are plants growing. The city authorities have chosen street segments to close off in parts of the city with less access to outdoor spaces, and where there are trees to provide shade. 4. Changing urban architecture to add more water and reflective surfaces As well as existing rivers, lakes and fountains which people can splash in to cool down – and which themselves reflect the sun’s rays – some localities are trying to use water in innovative ways to help cool city streets. In Nice, in southern France, urban architects sought to use a pavement wetting system to cool down the area of a new transport hub and make it more comfortable for pedestrians. Water seeps up through porous paving material. This water then evaporates, cooling the pavement. In Thessaloniki, Greece’s second city, authorities installed water jets, sprinklers and curtains, as well as outdoor fans to help cool a public square. Buildings are usually made out of materials which absorb the sun’s rays, rather than reflect them as does vegetation or water. They can also take a long time to cool down, leading to stifling night-time temperatures. Using paler-coloured materials for buildings’ surfaces is an easy way to reduce the energy absorbed from the sun – and white roofs and walls have been typical in southern Europe for a very long time. So-called “cool roofs” made out of modern materials with high solar reflectance (or albedo) are available. Projects in India found that indoor temperatures could be reduced in buildings with cool roofs by at least 2 degrees. Read more: How much can painting a roof white reduce its temperature? 5. Providing information and support The elderly and young children find it hardest to cope physically with the impacts of a heat wave. A severe heat wave in August 2003 caused many thousands of deaths across Europe, particularly in France where nearly 15,000 lost their lives. The scale of the tragedy in that incident led France to put in place better measures to deal with future heat waves. After record temperatures last year, the French government said these preventative measures had helped keep the death toll to a tenth of the 2003 numbers. The city of Paris has an app to help people find out where they can go to keep cool in the city. Rotterdam and Athens also have their own apps with the same company. Meanwhile, London has a pilot project providing a map of green and shaded areas where Londoners can take refuge on hot days.	https://www.interestingfacts.org/fact/what-europes-cities-are-doing-to-handle-heatwaveson-august-12-2020-at-1102-pm
Stay safe in the heat this summer With hot and sunny months finally here, it’s essential to learn health risks and signs of heat-related illness to help have an enjoyable summer. Lorain County Public Health (LCPH) has tips to help keep you and your loved ones safe and cool while you are outside having fun in the sun. According to the Centers for Disease Control and Prevention (CDC), spending time in extreme heat may lead to illness. Signs and symptoms of heat exhaustion or heat stroke may include but are not limited to: - Heavy sweating - Cold, pale, and clammy skin - Fast or weak pulse - Muscle cramps - Feeling weak or fainting - Vomiting If you or someone you are with begin to feel these symptoms, dial 911. Adults age 65 and older as well as those with chronic medical conditions of any kind may be at higher risk of health problems related to heat exposure. Often, older adults have chronic medical conditions or take prescription medications that could change the body’s responses to heat and affect its ability to control its temperature. In addition, when the humidity outside is high, sweat evaporates more slowly, which keeps your body from releasing heat quickly. That being said, when you’re out and about this summer, consider these tips to stay safe under the sizzling sun: - Stay hydrated. This is a key rule to beat the heat and prevent heat-related illnesses. Drink at least 6-8 glasses of water each day. Make sure to continue drinking water even if you are not thirsty right away. - Dress appropriately. Colors such as white, beige, or other pastel colors can help reflect heat. Loose-fitting clothing also helps to keep you cool. Baseball caps, sun hats and sunglasses help keep the sun out of your face. Apply sunscreen SPF 30 or higher before going outside to protect your skin. - Schedule breaks throughout the day. If you plan to spend a long period of time outside, especially in direct sunlight, remember to pace yourself to save your energy. Avoid tiring activity and slow down. Take time for rest periods and water breaks in a shaded or air conditioned space. - Cool off inside. Visit somewhere with air conditioning, such as a library, senior center, recreation center, gym or store. Try to keep your pets indoors, too. - Snack on cooling foods. Consider fresh fruits and vegetables, pasta salad, cold soup, smoothies or healthy popsicles to cool your body temperature down. Healthy Orange Mango Coconut Popsicles Ingredients - 4 cups mango - 2 cup coconut milk, whisked - 3 tablespoons orange juice - 3 tablespoons honey - Puree 3 cups mango slices, 1 ½ cup coconut milk, orange juice, and honey. - Cut the remaining 1 cup mango slices into ¼-inch cubes. Evenly divide them among the popsicle molds. - Add 3 tablespoons of mango coconut mixture, gently tapping mold on the counter to make sure liquid fills in the diced mango spaces. - Add 1 tablespoon of coconut milk, or until the mold is filled. Insert the popsicle sticks and then freeze for at least 6 hours, or overnight. - Enjoy on a hot day!	https://www.loraincountyhealth.com/announcements?action=show&id=8241
The hot weather is back! But with temperatures likely to soar up to 30 degrees during the summer, do you know the symptoms of sun stroke and heat exhaustion? When the temperature rises so does your risk of heat exhaustion and heatstroke. A heatwave can trigger more attacks and age may make you more susceptible, says Dr Melanie Wynne-Jones. ‘If it’s really hot, it may be best to stay in the shade or indoors,’ she says, ‘especially if you have medical conditions, take regular medication or are frail or elderly.’ What is sunstroke / heatstroke? Sunstroke, also known as heatstroke, is a condition caused by your body overheating – to a temperature above 70C (104F). It may start as heat exhaustion (more details about this below), and is rarely serious if you cool your body down immediately. But if your body temperature rises, heat exhaustion can develop into heatstroke which is a serious medical emergency. ‘Seek urgent medical help,’ says Dr Mel, ‘as heatstroke can trigger confusion, convulsions and unconsciousness.’ How to recognise sunstroke symptoms: Symptoms may start suddenly or slowly,’ says Dr Mel. Signs of heat exhaustion can include: - A headache - Dizziness and confusion - Excessive sweating - Clammy, pale skin - Stomach, leg and arm cramps - Feeling breathless - A fast pulse-rate - A temperature above 38C - Excessive thirst - Reduced, darker coloured urine - Loss of appetite - Nausea and/or vomitting - Children may become sleepy or floppy If you think someone may have heatstroke call 999 and take immediate action to cool them down with the advice above. Heatstroke is often characterised by a lack of sweating. ‘It needs urgent treatment,’ says Dr Mel ‘including lying down in the shade or an air-conditioned room, removing clothing to allow sweating and cooling skin with cold wet flannels and a fan, as well as drinking water or juice or rehydration drinks. While waiting for the ambulance: - Move the person somewhere cooler - Loosen clothes and sprinkle them with cool water, or use a cool damp sheet - If they are conscious, give them water - Do not give them paracetamol or aspirin To keep your body cool and well hydrated try to: - Drink plenty of cold drinks. Water or juice are best, says Dr Mel. ‘Sweating causes water and salt loss, and you could develop heat exhaustion or heat- or sunstroke as your body heats up, you become dehydrated and your blood pressure falls.’ - Take a cool shower or bath. - Wear light-coloured clothing to reflect light and heat. - Spray a mist of water over your skin and clothes to help keep you cool. - Stay out of the sun, especially when it’s at its hottest – between 11am and 3pm. - Avoid too much alcohol – it interfers with your body’s temperature regulation. - Avoid strenuous exercise – this can also trigger heat exhuastion and heatstroke. What is heat exhausation? Heat exhaustion is less serious than heat stroke, but should still be treated quickly to prevent it developing in to heat stroke. Signs of heat exhaustion: - Headaches - Dizziness - Nausea and vomiting - Muscle weakness or cramps - Pale skin - High temperature What to do when heat exhaustion symptoms appear: - Move somewhere cool - Drink plenty of water or fruit juice - Take a lukewarm shower or sponge yourself with cold water Of course, it’s always best to pre-empt the symptoms, by following all of the above steps to keep yourself healthy; drinking plenty of water, staying inside, staying in the shade where possible, and avoiding any strenuous exercise in hot weather. What you need to know about UK heatwaves What is a heat wave? A heat wave is defined as prolonged period of abnormally hot weather. There are four different heatwave levels. Level 1 – Green: This is the ‘normal’ state, where there is no more than a 50% risk of heatwave. People should just be aware of the risks of heat and the need to keep cool. Level 2 – Amber: Alert and readiness – there’s now a 60% chance that ‘threshold’ temperatures will be reached for 2 or more days. ‘Threshold’ temperatures vary from region to region around the country, but are around 30°C during the day and 15°C at night. Level 3 – Red: Heatwave action – this stage is reached when threshold temperatures have been reached in at least one region around the country. Level 4 – Red Emergency: When the Heatwave Plan hits 4, the situation is extremely serious – this is when the heatwave is so severe that it’s likely to cause power or water shortages. Who is most at risk during a UK heatwave? Of course, we should all be careful during a heatwave, protecting ourselves from the damaging rays of the sun as much as we can. But some people are particularly vulnerable during hot weather, including babies and young children, older people, people with long-term health conditions, and those who are very physically active a lot, such as athletes or outdoor labourers. Practical tips on how to cope in hot weather - Check up on friends, relatives and neighbours, particularly the elderly or infirm, who may be less able to look after themselves in the heat. - Shut and shade windows when it’s hotter outside and open them for ventilation when it’s cooler outside – generally late evenings and early mornings are not as hot, so make sure you have your windows open at these times to let the cooler air in. - If you’re vulnerable to the effects of heat, avoid going out between 11am-3pm. Temperatures can continue to increase until about 5pm however, so make sure to stay equally protected and cautious until the early evening too. - Drink cold drinks like water or fruit juice regularly and avoid tea, coffee and alcohol – these drinks act as a diuretic and so can actually dehydrate you, at a time when you need as much hydration as possible! - Stay tuned to the weather forecast and plan ahead with supplies for any trips out. Make sure to watch out for advice from weather professionals too, as you would in any kind of extreme weather. - Stay in the shade where possible, wear a wide brimmed hat and protect yours and your children’s skin with plenty of suncream – SPF 30 is advised at a minimum. These tips especially apply to kids, who are particularly vulnerable to the effects of the sun. - Some weather experts also advise putting your bed sheets in the freezer a few hours before you head to bed, to create a cooler environment for sleeping in hot weather. How to cope with hot weather for homeowners There are lots of ways to keep your home cool in the summer. Homeowners can take other practical steps to cool down a house during the summer, including: - Shading south and west-facing windows - Painting buildings and surrounding walls white to reflect heat - Planting small trees and shrubs around buildings to deflect heat - Replacing metal blinds with curtains with white linings to reflect heat outwards where possible.	https://www.goodto.com/wellbeing/symptoms-sun-stroke-heat-exhaustion-77953
Summer in the city usually means it’s hot – hotter than surrounding areas. Those who have investigated this phenomenon have identified the presence of “urban heat islands” – places that heat up disproportionately to those nearby. One reason for this is the predominance of dark asphalt pavement and dark-colored roofing. The significance is that dark surfaces are known to absorb sunlight and re-radiate it back as heat. That’s how thermal solar panels work, but it is also dramatically apparent when walking across a black asphalt parking lot in the summer sun. The heat is coming not only from the sun above, but from the pavement below. If nearby buildings have dark-colored roofs, the same is happening there. Studies have shown that this re-radiated heat can build up in urban areas and raise the surrounding air temperature by up to 5 degrees Fahrenheit on average. So while it might be a tolerable 85 degrees and pleasant a few miles away, the urban core could be sweltering in a self-induced 90 degrees – even higher on those dark roofs and parking lots. How do we know what materials help or hinder these urban heat islands? First, all materials will absorb and reflect varying amounts of solar radiation based primarily on the color and reflectance of a material. The way to measure that variation is based on ASTM test standards E903 and C1549. These tests are used to determine the solar reflectance (SR) of materials, which is expressed as the fraction of solar energy that is reflected on a scale of 0 to 1. Black paint, for example, has an SR of 0 and bright white titanium paint has an SR of 1 (highest reflectance). Taking things one step further, the Solar Reflectance Index (SRI) has been developed as a measure of the ability of a constructed surface, particularly roofs, to stay cool in the sun. It relies on both an initial SR value as well as a thermal emittance value being determined for a material or product. Using ASTM E1980 and values from the Cool Roof Rating Council Standard (CRRC-1), an SRI of between 0 (common black surface) and 100 (common white reflective surface) can be determined. The higher the SRI, the higher the amount of solar radiation that is reflected and thermal radiation minimized, thus creating a comparatively cool surface. Metal roofing is particularly well suited to achieve high SRI values, minimize heat build-up, and reduce urban heat islands. Recognizing this, many manufacturers test metal roofing products and publish the SRI results, allowing professionals and consumers to make informed decisions. Of course, other roofing materials are tested for SRI values too, but few test as effectively and economically as metal roofing. Specifying and building with high-SRI metal roofs has benefits beyond just the immediate building—reducing urban heat islands keeps excess heat from building up in the surrounding community too. Higher summer temperatures can be detrimental to plants, trees, and people who are outside in urban areas. By using cool metal roofs that reduce the surrounding air temperature, plants don’t lose water as quickly, people are more comfortable, and trees are less stressed. Cooler air temperatures around a building also means air conditioning does not need to work as hard or as often. That translates into less energy use and fewer greenhouse gas emissions from electricity to run the air conditioning—both of which could significantly contribute to cleaner air in the community. By recognizing the existence of urban heat islands and their impact on people and the environment, those of us in the design and construction field can choose to do something about them. By specifying and installing high-SRI cool metal roofs, the environment benefits, people benefit and our buildings benefit.	http://blog.mbci.com/urban-heat-islands-cool-metal-roofs/
The hot sticky summer is upon us and and all I can think about is cooling down. Susan and I have been adapting to our new 1850s home and all of of it’s lovely quirks. I’ve been swapping out all the 30 something storm windows with their summer screens trying to see where the breeze comes from best. There have been a lot of wind slammed doors and rattling windows trying to get the combination right. How do we cool the house down naturally has been my top priority. This whole concept of cooling the house has had me thinking a lot about color. Why is the house painted white, maybe because it gets full sun and white deflects the heat. This made me think, what else does the color white represent? Whether it’s fashion for the heat, ice cream for the cool taste or the contrast of a white pizza. The color white has such an intrinsic stark cool feeling about it and it can change the mood in any case. So, to change our mood from the heat we are sharing with you some of our “Summer White” ideas in the the form of food. We love this recipe because it’s the perfect side dish to any kind of BBQ and it’s pretty fast on the stove top so you don’t heat up your kitchen. If you have a cast iron pan, you could even prepare this on your grill, at the same time you cook your main dish. Pork and beans is a time honored summer tradition, and if it’s not yours, you should try it. We always have a few cans of cannellini beans around in the pantry because you can use them for so many things like bean dip for pittas, add them to a soup, or fry in a pan for pork and beans. I will say this is not my moms recipe, but it’s pretty amazing and takes no time to whip up, which means you keep the heat down in the kitchen. We’ll be sharing some of our favorite summer whites each month over the summer.	https://houseofbrinson.com/2014/07/15/summer-whites-pork-and-beans/
There are four main climate zones in the United States: cool, temperate, hot-arid, and hot-humid. Each zone has different needs and therefore requires different techniques for climate amelioration. The cool zone has very cold winters and hot summers with a wide range of temperatures, from -30 degrees F to over 100 degrees F in summer. Persistent prevailing winds usually come from the northwest and the southwest. In the cool zone the days are short in winter and the sun is very low in the sky. The temperate zone has cool and hot seasons that are about the same length. Temperatures are not as extreme as in the cool regions. Seasonal winds blow from the northwest and south. Temperate zones have lots of rain and high humidity. The summers may be hot, heavy, and uncomfortable. The hot-arid zone is dry, clear, and sunny. The summers are long and hot. The nights cool rapidly as heat radiates from the ground into the clear skies. Winds are generally along an east-west axis, with variations between night and day. The hot-humid zone is warm and wet. Winds are variable in direction and velocity. Hurricanes are common, their winds often from the east or southeast. By understanding the subtle differences among zones, you can use supplemental energy-saving techniques in the most effective way. In the hot-humid zone, for example, large trees can be used for protection from the hot western setting sun; however, they should be far enough away from the building so that a hurricane will not blow them down on the house. Also, low trees should be used on the east exposure because of the prevailing hurricane winds. Cool Zones In cold areas, keeping warm uses more energy than summer cooling and is the major thrust of energy-saving techniques. Some concern, however, should be given to relief from summer heat. Heavy insulation is mandatory. Windows on the south should let in sunlight for warmth in winter. On the northwest, berms or evergreen windscreens, or both, should give protection from the prevailing winter wind. Land forms, walls and fences may be used to provide sun pockets and barriers. For the longest seasonal use, outdoor living areas are best placed on the southern exposure. Deciduous trees or overhangs on the south may be needed for some protection from the summer noonday sun. In some locations, protection on the west from the hot, low summer sun may be necessary. A tree or even a trellis with honeysuckle will work. Temperate Zones It is necessary to conserve heat in winter as well as to provide cooling and occasional dehumidifying in summer. Because of the milder climate, protected outdoor areas in the temperate zone can be used for a longer season than in cold regions. Outdoor living areas should be on the south and southwest, protected from cold north and northwest winds. Tall deciduous trees should be used on the south and west exposures to provide maximum cooling and to allow penetration of warming winter sun. Trees, landforms, walls and fences can provide protection from cold winter winds where they are strong. Wind shadows should be created to protect the north side of the building and also to protect doorways from winter winds. Wall insulation is not as common here as in northern climates, so winter wind protection is most important. Because the summers tend to be hot, outdoor areas should be designed to take advantage of prevailing summer breezes, which usually come from a slightly different direction than winter winds. Ideally, these warm-season breezes should be channeled through the house for cooling, where possible. Hot-Arid Zone Keeping cool during the day and warm at night are the main goals of climate modification in hot-arid regions. Outdoor living areas should be to the east; the building will provide shade during hot afternoons. East and west windows should be shaded. Glass walls should face north. South-facing windows need protection with a large overhang, deciduous trees or trellises. Excessive glare from the outdoors sun area can be reduced by planting grass and shrubs near the building. Underplanting near the house should be thick to insulate and hold humidity. Shade roof and parking areas with overhanging trees. The roof should be light to reflect heat away from the building, and the parking areas should be surfaced with a medium-colored material that neither absorbs heat (like blacktop), nor reflects it (like white stone). Cooling daytime breezes should be maximized by increasing their speed with wind funnels. In some desert areas, however, winds are unpleasantly strong; in such places funnels should not be considered. There should instead be protected areas for sitting. For houses that don’t cool off fast enough at night, the window curtains should be left open for maximum solar heat loss after dark. When the curtains are left open, heat will quickly radiate through the glass into the cloudless, star-studded black sky. Evaporation from lakes, pools, or fountains will provide further cooling and humidifying if they’re upwind from the building. Hot-Humid Zone Shade and movement of air through the site are the most important considerations for this zone. Outdoor living areas should be on the east or north side of the building. Plantings should shade both the structure and the outdoor living areas. East and west windows should be shaded. South windows should have overhangs for protection from trees. On old southern plantation houses, a wide wraparound porch shaded the windows, which also allowed them to be kept open for cool breezes during rainstorms. Trees should be high-headed to allow breezes beneath. Movement of air is important not only for cooling, but also for evaporation of the ever-present moisture and to lessen the resulting growth of mildew. Wind funnels should be created with low trees, shrubs and walls to direct breezes around the house and possibly through the house and outdoor living areas. Underplantings near the buildings should be kept very low for better air circulation and to minimize dank areas and mildew. Sunny areas should be planted with grass or low ground cover to absorb solar heat, rather than to reflect it onto the walls and into the windows. Shaded areas may be paved, preferably with a medium-color paving, such as brick. A protected winter sun pocket may be created by paving and fencing a small area to catch the winter sun and extended outdoor use.	https://tommymac.us/2011/08/climate-zones/
Do you shy away from exercising outside during the hot summer months? It can be challenging to conquer the heat and still get that workout in, but there are a few hacks I use during the hot months to get through them without ditching my workouts. Going for a run in the early morning hours before the sun gets too hot is extremely helpful. You could also do lower intensity workouts such as walking or hiking, and save the long runs for the cooler months. If you do choose to still workout outside, make sure you wear white or other very light colored workout clothes with breathable fabrics. If you don’t already have one, you can pick up one of those cool neck wraps that stays cool for several hours. Wrap it around your neck as you’re outside to keep yourself cooled down as much as possible. Lastly, choosing a shady park to run or walk in is another wonderful way to stay out of the sun. Do you prefer indoor or outdoor workouts during the summer months?	http://getwellwithkim.com/photos/tips-for-exercising-in-the-heat/
Deep green, strap-like foliage forms a tight mound that serves as the backdrop for fat buds that open to reveal big, pure white, double, frilly, aster-like blooms that start in late June and continue through the summer. Easy to grow, this selection will thrill you with its strength of bloom and its ability to keep clean, cool, fresh bloom in the garden despite the summer's heat. Heat Tolerant Full Sun Characteristics and Attributes - Attributes: - Heat Tolerant - Flower Color: - White - Foliage Color: - Green - Programs: - White Flower Farm - Season of Interest (Flowering): - Late Summer - Summer - Early Summer - Exposure:	https://www.pridescorner.com/plant-name/Stokesia-laevis-Divinity-Stokes-Aster
During the late fall and early spring months, the color of the ground is typically responsible for determining how warm or how cold our temperatures will be on a given day. The phenomenon behind this is known as, Albedo. It's a unitless measurement of how effective a certain surface is at reflecting incoming solar radiation on a scale from 0, known as a block body, to 1. As the angle of the sun continues to decrease heading towards the winter solstice, we receive less in the way of incoming solar radiation compared to our warm, summer months when the amount of solar radiation is maximized. Because of this, we typically rely on ground conditions to drive a warmer temperature pattern in addition to a strong southerly flow. If the ground remains snow-free during the winter, more incoming solar radiation is absorbed because that bare ground has a low albedo. Very little is reflected back into the atmosphere. This maximizes the suns energy and helps keep our temperatures on the mild side. This theory also holds true when you go car shopping. During the summer months, a black or dark-colored vehicle may not seem very attractive because they are seen as heat magnets. They absorb a good chunk of the incoming solar radiation, effectively making them hotter. A 2011 study by Berkeley Lab Environmental Energy Technologies Division found that light colored cars, such as white and silver, reflect up to 60 percent of sunlight compared to dark colored cars. Like a bright colored car, when snow is located on the ground it is extremely efficient at reflecting nearly all of the suns energy back into the atmosphere. This keeps temperatures cooler because none of that incoming solar radiation can be absorbed and used for heating. Until we get another substantial snowpack on the ground either here or somewhere nearby, don't expect any major artic outbreaks anytime soon.	https://wqad.com/2018/12/19/why-the-color-of-the-ground-is-important-this-time-of-year/
It makes perfect sense why most people prefer to camp during the sunny and hot weather months. There’s definitely more to do, see and enjoy if it’s not raining or cold. But, if it’s too hot outside and you’re not prepared for it, you might end up causing serious harm to your body. So, to better enjoy the outdoors during the peak of summer, here are 5 practical tips for keeping cool when camping! Tip 1 - Avoid Activities Around 3 PM Have you noticed that some periods of the day seem excoriatingly hotter than others? Well, it’s not just you… it’s science! During the summer months in the northern hemisphere, the sun is at it’s heights point in the sky around noon. At this angle, the sun’s light and heat energy is at its maximum. But, even though the sun’s radiation is at its highest, the temperature is not its hottest. Why? Well, the “thermal delay” which is related to how fast the Earth’s surface actually heats up, takes hours. Therefore, the true hottest part of the day in summer is around 3 PM [Reference]. It’s best to limit or avoid strenuous activities around this time to reduce overheating and excessive sun exposure. Tip 2 - Wear a Soaked Handkerchief Around Your Neck If you start to feel a bit overheated in the summer, a great way to regulate your temperature is to use a damp handkerchief or bandana and place it around your neck. As the water in handkerchief evaporates, it actually cools your skin similar to how sweating helps regulate your body temperature. Placing the damp cloth around your neck cools the carotid arteries which transports blood to your head and brain. This is a great, on-the-go way to keep your head cool if you’re hiking or paddling during a particularly hot time of the day. Tip 3 - Find or Create a Shaded Area for Respite Spending too much time directly in the sun can be exhausting as well as harmful to your skin. Unprotected skin can start to sunburn quickly. And the after affects can be painful as well as lead to future skin conditions. So, to keep your skin protected, your best option is to find a shaded area to keep cool and out of the sun. This can be as simple as sheltering underneath a tree canopy or on the shaded side of a tall structure. For artificial shade, it’s also a great idea to Set Up a Tarp to shield you from the sun’s rays. You can set up chair or a blanket underneath for additional comfort. It can feel 10 to 15 degrees cooler in the shade because you’re essentially blocking the direct radiative heat coming from the sun [Reference]. Tip 4 - Wear Clothing that Compliment Body Cooling The right clothing can really help protect your skin and regulate your body temperature in hot weather. But, not all clothing materials are designed for cooling. Here are some things to consider when packing cloths for a hot summer camping trip: - Natural fabrics such as cotton, linen and silk absorb sweat and help wick away moisture. - Light-weight and light-coloured clothes promote airflow and absorb less heat from the sun. - Long-sleeve shirts and pants can help protect skin without the need for sunscreen - A wide-brimmed hat protects your eyes, face and neck from getting sunburned Using the right clothes can increase your comfort level even in hottest conditions, so pick and pack clothes wisely! Tip 5 - Drink Enough Water and Electrolytes Elevated levels of activities while camping in hot climates will eventually lead to sweating. Sweat contains mostly water but also electrolytes such as sodium chloride (salt) and a small amount potassium. Excessive amounts of sweating may lead to a temporary deficiency of sodium and potassium in blood. This is important because electrolytes play 3 important roles in the body: - Regulate the amount of fluids in cells. - Regulate nerve and muscle function. - Regulate pH levels. It’s exceedingly important to drink enough water and replenish electrolytes before, during and after you sweat. Eating salty snacks and drinking at least 10 glasses (80 oz.) of water on a hot day should keep you perfectly hydrated and healthy! This article contains affiliate links, which help support this blog at no cost to you!	https://meanderingspirits.com/blog/travel/how-to-keep-cool-when-camping-in-hot-summer-weather/
The Philippines is no stranger to the sweltering heat and humid air brought by the fast-approaching summer season. As the temperature rises, so do the number of people at the pools and beaches. With just a splash of the crisp and cool water, Filipinos know how to kick things up a notch and enjoy the summer heat. Our pets, however, do not have the same tolerance. We may bring them outdoors to have fun with us but know that they are prone to heat stroke and dehydration as well. It is important to keep tabs on them and their health. Here are a few reminders on how we can keep our pets safe this summer season: 1. Never leave them unattended. This rule applies to our everyday routine. In summer, however, it’s a different issue. Our pets may want to cool down by going out of the house to catch a gust of wind even when the sun is at its peak. If they’re in a car, make sure to leave the windows open for them to get some much needed air. The inside of a car can be hot and may lead to suffocation or heat stroke. Always accompany them and make sure that you and your pet stay hydrated. 2. Avoid going out as much as possible. If you think the sun isn’t going to tone down its heat, it’s best to stay indoors and only go out when the sun is setting. The concrete pavement can be hot, especially for your pet’s paws. For better comfort, make sure to stay in a well-ventilated room. If you have an AC, just make sure that it’s at a temperature that allows you and your dog’s body to properly adjust from the outdoor heat. You don’t want you or your dog to get sick in the summer now, do you? Here are some of the breeds that are susceptible to heat exhaustion and heat stroke: – Extreme Himalayan Cats – Persian Cats – Pekinese – Boston Terriers – Japanese Chins – Bulldogs – Pugs 3. Fluids are important. For your pet, make sure they have a steady supply of cool, fresh, and clean drinking water. Do not force them to drink it since they will most likely do that on their own. Just make sure the water is not too cold or else they’d be surprised to know how you tried to freeze them. They will feel betrayed. 4. Avoid taking walks on hot sand. If you plan on hitting the beach, the sand may be too hot for your pet’s paws. The surface of the sand becomes hot since it is more exposed to the deadly rays of the sun. Beach chairs and even towels on the sand can also retain heat. These could make your pets feel uncomfortable and irritable. It’s best to let them retreat to somewhere cooler. 5. Do not shave them. Your pet’s fur isn’t just their outer layer but their barrier from the heat of the sun as well. Their mane helps them to feel cool (literally and figuratively) during the summer. 6. Remain vigilant of your pet’s behavior. If you start noticing something strange about your pet’s behavior, don’t overlook these symptoms and have them checked at a local veterinarian. This could either be an effect of the heat or an underlying condition you’re unaware of. Having fun in the sun is the epitome of a summer escapade. But let’s not forget that it also brings heat-related conditions that can harm us and our beloved pets. We must stay vigilant at all times to make the most out of the summer season. Sources: https://safety.lovetoknow.com/Summer_Safety_for_Animals https://petcube.com/blog/pet-summer-safety/ Featured Photo:	https://manpharma.ph/2019/03/25/6-ways-to-keep-our-pets-safe-from-the-summer-heat/
When the warm weather of summer arrives, we love to venture outside and soak up the rays. Naturally, you want to bring your dog with you during your summer adventures, but you must always keep in mind that dog's do not respond to heat the same way we do. Dogs generally have a difficult time cooling down after being exposed to temperatures above 80°F for an extended period of time. Here are some of the "Do's and Don'ts" of keeping your pooch cool and happy this summer. Do: Walk/exercise your dog during the cooler hours of the day. Morning and evening are the best times to walk your dog during the summer months. The hot air, sun's powerful rays and hot asphalt or concrete can all factor into your dog overheating during summer walks. Try to keep your dog on the grass or try walking him on trails whenever possible during the summer. Don't: Overexert your dog this summer. Dogs often don't know their limits, especially if chasing their favorite toy is involved. They may push themselves to far, therefore it is up to you to watch for signs of overheating. If you notice your dog seeking out shady spots and lying down, it is their way of telling you it's too hot to keep playing. Other signs of a dog that is too hot include excessive panting, back that is warm to the touch, fatigue, dizziness, thick saliva, or diarrhea. Do: Provide your dog with plenty of fresh water. Make sure your dog's bowl is clean and has not been sitting out in the sun all day where bacteria can grow in a dirty bowl. Continually fill your dog's bowl with fresh, cool water. The water should not be freezing as this can cool him down too quickly, shocking his system. Don't: Force your dog to drink. Never force your dog to drink water, even if he appears dehydrated and doesn't seem to be interested in his bowl of water. Pouring water into your dogs mouth can lead to him sucking it into his lungs and chocking. Instead, if your dog will not drink, try gently wetting his tongue. Use your hand or a cloth to soak his tongue and see how he responds. Do: Use wet towels to cool your dog down. The towels should be cool, not freezing cold, so your dog's temperature drops slowly. The best spots to place these towels include your dog's paws, forelimbs, groin, ears and neck. If you do not have towels, you can wet your dogs paws, forelimbs, ears or neck with room temperature water. Don't: Shave your dog to combat the heat. If your dog has long hair, a short trim can help cool them down, but a full on shave can lead to additional problems. A dogs fur provides insulation and helps regulate his temperature. A fur coat not only keeps them warm in the winter, but helps to keep them cool in the summer. It also protects him from UV rays. Like us, dogs can get sunburns and skin cancer, so be sure to always keep your dog's fur short and brushed, allowing proper air circulation. Bonus cooling tip: You can share your ice cream cone treat with your dog (as long as it's not chocolate, of course), but we don't recommend giving him too many licks as you may have an unwanted mess to clean up! If you walk outside with your dog and immediately feel the heat, you can bet he feels it too. While spending time outdoors during the summer months is a great source of exercise and fun for all involved, being aware of your dog's potential for heat exhaustion and how to deal with it is necessary for all dog owners. Share: Back to blog Categories Eater's Digest Direct Eats News Five on 5 Diets & Lifestyle Meet Our Makers Recipes Babies & Kids Food Health & Beauty Pets © Copyright 2020 Direct Eats. All Rights reserved. Sign In Create Account Gift Cards check balances For Makers sign in + manage Account Menu Email * Password * Account Menu Email * Password * Confirm password * First name * Last name * Phone * × Sign In Do you have an account with us? Sign in Now! Username Password Remember me Lost password? Don't have an account yet? Register now > Want to become a maker on Direct Eats? Learn more > Register Email address * Password * Anti-spam Confirm Password * Already have an account? Sign In > Adding . . .	https://directeats.com/pets-blog/post/2016/7/27/the-do-s-and-dont-s-of-cooling-down-your-dog-this-summer/13
When most people think of Los Angeles, they often mention the fact that it feels hot, sometimes to the point of sweltering. In fact, many people, even residents of LA, talk about the consistency of the weather being hot in the summers and somewhat temperate the rest of the year. But, those who have never visited LA often wonder if it is humid or dry in this coastal city. Although the weather is moderate most of the year, Los Angeles is said to be an exceptionally dry city. This means that during the summer months, it is not only hot, but it is a dry heat that leaves many people searching for some relief from the cool ocean water. If you have ever been to Los Angeles, then you know how hot it can be, especially in the summertime. Keep reading to learn more about the weather in LA and why it is dry when it feels humid. What Is the Average Temperature in Los Angeles? Los Angeles is known for its temperate climate most of the year, although the summer months can be described as almost unbearable. This is because, depending on the season, the temperatures stay relatively dependable. During the different seasons, the weather in Los Angeles can range from about 45℉ in the winter months to 90℉ and above in the summertime. Even though this range is vastly different, it is most dependable to residents. For example, residents of the City of Angels have come to know that during the summer months, they need to take certain precautions to ensure they are not getting heatstroke since the temperatures can get extremely hot. This often means that they are spending more time at the beach or inside under the air conditioning. During the fall and spring months, residents report that temperatures are mostly bearable, staying within the vicinity of about 75℉. This is often a welcomed difference from the summer heat they may have experienced recently. The winter months in LA are also somewhat temperate, with temperatures not going down further than around 45℉. Although nights can be known to get down slightly lower, it is rare to see the chill last for very long. Is the Ocean Hot or Cold in LA? For the most part, the Pacific Ocean stays somewhat cool since it is the water that is coming from Alaska and other colder areas. This means that despite the sweltering heat in the summer months, the water stays on the cool side. In the summer, this cooler ocean water is a relief to many from the heat they experience almost on a daily basis. Taking a dip in the ocean can allow them to cool off, which explains why the beaches are mostly full during the summer. Is LA Humid or Dry? Even though it feels hot and muggy at times in Los Angeles, especially in the summer months, the heat is said to be extremely dry. With the sun shining down with almost no relief, LA residents describe it as a very dry heat. Since the Pacific Ocean is cooler, there is not much evaporation that happens over the waters and therefore does not produce much humidity. Although there is some humidity throughout the year, for the most part, the climate is dry. The climate in Los Angeles is often described as similar to Mediterranean climate trends, but with extremely dry summers and mostly wet winters. The winters often bring precipitation in the way of consistent rain during much of the season. Why Does It Feel Humid in Los Angeles? Although the temperatures in Los Angeles, especially in the summer months, can get hotter than the rest of the year, the humidity levels do not often rise with it. This is because of the cooler ocean temperatures coming off the Pacific Ocean. Since the water from the Pacific Ocean is cooled by the cold climate of Alaska, the ocean around Los Angeles often stays relatively cool. With this being the case, the process of evaporation does not happen as much as it does on the Atlantic Ocean. Many people, however, often describe the summers as dry. There are times when it feels extremely muggy outside. This is mostly due to the dew point averages rather than actual humidity. Another reason the climate is typically drier than other coastal areas is because Los Angeles does not experience as much precipitation. Since the summers are typically dry, any rainfall occurs during the winter months, if at all. Final Thoughts The bottom line is that in Los Angeles, despite the belief that the ocean would bring a more humid climate, the truth is that the weather in the city is mostly dry. The ocean does not do much to add to the moisture in the air since it is mostly colder. Those who live in Los Angeles year-round enjoy having the predictability of the climate throughout the year. Knowing that summers are going to bring extreme dry heat and the winters some precipitation helps them to be better prepared for anything that comes their way.	https://homebyfour.com/home-buying/is-la-humid-or-dry/
East Riding of Yorkshire Council’s public health team has advised everyone, especially older and more vulnerable residents, to be prepared for the scorching weather. The tips include: ○ Try to stay indoors and out of the heat, especially between 11am and 3pm, during heatwaves ○ If going out in the heat wear UV sunglasses, preferably wrap around, to reduce UV exposure to the eye; walk in the shade; apply sunscreen of at least SPF15 with UVA protection; wear a hat and light scarf; and wear light, loose-fitting clothes to minimise the risk of sunburn ○ During a heatwave be sure to avoid extreme physical exertion ○ Avoid excess alcohol, caffeine and hot drinks but do try to consume plenty of cold food and drinks with high water content, such as salad and fruit ○ Look out for others, especially vulnerable residents including older people, young children and babies, and those with serious illnesses ○ Keep your environment cool - a cool living space is especially important for infants, older people or those with long-term health conditions or those who can’t look after themselves ○ Windows exposed to the sun should be kept closed during the day, while curtains over exposed windows should remain shut. Open windows at night when the temperature has dropped, but be aware of security issues especially in ground floor rooms ○ Care should be taken with metal blinds and dark curtains, as these can absorb heat – perhaps consider placing reflective material between them and the window space ○ Turn off non-essential lights and electrical equipment which generate heat ○ Keep indoor plants and bowls of water in the house as evaporation helps to cool the air ○ Electric fans may provide some relief, if temperatures are below 35°C ○ If you or others feel unwell, get dizzy, weak, and anxious or have intense thirst move to a cool place and rehydrate immediately ○ Keep up to date with Met Office forecasts and prepare accordingly. Andy Kingdom, interim director of public health at East Riding of Yorkshire Council, said: “While we always expect the summer months to bring with them warmer weather, there are occasions when the average temperatures can get too high, becoming uncomfortably hot and at times dangerously hot for some, requiring extra preparations and vigilance.	https://www.pocklingtonpost.co.uk/news/people/east-riding-council-offers-top-tips-to-stay-cool-as-temperatures-soar-1-9892828
Stay Cool In the Heat Of The Summer The danger with too much heat should never be underestimated. Heat can kill in a remarkably short space of time and with relatively little warning and yet just by taking a few simple precautions like getting plenty of fluids, staying out of the midday sun and investing in an electric fan to keep you cool, you can avoid a catastrophe. According to the NHS Heat Wave Plan for England, during one spell of hot weather in 2003, the number of deaths of people over the age of 75 in London alone rose by a massive 60 percent. During that same year, Northern France suffered 15,000 additional deaths; it’s important to note that these deaths are on top of what would normally be expected at that time of year. Those most at risk from the effects of the heat exhaustion and sunstroke or heatstroke include the following: - Small children and babies - The elderly who do not sweat as much and are less likely to feel the heat or notice the effects of heat exhaustion - The sick or infirm who may be unable to get out of the sun as easily and whose bodies are less able to cope with higher temperatures - The mentally ill or those suffering from dementia - People on certain types of medication - Those living on their own or who are isolated - Those who live in caravans, chalets and mobile homes or in top floor flats where the heat is likely to be more intense - People working in places where the temperature is already high, such as in kitchens, bakeries and foundries - Anyone, anywhere who finds themselves in a building during a heat wave where there is no air conditioning and no cooling fan What is Heat exhaustion and Sunstroke/Heatstroke? Heat exhaustion occurs when the body is starting to feel the effects of too much heat, symptoms of which can include headache, nausea, loss of appetite, vomiting, slow pulse and dehydration. If nothing is done to alleviate the problem, replace fluids and cool the body down, then it can very quickly lead to sunstroke or heatstroke. This is a serious condition where the body is no longer able to regulate temperature so cannot cool itself. Body temperature then rises rapidly leading to the possibility of hallucinations, confusion, convulsions and loss of consciousness. How to cope with a summer heat wave: - Drink plenty of water, even if you don’t feel particularly thirsty, this is vitally important in order to replace body fluids and prevent dehydration - Avoid drinking too much alcohol which increases the risk of dehydration - Don’t overeat or indulge in hot and spicy foods, and opt for lighter colder meals instead - Avoid hot baths and showers - Close curtains or blinds that get direct sunlight and turn on an electric fan to cool the room - Never leave children, pets or an elderly or disabled person alone in a car for any length of time, the heat can be intense and quickly lead to dehydration, heat exhaustion and even death - Wear loose and comfortable clothing - Wear sunscreen and a sunhat when exposed to the sun - Try to stay inside when the sun is at its hottest, between 11 am and 3 pm During the summer months even a short spell of heat can have disastrous consequences, indeed most deaths occur during the first couple of days of the temperature rising. Don’t take risks with yourself or loved ones. Be sure to check on elderly relatives, neighbors and friends regularly and make sure they have plenty of fluids and a fan to cool them down. Heat waves can come at any time during the summer months but according to experts, climate change means that heat waves and hot spells are likely to become more common so it’s better to be informed now and therefore better prepared in future. Staying cool in the summer is vital for some people. A great way to stay cool is to buy electric fans to create a cool breeze through your home. For more information about fans please come and visit our site.	https://dressamed.com/blogs/news/next-heat-wave-kill-you
Summer is here: breeding season has fully kicked off with a flurry of songs, calls, dances and frantic nest-building. For many species of birds, migrants and residents alike, summer is the time to fatten up after the energy-sapping cold of winter and exhausting springtime courtship rituals. Summer is typically a time when there is a surge of food available as flowers, fruits, nuts, seeds, and insects all clamor for space as the warm weather and growth-inducing elements makes half the planet green again. But the beauty of this season can be deceiving; birds struggle with heat and many will die as the sun beats down. Mornings As spring progresses, the dawn chorus builds, and by the time summer arrives, you can hear a huge range of species giving it their all as the new day breaks. This aural phenomenon is little understood, but what we do know is this sound-filled time of the day is when birds are the most active, as light returns before the sun has warmed the air making any necessary task a struggle. The cool and often moist conditions provide birds with the perfect window for foraging, drinking, fixing up the nest if there’s been a storm or winds overnight, and finding food for any young ones huddled deep inside. This is when most species will be doing their flying and singing, so if you want to see them, you’ll need to get up early, and why not – the dawn chorus itself is one of the world’s most treasured performances and every birder should hear it at least once. If you are still leaving food out for the birds – and there is every reason to do so as food sources are always under pressure – then make sure you topped up your feeders the night before, and sit and quietly wait for breakfast to begin. Afternoons By lunchtime, any morning mists will have been burnt off by the rising sun, and if you are in for a particularly sunny day then the Tyndall effect of the sky gives a clear and brilliant blue, clouds banished to the horizons. This is the best time of day to spot birds of prey using the rising thermals from the heated earth to glide ever higher over their hunting grounds, laser-sharp eyes scanning the landscape below for the tiniest of mousey movements. But for many other birds, the afternoon is the most dangerous part of the day, when countless birds will be trying to hide from the glare of our solar system’s nominative giant. Birds use a lot more energy to perform normal basic functions, which means they have a much higher core body temperature, at around 40°C / 104°F. Any external heat source that makes this rise can be very dangerous. If the air temperature goes above 27°C / 81°F, birds start to experience a condition known as heat stress that can lead to death very quickly. Lacking sweat glands and pores, they need to find other ways to regulate excess heat, and like dogs, they pant, opening their bills to allow passing air to flow over the moist surface of the tongue and inner mouth parts to cool off. Many birds also flutter the throat area, called gular fluttering, promoting heat loss from the throat membranes. Some birds like vultures have a rather effective if a little grim way of cooling off: they will urinate on their legs to utilize evaporative cooling: the white paste of the urine and feces also helps reflect the sunlight. Some species nest in the open, making the summer a daily life-or-death challenge. These birds tend to have lighter coloured plumage on parts of their body that they turn towards the sun to reflect the heat away. For example, herring gulls turn throughout the day to present the white-feathered smaller surface areas of their heads, neck and breasts to the sun, reducing the effects of direct radiation to stay alive. But most birds will choose to simply stay still and rest in the shade; even better if this shade is close to a water source. Some birds swim to cool off, then fluff up their feathers after their dip, opening their wings to catch the breeze, like cormorants. Evenings Finally, the sun has passed its zenith, and our planet’s rotation makes the sun appear to vanish over the horizon as dusk settles in and the air temperature drops. The evening is the next best time for birds to come out of their hiding places and find food to cache or eat now to get them through the night. Some birds also sing again in the evening, perhaps thankful the threat of a heat-induced death has been evaded once again. How you can help We can take some very simple steps that will make hazy long days more bearable for birds. 1. Shade A lot of people wonder where birds go during the summer, especially if they live near woods or forests: you can bet your bottom dollar that’s where they are. If you have an outdoor space that can sustain plant life, keep them nearby by populating this with plants that will give a generous perching site covered by a canopy of leaves. Trees are always best but any shrubs or hedgerows give that double whammy of safety and shade just as well. If you have plans to trim or prune any of your plants, consider leaving it until later in the year when it’s not so hot, if your personal safety is not compromised. Aesthetically, a wild yard can still be beautiful, especially if it is full of birds. 2. Food Crops are bursting forth, trees are bearing fruit, the air is alive with the flutter and zoom of insects; bird food seems to be in abundance. But there is no harm in providing your own. Often seen primarily as a winter activity, feeding the birds in summer is gaining more favor, as more people become aware of their life cycles. Raising kids, flying further to find water, hard, dry ground making it impossible to get at food hiding there, gaining fat reserves for an autumn migration; these are all challenges birds have to overcome. Leaving out high-energy food packed with water will be a most welcome act. Raisins, sultanas, apples, pears, sunflower seeds, live mealworms; all of these are perfect. Avoid suet, as even though it has the calories it can get very messy when it melts in the sun and can invite four-legged critters to your yard. Also, peanuts are brilliant sources of energy but not so good in the summer as parent birds take them to their young, the pieces are too big for a tiny new throat. If this is all you have, crush them as much as you can first. Want to know more about summer bird feeding? Read more in our booklet HERE! 3. Water Water is life, but the sun dries it up. Many birds will try to glean it by eating insects, or buds, leaves, flower petals and other plant parts. By putting out a bird bath, you can provide them with drinking water and a place to cool off. The bath shouldn’t be much deeper than a couple of inches, and make sure the water is refreshed daily. Place the bath in the shade, and remember to do this for any feeders you leave out, as it will prevent the seeds from spoiling too quickly in the hot sun. Summer is one of the most anticipated seasons for us, but remember that a beautiful sunny day can be torture for birds. As they try their best to hide from the heat or locate water, by helping them get through the worst of the day and providing what they need right where you are, we all have a greater chance of making it through the hot days together.	https://blog.mybirdbuddy.com/post/birds-in-summertime
Why do you have less appetite in the summer? Many people know it: you are less hungry when you are very hot, but how come? The reason now even has a term: diet-induced thermogenesis. This is the phenomenon where, when it is very hot outside, you have less appetite. This is because your body needs to make energy to burn your food. When you create energy, heat is released. But when you are already very hot, your body does not want this extra heat and your appetite decreases. In addition, your body naturally already generates heat, but this is actually not necessary when it is very hot outside, says Wouter van Marken Lichtenbelt. He is professor of Ecological Energetics and Health at Maastricht University. Your body then wants to cool down, but that was more difficult. As a result, your body tries to burn less, so that all body processes are also less active and your body remains very calm. That is also one of the reasons that you can sometimes feel sluggish in the heat. Does this affect your health? Professor of Thermophysiology, Hein Daanen, indicates that a reduced appetite entails virtually no risks. You will notice that when your body is really hungry, even when it is very hot. However, it is important that you eat a sufficiently varied diet. Dietitian Lieneke Voss indicates that a healthy diet is very important, and not just in the summer. So make sure that you still get enough proteins, carbohydrates, fats, vitamins and minerals. She does indicate that some people have less need for hot meals in the summer. That in itself is not a problem, as long as your cold meal consists of enough variety and nutrients. Do you want to know more about the usefulness of fiber-rich food? Drinking more in the summer is also important In addition to sufficient and varied food, it is even more important to drink enough, especially when it is very hot outside. In general, you should drink about 1.5 to 2 liters of water per day. Drinking helps with good digestion and it ensures that your intestines are better able to absorb nutrients from your food. It also regulates the waste products in your body, which you urinate or sweat out. Tara Eikenaar, of the Nutrition Center, indicates that your body regulates the moisture level itself. When you don’t get enough fluids, you urinate less and you get a thirsty feeling in your mouth and/or throat. Nutritionist Froukje van Duin agrees. According to her, we should actually listen more to our thirst. Because when you feel this, it’s time to drink water, at any time. How much fluid do you need daily? How much fluid you need every day varies from day to day. This depends on how physically active you are, what the outside temperature is and what you eat. The best way to check if you’re drinking enough is to check your urine when you go to the bathroom. You are then drinking enough when your urine has a light color. With a dark yellow color you need more moisture. If you’re having trouble drinking enough water, it can help to keep a large bottle (about 1.5 liters) of water in sight when you’re working or just sitting on the couch. When it is empty at the end of the evening, you have at least drunk enough water. More is always good, but don’t do this all at once. The best thing to drink is just pure water with no additives. It doesn’t hurt to drink a cup of tea, coffee, juice or soda every now and then, but these quench your thirst a little less than regular water. Water with a sprig of mint in it is also fine, just note that water with lemon can be bad for the teeth. Read here which refreshing drinks you can also drink in addition to water. Protect yourself from the sun in the summer Although it is always important to protect yourself from the sun, it is even more important in the summer. The sun’s power is then a lot stronger, so you can burn faster. The GGD has made a three-step plan for this: keep out, dress and lubricate. - keep out: Stay out of the sun as much as possible and avoid direct contact with sunlight during the hottest time of the day, between noon and 3 p.m. - Clothes: Wear light, covering clothing and possibly wear a sun hat. Sunglasses also come in handy. Long sleeves and trouser legs are also good, as long as the fabric is light, such as cotton or linen. - lubricate: Lubricate your skin well with sunscreen and use at least factor 30. Repeat this every two hours and also apply immediately after you go swimming. Children are especially vulnerable in sunlight, because their skin is more sensitive. So make sure that, when you have children, you keep a close eye on them and that they stick to the 3 steps. It is also better for children to use factor 50 sunscreen because it offers just a little more sun protection. What do you do when you are burned? If you do get burned, it is important to take immediate action. Get out of the sun immediately and find a shady (possibly cool) spot. Then cool the skin with a watery after-sun or a wet tea towel. Severe burns can cause blisters, it is best to leave them whole. They disappear by themselves. If necessary, you can use a paracetamol to relieve the pain and it also works as an anti-inflammatory. Also keep a close eye on yourself. In case of fever, chills, nausea, palpitations or severe headache, it is important to contact a doctor. Then you may have sunstroke. Also call the doctor in case of an abundance of blisters and if the skin swells. Stay out of the sun for as long as possible after the burn to allow the skin to recover. It is possible that the skin will peel, this is completely normal. Do not pull the sheets off, they will come off on their own. It is especially important to continue to moisturize the burned skin so that it does not dry out. Read here how to get a can recognize sunstroke. Keep your house cool in the summer During the hot summer days it is also very important to keep your house cool. This will not only help you sleep better, but it is also better for your health. Make sure you close the shutters and/or curtains during the day to let in as little light as possible. Sunlight, no matter how small, can heat up the room considerably. Late in the evening and early in the morning you can open the windows and doors to let the cool air in. Open as many windows and doors as possible so that the air can flow freely. Make sure that nothing is blown over, that can cause some noise. If you have a flat roof, you can choose to plant plants on your roof in the spring. These help insulate your home and keep your home cooler in the summer and warmer in the winter. You can also use a fan or air conditioner to keep your bedroom extra cool, but don’t turn it on all the time. It is better to turn an air conditioner on during the day and off at night, and a fan only needs to be turned on when you are in the room yourself. Brief summary During the hot summer days it is important to pay attention to your health. You can do this by following the following 4 tips. Although it is not a problem if you have less appetite, it is important to continue to eat a varied and balanced diet. If you are very hot, a cold meal is a better option than a warm meal. It is also important to drink enough water. Drink at least 1.5 to 2 liters per day. In addition, you must protect yourself well against the sun and it is also wise to prepare your house for the heat. Close windows and doors during the day and let everything air out at night. This way you get as little hot air into the house as possible. In case of emergency you can also use an air conditioner or fan.	https://www.verywellstats.com/with-these-tips-you-can-take-better-care-of-yourself-during-the-summer/
7 Great Tips to Keep Your Car Cool in Hot Season Because of the greenhouse effect, the temperature of the planet Earth is increasing every year. Especially in the summer, or hot seasons in some Asian countries, the heat would be a pain for car-travelers. It is such a torture to stay inside a “box” with the heat coming from outside whereas the temperature inside is not any better. Burning seats, hot steering wheels, unpleasant experiences will haunt you on the way after you leave your car under the sun for some minutes. If you want to know how to keep your car cool in the summer, this post is your weapon to defeat the heat. Why does my car get so hot? To know how to keep your car cool, I believe we should know the reason why the car gets hot. Therefore, we can improvise some other ways to get away from the heat. There is a gnome that says energy can’t be created or destroyed, it just transforms from one form to another. When the sunlight gets into the car through windshields, your car seats absorb it and re-produces into heat. Scientifically, heat is the vibration of molecules. Because most of us close the windows when we park, heat, therefore, bounces towards and come backwards. Just like a greenhouse effect. The heat trapped inside the car and amplified to be bigger and bigger. That explains why in cool days, our car may get warmer. Great Tips to Keep Car Cool in Summer Here are 7 great tips to keep car cool in summer Use Sunshades Or Window Visors The very first tip of how to keep your car cool in the summer is to get yourself sunshades or window visors. When it’s get sunny, human as we are usually put on sunscreens, your vehicle is the same. You can easily find various types of sunshades and window visors in all car accessory shops. This will be a physical barrier prevents the higher-energy waves that pass through your windshield and heat up inside your car. Moreover, it can reduce the fading of your fabric and dashboard. Fan the door If you accidentally or have to park your car under the sun, hoping it will not melt down after you come back, then do not get into your car that fast. This is how to keep a parked car cool. Before turning on the engine, open the passenger-side window but keep the rest of the windows closed. Then, stand outside the car, open and close the door on the driver’s side for a dozen time. By the time you’re done, all the hot air inside the car is exchanged for slightly less hot air outside. There are some posts out there about how to keep your car cool in the summer or keeping car cool in summer, tell you to crack the window by some inches. While this does allow fresh air to circulate around your vehicle, it should be done with your attention. Thieves can easily break into your car by just a little crack on your window. Therefore, fanning the door is safer, although a little bit tiring but cooler right? Blast A/C with your window open You may find it unreasonable to use the A/C but with the window open. It seems crazy but continue to read this, everything will make sense. If you may know some physics, it tells that hot air rises up and cool air goes down. By letting your A/C aim down to the lower part of the car, hot air will flow up. But this is not enough and not that fast to get rid of the heat. When you drive at around 30mph, the air inside the car with get a chance to renew with cool air from outside. Therefore, you will get double source of new and fresh air to your car. Let this happen for 30 seconds and close the window to make use the fullest benefit from your A/C. SEE MORE: - Car AC Blowing Hot Air: Troubleshooting The Dilemma - 5 Most Common Summer Car Breakdowns Problems - Do Black Cars Get Hotter Than White Cars In Hot Days? Park in shade The next tip is the easiest one of all. Basically, the best way to avoid the heat is to park your car under a shade. Keep car cool while parked will keep the interior cooler. Although this is something very basic, many people took it for granted. Some people just care if they can park quickly. You should take a few minutes finding a parking lot that is in shade so that you won’t suffer from the boiling air. In case you cannot find one, you can simply cover your vehicle with a light-color cotton bed sheet. Cover your seats One of the main reasons why your car gets heat in the summer is that your seats are made of materials that keep energy well. Cover your seats with a towel or a blanket and sunlight won’t be transferred into heat that effectively. Another way is that you can purchase some cooling cushions. It will help you avoid the heat and get over the tiredness during a long journey. Give spaces inside the car The next tip of how to keep your car cool in the summer is to leave your car spaces for air to circulate. If your car is full of bags, supplies or general clutter, there will be no more spaces for air to go around. Before any journey during the hot season, make sure to clean up your car and unstack unnecessary things on your car. You will be more comfortable, and the atmosphere inside will be more pleasant. Maintenance The final advice to keep car cool in the summer is a frequent car check. If you feel like you are boiling, there are chances that your car feels the same. Before setting off anywhere this summer, make sure you’re taking care of your car’s internal mechanics, including the A/C, which plays the main role in creating cool air in your car. Every 10,000-15,000 miles, you should check the air filters. This is the best way to make sure they still work well. Conclusion How to keep your car cool in the summer? The answers are lying on the 7 tips that given to you. From the easiest way as park your car in shade to the most physical-used way as fan the door, I hope that you can choose a method which makes you happy and fights back the heat in the summer. Lastly, maintenance is always recommended whether you are having any problems or not to keep track of your vehicle and pro-long its life span.	https://carfromjapan.com/article/driving-tips/keep-your-car-cool-in-hot-season/
Traumatic brain injury (TBI) is a complex and progressive brain injury with no approved treatments that needs both short- and long-term therapeutic strategies to cope with the variety of physiopathological mechanisms involved. In particular, neuroinflammation is a key process modulating TBI outcome, and the potentiation of these mechanisms by pro-inflammatory gene therapy vectors could contribute to the injury progression. Here, we evaluate in the controlled cortical impact model of TBI, the safety of integrative-deficient lentiviral vectors (IDLVs) or the non-viral HNRK recombinant modular protein/DNA nanovector. These two promising vectors display different tropisms, transduction efficiencies, short- or long-term transduction or inflammatory activation profile. We show that the brain intraparenchymal injection of these vectors overexpressing green fluorescent protein after a CCI is not neurotoxic, and interestingly, can decrease the short-term sensory neurological deficits, and diminish the brain tissue loss at 90 days post lesion (dpl). Moreover, only IDLVs were able to mitigate the memory deficits elicited by a CCI. These vectors did not alter the microglial or astroglial reactivity at 90 dpl, suggesting that they do not potentiate the on-going neuroinflammation. Taken together, these data suggest that both types of vectors could be interesting tools for the design of gene therapy strategies targeting immediate or long-term neuropathological mechanisms of TBI. This article was published in the following journal. Name: Gene therapy ISSN: 1476-5462 Pages: The long-term effects of childhood traumatic brain injury on adulthood relationship quality. To investigated the long-term effect of childhood Traumatic Brain Injury (TBI) on adulthood Relationship Quality (RQ), examining injury severity, age of injury, and markers of prefrontal cortex (PFC) ... Sex differences in pediatric traumatic brain injury. The response of the developing brain to traumatic injury is different from the response of the mature, adult brain. There are critical developmental trajectories in the young brain, whereby injury can... Long term effects of early childhood traumatic brain injury on narrative discourse gist and psychosocial functioning. To examine the long-term consequences of early childhood traumatic brain injury (TBI), approximately 6.8 years post-injury, on cognitive communication competency within a complex interplay of individu... Long-term physical and mental health outcomes associated with traumatic brain injury severity in post-9/11 veterans: A retrospective cohort study. To examine long-term outcomes of self-reported physical and mental health among Post-9/11 Veterans stratified by traumatic brain injury (TBI) severity, we hypothesized that more severe TBI would be as... Pituitary pathology in traumatic brain injury: a review. Traumatic brain injury most commonly affects young adults under the age of 35 and frequently results in reduced quality of life, disability, and death. In long-term survivors, hypopituitarism is a com... Safety of Darbepoetin Alfa Treatment in Patients With Severe Traumatic Brain Injury The purpose of this study is to see if the treatment of severely brain injured patients with darbepoetin (a long acting form of erythropoietin) will be safe, and will reduce brain damage b... Randomized Controlled Trial of Long-term Mild Hypothermia for Severe Traumatic Brain Injury This study is a prospective multi-centre randomized trial to compare the effect of long-term mild hypothermia versus routine normothermic intensive management in patients with severe traum... Erythropoietin in Traumatic Brain Injury (EPO-TBI) Many people who have a traumatic brain injury (TBI) - usually from a blow to the head such as in a vehicle collision or in a fall do not survive or, if they do, suffer from long-term disab... Brain Stimulation for Mild Traumatic Brain Injury The purpose of this study is to determine the early effects of transcranial direct current stimulation (tDCS) in patients with mild traumatic brain injury and persistent post concussion sy... Traumatic Brain Injury and Stroke Long Term Outcome Investigators will determine the long-lasting effects of post-acute rehabilitation after traumatic brain injury and stroke. Investigators will also evaluate if the beneficial effects of re... Coma, Post-head Injury Prolonged unconsciousness from which the individual cannot be aroused, associated with traumatic injuries to the BRAIN. This may be defined as unconsciousness persisting for 6 hours or longer. Coma results from injury to both cerebral hemispheres or the RETICULAR FORMATION of the BRAIN STEM. Contributing mechanisms include DIFFUSE AXONAL INJURY and BRAIN EDEMA. (From J Neurotrauma 1997 Oct;14(10):699-713) Brain Injuries, Traumatic A form of acquired brain injury which occurs when a sudden trauma causes damage to the brain. Brain Injuries Acute and chronic (see also BRAIN INJURIES, CHRONIC) injuries to the brain, including the cerebral hemispheres, CEREBELLUM, and BRAIN STEM. Clinical manifestations depend on the nature of injury. Diffuse trauma to the brain is frequently associated with DIFFUSE AXONAL INJURY or COMA, POST-TRAUMATIC. Localized injuries may be associated with NEUROBEHAVIORAL MANIFESTATIONS; HEMIPARESIS, or other focal neurologic deficits. Head Injuries, Closed Traumatic injuries to the cranium where the integrity of the skull is not compromised and no bone fragments or other objects penetrate the skull and dura mater. This frequently results in mechanical injury being transmitted to intracranial structures which may produce traumatic brain injuries, hemorrhage, or cranial nerve injury. (From Rowland, Merritt's Textbook of Neurology, 9th ed, p417) Brain Hemorrhage, Traumatic Bleeding within the brain as a result of penetrating and nonpenetrating CRANIOCEREBRAL TRAUMA. Traumatically induced hemorrhages may occur in any area of the brain, including the CEREBRUM; BRAIN STEM (see BRAIN STEM HEMORRHAGE, TRAUMATIC); and CEREBELLUM. Quick Links Advanced Search \| Login \| Subscribe \| RSS Anxiety Disorders Anxiety is caused by stress. It is a natural reaction, and is beneficial in helping us deal with tense situations and pressure. It is deterimental when is becomes an excessive, irrational dread of everyday situations. The most common types of anxiety di... Biological Therapy Biological therapy involves the use of living organisms, substances derived from living organisms, or laboratory-produced versions of such substances to treat disease. Some biological therapies for cancer use vaccines or bacteria to stimulate the body&rs... Gene Therapy Gene therapy is the use of DNA as a pharmaceutical agent to treat disease. It derives its name from the idea that DNA can be used to supplement or alter genes within an individual's cells as a therapy to treat disease. The most common form of gene th...	https://www.bioportfolio.com/resources/pmarticle/2330920/Safe-and-neuroprotective-vectors-for-long-term-traumatic-brain-injury-gene-therapy.html
Browsing by Supervisor "Starkey, Nicola J." Now showing items 1-20 of 48 - Effects of coping style, social relationships and support on New Zealanders well-being during the COVID-19 pandemic(The University of Waikato, 2022)In early 2020 during the COVID-19 pandemic, the New Zealand Government implemented unprecedented measures such as lockdowns and social distancing. This research investigated the relationships between different coping styles, ... - Determinants of risky decision-making: What is peer influence?(The University of Waikato, 2022)Impulsive and risky decision-making have been linked to dangerous driving, substance use, gambling, overspending, and general delinquency. The aim of the series of studies presented in this thesis was to gain an understanding ... - Making the invisible visible: Exploring the complex pathways between childhood experiences of maltreatment and the perpetration of family harm(The University of Waikato, 2022)Preventing family harm and providing care for those affected is a high priority for governments and social services worldwide. Adverse consequences of family harm continue to place demands on justice, mental health and ... - Exploring individual characteristics related to community-based sentence compliance: Is there an association between neuropsychological functioning, traumatic brain injury, and non-compliance with a community-based sentence?(The University of Waikato, 2021)Non-compliance with a community-based sentence can result in serious consequences for an individual, including imprisonment. Probation officers, who supervise those on community sentences, play an essential role in supporting ... - When appearances are misleading: Psychosocial consequences of facial masking in Parkinson’s disease(The University of Waikato, 2021)Facial masking, the loss of expressive facial mobility in Parkinson’s disease, has the potential to impact communication, emotion perception, subjective wellbeing, and social relationship functioning. This unique symptom ... - Mai ngā reo pou tangata(The University of Waikato, 2019)Globally the prevalence rate of dementia is estimated to be 50 million. In 2016, Aotearoa New Zealand prevalence projections reported 62,287 people were affected by dementia. Māori represented 5.1 per cent, which is ... - Gender differences in depression and anxiety symptoms eight years after mild traumatic brain injury(The University of Waikato, 2020)The majority of all treated cases of traumatic brain injury are classified as being in the mild severity range (MTBI) but many symptoms are far from mild and can result in difficulties that persist for years after the ... - Who should we listen to? Comparing parent and child report of post-concussive symptoms(The University of Waikato, 2020)A significant proportion of people worldwide are impacted by the effects of traumatic brain injury (TBI). Research into the incidence and severity of TBI demonstrates that the majority of injuries are mild (such as concussion) ... - Subjective cognitive complaints 8-Years after mild traumatic brain injury(The University of Waikato, 2019)Mild traumatic brain injury (TBI) is common and can result in symptoms that persist for years after the initial injury. The symptoms following TBI are dynamic, and can result in cognitive, emotional, behavioural and physical ... - The role of the passenger in everyday driving: Understanding how passengers assist adult drivers(The University of Waikato, 2019)Previous research has indicated that adult drivers are at a lower risk of crashes when accompanied by at least one passenger. One potential reason for this is that passengers can assist drivers on the road via expanding ... - The effectiveness of an ACT based intervention in the management of disordered eating(The University of Waikato, 2018)Disordered eating is a term that refers to patterns of thoughts and behaviour that are maladaptive, and often centred around food, weight, and eating. For individuals who engage in disordered eating, the risk of progression ... - Get out of your mind and into your life: Using a self-help book to improve wellbeing in adolescents(The University of Waikato, 2019)Mental health concerns such as depression and anxiety are becoming increasing prevalent in an adolescent population. In New Zealand, public mental health services have long waitlists to access support from a clinician and ... - Social perception and neuropsychological deficits in mild cognitive impairment(The University of Waikato, 2018)Social perception is an important aspect of social communication. Accurate recognition of emotion is crucial to understanding how others are feeling, which in turn is important in developing and maintaining meaningful ... - Mind wandering during everyday driving(The University of Waikato, 2018)Mind wandering is a common experience but its prevalence and consequences during routine activities such as driving are unclear. This thesis comprises five studies investigating how often drivers’ minds wander, and the ... - The effect of type 1 diabetes on executive function in young adults(University of Waikato, 2017)Type 1 diabetes mellitus (T1DM) is a chronic and potentially life-threatening condition affecting the production of insulin, with rapidly increasing incidence worldwide. The disease impacts on nearly all domains of life, ... - A matter of habit? Early life stress and cognitive flexibility in infants(The University of Waikato, 2017)The long-term associations between chronic early life stress such as maltreatment, and cognitive functioning are well documented. However, less is known about the relation between early life stress exposure through experiences ... - Beyond Hypericum: Perceptions of Treatments by Herbalists for Depression(The University of Waikato, 2007)Complementary Alternative Medicine (CAM) includes a diverse range of traditional and natural treatments practiced beyond orthodox medical practices. CAM therapies are used globally by consumers and rates of use are increasing. ... - Familiarity and Recollection in Everyday Driving(University of Waikato, 2017)Driving a car is one of the most common activities that we take part in everyday, however previous research has indicated that there is a gap in our current knowledge about how familiarity affects our everyday driving ... - Implicit and explicit attitudes and beliefs towards male and female leaders in New Zealand organizations(University of Waikato, 2017)This research aims to present insight into current gender leader beliefs, in New Zealand. In particular the research design supported the inclusion of both implicit and explicit measures of gender leader beliefs, in order ... - ACT and smoking cessation using a smartphone application (SmartQuit™)(University of Waikato, 2016)Acceptance and Commitment Therapy is a third wave behavioural therapy, which encourages individuals to stop fighting their internal experiences (e.g. thoughts, feelings, and memories) and teaches individuals techniques to ...	https://researchcommons.waikato.ac.nz/browse?sort_by=3&type=supervisor&value=Starkey%2C+Nicola+J.&etal=-1&order=DESC
The symptoms that follow a traumatic brain injury or concussion are well documented, including headaches, nausea, memory problems, and even issues with vision. All of these typically last between a week to a month after the injury then typically fade away. However, relatively little research has been done into the potential long-term effects of brain injury. Now, a new study presented at the 2018 American Academy of Pediatrics National Conference & Exhibition suggest children may be particularly vulnerable to long-lasting neurological and psychiatric disorders after TBI. According to the findings, children who have experienced a traumatic brain injury face a significantly higher risk of developing headache issues, depression, and mental or intellectual disorders up to five years after their injury. In the study, researchers from Boston Children’s Hospital reviewed data on children collected in the Military Health System Data Repository. Specifically, the team compared the long-term outcomes of those diagnosed with a traumatic brain injury to those experienced by children with an orthopedic injury. Of the children with brain injuries, 55% had experienced a mild TBI, 41% were diagnosed with a moderate TBI, and 4% had a severe traumatic brain injury. Among these children, 39% later developed neuropsychiatric symptoms including: - 15% reported headaches - 15% were diagnosed with a mental disorder - 13% were diagnosed with an intellectual disability - 5% experienced clinical depression or anxiety - 4% experienced seizures - 4% showed observable brain damage In comparison, approximately 16% of the children who experienced orthopedic injuries later developed neuropsychiatric symptoms, such as: - 8% showed an intellectual disability - 4% were diagnosed with a mental disorder - 3% experienced clinical depression or anxiety - 2% reported headaches Additionally, less than 1% of those with orthopedic injuries later experienced seizures or observable brain damage. “With the incidence of concussion and traumatic brain injury rising in this nation’s children, it is vital that we continue to evaluate mechanisms for prevention and treatment,” said Lindsey Armstrong, MD MPH, surgical critical care and research fellow, Boston Children’s Hospital. “These data provide evidence to support close monitoring of injured children, even years after the event.” The researchers also evaluated the overall recovery of children up to five years after their injury. According to the data, just 59% of children with a TBI were entirely symptom-free after five years, compared to 80% of those with orthopedic injuries.	https://traumaticbraininjury.net/2018/11/05/children-with-tbi-may-be-vulnerable-to-psychiatric-disorders-up-to-five-years-later/
Post-traumatic stress disorder (PTSD) can have far-reaching effects on a person’s health if left untreated. Typically, when an individual has a medical condition such as a sore throat or a stomachache, it’s easy to pinpoint and treat. PTSD, however, isn’t as easy to spot or treat. Its impact and symptoms can vary from one individual to the next. In this article, we’ll discuss the effects of PTSD and how it can impact a person’s health if left ignored. - PTSD is a mental health condition rooted in anxiety that forms in response to one or more traumatic events. - PTSD varies in severity, length of time, and symptoms. - Not everyone who experiences trauma will develop PTSD. - If left untreated, PTSD can increase in severity over time and last for years, up to a lifetime. - Untreated PTSD is associated with additional mental and physical health conditions. How PTSD begins PTSD is a mental health condition rooted in anxiety. Its symptoms form in response to witnessing or experiencing a traumatic event. Such incidents may include physical or sexual violence, or anything that causes a person to feel scared. What constitutes a traumatic event varies, since each person has a different threshold for threats to their physical and/or emotional safety. For this reason, not every person who witnesses or experiences trauma will develop PTSD. This condition depends on the unique individual and certain factors they possess, such as: - Level of resiliency. - Personal belief system. - Environmental conditioning. - Reaction and exposure to trauma. - Biological factors. The symptoms of PTSD tend to arise in response to a traumatic event. There are a series of brain malfunctions that occur in reaction to this trauma. These effects can cause a distressing memory to return unexpectedly as the brain relives an event as if it’s happening for the first time. Additional symptoms of PTSD In addition to reliving one’s traumatic experience — something referred to as a flashback — PTSD can also cause a person to display symptoms such as nightmares, triggers in response to fear of real or perceived danger, and intrusive memories that aren’t as realistic as flashbacks. This fear of experiencing future trauma can cause someone to avoid thinking and talking about their experience. Someone with PTSD may also avoid going to specific locations, engaging in certain activities, or interacting with people who might trigger memories of the event. This can create a cycle of avoidance, negative thoughts, and unstable mood patterns. Since these are persistent and problematic, they can interfere with a person’s ability to function. When symptoms are left untreated The symptoms of PTSD tend to appear between three months and one year after the traumatic event. When ignored, the symptoms can persist for years or through the rest of a person’s life. They can cause changes to their physical and emotional reactions and can grow in intensity over time. In addition to extending the duration of symptoms, untreated PTSD can cause a person to experience: - Chronic pain. - Autoimmune diseases. - Anxiety. - Depression. - Social withdrawal and isolation. - Decreased performance at work and school. - Difficulty forming and sustaining relationships. - Emotional numbness and outbursts. - Substance use disorders. - Skin, digestive, heart, urinary, nervous system, and sleep conditions. Overall, those who experience PTSD have a less than optimistic view of their quality of life. PTSD treatment options There are a variety of evidence-based therapies and interventions that can help relieve the symptoms of PTSD, including: - Cognitive-behavioral therapy (CBT). - Eye movement desensitization and reprocessing (EMDR). - Hypnosis. - Group therapy. The treatment method and duration needed to combat the symptoms of PTSD vary from one individual to the next. Ignoring symptoms of PTSD will not make them go away. As you’ve learned today, this can prolong the symptoms and cause them to worsen over time, as well as impact other areas of one’s physical and mental health. If you suspect that you or someone you know is suffering from symptoms of PTSD, it is important to seek help as soon as possible to avoid the long-term effects of untreated PTSD.	https://healthnews.com/mental-health/anxiety-depression/how-can-untreated-ptsd-affect-ones-health/
Mental Health Illnesses and Personal Injury Accidents Personal injury accidents are a common theme when certain factors are part of the situation. These circumstances often affect how a person feels, thinks and moves physically for months and even years in some instances. While the injuries to the body usually heal given enough time, it is the mental complications that are usually lasting and may change how a person behaves, reacts and responds to others. When applied to personal injuries, individuals may suffer from mental illness issues after an accident or mishap. For the victim of negligence, vehicle collisions and similar circumstances, it is important to seek treatment of all issues that arise. There are some common factors that could lead to known mental health risks. This most often includes severe trauma to the person. Other factors may include when the victim is very young or very old. However, there are various instances of all ages affected by psychological concerns after being injured through some means. It is important to understand how this occurs and what to do to treat the cause. Therapy and long-term treatment may be necessary in order to eliminate the root of the illness. These options frequently take time and extensive costs. Support through loved ones assists these individuals in making a recovery or battling through the issue until the affected may move past it. Long-Term ConsequencesWhen a person has been injured through any means, it is often possible these individuals may suffer long-term damage in various areas to include the mind. Ongoing health complications could result in permanent disability, impairment of senses and could trigger a mental disorder. Because of these issues, those suffering from such consequences often find daily life challenging with activities, work and hobbies. When debilitating mental concerns and disorders arise, these persons may find the future a scary prospect. Treatment may be the best option, but therapy and a solid foundation in friends and family are essential for anyone that becomes a victim of mental illness. The National Institutes of Health recorded over 40 million persons affected by mental disorders since 2012 in the United States. These individuals are often the survivors of collisions on the road or in traffic, medical malpractice events and disastrous accidents that led to severe trauma. Even though they have overcome the physical damage wrought from such situations, these previous victims are often subjected to various mental disorders that have lasting and long-term consequences. Three such mental illnesses have been discovered as common among those affected in this way. These include instances of depression or full depressive states, anxiety in a variety of forms and post-traumatic stress disorder. The Illness of DepressionVarious instances and states of depression are brought on through factors such as environment, genetics, biological and psychological issues as well as similar problems. Many symptoms affect those suffering from this concern that include a variety of pain, sleep interruptions and excessively low energy at all times of the day and night. Mental aspects of this disorder may produce concentration problems, memory and judgment disruptions and other emotional problems that involve irritability and anxiety with issues, places, things and people. Depression often causes serious complications with adverse effects to those attempting to recover from an injury. Psychotherapy, brain stimulation treatment or medication often helps manage this condition. However, some medicines have risks of serious side effects. These could include dizziness, sleepiness, worse symptoms in other areas and the potential for suicidal thoughts. This could mean that the treatment is worse than the condition itself. The Symptom of AnxietyThere are numerous types of anxiety when applied to a person’s mental outlook. These could be general, through panic attacks or phobias in a wide range of targets. The severity of this symptom may be of varying levels depending on the person or situation. This mental concern often affects individuals through sleep disturbances, instances of nausea, bouts of dizziness, circumstances of heart palpitations, uneasy feelings and panic attacks that are frequently debilitating. Unfortunately, the causal factors of anxiety are usually unknown. However, scientists theorize that chronic stress situations might lead to changes in the brain that propagate this disorder. Genetics issues could cause this illness as well. Post-Traumatic Stress DisorderPTSD often develops when a person has suffered a traumatic event which may or may not include physical harm. Many have flashbacks, dreams or memories intrude upon waking reality. These persons usually avoid others, places or activities that have a reminder of what occurred. Negative emotions that include apathy and hopelessness are prevalent. Severe emotional responses occur frequently with these individuals. Other symptoms arise that cause these persons extreme reactions which invariably lead to total avoidance without therapy and treatment. Provided by HG.org Read more on this legal issue Brain Injuries after Automotive Accidents Dealing with Traumatic Head Injuries What Do Pain and Suffering Damages Include? Concussions and Traumatic Brain Injury – Symptoms, Treatment, and Legal Recovery I Developed PTSD after a Dog Bite. Is There Compensation Available for This? Brain Injuries after Automotive Accidents Dealing with Traumatic Head Injuries What Do Pain and Suffering Damages Include? Concussions and Traumatic Brain Injury – Symptoms, Treatment, and Legal Recovery I Developed PTSD after a Dog Bite. Is There Compensation Available for This? Disclaimer: While every effort has been made to ensure the accuracy of this publication, it is not intended to provide legal advice as individual situations will differ and should be discussed with an expert and/or lawyer.	https://www.hg.org/legal-articles/mental-health-illnesses-and-personal-injury-accidents-40956
Mental Health Day is celebrated annually on October 10. It is held by the World Health Organisation (WHO) to raise public awareness of mental health issues. The article is published to remind of mental health and underline its importance in war situations. Content - What is mental health? - Why is it important? - War and mental health - How do you know whether you have Post-Traumatic Stress Disorder (PTSD)? - How to overcome psychological problems caused by war? What is mental health? Mental health is defined as the state of an individual’s psychological well-being. An individual is able to effectively realise his personal potential, to cope with daily stresses, to work productively, as well as to have his own contribution in public life. A mentally healthy individual seeks to balance and develop all sides of his self – physical, mental, cognitive, emotional and behavioural. Mental health is important in all stages of life; from childhood to adolescence and adulthood. There are several factors that contribute to mental health problems: - Biological factors, such as brain structure, genetic factor - Life experiences, traumas - Family stories or problems related to mental health Why is it important? Mental health is important as it forms an inseparable part of daily life, it directly affects our thoughts, as well as our behaviour and emotions. Being mentally healthy helps to work, study and fulfil any activity productively. It plays a very important role in our life, helps to establish strong relationships, to adapt to life changes, and to overcome obstacles and difficulties. War and mental health War has a catastrophic effect on the health and well being of nations. Studies have shown that conflict situations cause more death and disability than any other “major” disease. War slowly destroys communities and families and often disrupts the development of social and economic structure of nations. The effects of war include long-term physical and psychological harm to children and adults, as well as reduction in material and human capital. Death as a result of war is merely the “top of the iceberg”. Unfortunately, other consequences, besides death, are not well documented. They include, for example, poverty, malnutrition, disability, economic/social decline, psychiatric illness, etc. Only through in-depth research of conflicts and the mental issues that arise from them coherent and effective strategies for solving such problems can be developed. The aforementioned type of psychological disorder is commonly referred to as Post-Traumatic Stress Disorder (PTSD). It is considered to be a disease conditioned by both genetic and environmental factors, which belongs to the category of severe mental illness of depression and anxiety with a chronic course. It is often called “fright disease” as it develops in people having been in traumatic emergencies (including war) that threaten life and health and cause intense fear and horror, in other words, as a result of psychological trauma. The World Health Assembly conducted research in 2005 according to which the 10% of people living in traumatic situations caused by armed conflicts throughout the world have serious mental health problems, another 10% develops behaviour that might hinder their effective functioning. The major conditions are depression, anxiety and psychosomatic issues such as insomnia or aches in back and stomach. How do you know whether you have Post-Traumatic Stress Disorder (PTSD)? If you have any of the following symptoms then you probably have Post-Traumatic Stress Disorder: - Sleep disorder and nightmares connected with a past traumatic event, - Continuous reliving of a traumatic event when the patient suffering from PTSD constantly remembers and relives the past traumatic event. Intense fear and a feeling of helplessness and horror emerges, that the patient has already experienced during the traumatic event. - Avoidance behaviour or escape, when the patient constantly avoids places, situations and objects reminding of traumatic events. There is a noticeable decline in the patient’s emotional status which is expressed in indifference and numbness towards people and events, loss of speech due to which the patient alienates and isolates himself from the environment. - Overexertion and overstimulation which are manifested by the fact that the patient is always in a state of trepidation or mental exertion. Patients have difficulties with concentration and relaxation. They become oversensitive to loud noises and bright light. How to overcome psychological problems caused by war? Wars, car accidents and plane crashes, severe illness and deaths in the family, infectious diseases and other similar events cause widespread panic, trepidation, fear, stress, and sometimes depression among the population. If the psychosomatic disorders are noticed one or several months after the event, the phenomenon turns into a disease called Post-Traumatic Stress Disorder (PTDS). In general, relatives and friends can help such people. However, most of the work should be done by the person that has such symptoms. What to do? 1) Move! Doing active exercises in nature, outdoor places such as hiking, bicycle races, rock climbing, water rafting and skiing help to challenge your feeling of vulnerability and return to social life. 2) Self-regulate your nervous system! 2.1. “Mindful” breathing. To quickly calm down in any situation, simply take 60 breaths, focusing your attention on each ‘out’ breath. Meditation is also a great solution. 2.2. “Sensory input”. When loud noises, clutter, people’s clothes or simple objects remind you of past events, just look at pleasant pictures, listen to your favourite songs or something like that. Just try to replace unpleasant feelings with pleasant ones. 2.3. “Reconnect emotionally”. Surely, it is very natural when a person wants to avoid remembering or reliving things that he has gone through. But the problem is that avoiding those memories does not make them go away. Usually, when a person tries to suppress or forget those memories, the latter’s thoughts, images and sometimes dreams can become an obstacle. The only way to overcome this and move on is to reconnect to what you feel. A solution can be the creation of a “safe place”. For example, a room painted in your favourite colours and full of objects and images that evoke positive and pleasant emotions. Remembering unpleasant emotions in this safe and comfortable place you can make emotional reconnections and turn them into neutral or ordinary feelings that would not prevent you from living. 3) Communication with people. It is important to find people who are able to listen, discuss and provide psychological support. Such people can be your relatives and friends. 4) Overcome the complex of what you experienced. Just ask yourself how and why you were able to overcome and survive that accident or war. Realise your strengths and resign yourself to the idea that you are not guilty. Appreciate the chance given to you and move on. As for specialists, they treat the disorder combining psychotherapy and medication; tranquilisers, antidepressants, relaxing herbs. Sometimes drug addiction is caused that is why psychotherapy (individual and group) is much more effective. It helps to recover mental processes; perception, memory, concentration, thinking, imagination. By identifying the factors that cause patients to panic, the psychotherapist minimises their sensitivity to them, as well as helps to master self-management methods. In such cases, group psychotherapy is more effective during which they work with several conservatees (patients) with similar problems. In this case, besides the psychotherapist, the participants also help each other. It helps to overcome the feeling of loneliness, alienation from society, and a new view towards life and surrounding people and a positive attitude towards themselves are formed. Author: Ruzanna Hovhannisyan © All rights reserved. Translator: Mariam Antikian.	https://enlightngo.org/language/en/post/21289
Radiophobia is abnormal fear of radiation. The term is used in several related senses: in reference to a neurological disorder, to a specific phobia, and to the anti-atomic energy attitude. more... While being afraid of radiation is normal, since it presents clear danger, this fear may become abnormal and even irrational phobia, often because of being poorly informed, but also as a result of traumatic experience. In the former Soviet Union many patients sick from radioactivity after the Chernobyl disaster were accused of radiophobia in attempts to diminish the scale of the consequences. Sadly, these claims were supported in some reports of experts from IAEA. At the same time, radiophobia, i.e., an exsessive fear of radiation did exist among the affected population, for the very reason that people knew that the government was lying about the degree of danger. Lyubov Sirota, the auhor of Chernobyl Poems wrote in her poem, Radiophobia: Similar attempts to mitigate the danger of radiation by stygmatizing the opponents of nuclear plants and nuclear tests with the label of "phobiacs" were known in the USA as well. In 1984 the United States Department of Energy awarded a contract to develop ways of overcoming public's "nuclear phobia". At the same time, medical experts that investigate psychological consequences of Chernobyl present reasonable arguments that certain psychoneurological syndromes exibited in fatigue, sleep disturbances, impaired memory, etc., i.e., similar to that of chronic fatigue syndrome, did apper to have no direct correlation to the dose of radiation and the level of contamination of the area of residence. Today the term "radiophobia" is polemicaly used e.g., by the opponents of the LNT concept (Linear no-threshold response model for ionizing radiation) of radiational security proposed by the U.S. National Council on Radiation Protection and Measurements (NCRP) in 1949, with "no-threshold" effectively meaning that even negligible doses of radiation pose danger. The issue remains controversial. Read more at Wikipedia.org Introduction Low-level radiation as defined for this conference is based on a North Atlantic Treaty Organization directive1 as doses of 0.7 Gy or less. This radiation dose level is not likely to result in performance decrement. The perception of radiation exposure, however, can result in psychological casualties that will ultimately diminish the operational capability of our armed forces. The Army Specific Military Requirements for Nuclear Weapons and Radiation Effects Information prepared by the U.S. Army Nuclear and Chemical Agency is cognizant of this issue and has given it its highest priority rating. The requirements state that the military should "Evaluate psychological effects of radiological environments on soldier performance."2 Military operations that threaten health and well being have produced psychological casualties throughout history. During World War I and II, we learned that the numbers of psychological casualties are directly related to the intensity and duration of combat. Over the intervening years, the nature of combat deployments has changed. Our understanding of the complexity of the psychological reactions as well as the most effective ways to treat these reactions have changed as well. Fear of radiation, also known as radiophobia, is likely to produce acute anxiety effects. Human perceptions, interactions, and expectations can combine to produce distinct changes in emotional responses after radiation exposure. According to the National Research Council,3 "Usually the perception of risk from radiation exposure is much greater than the actual risks. . . ." For example, as Dr. Collins pointed out in his presentation, the nuclear reactor accident in 1979 at Three Mile Island in Pennsylvania produced virtually no radiation exposure above background levels. Yet, the perceived radiation hazard and the public's fear of radiation evoked long-term emotional, behavioral, and physiological signs of stress.4 The particular fear associated with potential radiation exposure from nuclear power plants appears to be heightened by the fact that ionizing radiation presents an invisible and unfamiliar threat. Other causes of radiation-induced stress include loss of control, the fear of sterility and impotence, the fear of malformed offspring, and the fear of developing cancer. Four years after the Three Mile Island accident, residents in the community exhibited more adverse psychological, behavioral, neuroendocrine, and cardiovascular symptoms than did a control group.5 Psychological symptoms that have been reported following radiation accidents have been dramatic. Fear, anxiety, stress, depression, neurasthenia, and hypochondria were observed as part of the clinical course of persons exposed to radiation during the 1986 Chernobyl, Ukraine, nuclear power plant accident.6 Deficits in memory, attention, and sensorimotor activities were also demonstrated in these individuals. Many people reported symptoms of fatigue, pallor, inattention, abdominal pain, and headache as a result of the Chernobyl accident. Ukrainian doctors have labeled this syndrome "vegetative dystonia."7 A large scale epidemiological study of Estonian liquidators found no increases in cancer, leukemia, or mortality overall, but reported an increase in suicide.8 The reaction of the public and even the medical establishment to radiation accident victims is often characterized as fearful. Following the radiation accident in Goiania, Brazil, in 1987, the radiation exposure victims were subjected to chronic stress and intense ostracism.9 Everyone fled from the victims, including doctors and nurses who were afraid they would become contaminated themselves. Analysis of the psychological aftermath of Hiroshima/Nagasaki, Three Mile Island, Chernobyl, and Goiania revealed long-term fear of radiation.10 Traumatic events such as witnessing a nuclear reactor explosion and military combat have been demonstrated to lead to posttraumatic stress disorder (PTSD) or acute stress disorder (ASD).11 PTSD is an anxiety disorder resulting from a traumatic event. According to the DSM-IV,12 the following criteria must be met for an individual to be diagnosed with PTSD. The person must have experienced a traumatic event that involved actual or threatened death or serious injury, or a threat to the physical integrity of self or others. The individual's response should have involved intense fear, helplessness, or horror. The traumatic event is re-experienced in specific ways such as recurrent and intrusive distressing recollections or dreams of the experience. The individual attempts to avoid stimuli associated with the traumatic event. However, symptoms of increased arousal such as hypervigilance and irritability persist. The duration of the disturbance is more than a month and causes clinically significant distress or impairment in functioning. ASD is the category given to the psychological distress to trauma and disaster events that occur within 4 weeks of the experience and last between 2 days and 4 weeks.12 ASD refers to debilitating recollections, numbing, avoidance, and anxiety up to a month after a traumatic episode, whereas PTSD refers to the continuation of those symptoms thereafter. PTSD may be chronic or with delayed onset. The prevalence of PTSD in male Vietnam War veterans was reported to be up to 15% and was higher in those patients with war injury or imprisonment. Estimated prevalence in Gulf War veterans was up to 10%. Chronic PTSD has also been associated with a higher rate of long-term physical illness and disease.13 It is projected that nearly 50% of the U.S. population will be exposed to some traumatic event, and 10% to 20% are likely to develop PTSD as a consequence.14 On December 8, 1999, the Food and Drug Administration approved the addition of PTSD to the usage indications for the selective serotonin reuptake inhibitor antidepressant Zoloft (sertraline hydrochloride). Until this recommendation, there were no drugs specifically approved for this use in the United States. However, pharmacological treatment may be valuable as both a primary modality and in conjunction with family, group, and individual therapy.15 The discussions following the oral presentations at the lowlevel radiation conference revealed several actions that could serve as countermeasures to psychological casualties that are likely to occur as a result of a radiation event or simply the perception of a radiation exposure. Soldiers as well as civilians should be educated on the acute and long-term health consequences of radiation. The effects of dose on health issues should be emphasized. In addition, the absence of health risks from background radiation, medical X-rays, and food irradiation should be discussed. The latter is important because both military rations and civilian supermarkets are likely to provide more irradiated food in the future. Individuals must be made aware that there are minimal risks, if any, to exposure to low-level radiation. Informing radiation victims that medical treatments are available for the elimination of internally deposited radionuclides, reduces fear and provides a sense of control. The knowledge that a radiation area can be decontaminated is important for the community to know. The establishment of support groups for irradiated individuals and their families is of considerable importance. Informing the community of the absence of threat from individuals receiving radiation exposure is also significant. The unnecessary social stigmatization of exposed individuals from radiation accidents has been a major issue at Hiroshima, Nagasaki, Goiania, and Chernobyl. Communication and social interaction are essential to maintain a strong functioning community. Recommendations As a result of interactions between members of this session and audience participation, the following recommendations became apparent: (1) A survey should be conducted to assess a soldier's knowledge of radiation, including health effects and risks from radiation weapons (depleted uranium) and fallout. This work has already been initiated by Dr. Ross Pastel and is presented elsewhere in this publication. (2) Medical personnel should be trained in the treatment of both radiation sickness and psychological trauma that may occur with the mere perception of a nuclear exposure. (3) In the event of a radiation incident, the psychological stressors that are likely to affect performance as well as neuropsychiatric casualty rates should be identified. (4) Models should be developed to predict psychological casualties with greater accuracy. The model presented by Dr. Gene McClellan in this volume is a good starting point. Information for the model could be obtained from the psychological data generated from previous radiation events including those at Nagasaki, Hiroshima, and Tokaimura in Japan, Chernobyl in the Ukraine, Goiania in Brazil, and Three Mile Island in the United States. References 1. NATO (North Atlantic Treaty Organization) ACE Directive: Policy for defensive measures against low level radiological hazards during military operations. ACE directive No. 80-63. Brussels, Belgium, Supreme Headquarters Allied Powers Europe, August 2, 1996. 2. Army Specific Military Requirements for Nuclear Weapons and Radiation Effects Information FY 99/00, United States Army Nuclear and Chemical Agency, 1999. 3. National Research Council: Potential Radiation Exposure in Military Operations. Washington, DC, National Academy Press, 1996. 4. Baum A, Cohen L, Hall M: Control and intrusive memories as possible determinants of chronic stress. Psychosom Med 1993; 55: 274-86. 5. McKinnon W, Weisse CS, Reynolds CP, Bowles CA, Baum A: Chronic stress, leukocyte subpopulations, and humoral response to latent viruses. Health Psychol 1989; 8: 389-402. 6. Viel JF, Curbakova E, Dzerve B, Eglite M, Zvagule T, Vincent C: Risk factors for long-term mental and psychosomatic distress in Latvian Chernobyl liquidators. Environ Health Perspect 1997; 105(Suppl 6): 1539-44. 7. Stiehm ER: The psychologic fallout from Chernobyl. Am J Dis Child 1992; 146: 761-2. 8. Rahu M, Tekkel M, Veidebaum T, et al: The Estonian study of Chernobyl cleanup workers: II. Incidence of cancer and mortality. Radial Res 1997: 147: 653-7. 9. Collins DL, de Carvalho AB: Chronic stress from the Goiania 137Cs radiation accident. Behav Med 1993; 18: 149-57. 10. Bromet EJ: Psychological effects of radiation catastrophes. In Effects of Ionizing Radiation: Atomic Bomb Survivors and Their Children (1945-1995). Edited by Peterson LE, Abrahamson S. Washington, DC, Joseph Henry Press, 1998. 11. Fullerton CS, Ursano RJ: Posttraumatic Stress Disorder: Acute and Long-Term Responses to Trauma and Disaster. Washington, DC, American Psychiatric Press, 1997. 12. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. Washington DC, American Psychiatric Association, 1994. 13. Friedman MJ, Schnurr PP, McDonagh-Coyle A: Post-traumatic stress disorder in the military veteran. Psychiatr Clin N Am 1994; 17: 265-77. 14. Tomb DA: The phenomenology of post-traumatic stress disorder. Psychiatr Clin N Am 1994; 17: 237-50. 15. Sutherland SM, Davidson JR: Pharmacotherapy for post-traumatic stress disorder. Psychiatr Clin N Am 1994; 17: 409-23. Guarantor: Michael R. Landauer, PhD Contributors: Michael R. Landauer, PhD; Robert W. Young, PhD^; Lt Col Aimee L. Hawley, USAF MC *Armed Forces Radiobiology Research Institute, 8901 Wisconsin Avenue, Bethesda, MD 20889-5603. ^Scientific Solutions & Analysis, 946 Torrey Pine Drive, Winter Springs, FL 32708. This manuscript was received for review in February 2001. The revised manuscript was accepted for publication in November 2001. Reprint & Copyright (c) by Association of Military Surgeons of U.S., 2002.	http://the-medical-dictionary.com/radiophobia_article_5.htm
Background: The beneficial role of social support on posttraumatic growth (PTG) has been assumed by theoretical models and established in some studies. However, there are inconsistent findings and little knowledge on moderators. The present study aims to investigate the overall effect size of the relationship and identify factors affecting the association. Background: Suicide is a leading cause of death, and rates of attempted suicide have increased during the COVID-19 pandemic. The under-diagnosed psychiatric phenotype of dissociation is associated with elevated suicidal self-injury; however, it has largely been left out of attempts to predict and prevent suicide. Objective: We designed an artificial intelligence approach to identify dissociative patients and predict prior suicide attempts in an unbiased, data-driven manner. Background: The COVID-19 pandemic is a health emergency resulting in multiple stressors that may be related to posttraumatic stress disorder (PTSD). Objective: This study examined relationships between risk and protective factors, pandemic-related stressors, and PTSD during the COVID-19 pandemic. Background: Research indicates that intensive trauma-focused therapy can be effective in alleviating symptoms of post-traumatic stress disorder (PTSD) and borderline personality disorder (BPD). However, these studies have relied on self-report of BPD symptoms and follow-up data are scarce. Objective: The purpose of this feasibility study was to determine the effects of an intensive trauma-focused treatment programme on the severity of PTSD and BPD symptoms and the diagnostic status up to a 12-month follow-up. Racial discrimination (RD) is unfair treatment of individuals based on race or ethnicity. It is a pervasive and increasing phenomenon in the lives of many individuals with deleterious effects on mental health. Research implicates RD in diminished well-being, lower life satisfaction and self-esteem, and mental health disorders. Furthermore, there have been reports that minorities and marginalized groups exposed to RD are at a higher risk of suicide. Background: The configuration of having separate mental health services by age, namely child and adolescent mental health services (CAMHS) and adult mental health services (AMHS), might be a barrier to continuity of care that adversely affects young people’s mental health. However, no studies have investigated whether discontinuity of care in the transition period affects mental health. Although partner alcohol use and acceptance of intimate partner violence against women (IPVAW) are critical determinants of IPVAW, little is known about their interaction. We explored how partner alcohol use and attitudes toward IPVAW act independently and jointly at the individual and community levels to influence women’s reports of experiencing IPVAW across low- and middle-income countries. We conducted secondary analyses using a pooled sample of reproductive-aged women (n = 166,621) from 19 Demographic and Health Survey datasets. The present study aimed to examine whether day‐level engagement in non‐work activities can mitigate the adverse outcomes of job loss. Based on Jahoda's latent deprivation model, we hypothesized that engaging in such activities (e.g., meeting others) can fulfil five basic needs (e.g., need for time structure) and that fulfilment of these needs mitigates the negative consequences of job loss. Background: Adverse childhood experiences (ACEs) are often associated with stress and anxiety-related disorders in adulthood, and learning and memory deficits have been suggested as a potential link between ACEs and psychopathology. Objective: In this preregistered study, the impact of social threat learning on the processing, encoding, and recognition of unknown faces as well as their contextual settings was measured by recognition performance and event-related brain potentials. Method: Background: Neurophysiological models link dissociation (e.g. feeling detached during or after a traumatic event) to hypoarousal. It is currently assumed that the initial passive reaction to a threat may coincide with a blunted autonomic response, which constitutes the dissociative subtype of post-traumatic stress disorder (PTSD).	https://psychotraumanet.org/en/berichten/screening-%26-diagnostics?bg=8
When coping with a psychiatric condition or trauma, it is not uncommon for individuals to seek assistance. When dealing with trauma and its long-term consequences, friends and professional therapists may be invaluable resources. People from many walks of life are touched by a traumatized victim’s tale (Marsac & Ragsdale, 2020). Trauma to caregivers frequently has behavioral consequences that children unintentionally encounter. If a parent has Post-Traumatic Stress Disorder (PTSD), the child may ultimately suffer mental anguish, even if the youngster did not see the traumatic incident directly (Kellogg et al., 2018). When someone learns about the personal trauma experiences of another, they are put under emotional pressure, which is known as secondary traumatic stress. The trauma of maltreatment, violence, environmental catastrophes, and other unpleasant experiences affects over ten million American children every year (Secondary traumatic stress, n.d.b). Behavioral and emotional issues resulting from these events may have long-term effects on children’s lives, putting them in touch with child-serving professionals. on site Trauma responses or PTSD may be “passed on” to children in two ways. For example, secondary trauma may be passed down through the generations in perhaps the most technical sense-via one’s DNA. Despite the fact that the idea is still in its infancy, a recent study has shown that PTSD may be handed down from one generation to the next (Smoller, 2016). For the most part, children who experience first-hand circumstances have close acquaintances or distant relatives. There is a lot of touch and interaction between them, and this affects their mental health. Such exposures may result in PTSD. Traumatic childhood experiences and early life stressors are associated with an increased incidence of behavioral and health issues in children (Akinsulure‐Smith et al., 2018). Also, the authors added that traumatic stress contact has often had a link to emotional fatigue, depersonalization, eating disorder, sleep disruption and decreased self-esteem due to burnout. It is critical to screen and evaluate children because it gives parents the chance to intervene and alter the course of their child’s life. Listening to the tales of traumatized children may be emotionally draining for psychiatrists, child welfare professionals, caseworkers, and other professional experts who deal with traumatized youngsters (Menschner & Maul, 2016). Protecting workers’ health and guaranteeing that children get the best medical service from those dedicated to assisting them begins with raising awareness regarding the consequences of indirect victimization among supervisors and employees alike. Secondary PTSD in children must be explored and analyzed to discover an effective method to protect children’s mental welfare and subsequent generations in the United States and abroad. It is important to examine the children of veterans who have PTSD (Katz, 2019). Additionally, the study analyzes ten different pieces of literature to enhance the understanding of the complex topic. Specifically, incorporating the facts from all the sources can help identify the specific factors exposing children to secondary PTSD and the negative consequences associated with the condition. Thus, this short discourse takes advantage of a mixed methodology to understand the complexity of this issue. The presented facts offer a foundation for future studies seek to create awareness amongst the community members. [See figure 1 that illustrates the conceptual framework]. Research Questions What Causes Secondary Traumatic Stress in Children? To delve more into this topic, it is important to understand what exactly causes secondary childhood trauma. According to medical specialists, parental genes and contact with someone who has firsthand PTSD are critical contributors to the disorder. Trauma survivors might pass on secondary stress disorder to their children and grandchildren (Marsac & Ragsdale, 2020). In addition, talking to or listening to a disturbed person might harm the listener’s psychological health and perhaps set off the illness (Malarbi et al., 2017). It is not uncommon for children to be exposed to their parents’ distress merely because of their proximity. Children who hear their parents discussing, mentally reliving, or demonstrating signs of PTSD after experiencing trauma may begin to exhibit trauma responses of their own (Secondary traumatic stress, n.d.a). Numerous triggers cause the rush of memories, including sounds, images, smells, and in some cases nothing at all. These traumatic events are frequently accompanied by strong emotions such as fear, sorrow, and rage, and they might feel so vivid that the person with PTSD believes the incident is repeating itself (Malarbi et al., 2017). Even if it is difficult for a caregiver to go through the trauma all over again, their young ones who witness it can be worried and confused. How does Secondary PTSD Affect a Child? The other question relates to how secondary PTSD affects children, and how can a medical practitioner tell if a patient has PTSD. The symptoms of vicarious trauma can range in severity from mild to severe. Some of the less severe symptoms include insomnia and food issues. On the other hand, stress, worry, and negative behavioral and emotional alterations are severe indicators and symptoms (Smoller, 2016). Anxiety and physical ailments, such as tiredness and a weaker immune system, can result from secondary PTSD in youngsters. When the first symptoms of a mental illness are noticed, parents should take their children to see a mental health professional immediately (Secondary trauma effects on teens and young adults, 2020). Secondary PTSD necessitates treatment, and like any other illness or condition. This condition can be prevented and treated with the support of psychotherapists (Meiser‐Stedman et al., 2017). Compassion fatigue prevention and treatment strategies fall into two categories: non-pharmacological and pharmaceutical. Non-pharmacological approaches include seeing a psychologist, using self-validation and insight meditation, engaging in regular physical activity, daily scheduling, and keeping a sleep routine and journal (Menschner & Maul, 2016). Recurrent stress disorder can be prevented or treated with medication. Pharmaceutical approaches involve certain modulators and neurotransmitters that aim at addressing the psychological adversities associated with the children’s exposure to the traumatic events (Katz, 2019). In conclusion, it is evident that both the treatment approaches are crucial for the welfare of the unfortunate children. Methodology This study will use a mixed methodology that includes both the qualitative and quantitative research design principles. The study recruited 100 adults using systematic sampling with children between the ages of 10 and 18. 35% were males, while the remaining 70% were females. The respondents’ age ranged from 35 to 65 years old. The selected individuals understood the aim of the study and took part in the study willingly. The survey provided the participants with 10 questions to determine whether they knew their children’s mental health conditions. The survey included the following questions to help ascertain whether the caregivers in Kern County and other American regions are aware of their children’s exposure to the secondary PTSD: - Do you have any concern about your child’s mental state? Why? - Do you understand how the environment exposes your children to secondary PTSD? - How often do you disagree with your spouse? Do you think this affects your children’s mental health? - Do you have a history of post-traumatic stress disorder in your family? Have you ever been worried that your children might develop the same undesirable conditions? - Do you see any signs related to the mental condition in your children? What measures have you taken to ensure that your child does not fall victim to undesirable mental disorders? - Are your children aware of the complex secondary PTSD? - Do you think your children are proud of your parenting strategy? Do your approaches safeguard their mental welfare? - Do you think your parental skills influence how your children handle the traumatic events they face? Can you support your argument? - Do you think your children are optimistic about achieving their future goals? Are you sure you are motivating them to maintain their focus despite their interaction with traumatized persons? - How do you feel about the need for regular screening and treatment of mental health conditions to reduce PTSD? After collecting the data from the respondents, the researchers will use triangulation to analyze the data and provide recommendations to reduce the children’s risk to secondary PTSD. Thus, incorporating qualitative and quantitative research approaches would guarantee that the study efforts to enhance the understanding of secondary PTSD are successful (Shannonhouse et al., 2016). This research study will endeavor to guarantee the professionalism and qualification of the entrusted mental health specialists by ensuring that they have in-depth understanding of the complex secondary PTSD. References Akinsulure‐Smith, A. M., Espinosa, A., Chu, T., & Hallock, R. (2018). Secondary traumatic stress and burnout among refugee resettlement workers: The role of coping and emotional intelligence. Journal of Traumatic Stress, 31(2), 202-212. Katz, S. (2019). Trauma-informed practice: The future of child welfare. Widener Commonwealth. L. Rev. 28, 51-83. Kellogg, M. B., Knight, M., Dowling, J. S., & Crawford, S. L. (2018). Secondary traumatic stress in pediatric nurses. Journal of Pediatric Nursing, 43, 97-103. Malarbi, S., Abu-Rayya, H. M., Muscara, F., & Stargatt, R. (2017). Neuropsychological functioning of childhood trauma and post-traumatic stress disorder: A meta-analysis. Neuroscience & Biobehavioral Reviews, 72, 68-86. Marsac, L. M., & Ragsdale, B. L. (2020). Tips for recognizing, managing secondary traumatic stress in yourself. AAP News. Meiser‐Stedman, R., Smith, P., McKinnon, A., Dixon, C., Trickey, D., Ehlers, A.,… & Dalgleish, T. (2017). Cognitive therapy as an early treatment for post‐traumatic stress disorder in children and adolescents: A randomized controlled trial addressing preliminary efficacy and mechanisms of action. Journal of Child Psychology and Psychiatry, 58(5), 623-633. Menschner, C., & Maul, A. (2016). Key ingredients for successful trauma-informed care implementation. Trenton: Center for Health Care Strategies, Incorporated. Secondary trauma effects on teens and young adults. (2020). Sandstone Care. Secondary traumatic stress. (n.d.a). Administration for Children & Families. Secondary traumatic stress. (n.d.b). The National Child Traumatic Stress Network. Shannonhouse, L., Barden, S., Jones, E., Gonzalez, L., & Murphy, A. (2016). Secondary traumatic stress for trauma researchers: A mixed methods research design. Journal of Mental Health Counseling, 38(3), 201-216. Smoller, J. W. (2016). The genetics of stress-related disorders: PTSD, depression, and anxiety disorders. Neuropsychopharmacology, 41(1), 297-319.	https://researchpaperz.net/essay-examples/overview-the-secondary-post-traumatic-stress-disorder-in-children/
For this Discussion, review this week’s Learning Resources including the “Acute Stress Disorder and Posttraumatic Stress Disorder” handout. Reflect on the similarities and differences between ASD and PTSD. Then consider that you have been asked to prepare a pre-deployment PTSD prevention workshop for military health service workers. Consider intervention techniques you might recommend to prevent the development of PTSD in this population. With these thoughts in mind: Write a brief comparison of similarities and differences between acute stress disorder (ASD) and posttraumatic stress disorder (PTSD). Then explain two potential PTSD symptoms that could develop for a military health service worker. Finally, describe two intervention techniques you might recommend to prevent PTSD and explain why each might be effective. Be specific.Acute Stress Disorder and Posttraumatic Stress Disorder During and immediately following a traumatic event some form of stress response is to be expected and it might have an impact on your emotional as well as your physical wellbeing. In fact, most people are familiar with the emotional stress response triggered by trauma to be a form of posttraumatic stress disorder (PTSD). However, not every traumatic stress response can be attributed to PTSD. If the emotional trauma during and immediately following a traumatic event—such as an inability to concentrate or panic attacks in response to any association with the traumatic event—persist for at least two days or up to four weeks, it is more likely acute stress disorder (ASD). While there are some symptom similarities, the diagnosis of PTSD versus ASD has more to do with when emotional limitations occur and how long the symptoms last. Posttraumatic stress disorder (PTSD) is an incapacitating disorder that may occur in individuals who witness or experience dangerous or threatening traumatic events. Individuals who experienced a disaster, witnessed or participated in war, or experienced personal violence are examples of those who might suffer the disorder. There is a biological component to PTSD; the brain structure and function change. The hippocampus gets smaller, the amygdala becomes overactive and thus memory and emotion are affected. Lifelong changes in the brain’s biology result. The frightening event is relived; the individual experiences hyperarousal, fear, and a sense of being unsafe. Memories of the event get muddled because the trauma changes how memories are encoded. Abnormal levels of stress hormones that occur in those with PTSD include lower levels of cortisol (indicating stress exhaustion) and higher levels of epinephrine and norepinephrine (part of the flight or flight response). Even traumatic events committed in secret against the youngest members of society can produce lasting, more pervasive, effects on health and functioning. For example, early-life traumatic experiences such as childhood sexual abuse may influence the physiology of the developing brain. Later in life there is a chronic hyperarousal of the stress response, making the individual vulnerable to further stress and stress-related disease. The dysfunctional HPA axis stress response might be part of the posttraumatic sequelae associated with the trauma. While most people do not anticipate the occurrence of traumatic events, it is not uncommon for average citizens to learn how to survive in case of an emergency and only deal with PTSD or ASD should the traumatic event occur. What about those who live lives full of danger and uncertainty? Whether they are members of the police force, the fire department, an emergency response team, or the armed forces, lack of preparation in managing the numerous stressful events that they experience and witness can leave them unable to continue answering the call of duty. This population whose professions expose them to traumatic events can learn to: · Assess their response to stress, · Be mindful of physiological and emotional changes, and · Employ relaxation techniques to minimize the stress response. Having a variety of self-assessment and care skills is helpful in bringing the body back into balance and preventing long-term health consequences of traumatic stress. *Disclaimer: This Learning Resource is not meant to assist in the diagnosis of any disorder. As always, please consult with your primary care physician if you suspect you or a loved one may be dealing with any medical illness.	https://unemployednursingtutors.com/write-a-brief-comparison-of-similarities-and-differences-between-acute-stress-disorder-asd-and-posttraumatic-stress-disorder-ptsd/
A traumatic brain injury (TBI) is one of the most life-altering and significant injuries that you can sustain during an accident. Although they range in severity from mild concussions to permanent comas, most TBIs leave victims with lasting side effects, and can even alter the victim’s personality traits, cognitive abilities, and memories. This is possible even if the TBI is considered to be “mild,” as recent research has suggested that even a small concussion can alter brain functioning after an accident. One recent study on the long-term effects of traumatic brain injury noted that over 10 million people are affected by TBIs annually – and the authors also hypothesized that it will become one of the leading causes of death and disability by the year 2020. But what are the real long-term repercussions of this injury, and how much does it usually cost victims in terms of their lifetime wages and earning potential? The Long-Term Effects of a Brain Injury According to the CDC, there are approximately 2.5 million TBI-related ER visits every year in the United States, with up to 57,000 deaths occurring annually as a direct result of these injuries. Those that do survive a TBI may struggle to readjust in the aftermath, and deal with many lingering symptoms and conditions. Here are a few of the most common long-term side effects of a TBI: - Memory loss - Loss of ability to form new memories - Loss of fine motor skills - Paralysis or spasticity - Depression & other mood disorders - Lack of focus and concentration - Slurred speech - Loss of reading and speaking comprehension - Visual impairment - Loss of motivation or interest in old activities Because TBIs can cause emotional, behavioral, and mental changes as well as physical ones, it may be difficult for those with moderate or severe cases to find or keep jobs, or even work within their same industry. From re-learning speech patterns to regaining fine motor skills, it can take many years of therapy for injury victims to come to terms with their new reality. The long-term effects are even more pronounced when the TBI victim is also a child. According to the American Academy of Pediatrics, children who suffer from a TBI face severely heightened risks of depression, headaches, and mental disorders for the 5 years after the event. Up to 39% of the children in their sample study experienced these kinds of neuropsychiatric symptoms. What Are the Costs of a TBI? Between medical costs, unemployment benefits, and workers’ compensation programs, it costs our country about $76.5 billion to accommodate for those affected by traumatic brain injuries each year. While these costs may seem significant, the unfortunate truth is that many individuals with TBIs still struggle to pay for their basic living costs and sustain themselves through periods of unemployment or financial trouble. In fact, one study found that over half of all homeless men had sustained at least one TBI during their lifetimes, with at least 87% of these injuries happening before they lost their homes. In other words, TBIs don’t just have the potential to result in short term costs: This condition can impact every aspect of our society, and required dedicated care and assistance to improve outcomes. Dedicated Counsel for Your Brain Injury Claim Thanks to the civil justice system, some TBI victims may be able to pursue legal action against the negligent individual or organization that caused their injuries. By seeking damages, victims may be able to receive appropriate financial assistance for their long-term needs and costs, and continue to get care while they adjust to life after their accident. Damages are intended to help the plaintiff become “whole,” and that’s exactly what we’ll seek on your behalf here at Habbas & Associates. Passionate about our work, we truly fight for our clients and aim to maximize their results in every case – because we know how difficult it can be to manage a TBI without aid. Call (888) 387-4053 today for more information about our legal services, or fill out our online contact form.	https://www.habbaslaw.com/blog/2019/september/how-brain-injuries-can-impact-future-earnings/
For most people, scary events and traumatic memories don’t turn into a life-altering condition. It’s normal to retain bad memories after a distressing event – this is nature’s way of keeping us safe and ensuring we don’t repeat the experience. But for some people, these unpleasant memories can turn into a crippling disorder known as post-traumatic stress disorder. This disorder, often abbreviated PTSD, can have far-reaching and devastating effects on a person’s life. People with this condition may have involuntary flashbacks, become unable to work, and have difficulty in their personal relationships. Post-traumatic stress disorder is usually treated with therapy, medications, or both. However, these treatments aren’t always effective. People who suffer from PTSD need a wider variety of treatment options so they can find something that works for them. For people who haven’t gained any relief from traditional treatments, cannabidiol, or CBD – a compound extracted from the cannabis plant – may be a safe and effective alternative. What Is Post-Traumatic Stress Disorder? Post-traumatic stress disorder is a mental health disorder that develops after a person has witnessed something shocking or terrifying. War veterans are at high risk for developing PTSD, but anyone can have this disorder. Events like car accidents, sexual assault, or acts of terrorism can all lead to the development of PTSD. Post-traumatic stress disorder has several main symptoms. First, a person suffering from this disorder has involuntary flashbacks to the traumatic experience. These memories can be so vivid that the individual feels like they are living through the experience again. Nightmares are also common. Second, people with PTSD may become avoidant or feel detached from the world. They may try to avoid places or situations that remind them of the traumatic event. Many people with PTSD isolate themselves, which can damage their friendships and relationships. Third, PTSD makes people feel jumpy, fearful, or constantly on the lookout for danger. Sometimes people with post-traumatic stress disorder have been known to “snap” and attack other people because they perceive a threat where, in reality, none exists. Post-traumatic stress disorder is a debilitating condition that can seriously damage a person’s ability to live normally. Without treatment, people with PTSD are at high risk of developing other mental health problems, abusing alcohol or drugs, or committing suicide. Cannabidiol: A Natural Mental Health Booster What is cannabidiol? More and more people are turning to this natural substance due to its ability to treat a wide variety of physical and mental disorders. Cannabidiol, often just called CBD, is a cannabinoid – a chemical compound found in the cannabis plant. Unlike the compound THC, which is the psychoactive component of cannabis, cannabidiol doesn’t give users a high, which makes it ideal for medicinal use. Among its many health benefits, CBD has powerful antidepressant and anxiolytic properties. It also carries no dangerous side effects. CBD’s potential for improving mental health could make it an ideal treatment for PTSD. How Cannabidiol Treats PTSD Cannabinoids aren’t just found in cannabis – the human body also produces them. Cannabinoids that occur naturally in the human body are called endocannabinoids, while cannabinoids extracted from cannabis, such as CBD, are called phytocannabinoids. The human endocannabinoid system plays a role in many areas of physical functioning, including memory and mood. Studies have found that PTSD sufferers have dysfunctional endocannabinoid systems. These people have an unusually high number of cannabinoid receptors in areas of the brain that have to do with fear. This is an important discovery because it could explain why memory seems to short-circuit in people who suffer from PTSD. Most people are able to let go of traumatic memories or cover them up with newer memories, but people with PTSD cannot. Current medical thinking theorizes that supplementing the body’s own endocannabinoids with cannabis-derived cannabinoids like cannabidiol could relieve some of the memory problems associated with PTSD. Cannabidiol and other cannabis-based compounds may be able to suppress negative memories and prevent flashbacks by binding to the increased number of cannabinoid receptors in a PTSD patient’s brain. CBD can also help to relieve anxiety and depression, making it a particularly good choice for treating PTSD. Conclusion Post-traumatic stress disorder is a debilitating condition, but there is hope for recovery. New discoveries about the role of the endocannabinoid system in post-traumatic stress disorder may open the door for more treatments that utilize cannabis and CBD. CBD has the potential to give PTSD patients relief from their symptoms by dampening traumatic memories and relieving anxiety and depression, helping them cope with the stressors of life again.	https://healthsmarthemp.com/blogs/news/the-value-of-cannabidiol-cbd-in-fighting-post-traumatic-stress-disorder-ptsd
Mary C. Waters (M.E. Zukerman Professor of Sociology) and Jean Rhodes, (Frank L. Boyden Professor of Psychology at University of Massachusetts, Boston) have been awarded a three year Robert Wood Johnson Foundation Investigator Award in Health Policy Research for The RISK study—Resilience in Survivors of Hurricane Katrina. This is a longitudinal study of 1,019 largely female African American poor people in New Orleans. They were part of a study of community college students that began a year before Hurricane Katrina hit the Gulf Coast in August 2005. So the study includes two waves of pre-disaster data on physical and mental health, social support, social trust, socioeconomic status and many other indicators. With support from NSF, NIH and the MacArthur Foundation, the participants were located and surveyed in 2006 and again in 2010, back in New Orleans and in the 31 different states where they now lived. The study also included 150 in depth qualitative interviews with a subset of the respondents, geocoded analysis of neighborhood attainment, and the collection of genetic material from respondents in order to look at gene by environment interactions. The overall aim of the study is to understand the mechanisms by which disasters affect the mental and physical health of vulnerable populations over the long-term, as well as how policy interventions can prevent resource loss and promote recovery. The project has involved a group of 17 post-doctoral and doctoral students in addition to the senior investigators. Major findings include long term negative mental health effects five years after the storm (Paxson et.al. 2012); a large effect of pet loss on depression after the storm (Lowe et.al. 2009); the first evidence of gene by environment effects on post traumatic growth (Dunn et. al. 2014); reductions in neighborhood poverty over time (Graif 2012); increases in obesity among people who relocated to areas with more urban sprawl (Arcaya et.al. 2014); evidence of a happiness set point (Calvo et. al. 2014); different contexts of reception in cities where people relocated (Asad 2014) and challenges for African Americans living with large numbers of Hispanics for the first time (Tollette 2014). In the next few years Waters and Rhodes will examine other disasters around the globe and plan to develop evidence based practices for immediate responders that will contribute to long term recovery for disaster survivors.	https://sociology.fas.harvard.edu/news/risk-study-long-term-resilience-and-recovery-disasters
There are significant gaps in our knowledge of the impact of experiencing bias motivated crime among the Latinx community, particularly on service seeking and health outcomes. Latinxs are at a heightened risk for discrimination and trauma related to bias motivated crime based on their actual or perceived identity. Research is needed to better understand the role of cultural factors (e.g., immigrant/generational status, acculturation) in mediating or moderating the relationship between bias events and important outcomes including service utilization, health care access, and physical and mental health concerns. This multidisciplinary, cross-sectional, mixed-methods research project will accomplish four main goals. First, the project will evaluate the rate of bias events, hate crimes, and lifetime victimization amongst Latinxs. Second, the project will examine the role of cultural factors (acculturation, acculturative stress, etc.) on the relationship between bias events and physical and mental health outcomes. Third, the project will examine responses to bias events among Latinx adults via formal and informal help-seeking, health service utilization, and resistance strategies. Finally, this project will capture how hate and bias incidents impact people within the community using novel measurement approaches to capture the aspect of bias events as “message” offenses. Additionally, we will collect qualitative data to explore the mechanisms through which bias events impact access to services such as health care and the criminal justice system as well as the individual and community impacts of hate crime incidents. The project will collect data from 900 Latinx adults across three communities in the US as well as 45 qualitative interviews from individuals who experienced bias victimization within the sample. Community-based sampling is better able to capture individuals particularly vulnerable to bias victimization experiences and compliments research based on national samples. The project is to be conducted by a multidisciplinary team that includes criminal justice scholars, psychologists, and public health experts that specialize in victimization, health, and working with the Latinx community. Collectively this will provide significant gains in knowledge on the impact of bias victimization against Latinxs on service utilization, physical and mental health, individual and community consequences, as well as the role cultural factors play in these relationship. The results have the potential to inform how bias victimization is associated with help-seeking, health care use, and health outcomes. Additionally, it will provide information on a number of potential intervention strategies to improve Latinx adults’ access to both criminal justice and health care resources.	https://nij.ojp.gov/funding/awards/15pnij-22-gg-00999-ress
Researchers focus on the changes that take place in the brain as a result of abuse as well. Sadly, adults who experienced severe abuse as children show critically impaired neural connections in the brain. Parts of the brain associated with the regulation of attention, emotion, and other cognitive processes suffer. What happens to your brain after abuse? Emotional abuse is linked to thinning of certain areas of the brain that help you manage emotions and be self-aware — especially the prefrontal cortex and temporal lobe. Epigenetic changes and depression. Research from 2018 has connected childhood abuse to epigenetic brain changes that may cause depression. Does abuse affect brain development? Maltreatment as a younger child can have longitudinal negative effects on brain development during adolescence. Adolescents with a history of childhood maltreatment can have decreased levels of growth in the hippocampus and amygdala compared to nonmaltreated adolescents (Whittle et al., 2013). How does abuse rewire the brain? Because childhood abuse, neglect, and trauma change brain structure and chemical function, maltreatment can also affect the way children behave, regulate emotions, and function socially. These potential effects include: Being constantly on alert and unable to relax, no matter the situation. Can physical abuse cause mental illness? Women who have gone through abuse or other trauma have a higher risk of developing a mental health condition, such as depression, anxiety, or post-traumatic stress disorder (PTSD). Trauma and abuse are never your fault. You can get help to heal the physical, mental, and emotional scars of trauma and abuse. What part of the brain is affected by abuse? The brain regions most consistently affected by childhood maltreatment are the PFC, ACC, but also hippocampus, amygdala, corpus callosum, and cerebellum, suggesting that fronto-limbic circuitries may be most affected. Does trauma rewire your brain? For individuals who continually experience traumatic events, or who relive traumatic memories from their childhood as adults, this means the brain can rewire itself in such a way that sometimes causes us to feel overly stressed, even when there’s nothing overt to stress about. How narcissistic abuse changes your brain? As a narcissistic abuse survivor, you will likely have symptoms of post-traumatic stress. Your brain will be on high alert, looking out for danger. This is because the traumatic events triggered a fight or flight response within you. As a result, anything associated with those memories can trigger an anxiety attack. Does PTSD permanently change your brain? The functions of the amygdala, hippocampus, and the prefrontal cortex that are affected by trauma can also be reversed. The brain is ever-changing and recovery is possible. Can the brain heal after childhood trauma? Childhood trauma can have a lasting effect on physical and mental health. But with the help of neuroplasticity, healing is possible. Your brain is constantly changing in response to what’s happening around you. This is known as neuroplasticity. Does childhood trauma damage the brain? For children and youth who experience child abuse or neglect and associated trauma, brain development may be interrupted, leading to functional impairments. Ongoing maltreatment can alter a child’s brain development and affect mental, emotional, and behavioral health into adulthood. What happens to the brain childhood trauma? Childhood trauma physically damages the brain by triggering toxic stress. Strong, frequent, and prolonged, toxic stress rewires several parts of the brain, altering their activity and influence over emotions and the body. Can you fully heal from trauma? The most important thing to remember is that whether you do it with the support of friends and family or the support of a mental health therapist, it is 100% possible to completely heal from trauma and continue on to live a meaningful life. Your life doesn’t need to end with a traumatic event. What happens to the brain after Gaslighting? Gaslighting may lead a person to develop mental health concerns. The constant self-doubt and confusion can contribute to anxiety. A person’s hopelessness and low self-esteem may lead to depression. Posttraumatic stress and codependency are also common developments. What does PTSD look like in the brain? Studies show that the part of the brain that handles fear and emotion (the amygdala) is more active in people with PTSD. Over time, PTSD changes your brain. The area that controls your memory (the hippocampus) becomes smaller. That’s one reason experts recommend that you seek treatment early. How can you tell if someone was abused in the past? - You Aren’t Good at Making Decisions for Yourself. - You Are a People Pleaser. - You Minimise Toxic Moments. - You Get Angry or Frustrated Easily. - You Often Feel Defensive. - You Tend to View Yourself Negatively. - You Find it Hard to Cope When People Are Upset. What mental illness do most abusers have? The results of this research show that do- mestic abusers tend to obtain high points for some types of personality disorders, especially narcissistic, antisocial and bor- derline disorders. They also present symptoms of depressive disorders and consumption of drugs and alcohol. How do you know if you are traumatized? Intrusive memories Recurrent, unwanted distressing memories of the traumatic event. Reliving the traumatic event as if it were happening again (flashbacks) Upsetting dreams or nightmares about the traumatic event. Severe emotional distress or physical reactions to something that reminds you of the traumatic event. Where is trauma stored in the brain? When a person experiences a traumatic event, adrenaline rushes through the body and the memory is imprinted into the amygdala, which is part of the limbic system. The amygdala holds the emotional significance of the event, including the intensity and impulse of emotion. Does trauma cause brain damage? Mild traumatic brain injury may affect your brain cells temporarily. More-serious traumatic brain injury can result in bruising, torn tissues, bleeding and other physical damage to the brain. These injuries can result in long-term complications or death. What is the most common trauma? Physical injuries are among the most prevalent individual traumas. Millions of emergency room (ER) visits each year relate directly to physical injuries. Can trauma change your personality? A person may experience a change in their demeanor after experiencing a traumatic situation or witnesses an unpleasant event. These behavioral changes may be caused by a mental health condition, such as: Anxiety: Anxiety occurs when a person feels nervous or uneasy about a situation. What are the 5 signs of PTSD? - A life threatening event. This includes a perceived-to-be life threatening event. - Internal reminders of a traumatic event. These signs of trauma typically present as nightmares or flashbacks. - Avoidance of external reminders. - Altered anxiety state. - Changes in mood or thinking. Can the brain heal itself? And the answer is yes. The brain is incredibly resilient and possesses the ability to repair itself through the process of neuroplasticity. This phenomenon is the reason why many brain injury survivors can make astounding recoveries. Can you fix brain damage from narcissistic abuse? Narcissistic abuse changes your brain But, there is hope. There are reparative activities you can do to restore and rebuild your hippocampus and stop the hijacking of your psyche by your amygdala.	https://scienceoxygen.com/what-does-physical-abuse-do-to-the-brain/
The U.S. Department of Veterans Affairs (VA) published a notice in the Federal Register on Feb. 4, 2013, entitled, “Initial Research on the Long-Term Health Consequences of Exposure to Burn Pits in Iraq and Afghanistan.” The notice announces that the VA plans to conduct a study of the adverse health effects related to military deployment to Iraq and Afghanistan, including the potential for exposure to airborne hazards and burn pits. As stated in a review of the Federal Register by Military Times, the study will examine “recent combat veterans to determine whether there is a relationship between deployments and illnesses such as cancer, respiratory disease, circulatory problems, neurological conditions and more.” Also in the notice, the VA states that it plans to take “actions to promote the effective monitoring and assessment of deployment-related exposures and potential health effects of deployments.” VA Secretary Erik Shinseki has asked the Department of Defense to take a role in the study to address, now and in the future, the “clinical and research issues associated with deployment.” This recent announcement is a change in the VA’s stance on the need for such a study and follows its review of an Oct. 31, 2011, report (made by the Institute of Medicine (IOM) and the National Academy of Sciences) that analyzed the potential long-term health consequences of burn pit exposure in Iraq and Afghanistan. The VA will release more details as it further develops the study.	https://www.martindale.com/defense/article_Motley-Rice_1680718.htm
Each year, exposure to violent trauma takes its toll on the development of millions of children. When their trauma goes unaddressed, children are at greater risk for school failure; anxiety and depression and other post-traumatic disorders; alcohol and drug abuse, and, later in life, engaging in violence similar to that to which they were originally exposed. In spite of the serious psychiatric/developmental sequelae of violence exposure, the majority of severely and chronically traumatized children and youth are not found in mental health clinics. Instead, they typically are seen as the "trouble-children" in schools or emerge in the child protective, law enforcement, substance abuse treatment, and criminal justice systems, where the root of their problems in exposure to violence and abuse is typically not identified or addressed. Usually, providers in all of these diverse service systems have not been sufficiently trained to know and identify the traumatic origins of the children's presenting difficulties and are not sufficiently equipped to assist with their remediation. This multiplicity of traumatic manifestations outside the mental health setting leads to the inescapable conclusion that we are dealing with a supra-clinical problem that can only be resolved by going beyond the child's individual clinical needs to enlist a range of coordinated services for the child and the family. This paper will focus on domestic violence as a paradigmatic source of violent traumatization and will (a) describe the impact and consequences of exposure to violence on children's immediate and long-term development; (b) examine the opportunities for, as well as the barriers to, bridging the clinical phenomena of children's violent trauma and the existing systems of care that might best meet their needs; and (c) critique current national policies that militate against a more rational and coherent approach to addressing these needs.	https://eric.ed.gov/?id=EJ949736
Three requirements to overcome poverty Together, it is possible to overcome poverty and inequality, but this involves respecting three complementary requirements which must be implemented simultaneously: - Involving vulnerable people for them to assume their rightful place in society; - Placing the public interest at the heart of public policies; - Developing an economy that genuinely works for human beings and their environment. Involving vulnerable people so they can assume their rightful place in society Some population groups are more exposed to the risk of poverty. This is the case for women (due to gender inequalities), sick people or those with disabilities, ethnic minorities, people in exile, etc. Generally, the most vulnerable people are often rendered ‘invisible’, blamed, ostracised, and sometimes criminalised. But where have discrimination and stigma been shown to reduce poverty and inequality? Is the world fairer if we reject the weakest or if we pretend not to see them? Obviously not! On the contrary, our first duty as humans is to offer a dignified welcome to the most disadvantaged people, along with the educational means to enable them to regain their self-esteem, to make their own choices and become integrated in society. Since its origins, under the leadership of Abbé Pierre, the Emmaus movement was built on supporting, involving, and integrating the people it serves. The first companions were builders who created shelters for themselves and other homeless people; then they become ragpickers in order to generate their own resources to carry out solidarity work. In its governance and its management, the movement has created spaces for training, debate, decision-making at all levels (group, regional, national, and international). It is this involvement that allows the most vulnerable and excluded people to rebuild their lives and regain a sense of purpose, by becoming solidarity actors themselves. To involve vulnerable people, we need to rethink public policies along with our behaviour as citizens. Our demands Placing the public interest at the heart of public policies Through ideology, cronyism or the influence of lobby groups, public institutions pursue policies that are not always in the best interest of the public they are supposed to protect. But should we give in to the most powerful through collusion, corruption, or opaque practices? Can political decisions be made without a respectful, well-argued, balanced, and transparent debate? Obviously not! Placing the general interest at the heart of public policy is a democratic imperative because, in the words of Abraham Lincoln, “democracy is a government of the people, by the people and for the people”. It is through public deliberation that we can put the economy and the management of public affairs back at the service of people and the protection of their fundamental rights, notably through the collective management of the commons.ix The public interest is not only everybody’s business, it also concerns everybody. “Democracy is not the law of the majority, but the protection of the minority”x, wrote Albert Camus. Public policy and the law must therefore take into account the interests of the most vulnerable, for they are the ones who are most in need of protection. It is not about assistance, but about solidarity, equal opportunities, and access to fundamental rights without discrimination. Constructing the public interest therefore requires the most vulnerable to be represented and participate in democratic life. This begins with the protection and recognition of the rights of half of all people: women. To put the collective interest at the heart of public policy, we need to rethink democratic participation and socio-economic rulemaking. Our demands Developing an economy that genuinely works for human beings and their environment Since the 1980s, neoliberalism has promoted a vision of the economy that sets its own rules. The number of multinational companies has increased tenfold and several of them have acquired more power than some states. Deregulation allows capital and goods to move freely, but also allows countries to compete on social, environmental and tax laws. As such, workers and nature become mere ‘adjustment variables’ in the quest for perpetual growth and profitability. This results in relocation, unemployment, precarious contracts, involuntary part-time work, the working poor, exploitation of children, forced labour, lack of social protection, plundering of natural resources, pollution, tax evasion and fraud, corruption, impunity, unequal distribution of the wealth produced, etc. Zone de texteAre human rights less valuable than finance and trade? Is poverty just collateral damage? Should the pursuit of profit be allowed to destroy the planet and flout social justice? Obviously not! Our first economic duty is to ensure sustainable ‘well-being’ for everyone. International trade treaties and public policies can rebuild what they have undone: we can rebuild a plural economy, not just a market economy, that is compatible with the principles of social justice and sustainability. We already have the technical capacity; what we need now is the political will to guarantee a dignified life for all, without exhausting the planet’s ecosystems. It is possible to choose value over price, to prioritise being rather than having, equitable sharing over exclusive ownership, and many people are doing this already. The shock created by the pandemic is an opportunity to regain economic balance: public funds must finance selected growth based on sustainable production, responsible consumption, a market economy working for the collective interest, an ethical and solidarity-based economy that safeguards and advocates for rights. To develop an economy that is truly at the service of people and their environment, we must transform and diversify our economic model.	https://www.ourvoicesmatter.international/en/three-requirements-to-overcome-poverty/
At Aster Healthcare we believe in honouring each person's dignity, rights, self-respect and independence by giving them choices, respecting their wishes, meeting their needs, involving them in decision making processes, giving them the control of their life and keeping them actively involved, happy and as healthy as possible. 1. Provide the best possible quality of life and quality of service to the residents who live in our care by meeting their needs, and focusing on each person's outcomes. 2. Keep them actively involved, as independent as possible, by involving them in decision making process and give them control of their lives. 3. Keep them happy by respecting their wishes, fulfilling their desires and giving them personal attention. 4. Keep them as healthy as possible by providing them the choice of food and activities of interest to them, using proactive and preventive approaches by involving interdisciplinary healthcare team. 5. Treat people with dignity, respect, courtesy and politeness. 6. Provide a fun and enjoyable working environment for staff. - Involve the person in all decisions about their care. - See the person as the expert in their own care. - Take account of the strengths the person can bring to bear on their needs. - Provide information and make necessary arrangements for aids needed, such as communication aids. - Ensure each person is informed of, and consents to, information about their needs and circumstances being collected and shared. - Ensure the older persons contribution is not underestimated, however disabled they are or whatever their level of difficulties. - Acknowledge and take account of the impact of a person's age, gender, living arrangements, personal relationships, lifestyle and culture on their choices and needs. - Have key decisions informed and given to the older person. - Safeguard the older person's interests where they lack capacity, and has been assessed as such. - Empower the older person to decide about the level of risk they are prepared to take if they can.	http://asterhealthcare.co.uk/care/person-centered-care
Published On: February 26, 2019 01:42 PM NPT KATHMANDU, Feb 26: It is imperative to enhance meaningful engagement of women and marginalised groups (WMGs) in decision-making process and systems at local level in line with the spirit of the Constitution, experts noted. At a national advocacy campaign for positioning WMGs in democratic decision-making process in local governments, the experts highlighted the need for resourcefully engage the weaker sections in local level planning, budgeting and monitoring process. "The Article 40 of the Nepal Constitution has guaranteed women's rights to participate in all state apparatuses based on the principle of proportional inclusion", said the experts while delivering their views at the programme organised by Freedom Forum – an NGO working on public sector accountability. Presenting a working paper on the 'Roles and Responsibilities of elected representative from WMGs in local government', inclusion expert Dr Sangram Singh Lama said though women's representatives have respectful positions at federal, province and local tiers of governments with 33.5, 34.5 and 40.96 percent their roles are still weak in decision-making level. He also stressed the need to provision the formation of planning and budget execution committee under the leadership of vice-chair or deputy mayor to better position the participation of WMGs in planning and budgeting. "It is indispensable to lay emphasis on selection of plans and programms in a way to provide direct benefits to women, children, marginalised groups, region and community", he highlighted. Dr Lama in his paper also underlined the need to carry out stakeholder analysis of WMgGs from federal to local level based on disaggregated data and put this into policy, plan and programme so as to increase their access to resources. Likewise, Joint-Secretary at Ministry of Federal Affairs and General Administration Purswottam Nepal said meaningful participation of WMGs in decision-making at local government was a must towards building a base for egalitarian society in line with the principle of inclusive democracy, proportional representation and participation. Delivering presentation on 'effective engagement of WMGs in different service delivery at local government', he said though there are 14,353 women's representatives (40.96 %) in 753 local levels their influences in decision-making process need to be increased. "In order for the WMGs to establish their constitutionally-guaranteed rights focus should be laid on their participation in planning and programming", he noted. He argued that ensuring proper participation of women in development activities would make big contributions in local development and governance. Similarly, decentralization expert Hem Raj Lamichhane in his working paper 'meaningful participation of WMGs in local government’s planning, budget implementation and monitoring process' underscored the urgency of increasing WMG's capacity in the planning, budgeting and monitoring processes at local level. "Inclusion is imperative to ensure effective outreach of plan to the end beneficiaries and make them transparent and result-oriented", the paper highlighted. Speaking on the occasion, State Affairs and Good Governance Committee of the Federal Parliament Dr Dila Sangraula emphasized on the importance of strengthening the local government and decentralizing power to the local levels. "There is wider participation of women due to mandatory provision of the statute. However, there is a long way to go to establish WMg's access to executive positions which is very important for decision making and execution". On the occasion, Freedom Forum Executive Chef Taranath Dahal said, "Inclusion and participation would make sense when the people at margin are brought to the mainstream of governance and local law and structures are mechanized to distribute its fruits to them".	https://myrepublica.nagariknetwork.com/news/participation-of-people-at-margin-in-local-decision-making-process-emphasized/
The University of Arizona ("University") respects and values the privacy of all individuals who engage with its programs and services. Privacy encompasses one’s personal information, communication, environment, and physical being. We understand that advances in technology have heightened concerns about privacy. Through our privacy policies, statements, and principles, we strive to be transparent about our practices and the potential impact on individual privacy. As a public research institution, we balance privacy interests with our legal obligations and other important values, such as safety, accountability, and the pursuit of knowledge. Privacy Principles The enactment of these Privacy Principles demonstrates privacy as an important value at the University. The University recognizes that data use can be personally beneficial to students, employees, and the University community, and that these benefits must be balanced with individuals’ data privacy rights and expectations. These principles represent the University’s commitment to be a privacy leader in the era of big data and information-sharing consistent with the overall teaching, research, and public service missions of the University. The principles outlined below will help guide the University as it looks to fulfill its goals. The University is committed to making privacy a consideration in any University process or activity that involves personal information, and as much as possible, make appropriate access controls a default setting without requiring individuals to request limited privacy settings. The University provides reasonable advance notice to individuals about how and for what legitimate institutional or education purpose personal information is collected, used, or disclosed. The University will collect, use, and disclose only the minimum amount of information necessary to accomplish the stated purpose. When possible, control over personal information should remain with individuals to allow for choice regarding the disposition of their information. The University will provide individuals with the opportunity to correct inaccurate personal information. The University is committed to respecting individual constitutional and civil rights and using personal information only as authorized by individuals from whom the information is collected, or as required or permitted by law. Use of individuals’ personal information by the University will be limited to education and mission-based institutional purposes. The University is committed to protecting personal information by adopting privacy and information security controls and through employee training for how to responsibly collect, process, maintain, use, and disclose personal information. All University employees are stewards of the personal information for which they have been entrusted and have access and are accountable for knowing and applying these Privacy Principles. The University is committed to being future-thinking, present-minded, and past-respectful in its privacy practices by monitoring changes in data privacy laws, regulations, trends, and perspectives, and adjusting University practices accordingly.	https://privacy.arizona.edu/
Welcome to a seminar about participatory networking for sustainability's sake. Lisa Bomble, PhD Candidate, has studied processes in Gråbo, Lerum municipality and followed a geographically defined network of people trying to work for a more sustainable future in that urban settlement. Lisa has come to conclusions about shared power, mutual storytelling and the development of a network through its successes and failures, rather than through its intentional build and organization. Where: Mistra Urban Futures, Läraregatan 3, Göteborg - Room: FAIR Date: September 10 Time: 9:00-11:00 Register here at the latest September 5 Lisa: - The title "Rather Network" is intentionally bad grammatically. The word rather having double meanings gives us a discussion about participation in networks from two perspectives: First, I claim that any network for participation is better than no network at all - so rather network, than no network. Secondly, the setup and build of a network happens over time and my results show that the network will change shape, representation and set up as it is given new issues and tasks. Thus, the network needs not be finished or finalized organizationally to help improve participatory decision-making. Thus, it's enough if it is "rather network", if you will. Abstract of the text: While our common future is a shared responsibility, the responsibility and/or power over planning decisions remain with municipal planning authority in Sweden. What is participation in planning when the decision lies with a certain actor in the process? This text explores how the build-up and support of a local network can in itself generate an arena for participatory decision-making. It shows how transparent planning processes with open communication is a prerequisite for well-based decision-making in a shared power world. Based on observations in Lerum, a municipality in Sweden, and comparisons between that and descriptions of networking and decision-making in a shared power world, the text argues that power is shared the minute you invite to a participatory process, while responsibility may still lie with certain actors. Transparency of the process and access to relevant information gives a co-production network understanding for the planning process and its considerations, but also an input in what problem to solve. The planning authority can not make decisions contradicting the logic known to the co-production network without losing both trust, momentum and possibilities for future participatory initiatives. At the same time, the network gets informed about interests and considerations outside their own realm, making the participatory process an opportunity for enhanced understanding of the planner's profession and task. The network's build and prerequisites will depend on local contexts, but geographically defined networks of inhabitants and other stake-holders can be initiated top-down and still build on and trust local initiatives. Allowing and supporting the network taking shape through projects allows the network to grow and attract the right actors to each issue. With each issue the network learns both to rationalize its communication patterns, and the different potentials of different actors building the network further through social learning. Investigating the different actors in the network shows two ways of being a key actor – one’s connectivity or the weight of one’s formal responsibility. Key words: Participation, communication, planning processes, shared power, co-production, sustainability The text will be sent to you if you register to participate in the seminar. If you want the text, but are unable to attend this seminar, please contact Lisa Bomble and she will send it out September 1st or 2nd.	https://www.mistraurbanfutures.org/en/content/rather-network-lisa-bomble
Article 5: Local authority elections 2010 Requests for advice and enquiries to the Auditor-General have historically tended to increase in the period leading up to local authority elections, and this can continue for a period after the elections. Most requests are about the application of the Local Authorities (Members’ Interests) Act 1968 (the Members’ Interests Act) to candidates for election who have contracts with the local authority. We have also received requests in the past to inquire into: - communication in the pre-election period; and - decision-making by councils after the election. For the 2010 elections, we dealt with a steady stream of questions from election candidates about the Members’ Interests Act. We were pleased that there were fewer concerns raised than in previous elections about communication and none so far about decision-making. We summarise the main issues below. Election candidates and the Local Authorities (Members’ Interests) Act 1968 The Members’ Interests Act contains some complex rules for election candidates. The basic rule in section 3 of the Members’ Interests Act is that a person cannot be elected to a local authority if they have a current contract with the authority under which they will be paid more than $25,000 in a financial year. There are several exceptions in the Members’ Interests Act – for example, if: - the obligations under the contract have been completed and the price is already fixed; or - the obligations under the contract have not been completed, and the amount to be paid is not fixed, but the contract is for less than 12 months. If these exceptions do not apply, a person can only be elected if they relinquish the contract with the local authority’s agreement within a month of being elected. This is not always suitable for the candidate or the authority. We received several requests from candidates for the 2010 elections to give approval for existing contracts with local authorities. In some instances, candidates were referred to us by local electoral officers. However, the Auditor-General has no power to give such approvals. In most instances, we found that the candidates were not disqualified from being elected because payments under the contract were in fact less than $25,000 or because one of the exceptions in the Members’ Interests Act applied. We have called for the Members’ Interests Act to be reviewed, including reviewing whether these rules for candidates should be retained or updated. We will need to ensure that candidates and electoral officers have the correct information for the next elections if these rules are still in place. We also received several questions from candidates for local boards in Auckland about the contracting rule. Local boards are subject to the Members’ Interests Act as if they were local authorities, but the extent of contracting activities involving local boards is not yet clear. It appears that local boards will not enter contracts in their own right, but the contracting rule would apply if the Auckland Council were to enter into a contract with a local board member and the contract is on behalf of the local board. Communication in the pre-election period I am pleased to note that we received far fewer complaints about council communications in the three month “pre-election” period before the 2010 elections than for the 2007 elections. We do not have any particular role in this area, but we did issue good practice guidance in 2004.8 Our guidance in this area, although it pre-dates more modern ways of communicating such as Facebook and Twitter, contains some simple principles that we consider relevant – namely, that: - council staff need to maintain their neutrality; - the public funds that councils administer should not be used for electioneering or to benefit one candidate over another; - councillors are still in office during the election campaign and remain responsible for the activities of the organisation; and - ordinary business has to continue despite the election, which includes ongoing communication with the (voting) public. Our guidance encourages each local authority to adopt its own policy for managing communication during election periods. We reminded the sector in our annual report to Parliament9 before the 2010 elections of some of the issues that resulted in complaints to the Auditor-General in the 2007 elections. They included: - public events and launches; - councillor and mayoral columns and other communication channels; and - communication from council staff. We are pleased to note that councils appear to be handling these issues well, if the lack of complaints to us during the 2010 elections is anything to go by. The few questions we did get this year were about councillor’s columns or commentary on their activities in council newspapers or websites, and about councillors using their council email address or council email lists for electoral communications. Our advice in this area is that these communication channels can create risk during an election period. Many councils have policies that suspend such communication during a defined pre-election period. This is a very simple way of removing the risk. The media is interested in this area, and we are sometimes asked to comment on particular issues. We tend to respond to such questions by stating that our guidance is good practice only, that it is for each local authority to develop and apply its own communication guidelines, and that we do not have any role in enforcing the guidelines. In short, we expect that councils will properly manage these issues. Decision-making by councils after the election After the 2007 local authority elections, we received several complaints about newly elected councils quickly deciding to change or reverse decisions of the previous council. We reported on the approach we took to these complaints in a previous report to the sector.10 These complaints raise important issues about the relationship between the decision-making requirements of the Local Government Act and the democratic and political context of local authority decision-making. They can also raise concerns about bias (predetermination) where candidates have expressed strong views on issues when campaigning for office. In 2007, we concluded that the relevant council was able to make the decision under the Act. However, the councils could have been more transparent in their decision-making process. This would have enabled the community to more easily see and understand the basis on which the council was making the decision. We thought that similar issues may arise after the 2010 elections, but we have not yet received any complaints or inquiry requests in this area. On the subject of bias, councillors will be judged on how they conduct themselves once elected. They need to show that they have an open mind despite what they said before being elected, and that they will consider other viewpoints and submissions from the public where consultation has occurred. They will be judged by their attentiveness and conduct at relevant meetings, and by evidence that they have read and considered submissions rather than having a predetermined view that they will not change. We do not have any role in considering complaints in this area unless financial interests are involved, but it is raised with us fairly frequently. 8: Good Practice for Managing Public Communications by Local Authorities (2004). 9: Local government: Results of the 2008/09 audits.	https://oag.parliament.nz/2011/2009-10/articles/article05.htm
About College Council York County Community College is committed to a democratic model of governance. We believe that a governance model rooted in broad-based constituent input on college-wide issues will provide the best means for achieving the vision, mission, core values and strategic plan of the institution. The goal of the governance system is to produce a transparent process in which timely decisions are made and the reasons for them are guided by involvement and action from the entire college community. College Council meetings are open to the public on the first Tuesday of each month from 12:30pm – 2:00pm in the Mid-Cafeteria. Fall Semester 2018: Tuesday, October 2, 2018 Tuesday, November 6, 2018 Tuesday, December 4, 2018 Spring Semester 2019: Tuesday, February 5, 2019 Tuesday, March 5, 2019 Tuesday, April 2, 2019 Tuesday, May 7, 2019 The Cornerstones of Governance at YCCC Vision The vision of the college leadership is recognized as the means for achieving the College’s mission and should guide the decision-making processes of the governance system. The College’s Strategic Plan should be the primary expression of this vision. Embracing the strategic plan as a part of our governance process should set the agenda for the institution and guide the work of its committees, divisions, departments, and individuals. Trust Mutual trust between all college constituents is essential for meaningful and motivated participation in governance. Trust in a governance structure requires good faith, honesty, fairness, openness to diverse viewpoints, and a respect for people’s work and dedication to the college. Embedded in the concept of trust is the need for healthy relationships where all parties consider the value of each other’s contributions and acknowledge bonds of mutual obligations in advancing the college’s mission. Empowerment A sense of empowerment for all constituents of the College is essential to a functional system of governance. Empowerment is attained by respecting and supporting the autonomy and authority appropriate to both individual and collective roles within the college. All constituents should be guaranteed opportunities to make and influence decisions, especially on issues that impact them and where they have particular concerns, experience, expertise, or relevant information. Further, the governance system should guarantee that the opinions and concerns of constituents will be heard and responded to in a timely manner. Decision-makers should have ready access to information that may aid in the decision-making process, empowering them to make informed decisions. Communication An institutional culture and infrastructure that promotes communication is essential to effective governance. A college-wide commitment to communication provides open channels for input and feedback throughout the decision-making process. By incorporating the collective wisdom and strength of those with experience, expertise, relevant information and those impacted by the decisions, we can ensure that all appropriate internal and external constituents are able to participate in and influence the development and direction of the College. By utilizing technology and setting up routines for information sharing, we can ensure that information is communicated quickly and effectively. In order to allow time for full participation, information must be sought and disseminated at the earliest possible moment. Accountability Clear lines of accountability and responsibility are essential to an effective system of governance. It is important for all involved in governance to know who is responsible for what and to understand precisely where authority resides, whether it be with an individual, a team, a committee, or a division. It is equally important that we are accountable to our constituents and consider the impact of actions and decisions wherever possible. It is recognized that the President has ultimate accountability for all decisions made by the College.	https://my.yccc.edu/ICS/Campus_Services/Governance/
SDG16 calls for major reductions in all forms of violence, an end to abuse and torture of children, the promotion of the rule of law at all levels, and a reduction of illicit financial and arms flows. Corruption, human rights abuses, bribery, tax evasion and conflict all undermine inclusive and peaceful societies. Sustainable development depends on building more effective access to justice and institutions that contribute to transparent rule of law and protection of human rights. It is also supported by a free press, high standards of corporate and institutional accountability and a zero-tolerance approach to bribery and corruption. Securing peaceful societies also involves reducing violence and conflict, protecting children, protecting women’s rights, and broadening the opportunities for people to participate in social, political and economic life. Mining companies can contribute to peaceful societies by respecting human rights, providing access to information, supporting representative decision-making, working to avoid company-community conflict and carefully managing their security approaches to ensure they decrease rather than increase the likelihood of conflict. In addition, where disputes arise with communities or allegations of wrong-doing emerge, companies should provide effective access to remedy. Companies can also commit to transparency across the scope of their activities that impact society, from transparency of mineral revenues and payments to transparency in commitments made to local communities. Mining companies can help strengthen accountable and transparent institutions by actively combating mining-related illicit financial flows through disclosure and reporting. the prevalence of corruption in countries of operation. where appropriate, participating in certification schemes to increase product traceability.	http://www.icmm.com/en-gb/metals-and-minerals/making-a-positive-contribution/peace-and-justice-strong-institutions
The Saami Council has learned that the Ministers of Transport and Communication of Finland and Norway have agreed to proceed with the investigation of the Arctic Railway project in order to produce a basis for decision-making on a railway construction from Rovaniemi in Finland to Kirkenes in Norway. According to press reports, the authorities of the two states are set to complete the construction of the railway project for the sake of the industry and tourism development, and the transport connectivity to central Europe and Asia. The Saami Council is of the opinion that the authorities of Finland and Norway are in the process of forcing a large-scale industrial development in the Sami people's traditional territory without respecting Sami interests and representative bodies in a proper manner. Preservation of reindeer husbandry, traditional land use and traditional Sami land is the foundation for the survival of Sami language and culture. The Arctic Railway will inflict major encroachments on and fragmentation of large and important Sami reindeer pastures and nature areas. The railway will have major negative consequences for reindeer husbandry, other natural-based industries and the entire Sami culture. A failure to fulfill the rights of the Sami to participate in the decision-making process of an industrial project of such dimensions is, in our view, a clear breach of international law. The process of the Arctic Railway project will deny the Sami people of fundamental rights and encroach both upon land rights as well as culture and language as a whole. The Saami Council refers to the serious concerns expressed by representatives of the Sami reindeer herding communities. The trace options for the Arctic Railway, either on the eastern or western side of Lake Inari, would cut through important reindeer pastures and migrations patterns. This will affect the income and existence of the reindeer herding communities in the entire area from Rovaniemi in Finland to Kirkenes in Norway. It is also of vital importance to consider the major negative impacts that the Arctic Railway will have not only on the traditional Sami reindeer husbandry, but also on fishing, hunting and gathering that all combined constitute the foundation of the Sami culture. The Sami Council can not accept the project being continued with the serious consequences that the project will impose on Sami industries and Sami culture. The Saami Council supports the demand submitted by Sámediggis (The Sami Parliaments) of Finland and Norway as well as the Sami Parliamentarian Council for a cultural, social, economic and envrionmental impact assessment of the Arctic Railway project. The Saami Council request the Norwegian and Finnish Ministers of Communication and Transport immediately to commence with the assessment of cumulative impacts of already existing encroachments that all the affected Sami reindeer herding communities have demanded concerning the regional land use planning process. The authorities should carry out this assessment in consultation, cooperation and mutual understanding with Sami stakeholders and provide enough financial resources for the task. Moreover, the Saami Council requests the Ministers to carry out consultations with relevant Sami rights holders and The Sami Parliaments of Finland and Norway in order to ensure that the Sami rights and needs are protected at an early stage before decisions are to be made. It is important that the responsible authorities carry out consultations in good faith in order to fulfil the rights of the Sami to free, prior, and informed consent. The Sami Council, which represents nine Sami national associations in all four nation states in which the Sami people resides, will keep a close dialogue on the matter with the stakeholders, Sami rights holders and Sami Parliaments of Finland and Norway. The Sami Council has also conducted a dialogue meeting in Inari on September 21, 2018 with representatives of the affected reindeer grazing districts, Sami organizations and other stakeholders, as well as the Sami Parliaments of Finland, Norwayand Sweden, who requested the Saami Council to make this statement.	http://www.saamicouncil.net/en/article/statement-on-the-arctic-railway/
It is essential to involve and engage with communities to spread the workload, improve perceptions about a town centre and promote its increased use. The COVID-19 crisis has emphasised the value of such effective engagement and coordination with stakeholder groups across towns. Communicating and coordinating Effective communication and coordination across partnerships is key. This extends beyond local authorities from the transparent recording and sharing of decision-making with partners; engaging with media, staff and stakeholder groups; and keeping the wider community informed and aware of ways to get involved. This can be best achieved by developing town centre communication plans that outline the audiences, channels to use and responsibilities of councils amongst partners. Increasingly, digital engagement techniques such as e-bulletins and social media provide new opportunities for reaching different stakeholders including ‘hard-to-reach’ groups like young people. Engaging stakeholders Stakeholder engagement techniques offer the opportunity to broaden the impacts of council involvement. A council should develop its approach to stakeholder engagement with a clear focus on ‘why’, ‘who’ and ‘how’. The LGA’s recently published councillor’s workbook on neighbourhood and community engagement, provides helpful guidance on the role of members in achieving this. Councillors at the forefront of community engagement Local councillors are in the front line of neighbourhood and community engagement. Working with a wide range of individuals and organisations in the area, officers can help them to decide how best to respond. The LGA’s workbook for councillors on community engagement, states how few other community leaders have the mandate to coordinate different interests, reconcile diverse views and encourage open debate and dialogue in the way that councillors can. This is especially so for town and city centres where a range of commercial, community and cultural issues combine and provide a hub for a much wider geographical area. The particular strengths and knowledge that councillors bring to the community engagement process are listed as: - an understanding of your ward - the representation of local voices - communicating and influencing skills All of this provides councillors with a strong basis on which to act for and in support of local people. However, as part of the devolution agenda, councillors are able to do more than just represent the views of local people, such as encouraging people to play a more active role themselves in the decision making processes of the council. Councillors will need to adopt a range of engagement methods and practices to suit the parts of the community they are trying to engage with and the nature of what they are trying to engage on. Engagement practices vary in terms of the level of power they give to citizens and the intensity of participation it affords. Because of this, people often refer to a ‘spectrum’ of engagement that can involve: Doing to: giving information to people for the sake of communicating or to enable them to make more informed decisions, e.g. fact sheets, websites, open houses. Doing for: engaging and supporting people; asking for their views, e.g. consultation, workshops Doing with: working together in equal and reciprocal partnerships; people design and deliver services alongside professionals, e.g. co-production, community managed projects and asset transfer. Choosing the right techniques The LGA’s guide to engagement provides comprehensive advice for councils looking to engage with residents. This includes a list of the different types of engagement type you might consider with definitions in the glossary: - community mapping - planning for real © - public meetings - focus groups and workshops - web based consultation - open space technology - citizens’ juries - consensus building - citizens’ panel - street stalls - questionnaires - local community meetings Transferring assets The joint LGA and Locality guide on empowering communities by making the most of local assets, offers councils guidance on enabling the improved use of under-used public buildings by transferring their ownership. Such community asset ownership harnesses the creativity and commitment of local residents and creates sustainable enterprises that provide local services and contribute to the economic and social wellbeing of town centres. Rapidly evolving through recovery The COVID-19 crisis adds extra urgency to the ways that councils engage with their communities and boost long-term relations and capacity. The IPM guidance on Post-COVID 19 Recovery Frameworks places a strong emphasis throughout on effective and evolving local coordination. Communications planning needs to be constantly reviewed especially as towns move through different phases of recovery with a need to positively present the balance of health and economic concerns to stakeholders. Transferring derelict assets The Glendale Gateway Trust was set up by the local community following an appraisal identifying the need for a community resource centre. The Trust embarked upon the development of the Cheviot Centre to meet the community’s needs. The derelict building was provided by community asset transfer on a long lease from Berwick Borough Council, and Glendale Gateway Trust raised £750,000 for the conversion works. At the heart of the local community, the Cheviot centre provides meeting, exhibition and office space for a range of voluntary and community organisations. It also houses the tourist information centre and library. This provides much needed community services and contributes to local footfall.	https://www.local.gov.uk/topics/economic-growth/revitalising-town-centres-toolkit-councils/folk/community-engagement-and
It is imperative that we pay attention to school superintendents. Superintendents are highly paid and visible district leaders responsible for ensuring all students receive a high-quality education aligned to state and federal laws as well as the values and interests of their community. Most superintendents are determined, highly competent, and dedicated educators who inherit complex challenges. Leading a district is a not an easy job and superintendents regularly make tough, time-sensitive decisions with limited resources in a very political context. In El Paso and across the country, superintendents have sometimes failed to improve their districts or used their position to advance their personal career to produce quick results but predictably cause long-term problems. A small number of superintendents have engaged in cheating and financial mismanagement. In many of these instances, superintendents could engage in unethical or illegal conduct because the community were not watchful of superintendents and school boards. Therefore, it is imperative that we pay attention to superintendents. To do so, we should be knowledgeable about the superintendency. First, superintendents are responsible for district goal-setting, allocating resources to support goals, and monitoring progress. Second, superintendents should demonstrate knowledge of curriculum, teaching and evaluation practices, and educational research. They should be able to communicate with diverse groups, listen to different perspectives, and use reason and expertise to facilitate contentious decisions. The combination of instructional knowledge and communication skills is important because business leaders, textbook companies, state policymakers, parents, teachers, local universities, and school board members often have different interests and expectations for what constitutes the best curriculum or reform. A superintendent should display the skills necessary to reach a consensus that serves students. Third, superintendents should be informed about law, school finance, and administrative duties to guarantee the ethical and efficient operation of schools. This means ensuring money is not carelessly spent and that resources are distributed in a fair and transparent manner. Finally, superintendents should demonstrate the political skills necessary to engage in shared decision-making processes and establish positive relationships with school board members who can be politically motivated or self-interested. This means superintendents do not just listen to the loudest or most powerful special interests like a local chamber of commerce or philanthropist, but also to low-income families that have historically been removed from the decisions that impact their children. The need for superintendent accountability is especially important in El Paso. Mexican-American students and immigrant students have at times been under-educated in unequal schools, victimized by district policies, and educated in ways that neglect their linguistic assets. • Review your district’s website to learn about goals, priorities, and long-term district plans. You should also find a biography on your superintendent. • Contact your child’s teacher or principal to ask about their biggest challenges and most innovative teaching programs. If needed, follow up with your district to raise a question or offer your support. • Recruit neighbors and friends to attend school board meeting or schedule a meeting with the superintendent to discuss concerns. • If you ask to speak to your superintendent, understand they are very busy. However, it is a good sign if they are accessible and open to a brief but meaningful conversation. • If a superintendent’s actions seem questionable, contact the district or your school board representative and ask them how the superintendent’s actions are aligned with the district’s mission. • Share your feelings and experiences with school board members because they make determinations about superintendent hiring, evaluation, and termination as well as other policy related decisions. While paying more attention to these issues and asking tough questions requires effort, it will help to ensure superintendents are meeting local expectations and help school board members make important decisions. David DeMatthews is an assistant professor of education leadership at the University of Texas at El Paso.	https://www.elpasotimes.com/story/opinion/columnists/2017/07/15/hold-school-superintendents-accountable-column/103722774/
Taking the ‘P’ out of Planning Having attended the party conferences and read the various policy statements, it is hard not to conclude that the main political parties are all at sea in understanding how to reform a planning system which is not fit for purpose. All of them identify planning’s role in addressing the housing crisis, none of them seem to see the need for a more fundamental approach which takes the ‘P’ out of Planning. By ‘P’ of course, I mean the ‘politics’. In particular, the politics where lay and untrained local councillors can frustrate the professionalism of officers, ignore policy, incur multi-million-pound delays and frustrate much needed housing delivery. Before anyone thinks this is yet another technocratic rant against local democracy, I have been a District councilor and sat on a planning committee, so I know that many councillors are capable, and well-intentioned. This doesn’t alter the fact that our system of political oversight and decision-making is simply not working. At BECG we see countless examples of senseless delays, frustrating housing delivery, when the policy position, officer support and thanks to PINS, final outcome, is often very predictable. Councillors can be in a difficult position. They may understandably champion very local groups over the wider public interest because they live in the immediate locality. Often Members on planning committees just don’t have the training, professional experience and necessary detachment from local pressures, to determine often highly complex and inevitably controversial issues. Some see this dysfunction as the necessary price of democracy. In this view local political decision-making might be inconsistent, time-consuming and perverse, but at least development decisions are made by those directly affected. Local councillors representing local people in the context of national policy. Except that this is often just not true. Party politics at local level is too frequently the domain of narrow party cabals, detached from the community they serve. Too often planning committees reflect an unrepresentative demographic. Too often, political realities mean that the balance of political control is at odds with effective decision-making. A council with a one-party majority might be well-run, or equally could be hopelessly obstructive. A ‘hung’ council might mean a planning free-for all where no one can predict outcomes or that councillors are forced to work constructively across the political divide. The very word ‘local’ is problematic. We don’t live in clear-cut communities with easily identified common interests. There are always competing views on development and ‘local’ can mean very different things depending on how you define the community and the interest. Should the street determine the interest of the Parish? Should the District trump the wider interests of a Region? Should the views of property-owners triumph over those who need homes or existing residents’ over incomers? We often talk about the ‘community’ when we mean particular interests that can exclude other ‘communities’. It is of course precisely because planning is a question of balancing relative interests that the current system emphasizes local political control. My argument is that the political part of the process could be radically improved. Planning decision-making process is hopelessly inconsistent. Why can applicants or residents speak at some committees and not others? Why do some planning councillors approach planning like a quasi-legal timebomb and refuse to engage with anyone, whilst others play an active role in shaping submissions? Why do some Councils encourage early meetings with the planning committee, whilst others make it an article of faith that the committee should be insulated from all such influences? What would reforming the ‘political’ part of planning look like? Firstly, let’s have clear national rules enforced consistently across all LPAs. The scope of pre-application engagement, speaking rights at committee and how Members engage with the applicants and the community, are all areas where it should be possible to bring greater consistency and improve decision-making. But surely with imagination we can be even more radical. BECG works extensively on national infrastructure projects where engagement falls within the NSIP process. Detailed community consultation is undertaken, but the ultimate decision is left to a well-resourced and expert national inspector, with all the local politics taken away. Why don’t we link housing delivery, to wider infrastructure and fast-track the extent to which housing can be delivered through the NSIP process? Why not use the best of both planning regimes to create at a regional level, a new planning inspectorate, established under the auspices of PINS, but drawing on the resources of the LPAs in the region? Operating under regional political structures drawn from from a range of Local Authorities, these inspectorates would be under both political supervision and direction, and crucially, they would reflect the perspective of a much wider region rather than the Local Authority where the site may sit. Perhaps, given the politics of planning and the reluctance of all political parties to challenge their local base, creating new regional inspectorate is an unrealistic fantasy. What is clear is that the political side of planning could be vastly improved and indeed must be if we are to address the UK’s housing and infrastructure challenge. This article first appeared in Housebuilder Magazine’s November edition. You can view it here.	https://becg.com/taking-the-p-out-of-planning/
The principles of good urban governance are the campaign's intellectual and operational foundation: they define the nature of the challenge and shed light on some of the potential solutions. The Campaign is promoting an international debate to define a set of urban governance principles relevant for any city in the world. The principles are not intended to be a check-list. Rather, they provide a common vocabulary for a discussion on the key issues affecting the quality of life in cities. If there is sufficient global consensus on the principles, the Campaign will prepare a "Declaration on the Norms of Good Urban Governance" for adoption by the United Nations General Assembly. These pages provide an overview of the Campaign's understanding of governance and good urban governance. Several potential sources of interntional norms are also listed. The proposed principles are presented as well as a brief description of the proposed process of normative debate that may culminate in the adoption of a "Declaration on the Norms of Good Urban Governance." Please click on any of the highlighted links above to go directly to your area of interest. What is governance? The concept of governance is complex and controversial. There are some common points of departure, however. First, governance is not government. Governance as a concept recognizes that power exists inside and outside the formal authority and institutions of government. Many definitions of governance include three principle groups of actors: government, the private sector and civil society. Second, governance emphasizes ‘process’. It recognizes that decisions are made based on complex relationships between many actors with different priorities. It is the reconciliation of these competing priorities that is at the heart of the concept of governance. UN-HABITAT is proposing the following definition of governance: Urban governance is the sum of the many ways individuals and institutions, public and private, plan and manage the common affairs of the city. It is a continuing process through which conflicting or diverse interests may be accommodated and cooperative action can be taken. It includes formal institutions as well as informal arrangements and the social capital of citizens. UN-HABITAT's own understanding of good urban governance is based on its operational experience and the Habitat Agenda. UN-HABITAT's operational experience confirms that it is not just money, or technology, or even expertise, but also good governance that means the difference between a well-managed and Inclusive City and one that is poorly managed and exclusive. Moreover, it is UN-HABITAT's experience that inclusive strategic planning and decision-making processes are the key to good governance and sustainable cities. UN-HABITAT is promoting the following definition of good urban governance: Urban governance is inextricably linked to the welfare of the citizenry. Good urban governance must enable women and men to access the benefits of urban citizenship. Good urban governance, based on the principle of urban citizenship, affirms that no man, woman or child can be denied access to the necessities of urban life, including adequate shelter, security of tenure, safe water, sanitation, a clean environment, health, education and nutrition, employment and public safety and mobility. Through good urban governance, citizens are provided with the platform which will allow them to use their talents to the full to improve their social and economic conditions International Legal Instruments Major international legal instruments relevant to a discussion on the norms of good urban governance include: the Universal Declaration on Human Rights (1948), the Covenant on Civil and Political Rights (1966), the Covenant on Economic, Social and Cultural Rights (1966), the Convention on the Elimination of Discrimination Against Women (1979); the Declaration on the Right to Development (1986); and the Convention on the Rights of the Child (1990). Among the promising areas drawn from these documents for connecting good urban governance to human rights are the following: Commitments at Major UN Conferences Another source of potential norms are the commitments made by Governments at major United Nations conferences, particularly those of the 1990s. Among the major commitments that must be operationalized to realize the Inclusive City are the following: Operational experience in cities UN-HABITAT's 20 years of experience working with cities is also an important source of potential norms. Its global programmes, working systematically through common rationales designed to facilitate the sharing of lessons of experience, represent an important window onto the global normative debate. UN-HABITAT is working to synthesize the lessons learned from promoting inclusive urban planning and management processes through such programmes as the Sustainable Cities Programme, the Urban Management Programme, Localizing Agenda 21 Programme, Safer Cities Programme, Community Development Programme and the Disaster Management Programme. Building on the experience of partners, the Governance Campaign will develop and test good governance norms through UN-HABITAT's and other partners’ operational activities. Towards Principles of Good Urban Governance From the outset, the Campaign aims to develop universally relevant norms that can be operationalised - that is, translated from principle to practice. The Campaign proposes that good urban governance is characterized by sustainability, subsidiarity, equity, efficiency, transparency and accountability, civic engagement and citizenship, and security, and that these norms are interdependent and mutually reinforcing. These proposed norms are introduced below and include a range of illustrative practical measures for their implementation. Sustainability in all dimensions of urban development Cities must balance the social, economic and environmental needs of present and future generations. This should include a clear commitment to urban poverty reduction. Leaders of all sections of urban society must have a long-term, strategic vision of sustainable human development and the ability to reconcile divergent interests for the common good. Practical means of realizing this principle include, inter alia, Subsidiarity of authority and resources to the closest appropriate level Responsibility for service provision should be allocated on the basis of the principle of subsidiarity, that is, at the closest appropriate level consistent with efficient and cost-effective delivery of services. This will maximize the potential for inclusion of the citizenry in the process of urban governance. Decentralization and local democracy should improve the responsiveness of policies and initiatives to the priorities and needs of citizens. Cities should be empowered with sufficient resources and autonomy to meet their responsibilities. Equity of access to decision-making processes and the basic necessities of urban life The sharing of power leads to equity in the access to and use of resources. Women and men must participate as equals in all urban decision-making, priority-setting and resource allocation processes. Inclusive cities provide everyone – be it the poor, the young or older persons, religious or ethnic minorities or the handicapped -- with equitable access to nutrition, education, employment and livelihood, health care, shelter, safe drinking water, sanitation and other basic services. Efficiency in the delivery of public services and in promoting local economic development Cities must be financially sound and cost-effective in their management of revenue sources and expenditures, the administration and delivery of services, and in the enablement, based on comparative advantage, of government, the private sector and communities to contribute formally or informally to the urban economy. A key element in achieving efficiency is to recognize and enable the specific contribution of women to the urban economy. Transparency and Accountability of decision-makers and all stakeholders The accountability of local authorities to their citizens is a fundamental tenet of good governance. Similarly, there should be no place for corruption in cities. Corruption can undermine local government credibility and can deepen urban poverty. Transparency and accountability are essential to stakeholder understanding of local government and to who is benefiting from decisions and actions. Access to information is fundamental to this understanding and to good governance. Laws and public policies should be applied in a transparent and predictable manner. Elected and appointed officials and other civil servant leaders need to set an example of high standards of professional and personal integrity. Citizen participation is a key element in promoting transparency and accountability. Civic Engagement and Citizenship People are the principal wealth of cities; they are both the object and the means of sustainable human development. Civic engagement implies that living together is not a passive exercise: in cities, people must actively contribute to the common good. Citizens, especially women, must be empowered to participate effectively in decision-making processes. The civic capital of the poor must be recognized and supported. Security of individuals and their living environment Every individual has the inalienable right to life, liberty and the security of person. Insecurity has a disproportionate impact in further marginalising poor communities. Cities must strive to avoid human conflicts and natural disasters by involving all stakeholders in crime and conflict prevention and disaster preparedness. Security also implies freedom from persecution, forced evictions and provides for security of tenure. Cities should also work with social mediation and conflict reduction agencies and encourage the cooperation between enforcement agencies and other social service providers (health, education and housing). The Process of Normative Debate The campaign has initiated a global debate on the principles of good urban governance. To be universally relevant, the debate must be firmly rooted in the experience of cities. It must be sensitive to different regional and national contexts. And it must ensure that no one is excluded from the process of debate. Accordingly, the campaign has developed a five-track strategy for promoting normative debate, via the following avenues:	https://mirror.unhabitat.org/content.asp?typeid=19&catid=25&cid=2097
Grand Rapids Art Adventure: ArtPrize Ten Tiny World Tours, in partnership with the Grand Rapids Art Museum, (GRAM) announces an intensive curated tour of ArtPrize 2018 highlights on Friday, September 21, 2018. This day-long experience begins at 9:30 am with a Directors Welcome and Curators Tour at GRAM, and continues with lunch at the Downtown Market and a trolly tour of key ArtPrize destinations including the ArtPrize Hub, Meijer Gardens, SITE:LAB, and other selected sites. This ArtPrize Art Adventure culminates in a cocktail party with local, regional, and national cultural leaders and artists in a loft overlooking the city. Space is limited--reserve your spaces to enjoy a selection of exclusive artistic, culinary, and cultural experiences unique to Grand Rapids, plus exchanges with artists and cultural leaders. This will be a full day-long art experience including the following:	http://www.tinyworldtours.com/grand-rapids-art-adventure-artprize-ten
Marchitecture is an annual month dedicated to Qatar’s architecture and Urban Design. Open to Culture Pass Members, the month-long tour, and series of workshops showcase Qatar’s beautiful buildings and cultural sites. Its mission is to highlight the importance and beauty of the country’s architectural history and future. The program gives members exclusive access to cultural experiences in a variety of locations. Qatar has seen notable growth in its architectural landscape, with the juxtaposition of traditional and modern aesthetics. This year the tour focuses on the Modern Day Architecture of Qatar. The program, already underway, began with an in-depth overview of the Qatar Foundation building. The series will go on to review and inform the program participants of various other architectural attractions that Qatar has to offer from Msheireb Downtown to the Weill-Cornell Medicine Campus in Education City to the Qatar National Museum. The Culture Pass allows members unique insights on the unique path of modernity Qatar has utilized in its practice of design and construction of infrastructure. Qatar Museums created the program as part of their cultural programs, which provides members with access to various tours, workshops, and talks tailored to their artistic interests. To become a member, visit the Qatar Museum’s website.	https://qataramerica.org/marchitecture-2020/
Experiences from the field of culture are always enriching. And experiences like this is in the Vysočina region a plethora of. Film fans will enchant the annual International Festival od Documentary Films, music lovers will certainly appreciate the International music festival Peter Dvorsky, The Music of Thousands – Mahler Jihlava or the festival Concentus Moraviae. Furthermore, you can choose from a wide range of regularly organized historical festivities, cultural performances and multi-genre festivals. Sites Of the twelve monuments, which are located in the Czech republic and are registered on the UNESCO World Cultural and Natural Heritage Sites, are three of them in the territory of the Vysocina Region - the Pilgrimage Church of St John of Nepomuk at Zelená hora in Žďár nad Sázavou, historic centre of Telč and the St. Procopius Basilica with the Jewish quarter in Třebíč. These architectural treasures are distant from each other about 40 kilometres away, and regularly comes to life thanks to events with a rich cultural and entertaining programme. The atmosphere of the middle ages of the local castles and ruins will introduce you to many of the summer festivities full of jugglers, swordsmen and musicians. Costumed guided tours, theatrical performances, or the scary night guided tours of the castles will ensure you a new experiences and approach history in an unusual way. In the footsteps of the celebrities The Vysočina region is the place of birth and activity of a number of eminent persons. Many famous artists, architects, writers, and scientists in the Vysočina region was born and remained tied with the local region throughout his life. Others have discovered the Vysočina during their travels here, and then come back again and again inspired by the beauty of this region. Take a walk around the region in the footsteps of Gustav Mahler, Jaroslav Hašek, JA Schumpeter and many other important persons. The Jewish Journeys In many places of the Vysočina region we meet with the monuments of the Jewish settlement – the individual houses, quarters, synagogues. Those you can admire within the three newly created trails, which connect all the places of interest. Unique is the Jewish quarter in Třebíč, which is the only Jewish monument registered on the UNESCO List of World Cultural and Natural Heritage outside the territory of the state of Israel. Beer The brewing of a good beer prospers at the Vysočina region for centuries. Producing two dozen breweries (industrial and small family) can not only taste, but also to look the manufacturing process, become for a moment the brewer and brew your own batch of beer or enjoy relaxing in a beer bath. All this can comfortably connect with any of the cultural and gastronomic events, which traditionally organizes a number of breweries. Experiences for all The visitors can meet with the unusual experiences, for example in the fairytale village or the fairytale land, a western town, a haunted castle, in the information centre of nuclear power plant or in Eden centre - the paradise of the Vysočina region. Also lovers of good food in the highlands come into their own, many local restaurants promises an extraordinary culinary experience in which you can taste both international and traditional regional cuisine. Adrenalin The Vysočina region offers a wide range of adrenaline activities – airsoft, aquasorbing, bumperball, bungee running, landkiting, paragliding, climbing centre, paintball, parachuting, snow kiting etc. Driving a dog sled through the winter landscape combine adrenalin and romance. White track of the World Cup Race track, which graduated participants of the World Championships in biathlon in 2013 can try out for yourself. In winter, cross-country skiing or summer biking or in-line skates. Wellness The beneficial effects of the local environment you can also support by selecting from a wide range of wellness services, which include the inexhaustible variety of massages, baths and other attractions such as unique resting room Silencariun or Herbarium - a place, where the herbs are stored.	http://www.vysocinaconvention.com/en/incentive-programs?tmpl=component&print=1&page=
• يوم 24-04-2019 , س 04:03:23 am • أهلا, زائر . الرجاء الدخول أو التسجيل المنتديات التعليمية الرئيسية تعليمات دخول تسجيل المنتديات التعليمية » المنتديات العامة » English Forums » Best Time For Periodical Offering of Tours Outside Canada « قبل بعد » طباعة إرسال هذا الموضوع صفحات: [ 1 ] للأسفل المحرر موضوع: Best Time For Periodical Offering of Tours Outside Canada (زيارة 1595 مرات) 0 الأعضاء و 1 ضيف يشاهدون هذا الموضوع. sozanna عضو جديد مشاركة: 26 Best Time For Periodical Offering of Tours Outside Canada « في: يوم 15-09-2010 , س 05:41:20 am » Best Time For Periodical Offering of Tours Outside Canada When traveling, there are many things that must be taken into consideration. The flexibility of one's schedule, the cost of flights, availability of accommodations, the activities one might like to participate in and, of course, the weather. To determine the best time for periodical offering of tours outside Canada, it's important to identify the factors one must have and the "trade-offs" one is will to give up in order to stay within their budget. After establishing a budget, one should consider what types of activities they would like to participate in as the weather will play a large part in this decision. Finding warm, sunny beaches in Europe during the winter may be difficult, but for those seeking a little snow and love Christmas markets it would be perfect. With this in mind then the other important consideration is where one would like to go. Antarctica is one of the newest "hot spots" on the destination top ten list. If traveling between November and March one can be assured of maximum daylight and some of the best access to wildlife and adventure of any other time. The rest of the year is dark a large percentage of the day so activities are limited and much of nature is in hibernation. By taking this adventure through one of the many cruises one can be assured of plenty of activities while traveling to and from the destination and coordination of adventures through the on-board planning office. Hawaii and other islands in the Pacific often offer nearly perfect weather throughout the year. Even when weather is poor on one side of the islands, it's near perfect on the other. Additionally, temperatures provide opportunities to participate in many adventures not available in other parts of the world during certain times of the year. Scuba diving, para-sailing, hiking, kayaking, or just sitting and soaking up some warm sun on a white sandy beach ensures visitors have the best time ever all year long. It's important to remember, however, that it does have a rainy season where the weather can be quite intense during certain periods of the day so checking in advance will alleviate many concerns. For those wanting to immerse themselves in ancient history, Rome is a perfect choice almost any time during the year. Although the Spring and Autumn are the most popular times to visit due to the mild weather conditions, it is also the most expensive time to travel to this area. This means that longer lines and more congestion may be encountered. Summer's can be hot and, just like winter, prices are cheaper and crowds are thinner. For those who want to learn about the cultural side of Rome sometimes going in the summer or winter can provide more opportunities. Gaining in popularity is Africa which is becoming one of the top vacation destinations in the world. It offers many exotic, unspoiled landscapes as well as cultural experiences that can be found nowhere else. Because it is newer to the tourist industry, the prices are very reasonable in many areas. However, one also is less able to plan experiences than in other locations. Because it is so large, anytime is a great time to visit this country and weather will be dependent on location explored. In the US air travel tends to remain fairly consistent in price throughout the year, but international travel often varies greatly depending on the location visited and whether or not it is high season. It's also important to remember that just as some airfares vary greatly depending on the type of year, so do the cost of accommodations. Additionally, it's important to remember that certain tourist attractions will also have peak seasons and that if one wants to visit certain attractions high seasons will be crowded. Planning a destination vacation can be very difficult and sometimes stressful unless one knows what they want, what their budget is, and what experiences they would like to have. The best time for periodical offering of tours outside Canada actually depends on individual desires and their willingness to give and take along the way.	http://www.elganna.com/forums/index.php/topic,1416.0/prev_next,next.html
Located in Hoan Kiem district, the neo-Gothic St. Joseph’s Cathedral is the oldest Roman Catholic church in Hanoi and the headquarters of the Roman Catholic Archdiocese of Hanoi. Modeled after Notre Dame in Paris, St. Joseph’s Cathedral is one of the most famous and striking landmarks in Hanoi from the colonial era. 40 Nha Chung St , Hoan Kiem District, Hanoi, Vietnam Tours and Activities to Experience St Joseph’s Cathedral (Nha Tho Lon) Select Dates Historical Tours Markets Cultural Tours Half-day Tours Walking Tours Private Sightseeing Tours Food Tours Sightseeing Tours When are you traveling? Select Dates Popular Search experiences that may have limited interaction with crowds. Search experiences with increased health and safety practices. Search tours and activities you can do from home. You are viewing Virtual Experiences in Hanoi. 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Forget guidebooks and itinerary planning, and immerse in this ancient city’s rich culture with a dedicated private guide. Enjoy the sorts of insights only a local can provide as you explore markets, temples, alleyways, historic homes, the French Quarter, the Old Quarter, Hoan Kiem Lake, and even Hoa Lo Prison. …More From US$ 35.74 Price varies by group size From US$ 35.74 Price varies by group size Half-Day Morning Tour of the Highlights in Hanoi with Lunch 92 Follow in the footsteps of one of Vietnam’s most famous men as you explore the streets of Hanoi on this small-group adventure tour. Pay a visit to the Temple of Literature and the notorious Hanoi Hilton prison. Follow your expert guide on a walking tour of the Old-Quarter and enjoy the expertise and knowledge that comes from being led by a local. …More From US$ 39.00 From US$ 39.00 Hanoi French Quarter Walking Tour: The Present and the Past 68 During this 3-hour walking tour, travelers will be able to explore the spectacular cultural and historical beauty of celebrated landscapes such as St. Joseph’s Cathedral, Hanoi Opera House, Hoa Lo Prison, Hoan Kiem Lake, so on. This tour will definitely bring you an amazing experience through the intriguing stories told by our guide, who are super enthusiastic, informative and good at English as well. If you are really into French architecture, or just merely want to see a different vision of this bustling capital, a tour around Hanoi French Quarter is a perfect pick. Let’s take a tour and enjoy the wonderful adventure! …More From US$ 16.00 From US$ 16.00 Half-Day Tour in Hanoi City by Motorbike 58 Take a ride on a ubiquitous means of transport in Vietnam: the scooter. Zip around the city on a half-day sightseeing tour of Hanoi, with your own personal guide in the driver’s seat. You’re introduced to Hanoi's daily life and food tastings at a restaurant. Visit the Hanoi Opera House, Temple of Literature, Ho Chi Minh Mausoleum, and Tran Quoc Pagoda, and St. Joseph's Cathedral in the Old Quarter and West Lake. …More From US$ 48.00 From US$ 48.00 Private Hanoi City Half-Day Tour 56 Get a feel for Hanoi on a private sightseeing tour. Your own personal guide shares the city’s highlights and local culture, with your choice of itineraries that both include the Old Quarter. Choose a morning departure and see the Ho Chi Minh Complex, One Pillar Pagoda and the Temple of Literature. Depart in the afternoon for the Museum of History, Hoan Kiem Lake and Ngoc Son Temple. …More From US$ 28.00 From US$ 28.00 Private Hanoi Motorbike Sightseeing and Food Tour 53 Hanoi is much bigger than just the Old Quarter. Even though it’s the center of the capital, rich in history and culture, the Old Quarter is still just a small part of the city. Get on a motorbike, we will take you outside and show you areas that most travelers don’t get to see. It’s a different feeling on our motorbikes, going through some lesser known spots, cultural sites while our local Hanoian tour guides explain all about the history of the thousand-year-old city. Besides, you’ll also have the chance to taste some exquisite street food too! …More From US$ 47.44 From US$ 47.44 Hanoi Vespa Night Street Food Tour with Female Riders 33 We have a unique way to explore the culture and history of Ha Noi that you haven't yet experienced. Our professional Female rider and english speaking tour guide will take you go through amazing and very beautiful narrow streets, passing through small alley ways with local markets to see the local's real life, bustling streets, and visit local vietnamese people. We combine for you to see both city and countryside, experience the culture, meet the people, see bustling streets and beautiful countryside. Gaze upon all sorts of wildlife, see rich and poor and enjoy great local food. We have fun and enthusiastic tour guides who are paid a healthy living wage. We supply helmets and raincoats for all drivers and passengers. Your safety is of our utmost concern! Comprehensive travel insurance is included for all passengers. Experience an authentic local lunch included in the tour. A reliable, professional, and experienced all female driving staff. Top of the line 2019 model vespa …More From US$ 85.00 From US$ 85.00 Hanoi Old Quarter Tour - Private Tour 22 As the oldest continuously developed area, Hanoi’s Old Quarter has more than 1000 years of history and seems to resist the flow of time while still actively trying to adapt to the crowded atmosphere of the city. Wandering around this unique ancient area, you will get lost in a totally different world from the rest of the capital and discover things you haven’t seen in your life: Hanoi attractions, the smallest alley or some hidden spots which are far from tourist's eyes. …More From US$ 20.77 From US$ 20.77 Drinks & Bites in Hanoi Private Tour 22 Pair the essential sights of downtown Hanoi with mouthwatering Vietnamese dishes on a private evening tour that’s tailormade for first-time visitors. See sights like Hoan Kiem Lake and the water puppet theater, slurp egg coffee and ice-cold beer, and savor favorite dishes like papaya salad or beef satay. Along the way, immerse deeply in Vietnamese culture, in a way that’s only possible with a private guide. …More From US$ 27.67 Price varies by group size From US$ 27.67 Price varies by group size Private Hanoi Food Walking Tour of the French Quarter 22 Spend three hours strolling the French Quarter during a private excursion that includes major landmarks in the Vietnamese capital. Your walking tour takes in the charm of Hoan Kiem Lake and French colonial buildings such as the Sofitel Metropole Legend Hotel and Hanoi Opera House. View government buildings, the National Museum of Vietnamese History and Museum of the Vietnamese Revolution. You’ll enjoy ‘pho’ (beef noodle soup) and have time for a stop at a sidewalk cafe or for Trang Tien ice cream. …More From US$ 22.00 From US$ 22.00 Hanoi City Sightseeing and Street Food Tour 19 Kick off your Hanoi stay with a half-day motorbike tour of the city. Sit bak and relax as local drivers transport you through the main streets and back alleys of this Vietnamese destination. Cruise past iconic landmarks, sample local cuisine and choose from one of three tour options to meet your interests and needs. This is the perfect way to get acclimated to the city and begin to explore with the wind in your hair! …More From US$ 51.29 From US$ 51.29 Half-Day Private Hanoi Food Tour by Motorbike 18 Hanoi is famous for the Scooters,a lot and lots of travelers doing these activities. We arrange these and make sure this experience will be the BEST experience and the good PRICE. -- --So, let go for You will be back of the scooter with a local guide show you the hidden places, discovering the city in the unique & super safe way. All included! -- & We are sure that you will get one of the best experience EVER. That is why we got 99% Excellent Reviews. That is why more than 10.000 Travelers choose us each year What is why you should not miss us in Hanoi! -- We make sure you get the BEST Price and be HAPPY …More From US$ 40.50 Price varies by group size From US$ 40.50 Price varies by group size Hanoi City Motorbike Tour By Locals 13 Hanoi Happy Motorbike Tours With this unique local experience, you'll be seeing the local lives on the back of the motorbike just like locals, waving around and zipping through all the chaos traffic. Beside our stops we plan, you can ask for stopping at anywhere you want during the tour, unlike other transports you might take. …More From US$ 42.06 Price varies by group size From US$ 42.06 Price varies by group size Hanoi street food tour small group tour 13 Unleash your inner Anthony Bourdain on this small-group food tour that’s also an introduction to Hanoi’s Old Quarter. Discover the different types of local markets, learn why the street chairs are so low, and sample a range of dishes you couldn’t even fit in when flying solo. …More From US$ 35.90 From US$ 35.90 Vespa After Dark Tour in Hanoi 10 18:00-22:00 We don't sell just a tour. We sell the satisfaction. Hanoi after dark is completely different with what you see on the daytime. The city now becomes a shimmering, colorful and exciting with night activities. The adventurous excursion is combined with the riding of Vespa through some landmarks in the city and tasting the local cuisine. A night of fun and amazement start with a cruise through the bustling streets, narrow alleys, important monuments, beautiful tree-lined avenues all with a rich hidden history and tradition. Be sure you come with the empty stomach because during your journey, you will stop to enjoy some of the local specialties that are only found in Hanoi. Go deep into the nightlife while being driven to local bars and lounges where the young generation and even the older people come to unwind and flaunt their unique styles. Come and enjoy the nightlife of Hanoi with us. We commit to giving you a fun and memorable time on your trip to our beloved country. …More From US$ 78.00 From US$ 78.00 Half-Day Hanoi City Tour by Scooter 9 Tour Hanoi from a unique perspective: on the back of a scooter driven by a guide in traditional Vietnamese dress. You’ll ride around the capital and stop at famous sites such as the Hanoi Opera House, Vietnam Fine Art Museum, Temple of Literature and Quan Su Pagoda. Visit the Old Quarter, aka 36 Old Streets, and tour the Ho Chi Minh Mausoleum at Ba Dinh Square. Throughout the 5-hour excursion, discover the city’s cultural history and architecture with your knowledgeable guide. Refreshments included. …More From US$ 54.00 From US$ 54.00 Hanoi Street Food and Culture Walking Tours :3 Hours 8 • Tasting 7-10 authentic wonders of Hanoi cuisine- just like the locals do on the streets. • Eating at random street-side eateries & authentic local restaurants • Experiencing Family’s heirloom food and special delicacies • Stroll through hidden alleyways and bustling markets of Hanoi’s charming old quarter • Learn more about Hanoi’s unique food culture • Try local specialties with influences from French and Chinese cuisine • Enjoying Hanoi egg coffee and Vietnamese authentic drinks at Hidden Gem coffee …More From US$ 27.00 From US$ 27.00 BonBon Experience: Film Photography Tour - Hanoi Old Quarter 8 By joining our experience, you will have chances to not only immerse in the local life and film photography but also try Vietnamese coffee and dessert. When dedicated to capturing the moment of Hanoi life, you could find its true beauty among the hustle and bustle of the city. Your Local Ambassador, with extensive photography experience and a deep knowledge of the Old Quarter, will help you find the ideal locations for capturing stunning photos of the city. Together you'll find the best places, uncover hidden secrets and get access to places you'd have otherwise missed. Within 24 - 48hrs after the tour, you will receive printed photos of your best shots (upon request with a VND100.000 surcharge/pax). This isn't about how to use your camera, it's about getting you to the right place at the right time! …More From US$ 38.43 From US$ 38.43 Hanoi City Tour half day by Motorbike with lunch 8 See Hanoi like the locals do: on the back of a motorbike. You’ll get a personalized look at the Vietnamese capital and get a taste of its cuisine along the way. See pagodas, bridges, and other landmarks while a private driver takes you around Hoan Kiem Lake. Then finish your half-day excursion with a restaurant lunch and drink. …More From US$ 63.00 From US$ 63.00 Hanoi French Quarter Tour (by AZ Local NPO) 7 Choose this special walking tour and discover Hanoi like a local: with this tour run by a non-profit organisation. Support this local cause and enjoy a unique tour, with fun stories from your enthusiastic guide. Discover a town rich in history and culture: a fantastic introduction to Hanoi. Observe the Neo-Gothic style St Joseph’s Cathedral, the grand decor of the Opera House and visit the picturesque Hoan Liem Lake. Visit the historically significant Hoa Lo Prison: previously used for housing Vietnamese political campaigners. …More From US$ 5.20 From US$ 5.20 BonBon Experience: Hanoi Coffee Tour 5 Hanoi is captivating with its mysterious beauty that is best taken in slowly. People said that: “You can’t leave Hanoi without knowing and having a sip of the famous Vietnamese coffee”. If you are a coffee enthusiast, don’t miss trying out a good cup of black, milk or even egg coffee in Hanoi. You can do this as easily as with a well-placed order in a roadside coffee shack, a cafe, or restaurant, but you can also go on a tour. Come with us to the most unique and well-hidden coffee spots in Hanoi while learning about this city’s culture along the way. …More From US$ 25.97 From US$ 25.97 Hanoi walking foodie tour by night_Real experiences 4 Hanoi walking foodie tour offers the most exciting historical and foodie experiences in Hanoi City! This town is the ultimate home for food lovers and information seekers with a rich and diverse history waiting to be explored. Our tours are designed to delight each of your senses and show you a side of the city that you otherwise never would have seen. Our food tours are not only delicious but full of anecdotal stories and riveting facts about the history and culture of the neighborhoods in which we visit. We help you eat like a local in Hanoi on tour and on your own! Our walking tours feel like a time machine as we share the stories and insights that few people know. come hungry and take a bite out of Ha Noi! …More From US$ 37.00 From US$ 37.00 Morning group Tour 08:30 AM - Real Hanoi Bicycle Experience 4 This is Hanoi’s premier, non-touristy cycling experience, showcasing Hanoi in a local way that will not soon be forgotten. The Real Hanoi Bicycle Experience is the brainchild of Sidney and Thao van Meenen, a Dutch-Vietnamese couple, the founders & owners of Friends Travel Vietnam with a love for Hanoi and Vietnam! Jump on our special custom built, European style, bikes and follow our expert guide down the winding alley’s, iconic bridges and amazing smells that Hanoi has become famous for! The Real Hanoi Bicycle Experience is anything but standard. We venture off the well trodden, or in this case cycled, path to show you the Hanoi that even local residents seldom get to see. Join us today and take in all the wonderfully strange sounds, sights, and smells that makes Hanoi an unforgettable experience. We’d love to tell you more but you’ll just have to join us and discover Hanoi’s magic and the charm for yourself! …More From US$ 29.75 From US$ 29.75 Motorbike tour in Hanoi- Private Tour 4 For you see more Hanoi in short period of time to see different things with your country and get to know the real life, Vietnam war and Vietnamese famous street food as well. You will have an authentic travel experience. After pickup at your hotel, you will start a wonderful trip with our professional guides in knowledge, English and driving. We are going to discover some famous destinations such as: St. Joseph's Cathedral, Ho Chi Minh Mausoleum, West Lake and some places that you never seen before like Phung Hung Mural street, etc. You also explore the Vietnamese cuisine as well. Just click at booking a tour and join with us. …More From US$ 41.54 From US$ 41.54 Frequently Asked Questions The answers provided below are based on answers previously given by the tour provider to customers’ questions. Q: Should I book St Joseph’s Cathedral (Nha Tho Lon) tickets in advance? A: We recommend booking e-tickets ahead of time to secure your spot since St Joseph’s Cathedral (Nha Tho Lon) can get crowded. If you book with Viator, you can cancel at least 24 hours before the start date of your tour for a full refund. Q: How much does it cost to visit St Joseph’s Cathedral (Nha Tho Lon) 2021? A: Currently, an entrance ticket to St Joseph’s Cathedral (Nha Tho Lon) costs USD 5.00. Guided St Joseph’s Cathedral (Nha Tho Lon) tours start around USD 5.00 per person. Q: What''s the best way to experience St Joseph’s Cathedral (Nha Tho Lon)? A: The best ways to experience St Joseph’s Cathedral (Nha Tho Lon) are:	https://www.viator.com/en-IN/Hanoi-attractions/St-Josephs-Cathedral-Nha-Tho-Lon/d351-a16964
$5.95 $5.35 $0.60 Boston Harbor Islands is a unique recreational park just minutes from Boston. We have 12 idverse islands ready for exploring and 22 more that form an island wilderness. The park offeres families, individuals, and groups unique island experiences of fun, adventure, or relaxation. Visitors enjoy boat rides to island destinations that offer hiking trails, beaches, camping, natural and historic sites, and activities and tours led by park rangers. Programs and exhibits help visitors learn about the natural, cultural, geological, and historical background of the islands. This product has not yet been reviewed.	https://shop.americasnationalparks.org/product/88866/Boston-Harbor-Islands-Patch/
The Collectors Council offers unique opportunities to members of the Museum’s community who are new collectors, already developing a collection, or have a passion for the arts and would like to gain access to interesting and educational cultural experiences in a small group setting. The Collectors Council will meet a minimum of every other month to visit local private collections, special exhibition spaces, artists’ studios, and attend private behind-the-scenes tours at auction houses and galleries. Members of the Collectors Council will also have access to special curator-led or docent-led private tours of the Bruce’s major exhibitions. We will offer both daytime and evening events in order to accommodate varied schedules. Annual dues for the Collectors Council are $1,200 ($1,000 tax-deductible) and include a one-year Patron level membership. Participation on the Collectors Council is by invitation. Please contact Whitney Lucas Rosenberg, Director of Development and Institutional Advancement, at 203-413-6765 or [email protected] if you would like to receive further information.	https://brucemuseum.org/site/join_and_support_detail/collectors_council

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